ICSE Class 9 Home Science Syllabus 2026-27

Note: The Class IX examination is conducted by the school. The Class X ICSE Board Examination covers the entire Class IX and Class X syllabus combined. CISCE has not prescribed a fixed bifurcation of the syllabus between the two classes.

Aims

•        To understand and appreciate the role of Home Science in the development and well-being of self, family, and community.

•        To develop an understanding of the basic concepts of food and nutrition in order to lead a healthy life.

•        To understand human development with respect to early and middle childhood.

•        To develop skills to enable candidates to communicate effectively in various spheres of life.

•        To introduce candidates to the basics of Textiles and Clothing.

•        To develop skills for effective management and utilisation of resources available.

•        To create awareness regarding various developmental issues and concerns.

Part I: Theory (100 Marks | 2 Hours)

The Class IX theory paper covers six units as prescribed in the official CISCE syllabus (pages 199-200).

Unit 1: Concept and Scope of Home Science

1(i) Introduction to the Five Streams in Home Science

•        Understanding that Home Science is a field of Applied Sciences, made up of five integrated streams:

◦        Foods and Nutrition: the study of food, nutrients, meal planning, and food preparation

◦        Resource Management: the effective and sustainable management of family resources including time, money, energy, and materials

◦        Human Development: understanding the physical, social, emotional, cognitive, and language development of children and individuals

◦        Textiles and Clothing: the study of fibres, fabrics, garment construction, and care of clothing

◦        Communication and Extension: developing communication skills and using them to address social concerns

•        How the five streams integrate to form a meaningful whole: each stream complements the others in addressing the holistic needs of the family and community

1(ii) Significance of Home Science in Different Spheres of Life

•        Home Science as a multi-disciplinary subject: it draws from nutrition, psychology, economics, sociology, and applied sciences

•        Helps in the development of life-skills to deal with various situations in different spheres of life: personal, family, professional, and community

•        Relevance of Home Science in everyday decision-making: meal planning, clothing choices, resource management, child rearing, and community outreach

Unit 2: Food and Health

2(i) Food and Its Functions; Basic Cookery Terms; Health Benefits of Common Food Items

Definitions to be studied:

•        Food: any substance, solid or liquid, that when consumed provides nutrients to the body for its normal functioning

•        Nutrient: a substance in food that provides nourishment essential for growth, repair, and maintenance of the body

•        Nutrition: the process by which the body takes in and uses food for growth, repair, and energy

•        Balanced diet: a diet that contains all the essential nutrients in the right amounts and proportions to maintain health

•        Health: a state of complete physical, mental, and social well-being and not merely the absence of disease (WHO definition)

•        Malnutrition: a condition resulting from an improper or insufficient diet; includes both undernutrition and overnutrition

•        Optimum nutrition: the ideal level of nutrition that supports maximum health, growth, and functioning

Functions of food:

•        Physiological functions: providing energy (carbohydrates and fats), building and repairing body tissues (proteins and minerals), and regulating body processes (vitamins, minerals, water)

•        Psychological functions: food provides comfort, pleasure, and emotional satisfaction; associated with feelings of security and well-being

•        Social functions: food plays a central role in cultural traditions, festivals, celebrations, and social bonding

Basic cookery terms (definitions to be known):

•        Cutting: dividing food into pieces using a knife or scissors

•        Chopping: cutting food into rough, irregular pieces

•        Grating: rubbing food against a grater to produce small shreds or pieces

•        Kneading: working dough with the hands by pushing, folding, and stretching to develop gluten

•        Beating: mixing ingredients vigorously with a whisk, fork, or beater to incorporate air

•        Peeling: removing the outer skin or rind of a fruit or vegetable

•        Stringing: removing the fibrous strings from vegetables such as French beans or celery

•        Julienne: cutting food into thin, match-stick sized strips

•        Mashing: crushing cooked food (e.g. potatoes) into a soft mass

•        Cut and fold in: gently combining a light mixture (e.g. beaten egg whites) into a heavier one using a spatula, without deflating the air

•        Blending: mixing two or more ingredients until smooth and evenly combined

•        Dusting: lightly sprinkling flour or icing sugar over a surface or food item

Health benefits of common food items (to be done briefly):

•        Herbs: Mint (digestive aid, cooling), Coriander (antioxidant, digestive), Celery (diuretic, anti-inflammatory), Basil (antibacterial, anti-inflammatory), Curry leaves (antioxidant, improves digestion), Saffron (antidepressant, antioxidant), Thyme (antimicrobial), Lemon grass (diuretic, digestive aid)

•        Spices: Cardamom (digestive, antibacterial), Cinnamon (blood sugar regulation, anti-inflammatory), Cloves (antibacterial, pain relief), Turmeric (anti-inflammatory, antioxidant), Fenugreek (blood sugar regulation, galactagogue), Cumin (digestive aid, iron-rich), Fennel (digestive aid, antispasmodic), Carrom/Ajwain (digestive aid, antifungal), Asafoetida/Hing (antiflatulent, digestive aid), Ginger (anti-nausea, anti-inflammatory), Garlic (antibacterial, cardiovascular health)

2(ii) Nutrients and Their Functions; Deficiency Diseases

Classification of nutrients according to their sources and functions:

•        Energy-giving nutrients: Fats (9 kcal per gram; provide concentrated energy, insulation, fat-soluble vitamin carrier) and Carbohydrates (4 kcal per gram; primary energy source; include simple sugars and complex starches and dietary fibre)

•        Body-building nutrients: Proteins (4 kcal per gram; made of amino acids; essential for growth, repair, and production of enzymes, hormones, and antibodies) and Minerals (Calcium: bone and teeth formation, blood clotting; Iron: haemoglobin formation, oxygen transport; Iodine: thyroid hormone production)

•        Protective nutrients: Vitamins A (vision, immune function, skin), D (calcium absorption, bone health), E (antioxidant, cell protection), K (blood clotting); Vitamin B group: Thiamine/B1 (energy metabolism, nerve function), Riboflavin/B2 (energy metabolism, growth), Niacin/B3 (energy metabolism, DNA repair); Vitamin C (antioxidant, collagen synthesis, iron absorption)

•        Regulatory nutrients: Water (transport of nutrients, temperature regulation, metabolic reactions; 60-70% of body weight) and Roughage/Dietary Fibre (promotes bowel regularity, prevents constipation, reduces cholesterol)

Deficiency diseases associated with the above nutrients:

•        Protein-Calorie Malnutrition (PCM): Kwashiorkor (protein deficiency), Marasmus (energy and protein deficiency)

•        Vitamin A deficiency: Night blindness, Xerophthalmia

•        Vitamin D deficiency: Rickets (children), Osteomalacia (adults)

•        Vitamin C deficiency: Scurvy

•        Thiamine (B1) deficiency: Beriberi

•        Niacin (B3) deficiency: Pellagra

•        Iron deficiency: Anaemia

•        Iodine deficiency: Goitre, Cretinism

•        Calcium deficiency: Osteoporosis, poor bone and teeth development

Unit 3: Growth and Development of Children from Birth to Five Years

3(i) Principles of Development; Milestones of Development

•        Meaning of growth: increase in size, weight, and physical dimensions of the body

•        Meaning of development: qualitative changes in the structure and function of the organism; development includes growth

•        Difference between growth and development: growth is quantitative and measurable; development is qualitative and involves maturation of functions

Principles of development:

•        Development is continuous: an ongoing, lifelong process from conception to death

•        Development follows a definite sequence (cephalo-caudal and proximo-distal directions)

•        Development proceeds from general to specific: large muscle movements before fine motor skills

•        Rate of development varies: different children develop at different speeds; rate also varies across different domains (physical, social, cognitive, etc.)

•        Heredity and environment both influence development

•        Each stage of development is related to and dependent on the preceding stage

Milestones of development from birth to five years (meaning and characteristics of each type):

•        Physical development: changes in height, weight, body proportions, and physical features

•        Motor development: Gross motor (large muscle skills: sitting, standing, walking, running); Fine motor (small muscle skills: grasping, pinching, drawing, writing)

•        Social development: development of the ability to interact with others; from egocentric behaviour to cooperative play

•        Emotional development: development of the ability to recognise, express, and manage emotions

•        Cognitive development: development of the ability to think, reason, solve problems, and understand concepts (Piaget's stages: Sensorimotor, 0-2 years; Preoperational, 2-7 years)

•        Language development: from crying and babbling (birth-12 months) to single words (12-18 months) to simple sentences (2-3 years) to complex language (4-5 years)

3(ii) Role and Importance of Play and Play-School During Early Childhood

•        Role of play: promotes holistic growth; develops physical coordination, imagination, social skills, emotional intelligence, and cognitive abilities

•        Considerations in choosing play: indoor/outdoor; age-appropriateness; safety; educational value

•        Types of play (meaning only): Constructive play (building with blocks, clay, drawing); Fantasy/Dramatic play (make-believe, role-play); Solitary play (playing alone); Cooperative play (playing together with shared goals); Creative play (art, music, storytelling)

•        Types of play schools (meaning only): Montessori (child-centred, hands-on learning materials); Nursery school (structured play and socialization); Kindergarten (bridge between preschool and formal schooling)

3(iii) Diseases and Their Prevention

Common childhood diseases (0-5 years): names only and associated vaccines.

•        Definition and importance of immunisation: immunisation is the process of making a person immune to an infectious disease by administering a vaccine; it protects individuals and builds herd immunity to prevent disease outbreaks

Unit 4: The Home and Its Maintenance

4(i) Colour and Its Application in the Home

•        Dimensions of colour: Hue (the name of the colour: red, blue, green); Value (the lightness or darkness of a colour: tints with white, shades with black); Intensity/Chroma (the brightness or dullness of a colour: pure hues vs. grayed hues)

•        Prang colour wheel: Primary colours (Red, Yellow, Blue); Secondary colours (Orange, Green, Violet); Tertiary colours (combinations of primary and secondary: e.g. Red-Orange, Yellow-Green)

•        Neutral colours: White, Black, Grey (do not appear on the colour wheel; enhance other colours)

•        Warm colours: Red, Orange, Yellow (advance toward the viewer; create warmth and energy)

•        Cool colours: Blue, Green, Violet (recede from the viewer; create calmness and spaciousness)

•        Metallic colours: Gold, Silver, Bronze (special-effect colours with a metallic sheen)

Colour schemes and their applications in the home:

•        Related colour schemes: Monochromatic (one hue in varying values and intensities); Analogous/Adjacent (two or three adjacent colours on the colour wheel: e.g. Red, Red-Orange, Orange)

•        Contrasting colour schemes: Complementary (two colours opposite on the colour wheel: e.g. Red and Green); Double Complementary (two pairs of complementary colours); Split Complementary (one colour and the two colours on either side of its complement); Triad (three colours equally spaced on the colour wheel); Tetrad (four colours equally spaced)

•        Applications in the home: drawing/living room (formal, spacious feel: cool or neutral colours); bedroom (restful, calming: cool or monochromatic); dining room (stimulating appetite: warm colours); kitchen (clean, hygienic: whites, light colours)

4(ii) Lighting in the Home

•        Types of lighting: General/Ambient lighting (provides overall illumination for a room); Local or Task lighting (directed light for specific activities: reading, cooking, dressing)

•        Direct lighting: light directed downward onto a surface; creates strong light and shadow

•        Indirect lighting: light reflected off walls or ceilings; creates soft, diffused illumination

•        Sources of light: Natural (sunlight, moonlight: skylights, windows, orientation of the house); Artificial (incandescent bulbs, fluorescent tubes, LED lights, CFL bulbs)

•        Choice of adequate lighting for different rooms: kitchen (bright, shadow-free task lighting); bedroom (soft, warm, adjustable lighting); study (focused, glare-free task lighting); living room (combination of general and accent lighting)

4(iii) Sustainable Utilisation of Fuel and Energy in the Home

•        Sustainable use of fuel and energy: using resources in a way that meets present needs without compromising the ability of future generations to meet their needs

•        Conservation of cooking gas (LPG): using pressure cookers; covering pots while cooking; using the correct burner size; pre-soaking lentils and legumes; planning meals to use residual heat

•        Conservation of water: fixing leaks; using bucket instead of shower; wastewater reuse; rainwater harvesting; using dishwater for garden plants

•        Conservation of electricity: using energy-efficient appliances (BEE star-rated); switching off lights and fans when not in use; using natural light; insulating the home to reduce heating/cooling needs

4(iv) Maintenance of Sanitation and Hygiene Inside and Outside the House

•        Role of sanitation and hygiene in the home and its environment: preventing disease, maintaining health, and creating a pleasant living environment

•        Meaning of waste: any material that is no longer useful or wanted and needs to be disposed of

•        Biodegradable waste: waste that can be broken down by microorganisms into simpler substances (e.g. vegetable peels, food scraps, garden waste, paper)

•        Non-biodegradable waste: waste that does not break down naturally or breaks down extremely slowly (e.g. plastics, glass, metals, Styrofoam, e-waste)

Importance of segregation of waste:

•        Sorting waste into categories: biodegradable/non-biodegradable; organic/non-organic; plastic; metal; e-waste at domestic and community level

•        Segregation at source makes recycling easier, reduces landfill burden, enables composting of organic waste, and ensures safe disposal of hazardous materials

The Five Rs for environmental conservation:

•        Reduce: minimise consumption and waste generation at source

•        Refuse: decline to accept items that are unnecessary, over-packaged, or harmful

•        Reuse: use items multiple times before discarding (e.g. cloth bags, refillable bottles)

•        Recycle: convert waste materials into new products (e.g. paper, glass, metals)

•        Reinvent: find creative new uses for old materials; upcycling

Unit 5: Textile Science and Fabric Construction

5(i) Fibres: Properties and Uses

•        Meaning of fibre: the basic unit of a textile; fine, hair-like strands that are spun into yarn

Classification of fibres:

•        Natural fibres: obtained from natural sources (plant or animal origin)

•          Cotton (plant/cellulose): origin: cotton plant (Gossypium); brief idea of ginning and spinning; properties: absorbent, comfortable, strong when wet, washable, creases easily, conducts heat

•          Silk (animal/protein): origin: silkworm (Bombyx mori) cocoon; brief idea of sericulture; properties: lustrous, strong, lightweight, drapes well, heat-sensitive, weakened by sunlight

•          Wool (animal/protein): origin: sheep fleece (and other animals); brief idea of shearing and processing; properties: warm, elastic, absorbent, felts in hot water, resilient

•        Man-made fibres (regenerated): produced by chemically processing natural materials

•          Rayon/Viscose: raw materials: wood pulp (cellulose); properties: soft, absorbent, drapes well, not as strong as cotton when wet, shiny

•        Synthetic fibres (artificial): produced entirely from chemical (petrochemical) sources

•          Nylon: raw materials: coal and petroleum (polyamide polymer); properties: strong, elastic, abrasion-resistant, quick-drying, low moisture absorption

•          Polyester: raw materials: petroleum (polyester polymer); properties: strong, wrinkle-resistant, retains shape, quick-drying, low moisture absorption

Identification of fibres:

•        Microscopic appearance: Cotton (ribbon-like, twisted); Silk (triangular cross-section, lustrous); Wool (scaled surface, crimped); Rayon (smooth, rod-like); Nylon (smooth, rod-like, clear); Polyester (smooth, rod-like)

•        Burning test: Cotton (burns readily, smells like burning paper, grey ash); Silk (burns slowly, smells like burning hair/feathers, crushable black ash); Wool (burns slowly, smells like burning hair, crushable black ash); Rayon (burns readily like cotton, grey ash); Nylon (melts and burns, smells like celery, hard grey bead); Polyester (melts and burns, black smoke, hard black bead)

5(ii) Fabric Structure: Woven, Non-Woven, and Knitted

Key terms:

•        Yarn: a long continuous thread made by spinning fibres together

•        Warp: the set of yarns that run lengthwise (vertically) in a woven fabric; strung on the loom before weaving begins

•        Weft: the set of yarns that run crosswise (horizontally), interlacing with the warp

•        Selvedge: the finished, non-fraying edge on both sides of a woven fabric

•        Fabric: a pliable, planar material made from fibres or yarns by weaving, knitting, felting, or other processes

Woven fabrics (construction method and end use):

•        Plain weave: each weft yarn passes over and under alternate warp yarns; produces a firm, even fabric; end uses: shirts, blouses, bed sheets

•        Twill weave: weft yarns pass over two or more warp yarns in a stepped diagonal pattern; produces a diagonal ribbed effect; end uses: denim, gabardine, tweed

•        Satin weave: weft yarns float over four or more warp yarns; produces a smooth, lustrous surface; end uses: evening wear, linings, lingerie

•        Decorative weaves: Spot (small figures woven into the fabric by extra warp or weft yarns); Pile (cut pile: velvet, corduroy; uncut pile: terry cloth)

Non-woven and knitted fabrics:

•        Non-woven fabrics (e.g. felt): fibres bonded together by heat, adhesive, or mechanical means (without spinning into yarn or weaving); uses: industrial applications, geotextiles, craft materials, disposable products

•        Knitted fabrics: made by interlocking loops of yarn using needles; Hand knitted (domestic use, garments); Machine knitted (T-shirts, hosiery, sportswear)

Unit 6: Communication and Extension

•        Meaning of communication: the process of exchanging information, ideas, feelings, or opinions between two or more individuals

•        Functions of communication: informing, educating, entertaining, persuading, motivating, and coordinating

•        Importance of communication: essential for personal relationships, family harmony, community development, and professional success

Elements of communication (brief idea):

•        Sender: the person who initiates the message

•        Message: the information, idea, or emotion being communicated

•        Medium/Channel: the means through which the message is transmitted (verbal, written, non-verbal, digital)

•        Receiver: the person who receives and interprets the message

•        Feedback: the response of the receiver to the sender; indicates whether the message was understood correctly

•        Interpersonal communication: direct, face-to-face communication between two or more individuals

•        Acquiring interpersonal communication skills: Listening (active listening, avoiding distractions); Speaking (clarity, appropriate tone and pace, confidence); Reading (comprehension, critical reading); Writing (clarity, correct grammar, appropriate format)

Part II: Internal Assessment (100 Marks)

The internal assessment is conducted by the school throughout the academic year. Candidates practise one or more aspects of Home Management, Human Development, Foods and Nutrition, Textiles, and Communication and Extension. The teacher may assess on the basis of continuous assessment or periodical tests.

Minimum Number of Assignments

Suggested Practical Assignments

Foods and Nutrition

•        Identification of pulses, cereals, and spices

•        Identification of serving and cooking equipment

•        Preparation of nutritious snacks using different methods of cooking

•        Demonstration of various cuts of vegetables and fruits: slice, chop, dice, mince, julienne; making easy salads

•        Preparation of food using simple cooking techniques: boiling, frying, steaming, grilling, baking, stewing

•        Visiting a food processing unit and preparation of a report

•        Identification and collection of samples of ten herbs/spices/condiments for treating common ailments; preparation of a report

•        Listing foods eaten on any one day and classifying them into food groups; analysing on the basis of nutrient content and appearance

•        Food preservation: making chutneys, pickles, and jam

•        Demonstration of innovative table layouts, napkin folding, and creative decorations

Human Development

•        Collecting ten play materials and evaluating them in terms of their merits and demerits

•        Observing a group of junior/middle school children during lunch break and recording observations regarding language used, choice of friends, and games played

•        Visiting a day-care centre and observing the activities of the children; making a record of observations

•        Visiting a special school and recording observations on any one child with special needs

Textiles and Clothing

•        Collecting samples of fabrics and comparing them on the basis of cost, durability, appearance, and suitability

•        Identification of fibres (cotton, wool, silk, and synthetics) by the burning test

•        Planning the interiors of a home through choice of colours and furnishing materials for the bedroom, living room, and dining room

•        Care of clothing; laundering of cotton, silk, and wool

Resource Management

•        Planning a system for recycling of waste produced by the school or home

•        Preparation of compost pits

•        Gardening: planting of herbs and medicinal plants and taking care of them

•        Preparing a layout of the plan of the Home Science laboratory with complete detailing of work centres, storage areas, and placement of heavy and light equipment

•        Cleaning of glass panes, grills, sink, counter tops, wooden shelves, and electrical appliances like refrigerator, oven, and cooking stove (any five)

•        Preparing a family budget based on information received from parents

Communication and Extension

•        Designing a leaflet or pamphlet to create awareness regarding consumer rights and responsibilities

•        Collecting information about global environmental issues and communicating it through appropriate modes: posters, charts, collages, cartoons, letters, street plays

•        Identifying low-cost, environmentally friendly alternatives to deal with scarcity of resources such as fuels in the locality

Final Test

In addition to the course work, the candidate will be tested in one or more aspects of Home Science by the External Examiner.

Evaluation and Award of Marks

Assignments and project work are evaluated independently by the Subject Teacher (Internal Examiner) and by an External Examiner nominated by the Head of School. The External Examiner may be a teacher from the school faculty who is not teaching the subject to the section or class being assessed.

The total marks obtained out of 100 are to be sent to CISCE by the Head of the school. The Head of the school is responsible for the online entry of marks on CISCE's CAREERS portal by the due date.

Internal Assessment in Home Science: Guidelines for Marking with Grades

Each criterion is marked separately. There are five criteria; each is scored on the Grade I to Grade V scale:

Preparation Tips for Students

For the Theory Paper

•        Unit 1 (Concept and Scope): understand each of the five streams thoroughly and be able to explain how they integrate. This is usually a short-answer question.

•        Unit 2 (Food and Health): learn all definitions precisely; master the classification of nutrients (energy-giving, body-building, protective, regulatory) and the corresponding deficiency diseases. The cookery terms and health benefits of herbs and spices are frequently tested in Section A.

•        Unit 3 (Growth and Development): learn the principles of development and the milestones for each developmental domain (physical, motor, social, emotional, cognitive, language) with examples. Know all nine childhood diseases, their names, and their vaccines.

•        Unit 4 (Home and Maintenance): understand the Prang colour wheel; learn all colour schemes by name and definition; know the Five Rs in detail. The sustainable use of energy is a common short-answer topic.

•        Unit 5 (Textile Science): master the burning test results and microscopic appearance for each fibre. Know the construction method and end uses of each weave type.

•        Unit 6 (Communication): learn the five elements of communication; understand interpersonal communication and how each skill (listening, speaking, reading, writing) is developed.

•        Solve previous years' ICSE Home Science question papers to understand question format and time management.

For the Internal Assessment

•        Complete all five prescribed practical assignments on time with consistently high quality.

•        For every practical, aim for Grade I or II across all five criteria: Planning, Efficiency, Manipulation, Quality Produced, and Appearance/Arrangement.

•        Practise the Final Test format: demonstrating a practical task assessed by the External Examiner.

•        Focus especially on food preparation practicals: correct technique, hygiene, and presentation all count toward the Grade.

Official Source and Further Reference

This document is based on the official CISCE syllabus for Home Science (Subject Code 68), pages 199 to 204 of the CISCE Regulations and Syllabuses document. The complete and authoritative syllabus is published by the Council for the Indian School Certificate Examinations (CISCE) on their official website.