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 – 462 002 (MP), India
www.psscive.ac.in
 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 – 462 002 (MP), India
www.psscive.ac.in
LEARNING OUTCOME BASED CURRICULUM
Junior Software Developer
IT-ITeS Sector

March, 2020 (First Version)

August, 2022 (Revised Version)

© PSSCIVE, 2022
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.

Dinesh Prasad Saklani

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 fulfill 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 fulfill the needs of the society and the world of work. In order to honor its
commitment to the nation, the PSSCIVE 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 course-ware 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 course-ware to
the States and other stakeholders under the PAB (Project Approval Board) approved project of
Rashtriya Madhyamik Shiksa 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 course-ware. We hope that this document
will prove useful in turning out more competent Indian workforce for the 21 st Century.

Deepak Paliwal
Joint Director
PSS Central Institute of Vocational Education

(ii)
ACKNOWLEDGMENT

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 (NASSCOM) for their academic support and cooperation.
We are grateful to the expert contributors and Deepak D. Shudhalwar, Professor (CSE), PSSCIVE, for
their earnest effort and contributions in the development of this learning outcome based
curriculum. Their contributions are duly 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, 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, 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 11
Unit 3 Python Programming 13
Unit 4 Data Structure 13
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 19
Part B Vocational Skills 19
Unit 1 Relational Database Management System – MySQL 19
Unit 2 Advanced Python Programming 20
Unit 3 Software Engineering 22
Unit 4 Emerging Trends and Social Impact 24
6 Organization of Filed 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

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Curriculum : Junior Software Developer

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
Part A Employability Skills
Unit 1 Communication Skills – III 15 10
Unit 2 Self-management Skills – III 15
Unit 3 Basic ICT Skills – III 15
Unit 4 Entrepreneurial Skills – III 15
Unit 5 Green Skills – III 15
Sub Total 75 10
Part B Vocational Skills
Unit 1 Software Construction Essentials 40 40
Unit 2 Operating System and Computer Network 40
Unit 3 Python Programming 60
Unit 4 Data Structure 35
Sub Total 175 40
Part C On-the-Job Training 50 10
Part D Practical Examination 40
Practical File/ Student Portfolio 10
Written and Piratical Test 20
Viva Voce 10
Sub Total 40
Total 300 100

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Curriculum : Junior Software Developer

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
Part A Employability Skills
Unit 1 Communication Skills – IV 15 10
Unit 2 Self-management Skills – IV 15
Unit 3 Basic ICT Skills – IV 15
Unit 4 Entrepreneurial Skills – IV 15
Unit 5 Green Skills – IV 15
Sub Total 75 10
Part B Vocational Skills
Unit 1 Relational Database Management System – MySQL 50 40
Unit 2 Advanced Python Programming 60
Unit 3 Software Engineering 45
Unit 4 Emerging Trends and Social Impact 20
Sub Total 175 40
Part C On-the-Job Training and Field Visit 50 10
Part D Practical Examination 40
Practical File/ Student Portfolio 10
Written and Piratical Test 20
Viva Voce 10
Sub Total 40
Total 300 100

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Curriculum : Junior Software Developer

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.

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Curriculum : Junior Software Developer

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 Answer Long Answer

Typology of Question Answer (2 Marks) (3 Marks) Marks
(1 mark)

1. Remembering – (Knowledge based simple

recall questions, to know specific facts, terms,
3 2 2 13
concepts, principles, or theories; identify, define
or recite, information)

2. Understanding – (Comprehension – to be
familiar with meaning and to understand
2 3 2 14
conceptually, interpret, compare, contrast,
explain, paraphrase, or interpret information)

3. Application – (Use abstract information in

concrete situation, to apply knowledge to new
situations: Use given content to interpret a 0 2 1 07
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 or
0 1 0 02
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.

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Curriculum : Junior Software Developer

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.

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Curriculum : Junior Software Developer

5. UNIT CONTENTS

CLASS 11
Part A: Employability Skills
Unit No. Unit Name Duration in
Hours
Unit 1 Communication Skills – III 15
Unit 2 Self-management Skills – III 15
Unit 3 Basic ICT Skills – III 15
Unit 4 Entrepreneurial Skills – III 15
Unit 5 Green Skills – III 15
Total 75

Unit 1: Communication Skills – III

Sn Learning Outcome Theory Practical 15
(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 of  Non-verbal communication
communication  Visual  Listing do’s and don’ts for
avoiding common body
language mistakes
2. Identify specific  Communication styles-  Observing and sharing 05
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 basic  Writing skills to the following:  Demonstration and practice of 05
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 15

Unit 2: Self-management Skills – III

Sn Learning Outcome Theory Practical 15
(07 Hours) (08 Hours) Hrs
1. Demonstrate  Describe the importance of  Demonstration of impressive 05

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Curriculum : Junior Software Developer

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 team  Describe the important factors  Group discussion on qualities of 05
work skills that influence in team building. 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. 05
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.
Total Duration in Hours 15

Unit 3: Basic ICT Skills – III

Sn Learning Outcome Theory Practical 15
(05 Hours) (10 Hours) Hrs
1. Create a document  Introduction to word  Demonstration and practice of 05
on word processor processing. the following:
 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 print  Editing text  Demonstration and practicing 05
a document in  Wrapping and aligning the text the following:
word processor  Font size, type and face.  Editing the text
 Header and Footer  Word wrapping and alignment,
 Auto correct  Changing font type, size and
 Numbering and bullet face,
 Creating table  Inserting header and footer,
 Find and replace  Removing header and footer,
 Page numbering.  Using auto-correct option,
 Printing document.  Insert page numbers and bullet,
 Saving a document in various  Save and print a document.
formats
Total Duration in Hours 15

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Curriculum : Junior Software Developer

Unit 4: Entrepreneurial Skills – III

Sn Learning Outcome Theory Practical 15
(07 Hours) (08 Hours) Hrs
1. Describe the  Values in general and  Listing of entrepreneurial values 07
significance of entrepreneurial values. by the students.
entrepreneurial Entrepreneurial value  Group work on identification of
values and attitude. orientation with respect to entrepreneurial values and
inattentiveness, independence, their roles after listing or reading
outstanding performance and 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 08
knowledge of entrepreneurial attitudes influence attitude in general
attitudinal changes  Using imagination/ intuition and entrepreneurial attitude.
required to become  Tendency to take moderate risk  Demonstrating and identifying
an entrepreneur.  Enjoying freedom of expression own entrepreneurial attitudes
and action during the following micro lab
 Looking for economic activities like thematic
opportunities appreciation test.
 Believing that we can change  Preparing a short write-up on
the environment “who am I”.
 Analyzing situation and  Take up a product and suggest
planning action how its features can be
 Involving in activity improved.
 Group activity for suggesting
brand names, names of
enterprises, etc.
Total Duration in Hours 15

Unit 5: Green Skills – III

Sn Learning Outcome Theory Practical 15
(07 Hours) (08 Hours) Hrs
1. Describe importance  Main sectors of green economy- E-  Preparing a poster on any one of 08
of main sector of waste management, green the sectors of green economy.
green economy transportation, renewal  Writing a two-page essay on
energy,green construction, water important initiatives taken in India
management. for promoting green economy.
 Policy initiatives for greening
economy in India.
2. Describe the major  Stakeholders in green economy.  Preparing posters on green 07
green Sectors/ Areas  Role of government and private Sectors/Areas: cities, buildings,
and the role of various agencies in greening cities, tourism, industry, transport,
stakeholder in green buildings, tourism, industry, renewable energy, waste
economy transport, renewable energy, management, agriculture, water,
waste management, agriculture, forests and fisheries.
water, forests and fisheries.
Total Duration in Hours 15

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Curriculum : Junior Software Developer

Part B: Vocational Skills

Class XI
Unit No. Unit Name Duration in Hours
Unit 1 Software Construction Essentials 50
Unit 2 Operating System and Computer Network 40
Unit 3 Python Programming 60
Unit 4 Data Structure 25
Total Duration 175

Unit 1: Software Construction Essentials

Sn Learning Outcome Theory Practical 40
(20 Hours) (20 Hours) Hrs
1. Describe computer  Introduction to computer,  Identify the various parts of 08
system architecture  Internal components of computer system,
computer system,  Draw the block diagram of
 Input/Output devices computer system
 Computer memory and its  Identify the internal
types, components of computer
 Input/ Output devices, system,
 Storage devices,  Observe the memory size in
 Introduction to digital different computing device,
electronics – Number systems  Identify and name the various
and binary codes input devices,
 Data representation  Identify and name the various
output devices
 Identify and name the various
storage devices
2. Describe data  Concept of data and  Identify data types for the 08
representation in Information, given data values,
computer  Data representation in  Visualise the data using bar
computer and measurement graph, pi chart and line graph,
units,  List the data measurement
 Coding systems – BCD, EBCDIC, units,
ASCII, Unicode  Demonstrate to convert the
 Number system – decimal, number and character values
binary, octal, hexadecimal, into different coding system,
 Number systems conversion  Demonstrate to convert the
given number from one
number system to other,
3. Describe the basic  Basic discrete mathematics  Demonstrate to perform various 10
concepts of  Concepts of sets, relations and set operations,
Mathematics and functions  Draw the Venn diagram for the
Statistics  Mathematical logic given set operation,
 Group theory  Demonstrate the various logic
 Boolean Algebra operations using truth table,
 Statistical methods: mean,  Identify the various key terms in

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median, mode, standard the given graph,

deviation, variance;  Compute the adjacency matrix
 Data interpretation; for the given graph,
visualization of data.  State and prove laws of
Boolean algebra,
 Computer mean, median,
mode, standard deviation and
variance for the given data,
 Draw the bar graph and pie
chart graph fro the given data
4. Solve the problem  Introduction to problem  Draw flowchart of problem 07
using problem Solving: 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 : need of algorithm algorithm,
in problem solving,  Write algorithm for swapping of
characteristics of algorithm, two numbers,
representation of algorithm  Draw flowchart for the given
using flowchart, pseudo-code algorithm.
5. Describe  Concept of a program, need  Write the steps for solving a 07
programming for writing programs, process of given problem,
language concepts conceptualizing a solution to a  Draw flowchart for selection
problem and moving from and iteration structure,
algorithm to programming,  Differentiate between compiler
 Programming Constructs: and interpreter,
Sequence, Selection and  Differentiate between
Iteration; procedure oriented and object
 Introduction to compiler and oriented languages,
interpreter,  Select the programming
 Programming approaches – language based on the
procedural oriented and requirement of project,
object oriented programming  Demonstrate to use various
languages program coding environment
 Selection of programming tools.
language,
 Introduction to coding
environment.
Total Duration in Hours 40

Unit 2: Operating System and Computer Network

Sn Learning Outcome Theory Practical 40
(20 Hours) (20 Hours) Hrs
1. Describe the basic  Concept of operating system,  List the names of operating 10
concepts of  Tasks/ jobs performed by the system,
operating system operating system  List the functions of operating
 Functions of operating system, system,
 Types of operating system,  Observe the various functions
 Examples of operating system, performed by operating system
 Working with operating system, using tools,

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 Execute the commands of

operating system to perform
given task.
2. Describe computer  Basic concepts of networking,  Identify the types of network 10
networks  Types of network – LAN, PAN, and draw the labeled diagram
MAN, WAN,  Identify and list the network
 Network devices – Modem, devices and their applications,
Ethernet Card, RJ45  Identify and name types of
connector, Repeater, Hub, network topology,
Switch, Router, Gateway.  Draw the diagram of client
 Network Topology – Bus, Ring, server network,
Star, Mesh, Tree  Fetch MAC and IP address of
 Concept of client and server. the system using OS commands
 Basics of MAC and IP Address
3. Describe network  Wireless Technologies –  Demonstrate the use of wireless 10
protocol Bluetooth, WiFi, WLAN, devices in a network,
 Wireless Transmission Media –  Demonstrate the features of
Radio Waves, Microwave, HTTP and HTTPS protocol in the
Infrared, given website,
 Mobile Telecommunication  Demonstrate the use of
Technologies protocol in email application,
 Network Protocol – Need for  Demonstrate the use of FTP
Protocol, Categorization protocol to transfer files.
 Examples of protocol, HTTP, FTP,
IP, PPP, SMTP, POP (email
services).
4. Describe the  Threats and prevention: Viruses,  Identify and list various threats 10
features of network security,  List the preventive processes to
security  Concept of Network security, tackle threats,
 Types of Cyber attacks,  Clean your computer using
 Malware attacks – Virus, antivirus or defender,
Worms, Ransomware, Trojan,  List the various network security
Spyware, Adware, Key-loggers, attacks and ways to prevent
Spam these attacks,
 Antivirus software,  Identify the various firewall
 Network security attacks – operations,
Denial of Service (DoS), Buffer  Identify and list the security
Overflows, Ping Attacks, SYN issues and threats in Email
Flood, DNS Amplification, Back communication.
Door, Spoofing Attack, TCP/IP
Hijacking, Man In The Middle
Attacks,
 Wireless attacks – Data
Emanation, Jamming,
Bluetooth Vulnerabilities, Near-
Field Communication, Evil Twin,
Packet Sniffing and
Eavesdropping, Replay Attacks
(Wireless), WPS attacks, WAP2
attacks,
 Firewall and its types,
 Cookies and threats due to
cookies,

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 Hackers and Crackers – White

hats: Ethical hacker, Black hats:
Crackers, Grey hats
 Security Issues and Threats in
Email communication
Total Duration in Hours 40

Unit 3: Python Programming

Sn Learning Outcome Theory Practical 60
(12 Hours) (18 Hours) Hrs
1. Code and execute  Basics of Python programming,  Install the python compiler 10
simple programs in  Working with Python interpreter (binaries)
Python using Python in interactive  List the various components of
mode and script 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,  Write the rules for identifiers,
precedence 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 10
programs using selection (decision) and programs using sequence
control structures in repetition (iteration) selection and repetition,
Python  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 10
programs using of functions programs using functions,
functions in Python  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. Code and  Strings: initializing strings and  Write, compile and execute 10
execute python accessing strings, the programs in python by

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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,
 Write, compile and execute
the programs in python by
using built in functions for String
traversal,
 Write, compile and execute
the programs in python by
using built in functions for String
as argument to function
5. Code and  List, list operations – creating,  Write, compile and execute 10
execute python initializing, traversing and the programs in python for
programs using manipulating lists, list methods, operations – creating,
List  Built-in functions, nested lists, list initializing, traversing and
as argument to a function manipulating lists,
 Write, compile and execute
the programs in python for
built-in functions for list,
 Write, compile and execute
the programs in python for
nested lists,
 Write, compile and execute
the programs in python for list
as argument to a function
6. Code and  Tuples: Creating, initializing,  Write, compile and execute 10
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,
 Write, compile and execute
the programs in python for
nested tuples,
 Write, compile and execute
the programs in python for
creating, initializing, traversing,
updating and deleting
elements from a dictionary;
 Write, compile and execute

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the programs in python by

using built-in functions for
operations on dictionary.
Total Duration in Hours 60

Unit 4: Data Structure

Sn Learning Outcome Theory Practical 35
(15 Hours) (20 Hours) Hrs
1. Describe the  Introduction to data structure  Give the examples of Primitive 04
concepts of  Basic terminology – Primitive data items, Group data items,
data structure and Group data items, Entities Entities,
 Elementary data organisation –  Give the examples of Field,
Field, Record, File Record, File
 Data structure and its  List the various data structures
operations  List the various operations
 Different data structures – performed on data structure
Arrays, Stack, Queue, Linked
List, Tree, Graph
2. Describe array and  Concept of array,  Draw the diagram to represent 06
its operation  Representing array in memory, array in memory,
 Operations on Array  Write a algorithm for traversing
 Traversing Linear Array a linear array,
 Inserting an element in array  Write a algorithm for insertion of
 Deleting an element in array element in a linear array
 Searching in array – linear and  Write a algorithm for deleting
binary search an element in array
 Write a algorithm for binary
search
3. Describe linked list  Concept of linked list,  Give an example of linked list 06
and its operation  Types of linked list – singly and  Write a algorithm for Traversing
doubly linked list a linked list,
 Representation of linked list in  Write a algorithm for Insertion in
the memory the linked list,
 Operations performed on  Write a algorithm for Insertion of
linked list, element at the beginning of
 Traversing a linked list, the linked list,
 Insertion of element in linked  Write a algorithm for Insertion of
list – at the beginning, at the element at the end of the
end, at a specific location linked list
 Write a algorithm for Insertion of
element into the linked list at a
specific location
4. Describe Stack and  Concept of Stack,  Give an example of stack, 04
its operation  Representation of stack in  Write a algorithm for inserting
memory, element in stack (Push)
 Creation of stack using linked operation
list,  Write a algorithm for deleting
 Operations on stack – Push and an element from stack (Pop)
Pop. operation
5. Describe Queue  Concept of Queue,  Give an example of Queue, 05

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Curriculum : Junior Software Developer

and its operation  Representation of Queue,  Write a algorithm for inserting

 Representation of queue using element in Queue
Linked List,  Write a algorithm for deleting
 Representation of queue using an element from Queue
array,
 Insertion operation on Queue,
 Deletion operation on Queue,
 D Queue and Priority Queue
6. Describe Tree and  Concept of Tree and Binary  Give an example of Queue, 05
its operation Tree  Write a algorithm for Pre-order
 Representation of Binary Tree in (NLR) traversing of binary tree,
Memory  Write a algorithm for Pre-order
 Types of Binary Tree – Full binary (LNR) traversing of binary tree,
tree, Complete binary tree,  Write a algorithm for Post-order
Perfect binary tree, Balanced (LRN) traversing of binary tree,
binary tree, Degenerate binary
tree,
 Traversing of Binary Tree – Pre-
order, post order and in order.
7. Describe Graph and  Concept of Graph,  Give an example of Graph, 05
its operation  Terminologies related to Graph  Draw a diagram of Graph
– Vertex, Edge, Adjacency, showing edges and vertices
Loop, Path, Connected Graph,  Draw a diagram of undirected,
Degree of vertex, cyclic and directed Graph
 Types of Graph – undirected,  Draw a diagram of sequential
cyclic and directed Graph, representation of Graph,
 Representation of Graph,  Draw a diagram of linked
 Operations of Graph, representation of Graph,
Total Duration in Hours 35

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CLASS 12

Part A: Employability Skills

Unit No. Unit Name Duration in

Hours
Unit 1 Communication Skills – IV 15
Unit 1 Self-management Skills – IV 15
Unit 1 Basic ICT Skills – IV 15
Unit 1 Entrepreneurial Skills – IV 15
Unit 1 Green Skills – IV 15
Total 75

Unit 1: Communication Skills – IV

Sn Learning Outcome Theory Practical 15
(07 Hours) (08 Hours) Hrs
1. Describe the steps  Importance of active listening  Demonstration of the key 07
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 08
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 15

Unit 2: Self-management Skills – IV

Sn Learning Outcome Theory Practical 15
(07 Hours) (08 Hours) Hrs
1. Describe the  Finding and listing motives  Group discussion on identifying
various factors (needs and desires); needs and desire. 07
influencing self-  Finding sources of motivation  Discussion on sources of
motivation 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 08
personality traits, personality. different personality types.
types and disorders  Describe how personality
influence others.

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 Describe basic personality traits.

 Describe common personality
disorders- paranoid, antisocial,
schizoid, borderline, narcissistic,
avoidant, dependent and
obsessive.
Total Duration in Hours 25

Unit 3: Basic ICT Skills – IV

Sn Learning Outcome Theory Practical 15
(06 Hours) (08 Hours) Hrs
1. Perform tabulation  Introduction to spreadsheet  Demonstration and practice on 07
using spreadsheet application, the following:
application  Spreadsheet applications,  Introduction to the spreadsheet
 Creating a new worksheet, 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 various  Sorting and Filter the data,
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 on 08
presentation using  Software packages for 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.
Total Duration in Hours 15

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Unit 4: Entrepreneurial Skills – IV

Sn Learning Outcome Theory Practical 15
(07 Hours) (08 Hours) Hrs
1. Identify the general  Barriers to becoming  Administering self-rating 07
and entrepreneurial entrepreneur. questionnaire and score
behavioral  Behavioral and entrepreneurial responses on each of the
competencies competencies – competencies.
adaptability/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 08
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.
Total Duration in Hours 15

Unit 5: Green Skills – IV

Sn Learning Outcome Theory Practical 15
(05 Hours) (10 Hours) Hrs
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

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 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
Total Duration in Hours 15

Class XII, Part B: Vocational Skills

Unit No. Units Duration in Hours
Unit 1 Relational Database Management System - MySQL 50
Unit 2 Advanced Python Programming 60
Unit 3 Software Engineering 45
Unit 4 Emerging Trends and Social Impact 20
Total Duration 175

Unit 1: Relational Database Management System – MySQL

Sn Learning Outcome Theory Practical 50
(20 Hours) (30 Hours) Hrs
1. Describe the  Introduction to database  List the requirement of 15
database systems, database system,
management  File system and its limitations  List and compare the the
concepts  Database management various DBMS
systems (DBMS),  List the uses of DBMS in real life,
 Limitations, advantages and  Prepare the database table of
disadvantages of DBMS, real life examples – relatives,
 Comparison of DBMS with File friends, classmates, telephone,
System,  Identify the fields and records
 Concepts in DBMS, in the database table,
 Relational data model,  Identify the primary key and
 Keys in Relational database – other keys in the database
Candidate key, Primary key, table,
Composite Primary Key, Foreign
Key
2. Describe  Structured Query Language  List and identify different data 20
Structured Query (SQL) types in SQL,
Language  Installing RDBMS package  List and identify various
(MySQL), constraints in data table,
 Data Types and Constraints in  Use DDL commands to create
MySQL Database, Table, View,
 Types of SQL – DDL, DML, DQL,  Use Alter command to modify
TCL, DCL table structure,
 Data Definition Language  Use Drop and Truncate
(DDL) commands, command on Table,
 Data Manipulation Language  Use DML commands to insert

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(DML) commands, data records in Table,

 Data Query Language (DQL)  Use Update and Delete
commands, command to modify the data
 Data Control Language (DCL) records,
commands,  Use DCL command Select to
 Transaction Control Language retrieve data records,
(TCL) commands.  Use DCL command Grant and
Revoke to authorise and
withdraw privileges for data
operation,
 Use TCL command Commit to
save, Rollback and SavePoint
command to undo the data
transaction in Table
3. Use functions in SQL  SQL functions - Single Row  List the various Single Row 15
Functions and Aggregate Functions and Aggregate
functions, functions,
 Single Row Functions – Math  Demonstrate to use math
Functions, String Functions, functions,
Date and Time Functions,  Demonstrate to use string
 Aggregate Functions functions,
 GROUP BY clause in SQL  Demonstrate to use Date and
 Operations on Relations – Time functions,
Union, Intersect, Minus,  Demonstrate to use Aggregate
Cartesian Product functions in SQL
 Using two relations in a query -  Demonstrate to join two tables
JOIN on two tables, in SQL
Total Duration in Hours 50

Unit 2: Advanced Python Programming

Sn Learning Outcome Theory Practical 60
(20 Hours) (40 Hours) Hrs
1. Use GUI framework  Introduction to GUI,  Install Tkinter 16
for python  Python libraries to create GUI,  Identify various panels and
 Tkinter Widgets – Label, button, tools used in Tkinter
canvas, check button, combo  Configure database
box, radio, menu bar, connection with GUI
notebook, list box, frame,  Write, compile and execute
frame button, entry, spin box, the programs in python using
message box GUI interfaces
 Layout Management – pack,
grid, place
 Organizing Layout and Widgets
2. Use File handling in  Concept of File.  Write, compile and execute 12
Python  Types of File – text file and the programs in python to
binary file, create a text file and binary
 File handling – open and close file,
files,  Write, compile and execute
 Reading and writing text files, the programs in python to read
 Reading and writing binary the contents of existing file and
files, to write the new contents in the

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Curriculum : Junior Software Developer

 File access modes, text file,

 Setting offsets in a file,  Write, compile and execute
 Creating and traversing a text the programs in python to read
file, the contents of existing file and
 The Pickle module, to write the new contents in the
 File handling using Pickle binary file,
module.
3. Handle Exception  Exception Handling – syntax  Write, compile and execute 12
and File in Python errors, exceptions, need of the programs in python to
exception handling, handle exceptions,
 User-defined exceptions,  Write, compile and execute
 Raising exceptions, the programs in python by
 Handling exceptions, using Try - except – else clause,
 Catching exceptions,  Write, compile and execute
 Try - except – else clause, the programs in python by
 Try - finally clause, using Try - finally clause,
 Recovering and continuing  Write, compile and execute
with finally, built-in exception the programs in python by
classes. using built-in exception classes.
4. Implement data  Stack and list implementation  Write, compile and execute 20
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 Push
 Insert, delete operations on and POP operation on Stack
 Queue using python 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 data
using python structure,
 Hashing function using python.  Write, compile and execute
the programs in python for
Insert, delete operations on
Queue data structure,
 Write, compile and execute
the programs in python for
Sequential and binary search
 Write, compile and execute
the programs in python for
Bubble sort and selection sort
 Write, compile and execute
the programs in python for for
Hash function.
Total Duration in Hours 60

Unit 3: Software Engineering

Sn Learning Outcome Theory Practical 45
(15 Hours) (30 Hours) Hrs
1. Describe the  Concept of software  Draw a diagram of phases of 08
concepts of engineering software life cycle

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Curriculum : Junior Software Developer

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. Describe the Test  Concept of software testing,  Prepare the sample test use 07
and release of  Concept of software testing, cases for a given case study.
software  Different types of software
testing,
 Releasing software, concept of
beta version, final version
3. Implement minor  Minor projects such as financial  Develop minor project based 30
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
Total Duration in Hours 45

Unit 4: Emerging Trends and Social Impact

Sn Learning Outcome Theory Practical 20
(10 Hours) (20 Hours) Hrs
1. Describe Emerging  Machine Learning and Artificial  List the various commercial 10
Trends and new intelligence, platform available for cloud
Technologies  Internet of Things, services,
 Block Chain,  Demonstrate to use of cloud
 Social Engineering, services for storing of data on
 Data Analytics. commercial platform.
2. Describe impact of  Impact on Health,  Discuss the Impact on Health, 10
social media on  Cyber Crime, Cyber Crime, Privacy,
Technology  Privacy, Copyright and Intellectual
 Copyright and Intellectual Property, IT Act of India,
Property, Carbon Footprint.
 IT Act of India,
 Carbon Footprints.
Total Duration in Hours 20

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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.
Visit a Software Development Company and observe the following:
Location, Site, Computer systems and peripheral devices, Software, Software Development
Process, Coding and Testing Tools, Documentation Process, Software Maintenance. During the visit,
students should obtain the following information from the organisation:
1. Computer System, parts and peripherals.
2. Specifications of various parts of computer system.
3. Types of computers.
4. Types of printers.
5. Types of scanners.
6. Storage devices and storage capacity of various storage devices.
7. Comparison of various parts based on cost.
8. Software Development Process – Software Requirement Specifications, Analysis, Designing,
Coding, Debugging, Testing, Implementation and Maintenance.
9. Programming languages and RDBMS,
10. Software Testing Tools and equipment required.
11. Software Development Work environment,
12. Any other relevant information

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.
 Desktop Computers,
 Peripherals,
 Printers
 Digital Camera
 Operating System – Windows and Ubuntu Linux
 Software – Python IDLE, RDBMS – MySQL,
 Office Productivity Tools – MS Office or LibreOffice

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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:

Qualification Minimum Competencies Age Limit

Bachelor of Engineering / Technology in The candidate should have a 18-37 years
Computer Science / Technology OR Master of minimum of 1 year of work (as on Jan.
Computer Application (MCA) OR Master of experience in the same job role. 01 (year))
Science (Computer Science) OR Master of S/He should be able to Age
Science (Information Technology) OR NIELIT “B”
communicate in English and local relaxation to
Level Certificate. language. S/He should have be provided
Desirable: Knowledge of Software Development knowledge of equipment, tools, as per Govt.
material, Safety, Health&Hygiene. rules
Note – The qualifications for vocational teachers mentioned above is suggestive and not
prescriptive. The States/ UTs can make modifications in the qualifications for appointment of
vocational teachers/ trainers as per their requirement through a committe appointed by the
competent authority in the State/ UT Directorate/ Department of School Education.
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

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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;

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 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, [email protected]
2. Shri. Ravindra Deshmukh, Director, BITSTRING IT Services, Lohgaon Pune, Ex System Analyst,
National Informatics Centre, Pune and Ex Manager at HSBC, Pune
[email protected]
3. Dr. Ganesh Kumar Dixit, Assistant Professor in IT/ITeS, Department of Engineering and
Technology, PSS Central Institute of Vocational Education (PSSCIVE), Shyamla Hills, Bhopal –
462 002, Email: [email protected]
4. Prof. Deepak D. Shudhalwar, Professor (CSE), Department of Engineering and Technology,
PSS Central Institute of Vocational Education (PSSCIVE), Shyamla Hills, Bhopal – 462 002 (MP),
India, Email: [email protected], [email protected] – Coordinator

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