Learning Outcome Based Vocational Curriculum: (Qualification Pack: Ref. Id. Ssc/Q0508)

LEARNING OUTCOME BASED
VOCATIONAL CURRICULUM
JOB ROLE:
Junior Software Developer
(QUALIFICATION PACK: Ref. Id. SSC/Q0508)
SECTOR: IT-ITeS
Classes 11 and 12
PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION

Shyamla Hills, Bhopal – 462 013, M.P., India
www.psscive.ac.in
LEARNING OUTCOME BASED
VOCATIONAL CURRICULUM
JOB ROLE:
(QUALIFICATION PACK: Ref. Id. SSC/Q0508)
SECTOR: IT-ITeS
Classes 11 and 12
PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION

Shyamla Hills, Bhopal – 462 013, M.P., India
www.psscive.ac.in
LEARNING OUTCOME BASED CURRICULUM
IT-ITeS Sector
March, 2020 (First Version)
© PSSCIVE, 2020
http://www.psscive.ac.in
No part of this work may be reproduced, stored in a retrieval system, or transmitted in

any form or by any means, electronic, mechanical, photocopying, microfilming,
recording or otherwise, without written permission from the Publisher, with the exception
of any material supplied specifically for the purpose of being used by the purchaser of
the work.
The views and opinions expressed in this publication are those of the contributors/
authors and do not necessarily reflect the views and policies of PSS Central Institute of
Vocational Education, Bhopal. The PSSCIVE does not guarantee the accuracy of the
data included in this publication and accepts no responsibility for any consequence of
their use.
Published by:
Joint Director
PSS Central Institute of Vocational Education, NCERT, Shyamla Hills, Bhopal
FOREWORD
The Pandit Sunderlal Sharma Central Institute of Vocational Education (PSSCIVE) a constituent of
the National Council of Educational Research and Training (NCERT) is spearheading the efforts of
developing learning outcome based curricula and courseware aimed at integrating both
vocational and general qualifications to open pathways of career progression for students. It is a
part of Centrally Sponsored Scheme of Vocationalisation of Secondary and Higher Secondary
Education (CSSVSHSE) launched by the Ministry of Human Resource Development, Government of
India in 2012. The PSS Central Institute of Vocational Education (PSSCIVE) is developing curricula
under the project approved by the Project Approval Board (PAB) of Rashtriya Madhyamik Shiksha
Abhiyan (RMSA). The main purpose of the competency based curricula is to bring about the
improvement in teaching-learning process and working competences through learning outcomes
embedded in the vocational subject.
It is a matter of great pleasure to introduce this learning outcome based curriculum as part of the
vocational training packages for the job role of Junior Software Developer. The curriculum has
been developed for the secondary students of vocational education and is aligned to the National
Occupation Standards (NOSs) of a job role identified and approved under the National Skill
Qualification Framework (NSQF).
The curriculum aims to provide children with employability and vocational skills to support
occupational mobility and lifelong learning. It will help them to acquire specific occupational skills
that meet employers’ immediate needs. The teaching process is to be performed through the
interactive sessions in classrooms, practical activities in laboratories and workshops, projects, field
visits, and professional experiences.
The curriculum has been developed and reviewed by a group of experts and their contributions
are greatly acknowledged. The utility of the curriculum will be adjudged by the qualitative
improvement that it brings about in teaching-learning. The feedback and suggestions on the
content by the teachers and other stakeholders will be of immense value to us in bringing about
further improvement in this document.
Hrushikesh Senapaty
Director
National Council of Educational Research & Training
(i)
PREFACE
India today stands poised at a very exciting juncture in its saga. The potential for achieving
inclusive growth are immense and the possibilities are equally exciting. The world is looking at us to
deliver sustainable growth and progress. To meet the growing expectations, India will largely
depend upon its young workforce. The much-discussed demographic dividend will bring sustaining
benefits only if this young workforce is skilled and its potential is channelized in the right direction.
In order to fulfil the growing aspirations of our youth and the demand of skilled human resource, the
Ministry of Human Resource Development (MHRD), Government of India introduced the revised
Centrally Sponsored Scheme of Vocationalisation of Secondary and Higher Secondary Education
that aims to provide for the diversification of educational opportunities so as to enhance individual
employability, reduce the mismatch between demand and supply of skilled manpower and
provide an alternative for those pursuing higher education. For spearheading the scheme, the PSS
Central Institute of Vocational Education (PSSCIVE) was entrusted the responsibility to develop
learning outcome based curricula, student workbooks, teacher handbooks and e-learning
materials for the job roles in various sectors, with growth potential for employment.
The PSSCIVE firmly believes that the vocationalisation of education in the nation need to be
established on a strong footing of philosophical, cultural and sociological traditions and it should
aptly address the needs and aspirations of the students besides meeting the skill demands of the
industry. The curriculum, therefore, aims at developing the desired professional, managerial and
communication skills to fulfil the needs of the society and the world of work. In order to honour its
commitment to the nation, the PSSSCIVE has initiated the work on developing learning outcome
based curricula with the involvement of faculty members and leading experts in respective fields. It
is being done through the concerted efforts of leading academicians, professionals, policy makers,
partner institutions, Vocational Education and Training experts, industry representatives, and
teachers. The expert group through a series of consultations, working group meetings and use of
reference materials develops a National Curriculum. Currently, the Institute is working on
developing curricula and courseware for over 100 job roles in various sectors.
We extend our gratitude to all the contributors for selflessly sharing their precious knowledge,
acclaimed expertise, and valuable time and positively responding to our request for development
of curriculum. We are grateful to MHRD and NCERT for the financial support and cooperation in
realising the objective of providing learning outcome based modular curricula and courseware to
the States and other stakeholders under the PAB (Project Approval Board) approved project of
Rashtriya Madhyamik Shiskha Abhiyan (RMSA) of MHRD.
Finally, for transforming the proposed curriculum design into a vibrant reality of implementation, all
the institutions involved in the delivery system shall have to come together with a firm commitment
and they should secure optimal community support. The success of this curriculum depends upon
its effective implementation and it is expected that the managers of vocational education and
training system, including subject teachers will make efforts to create better facilities, develop
linkages with the world of work and foster a conducive environment as per the content of the
curriculum document.
The PSSCIVE, Bhopal remains committed in bringing about reforms in the vocational education and
training system through the learner-centric curricula and courseware. We hope that this document
will prove useful in turning out more competent Indian workforce for the 21 st Century.
RAJESH P. KHAMBAYAT
Joint Director
PSS Central Institute of Vocational Education
(ii)
ACKNOWLEDGEMENT
On behalf of the team at the PSS Central Institute of Vocational Education (PSSCIVE) we are
grateful to the members of the Project Approval Board (PAB) of Rashtriya Madhyamik Shiksha
Abhiyan (RMSA) and the officials of the Ministry of Human Resource Development (MHRD),
Government of India for the financial support to the project for development of curricula.
We are grateful to the Director, NCERT for his support and guidance. We also acknowledge the
contributions of our colleagues at the Technical Support Group of RMSA, MHRD, RMSA Cell at the
National Council of Educational Research and Training (NCERT), National Skill Development
Agency (NSDA) and National Skill Development Corporation (NSDC) and IT-ITeS Sector Skill Council
of Indian (NASCOM) for their academic support and cooperation.
We are grateful to the expert contributors and Deepak D. Shudhalwar, Associate Professor (CSE),
PSSCIVE, for their earnest effort and contributions in the development of this learning outcome
based curriculum. Their contributions are dully acknowledged.
The contributions made by Vinay Swarup Mehrotra, Professor and Head, Curriculum Development
and Evaluation Centre (CDEC), Vipin Kumar Jain, Associate Professor and Head, Programme
Planning and Monitoring Cell (PPMC) and Deepak D. Shudhalwar, Associate Professor (CSE) and
Head, Computer Centre, PSSCIVE in development of the curriculum for the employability skills are
duly acknowledged.
We are also grateful to the Course Coordinator Deepak D. Shudhalwar, Associate Professor (CSE),
Head, Department of Engineering and Technology, PSSCIVE, for bringing out this curriculum in the
final form.
PSSCIVE Team
(iii)
CONTENTS
Sn. Title Page No.

Foreword i
Preface ii
Acknowledgment iii
1 Course Overview 1
2 Scheme of Units and Assessment 2
3 Teaching/ Training Activities 4
4 Assessment and Certification 4
5 Unit Content Class 11 7
Part A Employability Skills 7
Unit 1 Communication Skills – III 7
Unit 2 Self-management Skills – III 7
Unit 3 Basic ICT Skills – III 8
Unit 4 Entrepreneurial Skills – III 9
Unit 5 Green Skills – III 10
Part B Vocational Skills 10
Unit 1 Software Construction Essentials 10
Unit 2 Operating System and Computer Network 12
Unit 3 Data Structure 13
Unit 4 Python Programming 13
Unit 5 Database Management System 14
Class 12 16
Part A Employability Skills
Unit 1 Communication Skills – IV 16
Unit 2 Self-management Skills – IV 16
Unit 3 Basic ICT Skills – IV 17
Unit 4 Entrepreneurial Skills – IV 18
Unit 5 Green Skills – IV 18
Part B Vocational Skills 19
Unit 1 Software Engineering 19
Unit 2 Advanced Python Programming 20
Unit 3 Web application Development 22
Unit 4 Mobile Application Development 23
Unit 5 Emerging Trends and Social Impact 24
6 Organization of Field Visits 24
7 List of Equipment and Materials 24
8 Teacher’s Qualification 25
9 List of Contributors 27
Curriculum: Junior Software Developer
1. COURSE OVERVIEW
COURSE TITLE: Junior Software Developer

Individuals in this job are assigned one of the many entry level roles in the software industry
including support and help desk, testing, user interaction design, maintenance,
enhancement, development and documentation. They are responsible for assisting in
performing the key activities and tasks involved in the assigned role. This job requires the
individual to be flexible and operate under supervision for the area of work he/she is
aligned to. The individual should have the necessary technical competency and be able
to communicate effectively and work collaboratively. He/she should also have a
willingness to learn and undertake a desk job entailing long hours
COURSE OUTCOMES: On completion of the course, students should be able to:
 Apply effective oral and written communication skills to interact with people and
customers;
 Identify the principal components of a computer system;
 Demonstrate the basic skills of using computer;
 Demonstrate self-management skills;
 Demonstrate the ability to provide a self-analysis in context of entrepreneurial skills and
abilities;
 Demonstrate the knowledge of the importance of green skills in meeting the challenges of
sustainable development and environment protection;
 Manage the work to meet requirements;
 Maintain a healthy, safe and secure working environment
 Assist in performing software construction and software testing entry-level tasks in the IT
Services industry
 Demonstrate basic computer operations
 Demonstrate to use operating system, browser, and internet,
 Demonstrate aptitude for analyzing information and making logical conclusions.
 Demonstrate knowledge of the foundational mathematical concepts in computing.
 Design algorithms to solve problems and convert them into code using the appropriate
programming language constructs.
 Read and execute a test case and record the outcome in the appropriate
 Demonstrate self and work Management
 Demonstrate working and communicating in team
 Manage Health and Safety measures at workplace
 Manage Data and Information
 Apply new knowledge and skills in the workplace, under supervision and perform self
development.
COURSE REQUIREMENTS: The learner should have basic knowledge of science.

COURSE LEVEL: This course can be taken up at Intermediate level in Class 11 and Class 12.
COURSE DURATION: Total : 600 hrs
Class 11 : 300 hrs
Class 12 : 300 hrs
© PSS Central Institute of Vocational Education Page| 1

2. SCHEME OF UNITS AND ASSESSMENT
This course is a planned sequence of instructions consisting of Units meant for developing
employability and vocational competencies of students of Class 11 and 12 opting for vocational
subject along with general education subjects. The unit-wise distribution of hours and marks for
Class 11 is as follows:
CLASS 11
Units No. of Hours for Max. Marks for
Theory and Theory and
Practical Practical
300 100
Unit 1 Communication Skills – III 25 10
Total 110 10
Part B Vocational Skills
Unit 1 Software Construction Essentials 30 40
Total 165 40
Part C Practical Work
Practical Examination 6 15
Written Test 1 10
Viva Voce 3 10
Total 10 35
Part D Project Work/Field Visit
Practical File/ Student Portfolio 10 10
Viva Voce 5 5
Total 15 15
Total 300 100

The unit-wise distribution of hours and marks for Class 12 is as follows:
CLASS 12
Units No. of Hours Max. Marks for
for Theory and Theory and
Practical Practical
300 100
Unit 1 Communication Skills – IV 25 10
Total 110 10
Part B Vocational Skills
Unit 1 Software Engineering 30 40
Total 165 40
Part C Practical Work
Practical Examination 6 15
Written Test 1 10
Viva Voce 3 10
Total 10 35
Part D Project Work/Field Visit
Practical File/ Student Portfolio 10 10
Viva Voce 5 5
Total 15 15
Total 300 100

3. TEACHING/TRAINING ACTIVITIES
The teaching and training activities have to be conducted in classroom, laboratory/ workshops
and field visits. Students should be taken to field visits for interaction with experts and to expose
them to the various tools, equipment, materials, procedures and operations in the workplace.
Special emphasis should be laid on the occupational safety, health and hygiene during the training
and field visits.
CLASSROOM ACTIVITIES
Classroom activities are an integral part of this course and interactive lecture sessions, followed by
discussions should be conducted by trained vocational teachers. Vocational teachers should
make effective use of a variety of instructional aids, such as audio-video materials, colour slides,
charts, diagrams, models, exhibits, hand-outs, online teaching materials, etc. to transmit knowledge
and impart training to the students.
PRACTICAL WORK IN LABORATORY/WORKSHOP
Practical work may include but not limited to hands-on-training, simulated training, role play, case
based studies, exercises, etc. Equipment and supplies should be provided to enhance hands-on
learning experience of students. Only trained personnel should teach specialized techniques. A
training plan that reflects tools, equipment, materials, skills and activities to be performed by the
students should be submitted by the vocational teacher to the Head of the Institution.
FIELD VISITS/ EDUCATIONAL TOUR
In field visits, children will go outside the classroom to obtain specific information from experts or to
make observations of the activities. A checklist of observations to be made by the students during
the field visits should be developed by the Vocational Teachers for systematic collection of
information by the students on the various aspects. Principals and Teachers should identify the
different opportunities for field visits within a short distance from the school and make necessary
arrangements for the visits. At least three field visits should be conducted in a year.
4. ASSESSMENT AND CERTIFICATION

Upon successful completion of the course by the candidate, the Central/ State Examination
Board for Secondary Education and the respective Sector Skill Council will certify the
competencies.
The National Skills Qualifications Framework (NSQF) is based on outcomes referenced to the
National Occupation Standards (NOSs), rather than inputs. The NSQF level descriptors, which are
the learning outcomes for each level, include the process, professional knowledge, professional
skills, core skills and responsibility. The assessment is to be undertaken to verify that individuals have
the knowledge and skills needed to perform a particular job and that the learning programme
undertaken has delivered education at a given standard. It should be closely linked to certification
so that the individual and the employer could come to know the competencies acquired through
the vocational subject or course. The assessment should be reliable, valid, flexible, convenient, cost
effective and above all it should be fair and transparent. Standardized assessment tools should be
used for assessment of knowledge of students. Necessary arrangements should be made for using
technology in assessment of students.
KNOWLEDGE ASSESSMENT (THEORY)
Knowledge Assessment should include two components: one comprising of internal assessment
and second an external examination, including theory examination to be conducted by the Board.
The assessment tools shall contain components for testing the knowledge and application of

knowledge. The knowledge test can be objective paper based test or short structured questions
based on the content of the curriculum.
WRITTEN TEST
It allows candidates to demonstrate that they have the knowledge and understanding of a given
topic. Theory question paper for the vocational subject should be prepared by the subject experts
comprising group of experts of academicians, experts from existing vocational subject
experts/teachers, and subject experts from university/colleges or industry. The respective Sector Skill
Council should be consulted by the Central/State Board for preparing the panel of experts for
question paper setting and conducting the examinations.
The blue print for the question paper may be as follows:
Duration: 3 hrs Max. Mark: 40
No. of Questions
Very Short Short Long
Typology of Question Answer Answer Answer Marks
(1 mark) (2 Marks) (3 Marks)
1. Remembering – (Knowledge based
simple recall questions, to know
specific facts, terms, concepts, 3 2 2 13
principles, or theories; identify, define
or recite, information)
2. Understanding – (Comprehension – to
be familiar with meaning and to
understand conceptually, interpret, 2 3 2 14
compare, contrast, explain,
paraphrase, or interpret information)
3. Application – (Use abstract
information in concrete situation, to
apply knowledge to new situations:
0 2 1 07
Use given content to interpret a
situation, private an example, or solve
a problem)
4. High Order Thinking Skills – (Analysis &
Synthesis – Classify, compare,
contrast, or differentiate between
different pieces of information; 0 2 0 04
Organize and/ or integrate unique
pieces of information from a variety of
sources)
5. Evaluation – (Appraise, judge, and/or
justify the value or worth of a decision
0 1 0 02
or outcome, or to predict outcomes
based on values)
Total 5x1=5 10x2=20 5x3=15 40
(20 Ques.)

SKILL ASSESSMENT (PRACTICAL)

Assessment of skills by the students should be done by the assessors/examiners on the basis of
practical demonstration of skills by the candidate, using a competency checklist. The competency
checklist should be developed as per the National Occupation Standards (NOSs) given in the
Qualification Pack for the Job Role to bring about necessary consistency in the quality of
assessment across different sectors and Institutions. The student has to demonstrate competency
against the performance criteria defined in the National Occupation Standards and the
assessment will indicate that they are 'competent', or are 'not yet competent'. The assessors
assessing the skills of the students should possess a current experience in the industry and should
have undergone an effective training in assessment principles and practices. The Sector Skill
Councils should ensure that the assessors are provided with the training on the assessment of
competencies.
Practical examination allows candidates to demonstrate that they have the knowledge and
understanding of performing a task. This will include hands-on practical exam and viva voce. For
practical, there should be a team of two evaluators – the subject teacher and the expert from the
relevant industry certified by the Board or concerned Sector Skill Council. The same team of
examiners will conduct the viva voce.
Project Work (individual or group project) is a great way to assess the practical skills on a certain
time period or timeline. Project work should be given on the basis of the capability of the individual
to perform the tasks or activities involved in the project. Projects should be discussed in the class
and the teacher should periodically monitor the progress of the project and provide feedback for
improvement and innovation. Field visits should be organised as part of the project work. Field visits
can be followed by a small-group work/project work. When the class returns from the field visit,
each group might be asked to use the information that they have gathered to prepare
presentations or reports of their observations. Project work should be assessed on the basis of
practical file or student portfolio.
Student Portfolio is a compilation of documents that supports the candidate’s claim of
competence. Documents may include reports, articles, photos of products prepared by students in
relation to the unit of competency.
Viva voce allows candidates to demonstrate communication skills and content knowledge. Audio
or video recording can be done at the time of viva voce. The number of external examiners would
be decided as per the existing norms of the Board and these norms should be suitably
adopted/adapted as per the specific requirements of the vocational subject. Viva voce should
also be conducted to obtain feedback on the student’s experiences and learning during the
project work/field visits.
CONTINUOUS AND COMPREHENSIVE EVALUATION
Continuous and Comprehensive Evaluation (CCE) refers to a system of school-based evaluation of
students that covers all aspects of student’s development. In this scheme, the term `continuous' is
meant to emphasize that evaluation of identified aspects of students `growth and development' is
a continuous process rather than an event, built into the total teaching-learning process and
spread over the entire span of academic session. The second term `comprehensive' means that
the scheme attempts to cover both the scholastic and the co-scholastic aspects of students'
growth and development. For details, the CCE manual of Central Board of Secondary Education
(CBSE) or the guidelines issued by the State Boards on the procedure for CCE should be followed by
the Institutions.

5. UNIT CONTENTS
CLASS 11
Part A: Employability Skills
Unit No. Unit Name Duration in Hours
Unit 1 Communication Skills – III 25
Total 110
Unit 1: Communication Skills – III

Sn Learning Theory Practical 25
Outcome (10 Hours) (15 Hours) Hrs
1. Demonstrate  Methods of communication  Writing pros and cons of 05
knowledge of  Verbal written, verbal and non-verbal
various methods  Non-verbal communication
of communication  Visual  Listing do’s and don’ts for
avoiding common body
language mistakes
2. Identify specific  Communication styles-  Observing and sharing 10
communication assertive, aggressive, passive- communication styles of
styles aggressive, submissive, etc. friends, teachers and family
members and adapting the
best practices
 Role plays on communication
styles.
3. Demonstrate  Writing skills to the following:  Demonstration and practice of 10
basic writing skills  Sentence writing sentences and
 Phrase paragraphs on topics related
 Kinds of Sentences to the subject
 Parts of Sentence
 Parts of Speech
 Articles
 Construction of a Paragraph
Total Duration in Hours 25

Unit 2: Self-management Skills – III

1. Demonstrate  Describe the importance of  Demonstration of impressive 07
impressive dressing appropriately, looking appearance and groomed
appearance and decent and positive body personality.
grooming language.  Demonstration of the ability to
 Describe the term grooming self- explore.
 Prepare a personal grooming
checklist.
 Describe the techniques of self-
exploration.
2. Demonstrate  Describe the important factors  Group discussion on qualities 08
team work skills that influence in team building. of a good team.
 Describe factors influencing  Group discussion on strategies
team work. that are adopted for team
building and team work.
3. Apply time  Meaning and importance of  Game on time management. 10
management time management – setting  Checklist preparation.
strategies and and prioritizing goals, creating  To-do-list preparation.
techniques a schedule, making lists of
tasks, balancing work and
leisure, using different
optimization tools to break
large tasks into smaller tasks.
Unit 3: Basic ICT Skills – III

1. Create a  Introduction to word  Demonstration and practice of 10
document on processing. the following:
word processor  Software packages for word  Listing the features of word
processing. processing,
 Opening and exiting the word  Listing the software packages
processor. for word processing,
 Creating a document  Opening and exit the word
processor,
 Creating a document
2. Edit, save and  Editing text  Demonstration and practicing 10
print a document  Wrapping and aligning the text the following:
in word processor  Font size, type and face.  Editing the text
 Header and Footer  Word wrapping and
 Auto correct alignment,

 Numbering and bullet  Changing font type, size and

 Creating table face,
 Find and replace  Inserting header and footer,
 Page numbering.  Removing header and footer,
 Printing document.  Using autocorrect option,
 Saving a document in various  Insert page numbers and
formats bullet,
 Save and print a document.
Unit 4: Entrepreneurial Skills – III

1. Describe the  Values in general and  Listing of entrepreneurial 10
significance of entrepreneurial values. values by the students.
entrepreneurial Entrepreneurial value  Group work on identification of
values and orientation with respect to entrepreneurial values and
attitude. inattentiveness, independence, their roles after listing or
outstanding performance and reading 2-3 stories of successful
respect for work. entrepreneur.
 Exhibiting entrepreneurial
values in Ice breaking, rapport
building, group work and
home assignments.
2. Demonstrate the  Attitudes in general and  Preparing a list of factors that 15
knowledge of entrepreneurial attitudes influence attitude in general
attitudinal  Using imagination/ intuition and entrepreneurial attitude.
changes required  Tendency to take moderate  Demonstrating and identifying
to become an risk own entrepreneurial attitudes
entrepreneur.  Enjoying freedom of expression during the following micro lab
and action activities like thematic
 Looking for economic appreciation test.
opportunities  Preparing a short write-up on
 Believing that we can change “who am I”.
the environment  Take up a product and
 Analyzing situation and suggest how its features can
planning action be improved.
 Involving in activity  Group activity for suggesting
brand names, names of
enterprises, etc.

Unit 5: Green Skills – III

1. Describe  Main sectors of green  Preparing a poster on any one 08
importance of economy- E-waste of the sectors of green
main sector of management, green economy.
green economy transportation, renewal  Writing a two-page essay on
energy,green construction, important initiatives taken in
water management. India for promoting green
 Policy initiatives for greening economy.
economy in India.
2. Describe the  Stakeholders in green  Preparing posters on green 07
major green economy. Sectors/Areas: cities, buildings,
Sectors/ Areas  Role of government and tourism, industry, transport,
and the role of private agencies in greening renewable energy, waste
various cities, buildings, tourism, management, agriculture,
stakeholder in industry, transport, renewable water, forests and fisheries.
green economy energy, waste management,
agriculture, water, forests and
fisheries.
Part B: Vocational Skills

Class XI
Unit No. Class XI, Unit Name Duration in Hours
Unit 1 Software Construction Essentials 30
Total Duration 165
Unit 1: Software Construction Essentials

Sn Learning Outcome Theory Practical 30
(15 Hours) (15 Hours) Hrs
1. Describe computer  Introduction to computer  Draw the block diagram of 5
architecture  Input/Output devices computer system
 Computer memory and its types  Draw the connectivity
 Introduction to digital diagram of various I/O devices
electronics – Number systems  Practice inter conversion of
and binary codes number system

 Data representation  Practice conversion of real life

data into binary codes,
 Demonstrate to represent the
real life data in computer
memory
2. Describe the basic  Basic discrete mathematics  Draw the logic diagram and 7
concepts of  Concepts of sets, relations and truth table for logic gates
Mathematics and functions  State and prove laws of
statistics  Mathematical logic Boolean algebra,
 Group theory  Compute probability
 Counting theory  Determine the mean, mode,
 Probability standard deviation and
 Graph theory variance for the given data,
 Boolean Algebra  Draw the bar graph and pie
 Statistical methods: mean, chart graph fro the given data
median, standard deviation,
variance;
 Data interpretation; visualization
of data.
3. Solve the problem  Introduction to problem Solving:  Draw flowchart of problem 10
using problem problem solving cycle - solving cycle,
solving method analyzing a problem, designing  Write algorithm for
algorithm, implementation computation of Fibonacci
through coding, testing the series
solution  Draw flowchart for the given
 Algorithms : what is an algorithm,
algorithm, need of algorithm in  Write algorithm for swapping
problem solving, characteristics of numbers,
of algorithm, representation of  Draw flowchart for the given
algorithm using flowchart/ algorithm,
swimlane  Draw swimlane diagram to
describe the workflow for the
given problem
4. Describe  Concept of a program, need  Write the steps for solving a 8
programming for writing programs, process of given problem
language conceptualizing a solution to a  Draw the syntax graph for
concepts problem and moving from selection and iteration
algorithm to programming,  Differentiate between
 Programming Constructs: compiler and interpreter
Sequence, Selection and  Differentiate between
Iteration; Simulation (dry run) of procedure oriented and
program, object oriented languages,
 Introduction to compiler and  Select the programming
interpreter, language based on the
 Programming approaches – requirement of project,
procedural oriented and object  Demonstrate to use various

oriented programming program coding environment

languages tools.
 Selection of programming
language
 Introduction to coding
environment
Unit 2: Operating System and Computer Network

1. Describe the basic  Concept of operating system,  List the names of operating 6
concept of  Tasks/ jobs performed by the system,
operating system operating system,  Execute the commands of
 Types of operating system, operating system to perform
 Functions of operating system, given task.
2. Describe computer  Basic concepts of networking,  Identify and list the types of 6
networks  Types of network, network,
 Network devices: Switch,  Identify and list the network
Router, Gateway. devices and their applications,
 Network Topology,  Draw the diagram of client
 Concept of client and server. server programming
 Basics of MAC and IP Address environment,
 Fetch MAC and IP address of
the system using OS
commands
3. Describe network  Wireless Technologies –  Demonstrate the installation 7
protocol Bluetooth, WLAN, Infrared, and use of wireless devices in
Microwave a network,
 Network Protocol: Need for  Exercise FTP, HTTPS using OS
Protocol, Categorization commands,
 Examples of protocol, HTTP, FTP,  Configure mailbox on
IP, PPP, SMTP, POP (email computer or mobile device
services)
4. Implement network  Threats and prevention: Viruses,  Identify and list various threats 6
security Worms, Trojan horse, Spam,  List the preventive processes to
Cookies, Adware, Firewall, http tackle threats,
vs https  Identify the various firewall
 Network Security Concepts: operations,
Firewall, Cookies, Hackers and  Clean your computer using
Crackers antivirus or defender,
 Antivirus and their workings
 Network security threats: Denial
of service, Intrusion problems,
Snooping, Eavesdropping

Unit 3: Data Structure

1. Describe the  Introduction data structure,  List the various types of data 10
concepts of data  Introduction to stack (LIFO structures,
structure Operations),  Write algorithm to perform
 Operations on stack (PUSH and PUSH and POP operations on
POP). Stack,
 Introduction to Queue (FIFO),  Write algorithm to perform
 Operations on Queue (INSERT Insert and Delete operations
and DELETE) on Queue
2. Describe List and  Introduction to list,  Write algorithm to perform 10
linked list  Operations on list – searching, searching, sorting, deletion
sorting, insertion, deletion and and update operation on List
updation,  Write algorithm to perform
 Introduction to linked list, searching, sorting, deletion
 Operations on linked list – and update operation on
searching, sorting, insertion, Linked List,
deletion and updation,  Write algorithm to perform
 Introduction to tree, searching, sorting, deletion
 Operations on tree – searching, and update operation on Tree
sorting, insertion, deletion and
updation,
Unit 4: Python Programming

1. Code and execute  Basics of Python programming,  Install the python compiler 10
simple programs  Working with Python interpreter (binaries)
using Python in interactive mode and script  List the various components of
mode, python interface,
 Structure of a program,  Draw the diagram of structure
debugging-errors, of python program,
 Identifiers, keywords, constants,  Write, compile and execute a
variables, simple program in python,
 Types of operators, precedence  Write the rules for identifiers,
of operators, constants and variables,
 Data types, mutable and  Write, compile and execute
immutable data types, simple programs in python that
 Statements, expressions, uses constants, variables,
evaluation and comments, operators and I/O statements
 Input and output statements,  Write, compile and execute
 Data type conversion, programs for data type
debugging conversion in python.
2. Code and execute  Control structures: Sequence,  Write, compile and execute 20
programs using selection (decision) and programs using sequence

control structures repetition (iteration) selection and repetition,

 Selection: if, if-else, and nested  Write, compile and execute
if statement, indentation programs using if, if-else, and
 Repetition: for, while, and nested if statement,
nested loops, break, continue;  Write, compile and execute
programs using for, while, and
nested loops, break, continue.
3. Code and execute  Introduction to functions, need  Write, compile and execute 15
programs using of functions programs using functions,
Functions  User defined functions: passing  Write, compile and execute
arguments to a function, programs using user defined
returning values from functions, functions,
scope of variables,  Write, compile and execute
 Standard library: using built-in programs by passing
functions, importing modules- arguments to a function and
math, random, statistics, returning values from functions,
creating and importing user  Write, compile and execute
defined module programs by using built-in
functions.
4. Use GUI framework  Introduction to GUI,  Install Tkniter 15
for python  Python libraries to create GUI,  Identify various panels and
 About Tkinter, Widgets : Label, tools used in Tkinter
button, canvas, check button,  Configure database
combo box, radio, menu bar, connection with GUI
notebook, list box, frame, frame  Write, compile and execute
button, entry, spin box, the programs in python using
message box GUI interfaces
 Layout Management: pack,
grid, place
 Organizing Layout and Widgets
Unit 5: Database Management System

1. Describe the  Introduction to database  List database functions 8
database concepts,  List the difference between
management  Difference between database database and file system,
concepts and file system,  Build the table to organise
 Data organisation – Relational/ student data,
non relational data model:  Identify the primary key, tuple,
concept of domain, tuple, candidate key, alternate key,
relation, keys - candidate key, foreign key from the given
primary key, alternate key, table
foreign key;
2. Describe  Advantages of using Structured  List the advantages of using 8
Structured Query Query Language, Structured Query Language,
Language  Data Definition Language,  List the various activities that

 Data Query Language can be performed using DDL,

 Data Manipulation Language, DQL, DML
3. Create and  Introduction to MySQL,  Install MySQL application, 14
process table  Creating a database using  Identify and use database
MySQL, work environment,
 Data Types  Create a student table in
 Data Definition: CREATE TABLE, MySQL
DROP TABLE, ALTER TABLE,  Add column to in the table
 Data Query: SELECT, FROM,  Add record for 10 number of
WHERE students in the table
 Data Manipulation: INSERT,  List the students name starting
UPDATE, DELETE with character D.
 SQL Single Row Functions,  Count the the student from a
 Multiple Row/Aggregate class whose name starts with A
Functions, and born in the month of
 Querying and Manipulating February,
Data using: GROUP BY, HAVING,  Execute queries and sub-
ORDER BY queries on the given table to
 JOINs: Equi Join, Natural Join, extract the required data from
 Sub-queries in SQL multiple tables

CLASS 12
Part A: Employability Skills
Unit No. Unit Name Duration in Hours

Unit 1 Communication Skills – IV 25
Total 110
Unit 1: Communication Skills – IV

1. Describe the steps  Importance of active listening  Demonstration of the key 10
to active listening at workplace aspects of becoming active
skills  Steps to active listening. listener.
 Preparing posters of steps for
active listening.
2. Demonstrate basic  Writing skills to the following:  Demonstration and practice of 15
writing skills  Sentence writing sentences and
 Phrase paragraphs on topics related
 Kinds of Sentences to the subject.
 Parts of Sentence
 Parts of Speech
 Articles
 Construction of a Paragraph
Unit 2: Self-management Skills – IV

1. Describe the various  Finding and listing motives  Group discussion on identifying
factors influencing (needs and desires); needs and desire. 10
self-motivation  Finding sources of motivation  Discussion on sources of
and inspiration (music, books, motivation and inspiration.
activities); expansive thoughts;
living fully in the present
moment; dreaming big.
2. Describe the basic  Describe the meaning of  Demonstrate the knowledge of
personality traits, personality. different personality types.

types and disorders  Describe how personality

influence others.
 Describe basic personality traits.
 Describe common personality 15
disorders- paranoid, antisocial,
schizoid, borderline, narcissistic,
avoidant, dependent and
obsessive.
Unit 3: Basic ICT Skills – IV

1. Perform tabulation  Introduction to spreadsheet  Demonstration and practice 10
using spreadsheet application, on the following:
application  Spreadsheet applications,  Introduction to the
 Creating a new worksheet, spreadsheet application,
 Opening workbook and  Listing the spreadsheet
entering text, applications,
 Resizing fonts and styles,  Creating a new worksheet,
 Copying and moving,  Opening the workbook and
 Filter and sorting, enter text,
 Formulas and functions,  Resizing fonts and styles,
 Password protection,  Copying and move the cell
 Printing a spreadsheet, data,
 Saving a spreadsheet in  Sorting and Filter the data,
various formats.  Applying elementary formulas
and functions,
 Protecting the spreadsheet
with password,
 Printing a spreadsheet,
 Saving the spreadsheet in
various formats.
2. Prepare  Introduction to presentation,  Demonstration and practice 10
presentation using  Software packages for on the following:
presentation presentation,  Listing the software packages
application  Creating a new presentation, for presentation,
 Adding a slide,  Explaining the features of
 Deleting a slide, presentation,
 Entering and editing text,  Creating a new presentation,
 Formatting text,  Adding a slide to presentation,
 Inserting clipart and images,  Deleting a slide,
 Slide layout,  Entering and edit text,
 Saving a presentation,  Formatting text,
 Printing a presentation  Inserting clipart and images,
document.  Sliding layout,

 Saving a presentation,
 Printing a presentation
document.
Unit 4: Entrepreneurial Skills – IV

1. Identify the general  Barriers to becoming  Administering self-rating 10
and entrepreneurial entrepreneur. questionnaire and score
behavioral  Behavioral and entrepreneurial responses on each of the
competencies competencies – adaptability/ competencies.
decisiveness,  Collect small story/ anecdote
initiative/perseverance, of prominent successful
interpersonal skills, entrepreneurs.
organizational skills, stress  Identify entrepreneurial
management, valuing service competencies reflected in
and diversity. each story and connect it to
the definition of behavioral
competencies.
 Preparation of competency
profile of students.
2. Demonstrate the  Entrepreneurial competency  Games and exercises on 15
knowledge of self- in particular: self-confidence, changing entrepreneurial
assessment of initiative, seeing and acting on behavior and development of
behavioral opportunities, concern for competencies for enhancing
competencies quality, goal setting and risk self-confidence, problem
taking, problem solving and solving, goal setting,
creativity, systematic planning information seeking, team
and efficiency, information building and creativity.
seeking, persistence,
influencing and negotiating,
team building.
Unit 5: Green Skills – IV

1. Identify the role and  Role of green jobs in toxin-free  Listing of green jobs and 15
importance of homes. preparation of posters on
green jobs in  Green organic gardening, green job profiles.
different sectors public transport and energy  Prepare posters on green jobs.
conservation,
 Green jobs in water

conservation.
 Green jobs in solar and wind
power, waste reduction, reuse
and recycling of wastes,
 Green jobs in green tourism
 Green jobs in building and
construction.
 Green jobs in appropriate
technology.
 Role of green jobs in Improving
energy and raw materials use
 Role of green jobs in limiting
greenhouse gas emissions
 Role of green jobs minimizing
waste and pollution
 Role of green jobs in
protecting and restoring
ecosystems
 Role of green jobs in support
adaptation to the effects of
climate change
Class XII, Part B: Vocational Skills

Sn Class XII, Units Duration in Hours
Unit 1 Software Engineering 30
Total Duration 165
Unit 1: Software Engineering

1. Describe the  Concept of software  Draw a diagram of phases of 8
concepts of engineering software life cycle
software  Phases of software  Prepare the sample software
engineering development – requirement requirement specification
analysis, system analysis, system document of a given case
design, system implementation, study.
system maintenance
 Managing information systems

2. Test and release of  Concept of software testing,  Prepare the sample test use 7
software  Different types of software cases for a given case study.
testing,
 Releasing software, concept of
beta version, final version
3. Implement minor  Minor projects such as financial  Develop minor project based 15
software project system, college management on SRS for a given case study
using python system, library management using python.
system to be implemented by  Document the given project
using python. and prepare the project report
Unit 2: Advanced Programming using Python

1. Code and  Strings: initializing strings and  Write, compile and execute 8
execute python accessing strings, the programs in python by
programs using  String operations, using built in functions for
Strings  Built-in functions for string strings,
manipulation,  Write, compile and execute
 String traversal, the programs in python by
 String as argument to function using built in functions for String
operations,
 Write, compile and execute
the programs in python by
using built in functions for for
string manipulation,
using built in functions for String
traversal,
using built in functions for String
as argument to function
2. Code and  List, list operations - creating,  Write, compile and execute 10
execute python initializing, traversing and the programs in python for
programs using List manipulating lists, list methods, operations - creating,
 Built-in functions, nested lists, list initializing, traversing and
as argument to a function manipulating lists,
the programs in python for
built-in functions for list,

nested lists,
the programs in python for list
as argument to a function
3. Code and  Tuples: Creating, initializing,  Write, compile and execute 8
execute python accessing elements, tuple the programs in python for
programs using assignment, Creating, initializing, accessing
Tuples and  Operations on tuples, elements and tuple
Dictionary  Tuple methods and built-in assignment,
functions, nested tuples.  Write, compile and execute
 Dictionary: concept of key- the programs in python for
value pair, mutability, creating, performing operations on
initializing, traversing, updating tuples,
and deleting elements;  Write, compile and execute
 Dictionary methods and built-in the programs in python for
functions. built-in functions,
nested tuples.
creating, initializing, traversing,
updating and deleting
elements from a dictionary;
using built-in functions for
operations on dictionary.
4. Handle Exception  File Handling: text file and  Write, compile and execute 12
and File in Python binary file, file types, open and the programs in python to
close files, create a text file and binary
 Reading and writing text files, file,
 Reading and writing binary files  Write, compile and execute
using pickle module, the programs in python to read
 File access modes. the contents of existing file and
 Exception Handling: syntax to write the new contents in
errors, exceptions, need of the text file,
exception handling,  Write, compile and execute
 User-defined exceptions, the programs in python to read
 Raising exceptions, the contents of existing file and
 Handling exceptions, to write the new contents in
 Catching exceptions, the binary file,
 Try - except – else clause,  Write, compile and execute
 Try - finally clause, the programs in python to
 Recovering and continuing handle exceptions,
with finally, built-in exception  Write, compile and execute
classes. the programs in python by

using Try - except – else clause,

using Try - finally clause,
using built-in exception classes.
5. Implement data  Stack and list implementation  Write, compile and execute 12
structure using using python the programs in python for
python  Push and POP POP operation implementation of Stack and
using python List data structure
 Queue implementation using  Write, compile and execute
python the programs in python for
 Insert, delete operations on Push and POP operation on
Queue using python Stack data structure,
 Sequential and binary search  Write, compile and execute
using python the programs in python for
 Bubble sort and selection sort implementation of Queue
using python data structure,
 Hashing function using python.  Write, compile and execute
Insert, delete operations on
Queue data structure,
Sequential and binary search
Bubble sort and selection sort
the programs in python for for
Hash function.
Unit 3: Web Application Development

1. Create web page  HTML basic structure,  Create simple web pages 10
using basic HTML  HTML Tags – <Head>, <Title>, using various tags for your
and CSS <Body>, <P>, <A>, <Img>, <H1> school displaying various
to <H6> activities of the school along
 iFrames, Colors, Tables, Fonts, with relevant images,
Forms  Create a web page to display
 List – ordered and unordered the marks scored by all
list students belonging to different
 Embed Multimedia classes of your school,

 Simple HTML programs  Create a web page to display

 Cascaded Style Sheets the list of items in ordered form
 Meta tags and unordered form,
 Google forms  Create a web page to display
the headings in different styles
by using CSS.
2. Create web  Building dynamic web pages  Build a dynamic web page for 10
pages using  Introductions to Scripting data validation
scripting  Javascript, node js,  Build a dynamic web page for
language  Web themes Fibonacci Table
 Build a dynamic web page for
your school/class where the
current activities going on the
school campus are displayed
3. Create web forms  Form Elements – Text, Combo  Create a simple web page of 10
box, Lists, radio buttons, bank where user is permitted to
 Action Buttons – onClick, open account number, also
onMouseOut, onMouseOver, display the balance amount in
 Database connection the saving account of the
 Basic data operations using existing customers,
forms – Insert, Update, Delete  Create a web page to
records prepare the online admission
 Report generation in text form of your school,
format  Create a web page that
 Report generation in chart generate sales report in text
based format format and chart based
format.
4. Implement web  Procedure for building simple  Build simple web based 10
application web based application for application for basic calculator
project using basic calculator functionality functionality using python and
python and HTML HTML
Unit 4: Mobile Application Development

1. Describe mobile  Introduction to Mobile  Observe various menus in 8
computing Computing Android Development
essentials  Introduction Android Environment
Development Environment  Observe and practice
 Frameworks and tools frameworks and tools
 Application wire framing  Observe and practice GUI
 Generic User Interface (UI) development
development
2. Build simple mobile  Android intents and services  Develop simple Apps for simple 8

applications  Storing and retrieving of data calculator, calendar,

 Communication via network dictionary,
and web  Develop App for your school
 Notification and alarms library,
 Android Graphics and
multimedia
3. Integrate with  Integration of location based  Develop App to trance your 8
mobile services services location, find you train etc.
 Integration with native mobile  Develop App for authenticity
services (SMS, Contact List, verification through SMS
etc)
4. Develop a simple  Procedure for designing and  Design and Build basic android 11
project building basic android application for recording
application, attendance of students in
 Procedure for testing class,
application for various mobile  Testing your developed
screens application for various mobile
screens
Unit 5: Emerging Trends and Social Impact

1. Describe Emerging  Machine Learning and Artificial  Discuss the concepts of 5
Trends and new intelligence Machine Learning and Artificial
Technologies  Internet of Things intelligence, Internet of Things,
 Cyber Security Cyber Security, Block Chain,
 Block Chain Social Engineering, Data
 Social Engineering Analytics
 Data Analytics
2 Describe Socio  Impact on Health  Discuss the Impact on Health, 5
Impact on  Cyber Crime Cyber Crime, Privacy,
Technology  Privacy Copyright and Intellectual
 Copyright and Intellectual Property, IT Act of India,
Property Carbon Footprints
 IT Act of India
 Carbon Footprints

6. ORGANISATION OF FIELD VISITS and OJT
In a year, at least 3 field visits/educational tours should be organised for the students to expose
them to the activities in the workplace. During summer or winter vacation, students can undergo
one week on-the-job training in nearby industry or work place.
In a year, at least 3 field visits/educational tours should be organised for the students to expose
them to the activities in the workplace.
Visit a Software Development company and observe the following: Location, Site, Work culture, IT
practices. During the visit, students should obtain the following information from the management
of the organisation :
• Vision and mission of the organisation
• Services and technologies offered by the organisation
• Working environment of IT personals
• Corporate Sustainability Initiative
• Global footprints
• Opportunities to work with organisation
• Campus overview, green initiatives,
• Know the advanced technology in software development.
7. LIST OF EQUIPMENT AND MATERIALS
The list given below is suggestive and an exhaustive list should be prepared by the vocational
teacher. Only basic tools, equipment and accessories should be procured by the Institution so that
the routine tasks can be performed by the students regularly for practice and acquiring adequate
practical experience.
Training room should be fully furnished with the following equipment / tools / accessories. Additional
/ specific resources, wherever applicable (e.g. Hardware, software)
Comfortable seats with adequate lighting, controlled temperature and acoustics for training and
learning
White Board, Markers and Eraser
Projector with screen
Flip chart with markers
Faculty’s PC/Laptop with latest configuration and internet connection
Supporting software / applications for projecting audio, video, recording,
Presentation Tools to support learning activities:
Intranet, Email
Learning management system e.g. Moodle, Blackboard to enable blended learning
Microphone / voice system for lecture and class activities
Handy Camera
Stationery kit – Staples, Glue, Chart Paper, Sketch Pens, Paint Box, Scale, A4 Sheets
For IT Lab sessions:
Computer Lab with 1:1 PC : trainee ratio and having internet connection, Browser, Email Client and
chat tools.
Peripherals and Network devices,
Printers

Operating System and Utility softwares

Assessment and Test Tools for day to day online Tests and Assessments
For team discussions:
Adequate seating arrangement in full / half circle format for one or more teams as per planned
team composition.
Reading Resources:
Access to relevant sample documents and learning forums to enable self-study before and after
each training session.
8. TEACHER’S/TRAINER’S QUALIFICATION
Qualification and other requirements for appointment of vocational teachers/trainers on

contractual basis should be decided by the State/UT. The suggestive qualifications and minimum
competencies for the vocational teacher should be as follows:
S.No. Qualification Minimum Competencies Age Limit

1 Bachelor of Engineering / Technology in The candidate should have 18-37 years (as on
Computer Science / Technology OR a minimum of 1 year of work Jan. 01 (year))
Master of Computer Science OR Master experience in the same job Age relaxation to
of Computer Application OR Master of role. S/He should be able to be provided as
Information Technology OR DOEACC B communicate in English and per Govt. rules
Level Certificate. local language. S/He should
Desirable: Knowledge of Software have knowledge of
Development. equipment, tools, material,
Safety, Health & Hygiene.
Vocational Teachers/Trainers form the backbone of Vocational Education being imparted as an
integral part of Rashtriya Madhyamik Shiksha Abhiyan (RMSA). They are directly involved in
teaching of vocational subjects and also serve as a link between the industry and the schools for
arranging industry visits, On-the-Job Training (OJT) and placement.
These guidelines have been prepared with an aim to help and guide the States in engaging quality
Vocational Teachers/Trainers in the schools. Various parameters that need to be looked into while
engaging the Vocational Teachers/Trainers are mode and procedure of selection of Vocational
Teachers/Trainers, Educational Qualifications, Industry Experience, and Certification/Accreditation.
The State may engage Vocational Teachers/Trainers in schools approved under the component of
Vocationalisation of Secondary and Higher Secondary Education under RMSA in following ways:
1. Directly as per the prescribed qualifications and industry experience suggested by the PSS
Central Institute of Vocational Education(PSSCIVE), NCERT or the respective Sector Skill
Council(SSC). OR
2. Through accredited Vocational Training Providers accredited under the National Quality
Assurance Framework (NQAF*) approved by the National Skill Qualification Committee on
21.07.2016. If the State is engaging Vocational Teachers/Trainers through the Vocational
Training Provider (VTP), it should ensure that VTP should have been accredited at NQAF
Level 2 or higher.
* The National Quality Assurance Framework (NQAF) provides the benchmarks or
quality criteria which the different organisations involved in education and training
must meet in order to be accredited by competent bodies to provide government-
funded education and training/skills activities. This is applicable to all organizations
offering NSQF-compliant qualifications.

The educational qualifications required for being a Vocational Teacher/Trainer for a particular job
role are clearly mentioned in the curriculum for the particular NSQF compliant job role. The State
should ensure that teachers / trainers deployed in the schools have relevant technical
competencies for the NSQF qualification being delivered. The Vocational Teachers/Trainers
preferably should be certified by the concerned Sector Skill Council for the particular Qualification
Pack/Job role which he will be teaching. Copies of relevant certificates and/or record of
experience of the teacher/trainer in the industry should be kept as record.
To ensure the quality of the Vocational Teachers/Trainers, the State should ensure that a
standardized procedure for selection of Vocational Teachers/Trainers is followed. The selection
procedure should consist of the following:
1. Written test for the technical/domain specific knowledge related to the sector;
2. Interview for assessing the knowledge, interests and aptitude of trainer through a panel of
experts from the field and state representatives; and
3. Practical test/mock test in classroom/workshop/laboratory.
In case of appointment through VTPs, the selection may be done based on the above procedure
by a committee having representatives of both the State Government and the VTP.
The State should ensure that the Vocational Teachers/ Trainers who are recruited should undergo
induction training of 20 days for understanding the scheme, NSQF framework and Vocational
Pedagogy before being deployed in the schools.
The State should ensure that the existing trainers undergo in-service training of 5 days every year to
make them aware of the relevant and new techniques/approaches in their sector and understand
the latest trends and policy reforms in vocational education.
The Head Master/Principal of the school where the scheme is being implemented should facilitate
and ensure that the Vocational Teachers/Trainers:
 Prepare session plans and deliver sessions which have a clear and relevant purpose and
which engage the students;
 Deliver education and training activities to students, based on the curriculum to achieve
the learning outcomes;
 Make effective use of learning aids and ICT tools during the classroom sessions;
 Engage students in learning activities, which include a mix of different methodologies, such
as project based work, team work, practical and simulation based learning experiences;
 Work with the institution’s management to organise skill demonstrations, site visits, on-job
trainings, and presentations for students in cooperation with industry, enterprises and other
workplaces;
 Identify the weaknesses of students and assist them in up-gradation of competency;
 Cater to different learning styles and level of ability of students;
 Assess the learning needs and abilities, when working with students with different abilities
 Identify any additional support the student may need and help to make special
arrangements for that support;
 Provide placement assistance
Assessment and evaluation of Vocational Teachers/Trainers is very critical for making them aware
of their performance and for suggesting corrective actions. The States/UTs should ensure that the
performance of the Vocational Teachers/Trainers is appraised annually. Performance based
appraisal in relation to certain pre-established criteria and objectives should be done periodically
to ensure the quality of the Vocational Teachers/Trainers. Following parameters may be considered
during the appraisal process:

 Participation in guidance and counseling activities conducted at Institutional, District and

State level;
 Adoption of innovative teaching and training methods;
 Improvement in result of vocational students of Class X or Class XII;
 Continuous up-gradation of knowledge and skills related to the vocational pedagogy,
communication skills and vocational subject;
 Membership of professional society at District, State, Regional, National and International
level;
 Development of teaching-learning materials in the subject area;
 Efforts made in developing linkages with the Industry/Establishments;
 Efforts made towards involving the local community in Vocational Education
 Publication of papers in National and International Journals;
 Organisation of activities for promotion of vocational subjects;
 Involvement in placement of students/student support services.
9. LIST OF CONTRIBUTORS
1. Prof. Prakash Khanale, Head, Department of Computer Science, DSM College, Parbhani –
43401, prakashkhanale@gmail.com, 9422176740
2. Shri. Ravindra Deshmukh, Director, BITSTRING IT Services, Lohgaon Pune, Ex System Analyst,
National Informatics Centre, Pune and Ex Manager at HSBC, Pune
deshmukh.ravi@gmail.com
3. Dr. Deepak D. Shudhalwar, Associate Professor (CSE), Head, Department of Engineering
and Technology, PSS Central Institute of Vocational Education (PSSCIVE), Shyamla Hills,
Bhopal – 462 002, M.P., India, Email: dds.ncert@nic.in, dipakds@yahoo.com- Coordinator

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LEARNING OUTCOME BASED

PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION

PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION

March, 2020 (First Version)

No part of this work may be reproduced, stored in a retrieval system, or transmitted in

Sn. Title Page No.

COURSE TITLE: Junior Software Developer

COURSE REQUIREMENTS: The learner should have basic knowledge of science.

© PSS Central Institute of Vocational Education Page| 1

2. SCHEME OF UNITS AND ASSESSMENT

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The unit-wise distribution of hours and marks for Class 12 is as follows:

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4. ASSESSMENT AND CERTIFICATION

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SKILL ASSESSMENT (PRACTICAL)

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Unit 1: Communication Skills – III

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Unit 2: Self-management Skills – III

Unit 3: Basic ICT Skills – III

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 Numbering and bullet  Changing font type, size and

Unit 4: Entrepreneurial Skills – III

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Unit 5: Green Skills – III

Part B: Vocational Skills

Unit 1: Software Construction Essentials

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 Data representation  Practice conversion of real life

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oriented programming program coding environment

Unit 2: Operating System and Computer Network

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Unit 3: Data Structure

Unit 4: Python Programming

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control structures repetition (iteration) selection and repetition,

Unit 5: Database Management System

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 Data Query Language can be performed using DDL,

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Part A: Employability Skills

Unit No. Unit Name Duration in Hours

Unit 1: Communication Skills – IV

Unit 2: Self-management Skills – IV

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types and disorders  Describe how personality

Unit 3: Basic ICT Skills – IV

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Unit 4: Entrepreneurial Skills – IV

Unit 5: Green Skills – IV

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Class XII, Part B: Vocational Skills

Unit 1: Software Engineering

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Unit 2: Advanced Programming using Python

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