SCERT Telangana Class 6 Textbooks 2021 download medium wise all subjects from here

SCERT 6th Class Textbooks 2021 or SCERT Telangana Class 6 Textbooks download medium wise all subjects from here. SCERT Telangana has uploaded the new 6th Class Subject wise, Medium wise e Textbooks in PDF Format on its official website. Download SCERT Telangana PDF e-Textbooks from here.

Class 6 Mathematics Textbook: SCERT Telangana had begun the process of developing a programme which helps children understand the abstract nature of mathematics while developing in them the ability to construct own concepts. The concepts from the major areas of Mathematics like Number System, Arithmetic, Algebra, Geometry, Mensuration and Statistics are provided at the upper primary stage.

The teaching of the topics related to these areas will develop the skills prescribed in academic standards such as problem-solving, logical thinking, expressing the facts in mathematical language, representing data in various forms, using mathematics in daily life situations. The textbooks attempt to enhance this endeavor by giving higher priority and space to opportunities for contemplation and wondering, discussion in small groups and activities required for hands-on experience in the form of ‘Do This’, ‘Try This’ and ‘Projects’.

Teachers support is needed in the setting of situations in the classroom. We also tried to include a variety of examples and opportunities for children to set problems. The book attempts to engage the mind of a child actively and provides opportunities to use concepts and develop their own structures rather than struggling with unnecessarily complicated terms and numbers.

The chapters are arranged in such a way that they help the Teachers to evaluate every area of learning to comprehend the learning progress of children and in accordance with Continuous Comprehensive Evaluation (CCE).

Class 6 Textbooks

SCERT Telangana Class 6 All Subjects e-Textbooks Medium wise Download from here
Name of the booksSCERT Telangana Class 6 Textbooks 2021
TitleDownload SCERT Telangana 6th Class Textbooks 2021
SubjectSCERT has uploaded Telangana 6th Class Textbooks 2021 on its portal
CategoryTextbooks
Class6th Class
SubjectsAll subjects
websitehttps://scert.telangana.gov.in/
TS SCERT 6th Class Textbooks 2021

SCERT Telangana 6th Class Textbooks 2021

MediumFirst LanguageSecond Language
Telugu6_TEL6_TEL(SL)
English6_SAN_CC6_SAN_OC
Urdu6UM_FL&Arabic6UM_SL
Hindi6HM_HIN6_HIN(SL)
English Subject6_ENG
6th Class Language Textbooks 2021
Medium6th Class Maths Textbook
Telugu6TM_MAT
English6EM_MAT
Urdu6UM_MAT
Hindi6HM_MAT
Kannada6KM_MAT
Marathi6MM_MAT
Tamil6TML_MAT
6th Class Maths Textbooks 2021
Medium6th Class General Science Textbook
Telugu6TM_GENSC
English6EM_GENSC
Urdu6UM_GENSC
Hindi6HM_GENSC
Kannada6KM_GENSC
Marathi6MM_GENSC
Tamil6TML_GENSC
6th Class Science Textbooks 2021
Medium6th Class Social Textbook
Telugu6TM_SOC
English6EM_SOC
Urdu6UM_SOC
Hindi6HM_SOC
Kannada6KM_SOC
Marathi6MM_SOC
Tamil6TML_SOC
6th Class Social Textbooks 2021

Class 6 Mathematics Chapters

  1. Knowing Our Numbers
  2. Whole Numbers
  3. Playing with Numbers
  4. Basic Geometrical Ideas
  5. Measures of Lines and Angles
  6. Integers
  7. Fractions and Decimals
  8. Data Handling
  9. Introduction to Algebra
  10. Perimeter and Area
  11. Ratio and Proportion
  12. Symmetry
  13. Practical Geometry
  14. Understanding 3D and 2D Shapes

Class 6 English Textbook: 6th Class textbook, “Our World through English” class VI, is an integrated one in the sense it has the Main Reader component, the Supplementary Reader component and the Workbook component interwoven into a single textbook.

Hence, these components are found in each and every unit. The language skills like listening, speaking, reading, and writing are integrated into the larger context of the themes as suggested in the NCF – 2005. The activities are so designed as to ensure the holistic treatment of language.

Inclusion of Gender Sensitivity and Child Sexual Abuse in School Text Books published by School Education Department with support of UNICEF are taken up to ensure protection of children through various interventions like personal safety rules, gender sensitivity, child sexual abuse, self esteem and life skills. In these areas safety mechanisms and laws related to child protection are taken care of. Hence, the teachers must know about these things and bring awareness among all the stakeholders.

The main aim of teaching English is to help learners evolve themselves as independent users of English. I hope this textbook will help teachers and students achieve this by making the teaching-learning process effective.

Thanks to all the institutions and experts at the state and national level, the members of the textbook Production and Development Committees, the staff members of the SCERT, T.S, Hyderabad and all others who have contributed directly or indirectly for the successful production of this textbook.

Class 6 English Chapters

  1. Readiness Programme Bridging gap activity
  2. A Reading – Peace and Harmony
    B. Reading (Poem) – I Want Peace
    Extensive Reading Grand Contest in the Forest
  3. A. Reading – Telangana, The Pride of the People
    B. Reading (Poem) – In the Bazaars of Hyderabad July 19-30
    C. Reading – Bammera Pothana, the jewel of Telugu literature
  4. A. Reading – What Can a Dollar and Eleven Cents Do?
    B.Reding (Poem) – A Nation’s Strength Aug 31-47
    C. Reading – Wilma Rudolph
  5. A. Reading – An Adventure
    B. Reading (Poem) – The Naughty Boy Sept 48-60
    C. Reading – Tanaji Malusare
  6. A. Reading – Plant a Tree
    B. Reading (Poem) – If a Tree Could Talk Oct-Nov 61-76
    C. Reading – Children, Speak Up!
  7. A. Reading – Rip Van Winkle
    B. Reading (Poem) – My Shadow Nov-Dec 77-90
    C. Reading – Gulliver’s Travels
  8. A. Reading – P.T.Usha, the Golden Girl
    B. Reading (Poem) – Indian Cricket Team Jan 91-108
    C. Reading – Ranji’s Wonderful Bat
  9. A. Reading – Half the Price
    B. Reading – The Sheik’s White Donkey

Class 6 Science Textbook: Thought process is a unique boon given to human kind by Nature. Man creates and reconstructs knowledge through the process of thinking and analysis. Man generates knowledge by way of doing, imagining, redoing works in a different way. These may be called the processes of Science.

Science is a systematic logical thought oriented process and a path to truth. Science and Technology have improved human life by way of scientific inventions, discoveries and their applications in various fields.

Human beings understand Nature through Science and use Nature for their benefit while at the same time respecting and protecting Nature. However it is evident that we give importance to the first i.e., harnessing Nature and forgetting to protect and sustain Nature in its pristine form. As a result we experience several calamities leading to destruction of Nature, climate, Earth and finally life on Earth.

The future of the country is being shaped in the classrooms and science learning can never be limited to learning of principles, theories and introduction of experiments. Scientific attitude and thought shape human beings in such a way so as to make them sensitive to Nature and strive to uphold and maintain bio-diversity. Science learning means commitment towards the good and welfare of society and all life forms including humankind.

Children should learn that science is not only in textbooks but also in the works of peasants, the artisanship of potters, food prepared by mother etc., The local knowledge should enter into science textbooks and must be discussed in the classrooms. Specific observations and logical thinking is required in order to inculcate values and develop life skills. This is possible through study of science.

Inquisitiveness and creativity should be developed through science learning. The skill of asking questions, critical observations and developing the spirit of investigations and enquiry shall be facilitated through science teaching and learning.

Science teaching should promote the spirit of knowing and experimenting rather than keep these abilities dormant. The traditional attitude of treating science as a body of facts, theories, principles and information needs to be transformed. The re-learning of the true nature of science must happen as recommended by the National Curriculum Frame Work-2005.

The textbooks are developed based on State Curriculum Framework and its Position Paper on Science and also reflect the spirit of Right to Education Act. Science textbooks are developed to facilitate construction of knowledge jointly by the teacher and the pupil but never as merely an information provider.

The textbook facilitates learning through activities, discovery, exploration in a child centered manner. The activities i.e., group, individual and whole class, experiments, field investigations, information collection, questioning, analysis, synthesis, projects etc., must become a part of learning and as well as assessment in the context of science education. The pupil assessment procedures facilitate thinking in critical and multiple ways.

Critical pedagogy and social construction become a part of classroom pedagogies in search of truth. The spirit of continuous and comprehensive evaluation is reflected in the assessment procedures. Certainly the revised textbooks facilitate the teachers in effective transaction of science duly reflecting the nature and spirit of science.

New textbooks are developed to achieve desired academic standards. So teachers should develop various teaching-learning strategies to make their students achieve class-based academic standards. We should avoid rote learning methods for successful implementation of Continuous Comprehensive Evaluation (CCE).

It is very imparted to know more about different methods to assess student progress by summative and formative evaluation. New textbooks reflect the Continuous Comprehensive Evaluation and teaching method with respect to discussed concepts. This is more useful to teachers and students.

We are very grateful for the kind of support from the National and State level experts in designing a textbook of science that transforms the very nature of science teaching-learning in the state classrooms. We are also thankful to the Textbook Writers, Editors, Illustrators, Graphic Designers for their dedicated work for the cause of children’s science education.

We humbly request the educationists, parents, NGOs and children for appropriate suggestions to improve the science textbooks. We also expect that the teachers and teacher educators will welcome the proposed reforms in the science teaching-learning process and implement them with appropriate professional preparation and referencing. It is also expected that a habit of scientific enquiry and nature of questioning would be developed among children within the contextual transaction set out in the revised science curriculum and textbooks

Class 6 Science Chapters

  • OUR FOOD
  • PLAYING WITH MAGNETS
  • RAIN: WHERE DOES IT COME FROM?
  • WHAT DO ANIMALS EAT?
  • MATERIALS AND THINGS
  • HABITAT
  • SEPARATION OF SUBSTANCES
  • FIBRE TO FABRIC
  • PLANTS: PARTS AND FUNCTIONS
  • CHANGES AROUND US
  • WATER IN OUR LIFE
  • SIMPLE ELECTRIC CIRCUITS
  • LEARNING HOW TO MEASURE
  • MOVEMENTS IN ANIMALS
  • LIGHT, SHADOWS AND IMAGES
  • LIVING AND NON LIVING

Class 6 Social Studies Textbook: About this book This book is a part of your Social Science Curriculum or a part of various things you would be doing to study the society around you. However, remember that it is only one small part of that curriculum. The Social Science Curriculum requires you to analyse and share in the classroom what you know.

It requires you above all to ask questions – thinks why things are the way they are. It also requires you and your friends to go out of the classroom to the market, to the Panchyat or municipality office, to the village fields, to temples and mosques and museums and find out various things. You will have to meet and discuss with a number of people, farmers, shopkeepers, officials, priests, and so on.

This book will introduce you to a range of problems and enable you to study them and arrive at your own understanding of them. So, the most important thing about this book is that it does not have answers. In fact, this book is not really complete. It can only be completed when you and your friends and teachers bring their own questions and experiences and discuss everything threadbare in the class.

You may disagree with many things in this book – do not be afraid to say so – only give your reasons. Your friends may disagree with you, but try to understand why they have a different view. Finally, arrive at your own answers. You may not even be sure of your answer – you may want to find out more before you make up your mind. In that case, list your questions carefully and request your friends, teachers or elders to help you to find out.

This book will help you to study different aspects of our social life – about diversity of land and people, about how people get their livelihoods, how people provide for their common needs and manage them, how all people in our society are not equal and how people try to bring about equality, how people worship different gods in different ways, and finally how they communicate with each other and build a culture which is shared by them.

To understand some of these matters you may have to study about the earth – the hills, plains and rivers and seas; to understand others you may have to know what happened hundreds or even thousands of years ago; but most of all you may have to go out and talk to different kinds of people around you.

As you study this book in the class room, you will come across many questions – do stop and try to answer those questions or do the activity suggested before you proceed ahead. It is not so important to finish the lesson fast as it is to discuss the questions and do the activities. Many lessons will suggest projects which may take a few days to do. These projects will enable you to develop skills of social science enquiry and analysis and presentation – these are more important than remembering what is written in the lessons.

Please remember that you don’t have to memorise what is given in the lesson, but think about them and form your own opinion about them.

We can use content related maps, tables & graphs other than a textbook for practice and evaluation. Discussions, conducting interviews, debates and projects are given in the middle of the running lesson and after the improve your learning. To develop social consciousness, sensitivity and positive attitude among the children is the purpose. Hence these must be taken up.

Class 6 Social Studies Chapters

  1. Theme – I: Diversity on the Earth
  2. Reading and Making Maps
  3. Globe – A Model of the Earth
  4. Land Forms (Part -A)
    Penamakuru – A Village in the Krishna Delta (Part-B)
  5. Dokur – A Village on the Plateau
  6. Penugolu – A Village on the Hills
    Theme – II: Production Exchange and Livelihoods
  7. From Gathering Food to Growing Food – The Earliest People
  8. Agriculture in Our Times
  9. Trade in Agricultural Produce – Part-A
    Trade in Agricultural Produce – Part- B
    Theme -III: Political Systems and Governance
  10. Community Decision Making in a Tribe
  11. Emergence of Kingdoms and Republics
  12. First Empires
  13. Democratic Government
  14. Village Panchayats
  15. Local Self – Government in Urban Areas
    Theme -IV: Social Organisation and Inequities
  16. Diversity in Our Society
  17. Towards Gender Equality
    Theme – V: Religion and Society
  18. Religion and Society in Early Times
  19. Devotion and Love towards God
    Theme -VI: Culture and Communication
  20. Language, Writing and Great Books
  21. Sculptures and Buildings
  22. Greenery in Telangana
    Revision and Annual Examinations

*Disclaimer: We have published the above information for reference Purpose only, For any changes on the content we refer to visit the Official website to get the latest & Official details, and we are not responsible for anything

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