WELCOME

to

FIRST SEMESTER

SESSION: 2025 – 2026

CLASS X

SUBJECT- Science & Technology

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 GENERAL EVALUATION TOOLS: Kindly refer to the Student – Parent Handbook

TEXT BOOK --- Text Book of Science N.C.E.R.T

REFERENCE BOOK ---- S Chand Publications

Suggested Reading --- Foundation Science, Pradeep

DIGITAL RESOURCES--- www.bbc.co.uk/schools/scienceclips

www.physchem.co.za
www.poonamlatayadav.weebly.com

E- RESOURCES: https://www.pdfdrive.com/search?q=chemistry+and+physics&pagecount=&pubyear=&searhin=
https://www.pdfdrive.com/essential-cell-biology-4th-edition-e157604413.html

Teachers: Dr Poonam Lata Yadav (poonaml@suncityschool.in)

Mr Amit Sewach (amit@suncityschool.in)
Ms Sunanda Singh (sunanda@suncityschool.in)
Ms Shally Bhan (shally@suncityschool.in)

Ms Neetu Saluja (neetu@suncityschool.in)

Ms Poonam (poonam@suncityschool.in)

Ms Ritika Ahuja (ritikaa@suncityschool.in)

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Syllabus subject to change as per CBSE norm

The following topics will be tested in Unit Test I (40 marks)

1. Light: Reflection of light and refraction of light

2. Chemical reactions and equations
3. Life processes (till respiration)

The following topics will be tested in the Half-Yearly examination (80 marks)

1. Light: Reflection and refraction

2. Human eye and the colorful world
3. Chemical reactions and equations
4. Acids, bases and salts
5. Metals and non-metals
6. Life processes
7. Control and coordination

INTERNAL ASSESSMENT (20 marks)

● Periodic Assessment - 05 marks + 05 marks
● Subject Enrichment (Practical Work) – 05 marks
● Portfolio – 05 marks

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 PHYSICS

Month/ Concept Objectives Aids/Activities/ Trans disciplinary MI and Learning Outcome

No. of SDG
Working
days

April Macro concept CONCEPT INITIATION: The students will be able

(21days) Light • To enable the • Take two mirrors placed perpendicular to to understand the
+ students to each other. Students would be asked to phenomenon of
May Micro concept understand the find the number of images formed reflection.
(11 days) Reflection concept of between them because of reflection.
• Convergence convergence and They will be able to
&divergence of divergence of CONCEPT ELUCIDATION(ASK): understand how and why
light light and images Application: Are able to relate reflection in they see the things around
• Images formed formed by real life situations. them the way they see
by a spherical spherical mirrors. • Demonstrating the practical applications them.
mirror of spherical mirrors (Trans disciplinary
• Related with fine arts) (related to SDG 9)
concepts • To make the Skill: Are able to draw ray diagrams and
• Centre of students aware solve numerical based on mirror formula.
curvature and understand • Convergence and divergence of light
• Principal axis the various terms using spherical mirrors.
• Optic center related to Knowledge: Concept of reflection of light
• Principal Focus mirrors. and image formation by plane and spherical
• Focal length mirrors.
• Magnification • Experimental demonstration of images
• Mirror formulae formed by concave mirror.
Understanding: Students will appreciate the
phenomenon of reflection.

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 • To enable the • PPT on image formation by concave
students to solve mirror and convex mirror and for the
numerical using explanation of different image formation
mirror formulae in mirrors
and CONCEPT CLOSURE:
magnification. Research work on different types of
spherical mirrors and their applications in
real world. Students record their
observations in the form of ray diagrams.
(Trans disciplinary with fine arts)

July Micro concept • To enable CONCEPT INITIATION:

(23 days) students to Students will be taken to a swimming pool
Refraction understand the and then will be asked to find the real depth
• Laws of laws of and apparent depth of the pool. Students will The students shall
refraction refraction. find the difference in the values of the depth understand the
• Refractive index and relate it to a new concept- Refractive phenomenon of
• Refraction of • To enable Index. refraction based on glass
light by spherical students to solve slab activity.
lenses numerical based CONCEPT ELUCIDATION(ASK):
• Image formed by on refractive Application: Are able to relate refraction in Students will be able to
spherical lenses index, lens real life situations. solve numerical using
• Lens formulae formulae and • Formation of images by convex lens and mirror formula.
• Magnification power of lens. lens and concave lens The students shall
Skill: Are able to illustrate ray diagrams and understand the
• Power of lens
• To enable the solve numerical based on lens formula. concept of
students to draw • Formation of image by convex lens refraction and can show
using dark box (shoe box) and laser the actual rays.
light.

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 ray diagrams Knowledge: Concept of refraction of light
related to lenses. & image formation by spherical lenses.
• Verifying the laws of
refraction in a glass slab Students will be able to
Understanding: Students will distinguish between
appreciate the phenomenon of reflection and refraction
refraction. phenomena using slab
• Experimental demonstration of and mirror activity.
refractive index using real depth and
apparent depth concept.
(Related to SDG 14) Synopsis:
Students perceive
CONCEPT CLOSURE: Students will be different concepts of
shown a video related to various light, such as
applications of spherical mirrors and lenses reflection, internal
in real life – shaving mirror, dentist mirror, reflection, laws of
makeup mirror etc. (VUCA Video) reflection, refraction,
https://www.youtube.com/watch?v=93gAE8 and Snell’s law and
Z0aQ4 their application in
Students will analyze and think of any other daily life.
innovative way of designing a lens or a
mirror which has dual properties- like
bifocal lens i.e. can see near-by and far off
objects. (DESIGN Thinking)

August Macro concept • To enable the CONCEPT INITIATION:

(21days) students to Take a glass slab and a prism. Pass white Students will be able to
Human Eye & understand the light through both of them. In one white understand the difference
the colorful structure and light splits into seven colors while in other it between looking through
world function of does not. Ask them to reason out. (Trans an object and seeing an
disciplinary with fine arts) object.

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Micro concept human eye and Poster making on innovative ideas on
its parts. protecting eyes. (Trans disciplinary with fine They will be able to also
• Structure of arts) (related to SDG 9) understand the structure
human eye • To enable the and working of their
students to eyes.
• Functioning of understand the • Students are asked to research on which
a lens in various defects part of eye can be donated and in how The students will be able
human eye of vision and much time frame to understand the concept
their correction (Competency based) of rainbow formation,
• Defects of by use of CONCEPT ELUCIDATION(ASK): mirage, and Tyndall
vision and various lens. Application: Are able apply knowledge of effect.
their scattering and dispersion in real life.
corrections • To make the • Formation of rainbow after rain due to
student dispersion of light and the colour of sky
understand the is blue due to scattering of light.
• Applications concept of • Students are asked to research on which Students will be able to
of lenses atmospheric part of eye can be donated and in how distinguish between
refraction, much time frame different phenomena light
• Refraction of dispersion and (Competency based) undergoes like:
light through a its applications Skill: Are able to draw diagrams & solve Dispersion, Scattering,
prism in real life. numerical based on defects of human eye. Atmospheric refraction
• Experimental demonstration of etc.
refraction of light through a prism
• Dispersion of • Poster making on innovative ideas on
light protecting eyes. (Trans disciplinary with
fine arts) (related to SDG 9)
• Scattering of Knowledge: Concept of structure of human
light eye, Dispersion of light.
• PPT on structure of human eye with
defects of eye and their corrections

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 • Applications Understanding: Students are able to
of dispersion comprehend the structure and working of
and scattering their eyes.
in our daily • Activity on total internal reflection Synopsis:
life. of light using a laser and colloidal Students perceive
solution. different concepts of
CONCEPT CLOSURE: (VUCA video) the human eye and
Students to watch a video on scattering of colourful world, such
light and atmospheric refraction. as eye defects and their
https://www.youtube.com/watch?v=sjPVjOh correction, dispersion,
m8q4 atmospheric refraction
life. https://www.youtube.com/watch? v=- and scattering of light.
sj868IzNrk Will be able to apply
Students interpret and try to relate the scientific concepts to
concept of looming (where an object appears daily life experiences.
to be slightly raised up in extremely cold
places), Northern lights (visible in Arctic
and Antarctic areas) which help seamen etc.
(Not in NCERT syllabus)
Students will analyze and think of some
innovative way of designing a lens which
has properties similar to polaroid’s used for
making computer screens and sunglasses.
(DESIGN Thinking)
Art integration:
Make a poster on any five atmospheric
refraction taking place in nature.
September Revision and
(20 days) Half Yearly
Examination

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 CHEMISTRY

Month/ No. Topic and Sub- Objectives Aids/Activities/ Trans disciplinary MI and Learning Outcome
of Working Topic SDG
Days
Macro concept
April Chemical reactions • To enable students to CONCEPT INITIATION:
(21 days) and equations learn how chemical Students will observe the changes The students will be
+ reactions can be taking place when Ba(OH)3 is mixed able to write chemical
May Micro concept represented with chemical with NH4Cl, Zinc reacts with H2SO4 equations.
(2 days) equations. and when KI is added to Pb (NO3)2
• Writing and https://www.youtube.com/wa Quiz on the changes observed and
balancing chemical tch?v=uCwvYH1U4lM reasons for these changes will be
equations https://www.youtube.com/wa conducted.
tch?v=RSrLwG25euc The students will be
https://www.youtube.com/wa CONCEPT ELUCIDATION(ASK): able to classify
tch?v=4soja4eu35o Application- reactions.
• Types of • To enable the students to • Students will conduct different
chemical learn about the chemical reactions in laboratory and
reactions- classification of reactions. classify these reactions and
combination, represent these with chemical
exothermic, • To enable the students to equations.
decomposition, learn balancing chemical Students can make desired chemical
displacement, equations substances like- mild cleaning The students will be
double agents, elements like hydrogen, able to understand
displacement, oxygen, acid or base. rancidity and
oxidation and • Students to perform an activity with corrosion and ways to
reduction iron nails to understand the prevent these.
condition required for corrosion of
iron.

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 • To enable the students to • Students will watch a video on zero
understand impact of hunger challenge & discuss the
some chemical reactions impact of food wastage.
in everyday life - https://www.youtube.com/watch?v=
• Some reactions corrosion and rancidity bBXMn54zVHc (VUCA& Design
in everyday life Thinking)
They will ideate and make presentations
in groups to suggest ways of processing The students will be
perishable food like fruits & vegetables able to understand the
related to SDG 2- zero hunger impact of air pollution
• Students will do a case study on caused by industries
the damaging effect of industrial and need to treat the
exhausts on, India’s most famous exhaust.
tourist attraction- Taj Mahal.
(Competency Based)
Skill: Students develop the skill of
observation, inquiry, proper handling of
lab apparatus and chemicals and the
ability to balance chemical reactions.
Knowledge: Students get information Synopsis:
about types of chemical reactions. Students learn to
Understanding: Students can represent chemical
understand reaction mechanisms with reaction with
the help of chemical equations. chemical equations,
balancing chemical
CONCEPT CLOSURE: equations,
ISRO’s lithium technology is Students will do research on chemical classification of
a game changer for electric reactions that can be used to convert reactions into
vehicles: How satellite tech polluting and waste gases into useful different types.
will help car manufacturers | chemicals like fuels.
The Financial Express

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 (Green chemistry -syngas fermentation,
Lithium Discovered In India nano catalyst used to convert CO2 to
What Does It Mean For ethanol)
Renewables - BW Linked to SDG 11- sustainable cities
Businessworld (Competency Based)
Students will do research on the
working of Lithium batteries and how it
can help to reduce C-footprint.
Linked to SDG 13 – climate action.

May Macro concept CONCEPT INITIATION: Groups of The students will be

(9 days) Acids, Bases and • To enable the students to students to bring samples like soap able to identify some
+ Salts understand the chemical solution, vinegar, lemon juice, orange acids and bases used
July composition of acids & juice, baking powder, eno sachet, in day-to-day life.
(23 days) Micro concept bases digene tablet etc. and test for acidic or
basic nature using litmus or turmeric or
• Chemical purple cabbage extract.
properties of • To enable the students to CONCEPT ELUCIDATION(ASK):
acids and bases understand properties of Application-
acids and bases. • Students will compare the properties The students will be
of acids and bases by observing the able to understand the
• Strength of acids reactions of NaOH and HCl with chemical properties of
and bases-pH • To enable the students to Na2CO3 and Zn. acids and bases.
scale, its compare strengths of • Students will use universal indicator
importance in acids and bases using pH to find the pH of NaOH,
everyday life scale CH3COOH, HCl, lemon juice.
• Students can make paintings using The students will be
• Indicators sodium bicarbonate, soap solution, able to determine the
indicator like beet root extract, strength of given acid

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• Neutralization • To enable students to turmeric etc. (Trans- disciplinary or base using
learn about visual and with Arts) universal indicator.
• Preparation and olfactory indicators. • Students will collect information
uses of salts about the pH required for different The students will be
(NaCl, NaOH, crops grown in different states & able to identify the
CaOCl2, plot a bar graph representing pH in soil type- acidic or
NaHCO3, different states. (Trans-disciplinary alkaline required for
Na2CO3.10H2O with Social Sc. and Mathematics) the different crops.
(plaster of paris) (Competency based)
• To enable students to • Students will list the materials
learn about effects of pH available in homes that can be used The students will be
to increase the pH of mouth & able to apply the
• To make students neutralize the stings of insects or information of
understand the plants. neutralization reaction
neutralization reactions& • Students will check the pH of the to solve different
preparation and uses of samples of soil collected from problems.
salts. different places
https://www.youtube.com/watch?v=
ATpRu6u0Y6w They will be able to
• To make students (VUCA video & Design Thinking) understand the
understand the methods Students to brainstorm and suggest methods of
of preparation of some ways of adjusting the soil pH to a preparation of salts
salts & identifying their plant’s needs in a plant nursery or and their uses.
nature. (Acidic or basic) match plants to soil pH.
(ornamental, online platforms for
business). Linked to SDG 8- The students will
Decent work & economic growth. analyze the data and
Application: Students will be able to evaluate the
classify acidic, basic and neutral interventions that can
substances. They can produce desired be done to produce
pH mediums. desired results.

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 Skill: Observation, inquiry and proper
handling of lab apparatus and
chemicals. They can also learn about Synopsis:
data handling. Students will learn
Knowledge: Students define acid, bases about nature of acids
and salts and describe their properties. and bases. They will
Understanding: Students understand learn about types of
the importance of pH in everyday life types of indicators,
and can make some indicators to application of
identify acids and bases. neutralization
CONCEPT CLOSURE: reactions. Methods
The students will do a case study on of preparation of
Bellandur lake, Bangalore-the lake different salts and
that keeps catching fire and ascertain the uses of these
the effect of industrial effluents on the salts. Will be able to
lake ecosystem. They will do research apply scientific
and try to find possible solutions to the concepts to daily
problem. Linked to SDG 14. life experiences.
(Competency based)

August Macro concept • To make the students CONCEPT INITIATION:

(21 days) Metals and non- understand the physical Students to identify the property of
metals properties of metals and metal being utilized in metal article The students are able
non-metals shown to them like musical instruments, to understand and
Micro concept https://www.youtube.com/wa cooking vessels, electric wires. differentiate between
tch?v=RSrLwG25euc CONCEPT ELUCIDATION(ASK): metals and nonmetals.
• Physical https://www.youtube.com/wa Application-
properties of tch?v=xd16--F8jGA • Students will observe changes in
metals and non- • To enable students to some chemical reactions conducted
metals understand the chemical in lab. They will compare reactions
properties of metals of different metals with oxygen,

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• Chemical water, and acids. They will arrange
properties of • To enable the students to these metals according to their They will be able to
metals (reaction understand the reactivity reactivity. arrange the metals in
with air, water, series application. They will use the reactivity series to increasing or
acids and salt predict the possibility of different decreasing order of
solutions) • To enable the students to reactions. reactivity.
understand the electron • Students to represent formation of
• Reactivity series transfer in formation of ionic compounds models using
ionic compounds and coloured paper and beads.
their properties (Trans- disciplinary with Art)
• Formation and Students will be able to understand The students will be
properties of • To make the students how the property of ionic able to explain the
ionic compounds understand the general compounds -solubility, can be formation of ionic
steps involved in the utilized in providing nutrients to compounds.
extraction of metals from plants, soil treatment, in ion-
their ore. exchange for water purification and
• Occurrence and property of electrical conductivity is
extraction of • To enable the students to used in batteries.
metals understand corrosion its • Students will make charts depicting
consequences and various steps in extraction of zinc,
prevention with examples mercury, copper, sodium.
Students can think of suitable and
https://www.sciencehistory.or cost-effective methods that can be The students shall get
• Corrosion and its g/rare-earth-elements-project used for reduction of metal oxides to know the various
prevention during extraction. steps involved in
• Students watch a video on corrosion metal extraction
of the metal structure
Rare earth minerals deposit in https://www.youtube.com/watch?v=
Sweden. bmZ0l4h3FPY
They will discuss the effects &
suggest the solutions in the form of

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 chemical reactions that can be used
www.powerelectronicsnews.co to reverse or prevent corrosion. The students will
m/new-rare-earth-minerals- (VUCA video and Design learn about the uses of
deposit-in-sweden/ Thinking) rare earth metals and
Linked to SDG 9 industrial think of ways to
application & innovation. prevent their harmful
• A debate on rare earth metals: an effects.
intersection of science and society -
positive, negative and conflicting
perspectives of rare earth metals. The students will be
Linked to SDG 12 able to appreciate the
(Competency Based) need for responsible
Skill: Observation, inquiry, analysis, consumption and
critical thinking, problem solving and sustainable
proper handling of lab apparatus and development.
chemicals.
Knowledge: Students get information Synopsis:
about physical and chemical properties Students learn about
of metals and non-metals. physical and
Understanding: Students are able to chemical properties
understand reactivity series, extraction of metals and non-
of metals and corrosion. metals, reactivity
CONCEPT CLOSURE: Students do series, extraction of
research on the impact of excessive metals from ores,
mining have on environment and purification of
habitats. Linked to SDG 11 and 12 as metals. Will be able
it intends to sensitize students about the to apply scientific
September Revision and Half need to consume resources responsibly concepts to daily
(20 days) Yearly ensuring sustainable growth with life experiences.
Examination innovations.

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 BIOLOGY

Month/ No. Concept Objectives Aids/Activities/ Trans disciplinary MI and Learning Outcomes
of working SDG
days
April Macro concept CONCEPT INITIATION:
(21days) Life Processes • To enable the students to Students will be shown samples/ Students will
+ learn the concept of images of rotten log of wood, fish and understand the
May nutrition a money plant and asked to significance of
(11 days) differentiate the ways in which they nutrition in living
Micro concept obtain food followed by an animated organisms.
video
• Nutrition in • To make the students (Without dialogues) on importance of
plants understand different balanced diet and ill effects of junk
modes of nutrition with food:
• Nutrition in appropriate examples https://www.youtube.com/watch?v=K
animals pXeWl2p5KM
They will interpret the conclusion of Students will be able
• To make the students the video followed by a discussion on to differentiate
aware of common their food habits and category in between autotrophic
digestive enzymes and which it can be classified. (VUCA and heterotrophic
reactions video) nutrition
CONCEPT ELUCIDATION(ASK):
• Lab visit: Students participate in
preparing temporary mount of leaf
peel to show stomata and draw its
diagram [Trans disciplinary with
arts]

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 • Field activity -Students will do
hands on activity by plucking Students will
different kinds of leaves with appreciate
gardeners’ permission and the variety
observe morphological existing in
• Respiration • To make the students arrangement of tissues for plants, the
understand different respiration, venation. They will role of
modes of respiration with also see variegated leaves, bring abiotic
appropriate examples to lab and do starch test. Related conditions on
to SDG- 15 Life on land. plant growth.
• Lab visit/ demonstration/you tube
activity: Students participate in
• To enable the students to ➢ showing experimentally that
learn the concept of light is necessary for
transpiration and photosynthesis. Students will
translocation (Related to SDG- 15 as it will become
help them to understand the inquisitive
nutrition process in plants). about the
➢ showing experimentally that various
carbon dioxide is necessary for mechanisms
photosynthesis and draw the of respiration
experimental set up. (Trans- and nutrition
disciplinary with chemistry in plants and
and arts). animals.
• Students taken to field for a run/
jog. Then calculate their breathing
rate and pulse and will find the
difference between the two.
(Trans disciplinary with sports).

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 • Students will do breathing
exercises to understand the
mechanism of breathing and
watch an add/video on athlete
facing muscle cramps and
corelating with aerobic / anaerobic
respiration. (Trans disciplinary
with sports).
• Demonstration of Human
respiratory system, circulatory
system and excretory system
through models/charts. Students
will draw the respective diagrams.
(Trans disciplinary with art and
related to SDG 3 as it will help
them to understand their body
systems and importance of
July Circulatory system. • Students made aware of keeping them healthy).
(23 days) functioning of heart in our Application: Students will perform
• Transportation in body. experiments to see the movement of
animals and water in the plant stem (transportation
plants. in plants) and will lean to measure
their blood pressure
Skill: Students develop the skill of
drawing diagrams, observation, Students will
• To enable students to see inquiry, proper handling of lab understand the
their own veins and apparatus and material in the concept of blood
understand their location laboratory. circulation and
all over the body. Knowledge: Students get to know the pumping of heart.
processes of nutrition, respiration,
circulation and excretion.

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 Understanding: Students will
• Excretion in • To enable the students to understand heart, different chambers Students will get to
plants and understand the of the heart, blood vessels, ( Artery , know about the
animals mechanism of removal of veins and platelets )blood process of excretion
wastes in animals and Students correlate the change in the in our body and
plants blood pressure with the change in the concept of artificial
eating habits and lifestyle. Students kidney.
will analyze and think of some
innovative way of designing a
dialyzing unit which has properties
similar to conventional unit but faster, Synopsis:
safer and less expensive. (Design
Thinking) Students learn about
CONCEPT CLOSURE: Students nutrition in plants and
watch the advertisement on ENO. animals. Respiration,
(acidity controller) circulation and
https://www.youtube.com/watch?v=2 excretion in plants
2R6tedmgzg and animals. Will be
and answer the following questions: able to link scientific
a. What do you think is the problem concepts to daily life
with the person shown? experiences.
b. How ENO helps in controlling the
problem?
c. What can be the other substitute if
ENO is not available?
Case study on role of advertisements
on consumer psychology and mindset.
(Competency based)
They will also participate in the
Kahoot quiz(Trans disciplinary with
ICT)

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 Macro concept ● To make the students CONCEPT INITIATION:
Control and understand the concept of Students will observe the images
August Coordination reflex action in our body shown of famous personalities Students will be able
(21days) ● To enable the students to (suffering from neurological to understand and
Micro concept understand structure and disorders) and are asked to list down differentiate between
functioning of brain the common factors between them and the role of spinal cord
● Control and draw their caricatures. (Art and brain in our body.
Coordination in ● To enable the students to integration as they will use their
animals understand the role of creative skills to draw the
different hormones in our caricatures)
● Control and body ● Lab Visit: Students will be shown
Coordination in the model/chart/image of brain,
plants ● To enable the students to endocrine system in human body
understand the various and they will draw the diagrams
plant hormones and their (Trans disciplinary with Art)
roles ● Students will be taken to the field Students will be able
for a race/ watch a video on an to understand the
Olympic race for 100m to roles of various
understand the role of Adrenaline hormones in animals
hormone in our body, followed by and plants.
a discussion. (Trans disciplinary
with Sports)
● Students will watch a GIF
showing a tiger tracking its prey.
https://media.giphy.com/media/CukCi
rmSlqjRu/giphy.gif and debate on
what could happen next based on the
changes in the tiger’s body and the
role of nervous system in response to

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 a stimulus resulting in a reflex action.
(VUCA and interrelated to English)
• Video on hormonal
disorders. (Related to SDG -3
as it will help them to become aware
of various hormonal disorders,
preventive and treatment measures) Synopsis:
● Demonstration of tropic Students learn about
movements in plants. nervous system and
CONCEPT ELUCIDATION(ASK): endocrine system
Application: Students perform .functioning of
experiments to understand about different parts of brain
reflex action in humans. Reflex arc and reflex
Knowledge: Students get information action, plant hormone
about the various parts of our brain and their function
and their roles in human physiology. location of endocrine
Skill: Students develop the skill of glands in our body,
drawing diagrams, observation, hormones secreted by
inquiry, data tabulation and proper them and their
handling of lab apparatus and function. Will be able
biological models. to link scientific
Understanding: Students understand concepts to daily life
the significance of various hormones. experiences.
CONCEPT CLOSURE: Students to
survey in their immediate and
related family members to find out
how many are suffering from
diabetes and which type of diabetes.
September Revision and Half and tabulate the data along with
(20 days) Yearly precautions to be kept in mind.
Examination (Competency based)

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Following are the Multiple Intelligence Skills’ Symbols used.

Intrapersonal Logical

Visual-Spatial Linguistic

Interpersonal Bodily Kinesthetic

Natural Musical

ASKU: A-APPLICATION S-SKILL K-KNOWLEDGE U-UNDERSTANDING

Following are the SDG symbols used.

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