LEARNING OUTCOME BASED

VOCATIONAL CURRICULUM

JOB ROLE:
Field Technician Other Home Appliances
(QUALIFICATION PACK: Ref. Id. ELE/Q3104)
SECTOR: Electronics

Grades XI and XII

PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION

Shyamla Hills, Bhopal – 462 002, M.P., India
www.psscive.ac.in
 LEARNING OUTCOME BASED
VOCATIONAL CURRICULUM

JOB ROLE:
Field Technician Other Home Appliances
(QUALIFICATION PACK: Ref. Id. ELE/Q3104)
SECTOR: Electronics

Grades XI and XII

PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION

Shyamla Hills, Bhopal – 462 002, M.P., India
www.psscive.ac.in
LEARNING OUTCOME BASED CURRICULUM
Field Technician Othr Home Appliances
Electronics Sector

April, 2023

© PSSCIVE, 2023
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 Education, 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 Electronics – Field Technician Other Home
Appliances. 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 Education (MoE), 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 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 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 MoE 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
Samagra Shiksha of MoE.
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 Education (MoE), 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, MoE, RMSA Cell at the
National Council of Educational Research and Training (NCERT), National Skill Development
Agency (NSDA) and National Skill Development Corporation (NSDC) and Electronics Sector Skill
Council of Indian (ESSCI) 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 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 Shudhalwar, Professor (CSE) and Head, ICT and
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, ICT
and Computer Centre, Department of Engineering and Technology, PSSCIVE, for bringing out this
curriculum in the final form.

PSSCIVE Team

(IV)
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 Grade XI 7
Part A Employability Skills 7
Unit 1 Communication Skills – III 7
Unit 2 Self-management Skills – III 9
Unit 3 Basic ICT Skills – III 10
Unit 4 Entrepreneurial Skills – III 11
Unit 5 Green Skills – III 12
Part B Vocational Skills 13
Unit 1 Fundamentals of Electrical and Electronics Engineering 13
Unit 2 Installation of the Water Purifier 14
Unit 3 Repair and Maintenance of Water Purifier 16
Unit 4 Work effectively at the workplace 17
Class XII 18
Part A Employability Skills 18
Unit 1 Communication Skills – IV 18
Unit 2 Self-management Skills – IV 19
Unit 3 Basic ICT Skills – IV 20
Unit 4 Entrepreneurial Skills – IV 21
Unit 5 Green Skills – IV 22
Part B Vocational Skills 23
Unit 1 Repair and Maintenance of Mixer/ Grinder 23
Unit 2 Repair and Maintenance of Juicer 24
Unit 3 Repair and Maintenance of Microwave Oven 24
Unit 4 Workplace Health and Safety Practices 25
6 Organization of Filed Visits and OJT 27
7 List of Equipment and Materials 27
8 Teacher’s Qualification 28
9 List of Contributors 30
Curriculum: Field Technician Other Home Applainces, Grade XI-XII

1. COURSE OVERVIEW

COURSE TITLE: Field Technician Other Home Appliances

Field Technician Other Home Appliances, is a technician who is responsible to provide after sales
support in terms of Installation, Repair, Maintenance and Replacement of dysfunctional part of the
the Home Appliances such as Water Purifier, Mixer, Grinder, Juicer, Microwave Oven and similar
other appliances.
The technician has an expertise in Fundamentals of Electrical and Electronics Engineering with
exposure to install these appliances at the customer site. This technician can also provide the
guidance to the customer for purchasing these appliances as per the requirement or site conditon
of the custormer. They provide after sales support and resolve the problems occuring in these
appliaces. They do the regular maintenance and servicing of these applianecs. They interacts with
customers to diagnose the problem and possible causes. Once the problem and causes have
been identified, the individual rectifies minor problems blems or replaces faulty modules for failed
parts or recommends factory repairs for bigger faults.
The technician must be willing to work in the field and travel through the day from one customer’s
premise to another. Punctuality, amenable behaviour, patience, good interpersonal relationship
building, trustworthiness, integrity, and critical thinking are important attributes for this job.
COURSE OUTCOMES: On completion of the course, students should be able to:
 Apply effective oral and written communication skills to interact with 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;
 Demonstrate the knowledge of the importance of green skills in meeting the challenges of
sustainable development and environment protection;
 Describe the duties and responsibilites of Technician;
 Describe and basics of Electrical and Electronics;
 Demonstrate the basics skills of Electrical and Electronics;
 Use hand tools, power tools, equipment and measuring instruments;
 Describe the pre-installation tasks of home appliances;
 Connect and operate appliances – Water Purifier, Mixer, Grinder, Juicer, Microwave Oven;
 Repair or Replace the dysfunctional part of appliances – Water Purifier, Mixer, Grinder,
Juicer, Microwave Oven;
 Check the functionality of appliances after repair or replacement of dysfunctional part;
 Demonstrate various practices to be followed to maintain health and safety at work;
 Work effectively and safely at the workplace.

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

COURSE LEVEL: This course can be taken up at Intermediate level in Grade XI and Grade XII.
COURSE DURATION: Total : 600 hours
Grade 11 : 300 hours
Grade 12 : 300 hours

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Curriculum: Field Technician Other Home Applainces, Grade XI-XII

2. SCHEME OF UNITS AND ASSESSMENT

This course is a planned sequence of instructions consisting of Units meant for developing employ-
ability and vocational competencies of students of Grade XI and XII opting for vocational subject
along with general education subjects. The unit-wise distribution of hours and marks for Grade XI is
as follows :

GRADE XI
Units No. of Hours for Max. Marks
Theory and for Theory &
Practical Practical
300 100
Part A Employability Skills
Unit 1 Communication Skills – III 20 10
Unit 2 Self-management Skills – III 15
Unit 3 Basic ICT Skills – III 20
Unit 4 Entrepreneurial Skills – III 20
Unit 5 Green Skills – III 15
Total Hours 90 10
Part B Vocational Skills
Unit 1 Fundamentals of Electrical and Electronics Engineering 50 40
Unit 2 Installation of the Water Purifier 40
Unit 3 Repair and Maintenance of Water Purifier 30
Unit 4 Work effectively at the workplace 30
Total Hours 150 40
Part C On the Job Training and Field Visits (3x5) 60 10
Part D Project/ Practical Work
Practical File/ Student Portfolio 10
Practical Work 10
Written Test 10
Viva Voce 10
Total 40
Total Hours 300 100

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Curriculum: Field Technician Other Home Applainces, Grade XI-XII

The unit-wise distribution of hours and marks for Grade XII is as follows:

GRADE XII
Units No. of Hours for Max. Marks
Theory and for Theory &
Practical Practical
300 100
Part A Employability Skills
Unit 1 Communication Skills – IV 20 10
Unit 2 Self-management Skills – IV 15
Unit 3 Basic ICT Skills – IV 20
Unit 4 Entrepreneurial Skills – IV 20
Unit 5 Green Skills – IV 15
Total 90 10
Part B Vocational Skills
Unit 1 Repair and Maintenance of Mixer/ Grinder 40 40
Unit 2 Repair and Maintenance of Juicer 40
Unit 3 Repair and Maintenance of Microwave Oven 40
Unit 4 Workplace Health and Safety Practices 30

Total 150 40
Part C On the Job Training and Field Visits (5x3) 60 10
Part D Project/ Practical Work
Practical File/ Student Portfolio 10
Practical Work 10
Written Test 10
Viva Voce 10
Total 40
Total 300 100

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Curriculum: Field Technician Other Home Applainces, Grade XI-XII

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.

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Curriculum: Field Technician Other Home Applainces, Grade XI-XII

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: 30
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, concepts, principles, or theories; 3 2 2 13
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: Use given content to 0 2 1 07
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; Organize and/ or integrate unique pieces of 0 2 0 04
information from a variety of sources)

5. Evaluation – (Appraise, judge, and/or justify the value

or worth of a decision or outcome, or to predict 0 1 0 02
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

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Curriculum: Field Technician Other Home Applainces, Grade XI-XII

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.

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Curriculum: Field Technician Other Home Applainces, Grade XI-XII

5. UNIT CONTENTS

GRADE XI, Part A: Employability Skills

Unit No. Unit Name Duration in

Hours
Unit 1 Communication Skills – III 20
Unit 2 Self-management Skills – III 15
Unit 3 Basic ICT Skills – III 20
Unit 4 Entrepreneurial Skills – III 20
Unit 5 Green Skills – III 15
Total 90

Unit 1: Communication Skills – III

Sn Learning Outcome Theory Practical 20
(08 Hours) (12 Hours) Hrs
1 Demonstrate • Introduction to communication • Role-play on the communication 03
knowledge of • Importance of communication process
communication • Elements of communication • Group discussion on the
• Perspectives in communication importance of communication
• Effective communication and factors affecting
perspectives in communication
• Charts preparation on elements
of communication
• Classroom discussion on the 7Cs
(i.e. Clear, Concise, Concrete,
Correct, Coherent, Courteous
and Complete) for effective
communication
2 Demonstrate • Verbal communication • Role play of a phone 02
verbal • Public Speaking conversation
communication • Group activity on delivering a
speech and practicing public
speaking
3 Demonstrate non- • Importance of non-verbal • Role plays on non-verbal 02
verbal communication, communication
communication • Types of non-verbal • Group exercise and discussion
communication, on Do’s and Don’ts to avoid
• Visual communication body language mistakes
• Group activity on methods of
communication
4 Demonstrate • Pronounciation basics, • Group activities on practicing 01
speech using • Speaking poperly, pronunciation

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Curriculum: Field Technician Other Home Applainces, Grade XI-XII

correct • Phonetics,
pronunciation • Types of sounds
5 Apply an assertive • Important communication • Group discussion on 02
communication styles, communication styles,
style • Assertive communication, • Group discussion on observing
• Advantages of assertive and sharing communication
communication, styles
• Practicing assertive
communication
6 Demonstrate the • Steps for saying “No” • Group discussion on how to say 01
knowledge of • Connecting words ‘No’
saying no
7 Identify and use • Capitalisation, • Group activity on identifying 02
parts of speech in • Punctuation, parts of speech,
writing • Basic parts of speech, • Writing a paragraph with
• Supporting parts of speech punctuation marks,
• Group activity on constructing
sentences,
• Group activity on identifying
parts of speech
8 Write correct • Parts of a sentence • Activity on framing sentences 01
sentences and • Types of object • Activity on active and passive
paragraphs • Types of sentences voice
• Paragraph • Assignment on writing different
types of sentences.
9 Communicate with • Geetings, • Role-play on formal and 01
people • Introducing self and others informal greetings,
• Role-play on introducing
someone,
• Practice and group discussion
on how to greet different
people
10 Introduce yourself • Talking about self • Practicing self-introduction and 01
to others and write • Filling a form filling up forms
about oneself • Practicing self-introduction to
others
11 Develop • Main types of questions, • Practice exercise on forming 01
questioning skill • Forming closed and open questions,
ended questions • Group activity on framing
questions.
12 Communicate • Names of relatives, • Practice taking about family, 01
information about • Relations • Role-ply on talking about family
family to others members
13 Describe habits • Concept of habits and routines • Group discussion on habits and 01
and routines routines
• Group activity on describing

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Curriculum: Field Technician Other Home Applainces, Grade XI-XII

routines
14 Ask or give • Asking for directions, • Role-play on asking and giving 01
directions to others • Using landmarks directions,
• Identifying symbols used for
giving directions
Total Duration in Hours 20

Unit 2: Self-management Skills – III

Sn Learning Outcome Theory Practical 15
(07 Hours) (08 Hours) Hrs
1. Identify and  Understanding self  Activity on writing aims in life 02
analyze own  Techniques for identifying  Prepare a worksheet on
strengths and strengths and weaknesses interests and abilities
weaknesses  Difference between interests
and abilities
2. Demonstrate  Guidelines for dressing and  Role-play on dressing and 02
personal grooming grooming standards
grooming skills  Preparing a personal grooming  Self-reflection activity on
checklist various aspects of personal
grooming
3. Maintain personal  Importance of personal hygiene  Role-play on personal hygiene 02
hygiene  Three steps to personal hygiene  Assignment on personal
 Essential steps of hand washing hygiene
4. Demonstrate the  Describe the benefits of  Assignment on working in a 02
knowledge of teamwork, team,
working in a team  Working in a team  Self-reflection on teamwork
and participating
in group activities
5 Develop  Benefits of networking skills,  Group activity on networking in 01
networking skills  Steps to build networking skills action,
 Assignment on networking skills
6 Describe the  Meaning of self-motivation,  Activity on staying motivated, 02
meaning and  Types of motivation,  Assignment on reasons
importance of  Steps to building self-motivation hindering motivation
self-motivation
7 Set goals  Meaning of goals and purpose  Assignment on setting SMART 02
of goal-setting, goals,
 Setting SMART goals  Activity on developing long-
term and short-term goals
using SMART method
8 Apply time  Meaning and importance of  Preparing checklist of daily 02
management time management, activities
strategies and  Steps for effective time
techniques management
Total Duration in Hours 15

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Curriculum: Field Technician Other Home Applainces, Grade XI-XII

Unit 3: Information and Communication Technology Skills – III

Sn Learning Outcome Theory Practical 20
(08 Hours) (12 Hours) Hrs
1. Create a  Introduction to ICT,  Demonstration and practice of 02
document on the  Advantages of using a word the following:
word processor processor,  Creating a new document
 Work with LibreOffice Writer  Typing text
 Saving the text
 Opening and saving file in
Microsoft word/Libre Office
Writer
2. Identify icons on  Status bar,  Group activity on using basic 02
the toolbar  Menu bar, user interface of LibreOffice
 Icons on the Menu bar, writer
 Multiple ways to perform a  Group activity on working with
function Microsoft Word
3. Save, close, open  Save a document,  Group activity on perform ing 02
and print  Close a document, the functions for saving, closing
document  Open an existing document, and printing documents in
 Print a document LibreOffice Writer,
 Group activity on perform ing
the functions to save, close
and print documents
4. Format text in a  Change style and size of text  Group activity on formatting 02
document  Align text, text in LibreOffice Writer,
 Cut, Copy, Paste,  Group activity on formatting
 Find and replace text in Microsoft Word
5. Check spelling and  Use of spell checker,  Group activity on checking 02
grammar in a word  Autocorrect spellings and grammer using
document LibreOffice Writer
 Group activity on checking
spellings and grammer using
Microsoft Word
6. Insert lists, tables,  Insert bullet list,  Practical exercise of inserting 03
pictures, and  Number list, lists and tables using LibreOffice
shapes in a word  Tables, Writer
document  Pictures,
 Shapes
7. Insert header,  Insert header,  Practical exercise of inserting 03
footer and page  Insert footer, header, footer and page
number in a word  Insert page number, numbers in LibreOffice Writer
document  Page count  Practical exercise of inserting
header, footer and page
numbers in Microsoft Word
8. Make changes by  Tracking option  Group activity on performing 04
using the track  Manage option track changes in LibreOffice

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Curriculum: Field Technician Other Home Applainces, Grade XI-XII

change option in a  Compare documents Writer

word document  Group activity on performing
track changes in Microsoft
Word
Total Duration in Hours 20

Unit 4: Entrepreneurial Skills – III

Sn Learning Outcome Theory Practical 20
(07 Hours) (13 Hours) Hrs
1. Differentiate  Introduction to  Role play on different kind of 02
between different entrepreneurship business around us
kinds of businesses  Types of business activities
2. Describe the  Meaning of value,  Role play on qualities of an 02
significance of  Values of an Entrepreneur, Entrepreneur
entrepreneurial  Case study on qualities of an
values entrepreneur
3. Demonstrate the  Difference between the  Interviewing employees and 02
attitudinal attitude of entrepreneur and entrepreneurs
changes required employee
to become an
entrepreneur
4. Develop thinking  Problems of entrepreneurs  Group activity on identifying 03
skills like an  Problem-solving, and solving problems
entrepreneur  Ways to think like an
entrepreneur
5. Generate  The business cycle,  Brainstorming on generating a 03
business ideas  Principles of idea creation, business ideas
 Generating a business idea,
 Case studies
6. Describe customer  Understanding customer needs  Group activity to conduct a 04
needs and  Conducting a customer survey customer survey
importance of
conducting a
customer survey
7. Create a business  Importance of business  Group activity on developing a 04
plan planning, business plan
 Preparing a business plan,
 Principles to follow for growing
a business,
 Case studies
Total Duration in Hours 20

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Curriculum: Field Technician Other Home Applainces, Grade XI-XII

Unit 5: Green Skills – III

Sn Learning Outcome Theory Practical 15
(07 Hours) (08 Hours) Hrs
1. Describe the  Meaning of ecosystem, food  Group discussion on sectors of 06
importance of the chain and sustainable green economy,
main sector of the development  Poster making on various sectors
green economy  Main sectors of the green for promoting green economy
economy- E-waste
management, green
transportation, renewal energy,
green construction, and water
management
2. Describe the main  Policies for a green economy  Group discussion on initiatives 03
recommendations for promoting the green
of policies for the economy,
green economy  Writing an essay or a short note
on the important initiatives for
promoting green economy.
3. Describe the major  Stakeholders in the green  Group discussion on the role of 03
green sector/area economy stakeholders in green economy
and the role of  Preparation of posters on green
various sectors and their stakeholders
stakeholders in the  Making solar bulbs.
green economy
4. Identify the role of  Role of the government in  Group discussion on the role of 03
government and promoting a green economy, Government and Private
private agencies  Role of private agencies in Agencies in promoting a green
in the green promoting green economy economy.
economy  Posters making on green
sectors.
Total Duration in Hours 15

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Curriculum: Field Technician Other Home Applainces, Grade XI-XII

GRADE XI, Part B: Vocational Skills

Unit No. Unit Name Duration in Hours

Unit 1 Fundamentals of Electrical and Electronics Engineering 50
Unit 2 Installation of the Water Purifier 40
Unit 3 Repair and Maintenance of Water Purifier 30
Unit 4 Work effectively at the workplace 30
Total Duration 150

Unit 1: Fundamentals of Electrical and Electronics Engineering

Sn Learning Outcome Theory Practical 50
(20 Hours) (30 Hours) Hrs
1. Describe the duties  Size and scope of electronic  List various home appliances, 05
and responsibilites industry and its sub-sectors,  Group acticity to demonstrate
of Field Technician  Role and responsibilities of Field and operate different types of
Other Home Technician Other Home appliances such as Water
Appliances Appliances. Purifies, Mixer, Grinder, Juicer,
 Employment opportunities for a Microwave Oven
Field Technician Other Home  List the job opportunities for a
Appliances. Field Technician Other Home
Appliances.
2. Describe electric  Electricity,  Read the voltage, current, 15
circuits and  Types of electricity – AC, DC resistance, power ratings of the
electrical  Potential and Potential appliances.
quantities difference,  Identify the live, neutral and
 Electric Circuit earth ports of power socket,
 Open and Closed Circuit,  List, identify and name the
 Series and Parallel Circuits, electrical components,
 Parameters of Electric Circuit –  Identify and construct open
Voltage Current, Resistance and closed circuit,
 Measuring units of current,  Identify and construct series
voltage and resistance, and parallel circuit,
 Ohm’s law,  List the measurement units of
 Kirchhoff's law voltage, current, resistance,
 Power and Energy  Verify the ohm’s law by using
 Power Calculation and Energy ohm’s experiment,
Consumption,  Verify the Kirchhoff's law by
 Measurement of Electrical using experiment,
Parameters  Demonstrate to calculate
power and energy,
 Identify AC motors, DC motors
3. Describe the  Components of an electric  Identify the components 15
components of an circuit – active and passive typically used in home

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Curriculum: Field Technician Other Home Applainces, Grade XI-XII

electric circuit components, appliances,

 Active components – Diode,  List the active and passive
Transistor, Integrated Circuits, components and draw their
LED, symbols,
 Passive components –  Determine the value of
Transformer, Resistor, resistance by using color code,
Capacitor, Inductor, Thermistor,  Test the continuity of given
 Electromechanical diode using multimeter
components – Motor, Printed  Construct the circuit for forward
Circuit Board (PCB), and reverse bias of the diode
Connector, Switch, Relay, and draw its characteristic
Circuit Breaker, Starter, Timer, curve
 Determine the input and output
voltage of a given transformer,
 Demontrate the working of LED,
 Demontrate to verify the
transistor as a switch,
 Demontrate to verify the
temperature resistance
relationship of thermistor
4. Use tools,  Common hands tools – Cutter,  Group activity to use various 15
equipment and Scissors, Screwdriver, hand tools,
measuring Combinatioin Plier,  Demonstrate to test electronic
instruments  Electrical power tools – Power component,
drills, Saws, Sanders, Grinders,  Calculate the current flowing
Wrench, Rotary tubing or pipe through resistance,
cutter, Tubing bender, Tubing  Measure the electrical
cutter parameters using Multimeter –
 Measuring instruments – Phase DC Voltage, DC Current, AC
Tester, Earth Tester, Watt Meter, Voltage, AC Current,
Engergy Meter, Multi-meter, Resistance
Clamp Meter  Measure the electrical
 Measurement of electrical parameters using Clampmeter
quantities using multi-meter – AC current, Temperature, AC
and clamp meter, voltage, Capacitance, DC
 Safey practices to use Tools, voltage, Resistance, DC current,
Equipment and Measuring Frequency,
instruments
Total Duration in Hours 50

Unit 2: Installation of Water purifier

Sn Learning Outcome Theory Practical 40
(15 Hours) (25 Hours) Hrs
1. Describe the • Properties of Water – Universal • Group discussion on 10
basics of water Solvent, Neutral pH, High importance of water and its

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Curriculum: Field Technician Other Home Applainces, Grade XI-XII

based appliances Polarity, Lower Density of Ice, requirements,

• Water Treatment, • List the properties of water
• Water Treatment Methods, affecting water-based
• Water contaminants – Bacteria, appliances
Minerals, Particulates, • List the various water treatment
Chemicals methods,
• Water treatment agents – • Identify and list the different
Chemicals, Filters, Purifiers, types of filters,
• Water flow diagram and • Demonstrate the water
electrical circuit diagram of purification process,
water purifier, • Identify and label the parts of
• Water purification process and given filter.
different layers of filter present
within the unit,
• Different technologies in water
purification
2. Describe the • Water Purifiers, • Group activity to identify and 10
functioning of • Features and functionalities of name the different water
Water Purifier various models, purifiers,
• Types of Water Purifier – RO • Identify the different types of
Water Purifiers, UF Water water purifiers,
Purifiers, UV Water Purifiers, • Identify the various
Gravity Based Water Purifiers, components of water purifier,
Activated Carbon Water • A role play activity – customer
Purifiers, asked to tell the components
• Properties of RO Water Purifier, of RO Water Purifier and you list
• Component of RO Water all the components of water
Purifier, purifier,
• Functioning of RO Water • Demonstrate the functioning of
Purifier. water purifier
3. Describe the • Packaging of purifier unit and • Demonstrate the process of 10
preinstallation accessories. disposing of the packaging
process of Water • Unpacking process, material waste as per the
Purifier • Safety precautions to be taken company’s norms,
while installing, • Check that the product
• Packaging waste disposal specifications and other
procedures supporting accessories,
• Other products of the • Arrange tools and fitments
company. required for the installation,
• Operation of the water purifier, • Identify the structural
appropriate settings after requirements for installation of
plugging in, water purifier,
• Use of various features. • Carry out pre-installations/
• Structural requirements, masonry/electrical work for of
ventilation, with safety adequate water pressure at
precautions to be taken while the inlet source,
installing. • Make necessary markings for

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Curriculum: Field Technician Other Home Applainces, Grade XI-XII

placement of the water purifier

unit.
• Mount the filter and fastened
the screws securely.
4. Installl RO Water • Safety precautions to be taken • Demonstrate to mount the filter 10
Purifier while installing water purifier, and fastened the screws
• Manual-based procedure of securely,
installing the water purifier • Demonstrate to drain the inlet
• Procedure to fix various line before connecting it to the
accessories and parts water purifier and connect the
accompanied the unit, outlet pipe to the drain,
• Post fixing check up process, • Demonstrate to connect the
• Functioning of water purifier, purifier to the nearest power
• Maintenance procedures, supply point,
• Documentation process of • Illustrate to check the proper
installation of water purifier functioning of water purifier as
• Customer acknowledgment per the desired standard,
form, • Demonstrate the regular
• Call center number. maintenance of water purifier,
• Demonstrate the
documentation process and
calling on the custtomer care
number.
Total Duration in Hours 40

Unit 3: Repair and Maintenance of Water purifier

Sn Learning Outcome Theory Practical 30
(12 Hours) (18 Hours) Hrs
1 Identify the fault in • Parameters such as production • Diagnose the fault based on 10
water purifier rate, water chemistry, drain customer interaction and initial
rate, input water inspection
pressure/temperature • Demonstrate to check the
• Different types of water purifiers water pressure,
manufactured by the • Carry out basic inspection of
company, feed water valve, tank valve,
• Features of different models of tubing, housing etc.
water purifier. • Demonstrate to identify the
fault on part basis inspection.
2 Replace • Functioning of appliance and • Demonstrate to replace the 10
dysfunctional part its various filters. damaged components –
in the water purifier • Components of water purifier – valves or wearing out of
unit valves or wearing out of membrane or filter
membrane or filter • Demonstrate to remove and
• Troubleshooting of water replace the faulty module with
purifier, a functional one.

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Curriculum: Field Technician Other Home Applainces, Grade XI-XII

• Frequently occurring faults

such as low/no water
production, leaks, bad tasting
water.
3 Confirm • Reassembly process, • Demonstrate to reassemble the 10
functionality of the • Components/modules of the unit,
repaired unit water purifier, • Check the functioning of all
• Other products of the the units after reassemble,
company, • Demonstrate and confirm
• Cleaning procedures and functionality of the unit,
other best practices. • Demonstrate the cleaning
procedures and other best
practices.
Total Duration in Hours 30

Unit 4: Work Ethics, Quality, Substaintiality and Safety

Sn Learning Outcome Theory Practical 30
(12 Hours) (18 Hours) Hrs
1. Achieve optimum  Importance of cleanliness, air  Group activity to keep work 08
productivity and and water quality in the area clean and tidy,
quality workplace,  Prepare a to do list and
 Importance of time demonstrate to complete work
management to meet daily effectively in time to meet daily
target, target,
 Importance of Quality in  Check the quality of work with
delivery of work, the expected standards,
 Organization's policies and  Group activity to comply with
procedures and work ethics organization's policies and
procedures
2. Explain the  Organisation safety and health  Group acticity to observe and 08
importance of policy, follow organisation safety
implementing  Appropriate Personal guidelines,
health and safety Protective Equipment (PPE)  Demonstrate the use of proper
procedures  ESD precautions, personal protective equipment
 Types of accident injury or (PPE) for safety
hazard  Demonstrate to observe ESD
precautions,
 Identify and report any
accident injury or hazard
3. Demonstrate the  Recyclable/non-recyclable  Identify and segregate 08
process of and hazardous wastes, recyclable/non-recyclable and
organizing waste  Different waste categories – hazardous wastes,
management and dry, wet, recyclable, non-  Group activity to dispose waste
recycling recyclable and single use as per the procedures,
plastic items,  Demonstrate to use

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Curriculum: Field Technician Other Home Applainces, Grade XI-XII

 Different colours of dustbins to appropriate colours of dustbins

dispose waste, to dispose waste,
 Waste management and  Group activity to recyclie,
waste disposal procedures, repair and reuse electronic
 Methods of recycling as well as components,
repairing and reusing  Participate in waste
electronic components, management and waste
 Effect of greening of jobs disposal workshops organised
at workplace
4. Explain the  Efficient utilisation of material  Group activity to demonstrate 06
importance of and water, efficient utilisation of resources,
conserving  Prevalent energy efficient material and water,
resources devices,  Make the list of equivalent
 Common electrical problems, energy efficient devices,
 Cleaning of tools, machines  Perform routine cleaning of
and equipment tools, machines and
 Common practices of equipment
conserving electricity  Demonstrate the common
practices of conserving
electricity.
Total Duration in Hours 30

GRADE XII, Part A: Employability Skills

Unit No. Unit Name Duration (Hrs.)

Unit 1 Communication Skills – IV 20
Unit 2 Self-management Skills – IV 15
Unit 3 Basic ICT Skills – IV 20
Unit 4 Entrepreneurial Skills – IV 20
Unit 5 Green Skills – IV 15
Total Hours 90

Unit 1: Communication Skills – IV

Sn Learning Outcome Theory Practical 20
(08 Hours) (12 Hours) Hrs
1. Demonstrate  Active listening -listening skill,  Group discussion on the factors 07
active listening stages of active listening, affecting active listening,
skills  Overcoming barriers to active  Preparing posters of steps for
listening active listening,
 Role-play on negative effects
of not listening actively
2. Identify the parts  Parts of speech – using  Group practice on identifying 07

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Curriculum: Field Technician Other Home Applainces, Grade XI-XII

of speech capitals, punctuation, basic parts of speech

parts of speech, supporting  Group practice on
parts of speech constructing sentences
3. Write sentences  Writing skills to practice the  Group activity on writing 06
following: sentences and paragraphs,
 Simple sentence  Group activity on practicing
 Complex sentence writing sentences in active or
 Types of object passive voice,
 Identify the types of sentences  Group activity on writing
 Active and Passive different types of sentences
sentences (i.e., declarative, exclamatory,
 Statement/Declarative interrogative and imperative)
sentence
 Question/Interrogative
sentence
 Emotion/Reaction or
Exclamatory sentence
 Order or Imperative
sentence
Total Duration in Hours 20

Unit 2: Self-management Skills – IV

Sn Learning Outcome Theory Practical 15
(07 Hours) (08 Hours) Hrs
1. Describe the various  Motivation and positive  Role Play on avoiding stressful 06
factors influencing attitude situation,
motivation and  Intrinsic and extrinsic motivation  Activity on listing negative
positive attitude  Positive attitude – ways to situations and ways to turn it
maintain positive attitude positive
 Stress and stress management -
ways to manage stress
2. Describe how to  How to become result oriented,  Pair and share activities on the 03
become result  Goal setting – examples of aim of life
oriented result-oriented goals

3. Describe the  Steps towards self-awareness  Group discussion on self 06

importance of self-  Personality and basic awareness
awareness and the personality traits  Group discussion on common
basic personality  Common personality disorders- personality disorders
traits, types and  Suspicious  Brainstorming steps to
disorders  Emotional and impulsive overcome personality disorder
 Anxious
 Steps to overcome personality
disorders
Total Duration in Hours 15

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Curriculum: Field Technician Other Home Applainces, Grade XI-XII

Unit 3: Information and Communication Technology Skills – IV

Sn Learning Outcome Theory Practical 20
(06 Hours) (14 Hours) Hrs
1. Identify the  Getting started with  Group activity on identifying 02
components of a spreadsheet – types of a components of spreadsheet in
spreadsheet spreadsheet, components of a LibreOffice Calc
application worksheet,
 Starting LibreOffice Calc
 Creating a worksheet
2. Perform basic  Opening workbook and  Group activity on working with 03
operations in a entering data – types of data, data on LibreOffice Calc
spreadsheet steps to enter data, editing
and deleting data in a cell
 Selecting multiple cells
 Saving the spreadsheet in
various formats
 Closing the spreadsheet
 Opening the spreadsheet.
 Printing the spreadsheet.
3. Demonstrate the  Using a spreadsheet for  Group activity on formatting a 02
knowledge of addition – adding value spreadsheet in LibreOffice Calc
working with data directly, adding by using cell  Group activity on performing
and formatting text address, using a mouse to basic calculations in
select values in a formula, LibreOffice Calc.
using sum function, copying
and moving formula
 Need to format cell and
content
 Changing text style and font
size
 Align text in a cell
 Highlight text
4. Demonstrate the  Sorting data,  Group activity on sorting data 03
knowledge of using  Filtering data, in LibreOffice Calc
advanced features  Protecting spreadsheet with
in spreadsheet password
5. Make use of the  Available presentation  Group practice on working 02
software used for software with LibreOffice Impress tools,
making slide  Stapes to start LibreOffice  Group practice on creating a
presentations Impress presentation in LibreOffice
 Adding text to a presentation Impress
6. Demonstrate the  Open, Close, Save and Print a  Group activity on saving, 01
knowledge to open, slide presentation closing and opening a
close and save slide presentation in LibreOffice
presentations Impress

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Curriculum: Field Technician Other Home Applainces, Grade XI-XII

7. Demonstrate the  Working with slides and text in  Group practice on working 04
operations related a presentation- adding slides with font styles and types in
to slides and texts in to a presentation, deleting LibreOffice Impress
the presentation slides, adding and formatting
text, highlighting text, aligning
text, changing text colour
8. Demonstrate the  Advanced features used in a  Group activity on changing 03
use of advanced presentation, slide layout on LibreOffice
features in a  Inserting shapes in the Impress
presentation presentation,
 Inserting clipart and images in
a presentation,
 Changing slide layout
Total Duration in Hours 20

Unit 4: Entrepreneurial Skills – IV

Sn Learning Outcome Theory Practical 20
(08 Hours) (12 Hours) Hrs
1. Describe the  Entrepreneurship and  Group discussion on the topic 08
concept of entrepreneur “An entrepreneur is not born
entrepreneurship  Characteristics of but created”.
and the types and entrepreneurship  Conducting a classroom quiz
roles and functions  Entrepreneurship-art and on various aspects of
entrepreneur science entrepreneurship.
 Qualities of a successful  Chart preparation on types of
entrepreneur entrepreneurs
 Types of entrepreneurs  Brainstorming activity on What
 Roles and functions of an motivates an entrepreneur
entrepreneur
 What motivates an
entrepreneur
 Identifying opportunities and
risk-taking
 Startups
2. Identify the barriers  Barriers to entrepreneurship,  Group discussion about “What 04
to entrepreneurship  Environmental barriers, we fear about
 No or faulty business plan, entrepreneurship”
 Personal barriers  Activity on taking an interview
of an entrepreneur.
3. Identify the attitude  Entrepreneurial attitude  Group activity on identifying 04
that make entrepreneurial attitude.
entrepreneur
successful
4. Demonstrate the  Entrepreneurial competencies  Playing games, such as “Who 04

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Curriculum: Field Technician Other Home Applainces, Grade XI-XII

knowledge of  Decisiveness, am I”.

entrepreneurial  Initiative  Brainstorming a business ideas
attitude and  Interpersonal skills-positive  Group practice on “Best out of
competencies attitude, stress management Waste”
 Perseverance  Group discussion on the topic
 Organisational skills- time of “Let’s grow together”
management, goal setting,  Group activity on listing stress
efficiency, managing quality. and methods to deal with it like
Yoga, deep breathing exercise.
Total Duration in Hours 20

Unit 5: Green Skills – IV

Sn Learning Outcome Theory Practical 15
(05 Hours) (10 Hours) Hrs
1. Identify the benefits  Green jobs  Group discussion on the 08
of the green jobs  Benefits of green jobs importance of green job,
 Green jobs in different sectors:  Chart preparation on green
 Agriculture jobs in different sectors.
 Transportation
 Water conservation
 Solar and wind energy
 Eco-tourism
 Building and construction
 Solid waste management
 Appropriate technology
2 State the  Importance of green jobs in  Preparing posters on green 07
importance of  Limiting greenhouse gas jobs,
green jobs emissions,  Group activity on tree
 Minimizing waste and plantation.
pollution,  Brainstorming different ways of
 Protecting and restoring mininmising waste and
ecosystems, pollution
 Adapting to the effects of
climate change
Total Duration in Hours 15

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Curriculum: Field Technician Other Home Applainces, Grade XI-XII

GRADE XII, Part B: Vocational Skills

Sn Units Duration in Hours

Unit 1 Repair and Maintenance of Mixer/ Grinder 40
Unit 2 Repair and Maintenance of Juicer 40
Unit 3 Repair and Maintenance of Microwave Oven 40
Unit 4 Workplace Health and Safety Practices 30
Total Duration 150

Unit 1: Repair and Maintenance of Mixer/ Grinder

Sn Learning Outcome Theory Practical 40
(15 Hours) (25 Hours) Hrs
1 Assemble, • Models and makes of Mixer/ • Identify and name the types, 20
dismentable and Grinder, make and model of of Mixer/
operate Muixer/ • Features of Mixer/ Grinder, Grinder,
Grinder • Types of mixers – stand mixer, • Identify and list the features of
hand mixer, spiral mixer, dough Mixer/ Grinder,
mixer • Identify and name the parts of
• Auto Overload Protector (OLP) Mixer/ Grinder,
• Parts of Mixer/ Grinder, • Group activity to operate the
• Functioning of various parts of Mixer/ Grinder and observe the
the Mixer/ Grinder, functioning of each part,
• Safety measures for operating • Demonstrate the operation of
Mixer/ Grinder, overload protector button in
• Assembly of Mixer/ Grinder, the Mixer/ Grinder,
• Dissassembly of Mixer/ Grinder • Group acticity to dismentle and
assemble the Mixer/ Grinder
2 Replace • Cleaning the Mixer/ Grinder • Demonstrate the cleaning and 20
dysfunctional part parts – jars, base unit, blades, servicing of parts of Mixer/
of Muixer/ Grinder • Preventive Maintenance of Grinder,
Mixer/ Grinder, • Draw a chart showing the faults
• Servicing and repairing and their solutions in Mixer/
different parts of Mixer/ Grinder,
Grinder, • Demonstrate to rapair the
• Frequently occurring faults in Mixer/ Grinder,
Mixer/ Grinder and their • Demonstrate to replace the
solutions, dysfunctional part of the Mixer/
• Rapairing the Mixer/ Grinder, Grinder,
• Replacing dysfunctional part • Demonstrate to test the
of the Mixer/ Grinder,
functioning of Mixer/ Grinder
• Functionality after repairing/
after repairing/replacement of
replacement of dysfunctional
part of Mixer/ Grinder. dysfunctional part.

Total Duration in Hours 40

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Curriculum: Field Technician Other Home Applainces, Grade XI-XII

Unit 2: Repair and Maintenance of Juicer

Sn Learning Outcome Theory Practical 40
(15 Hours) (25 Hours) Hrs

1 Assemble, • Models and makes of Juicer, • Identify and name the types, 20
dismentable and • Features of Juicer, make and model of of Juicer,
operate Muixer/ • Types of Juicer, • Identify and list the features
Grinder • Parts of Juicer, of Juicer,
• Functioning of various parts of • Identify and name the parts
the Juicer, of Juicer,
• Safety measures for operating • Group activity to operate the
Juicer, Juicer and observe the
• Assembly of Juicer, functioning of each part,
• Dissassembly of Juicer. • Demonstrate the operation of
Juicer,
• Group acticity to dismentle
the Juicer,
• Group acticity to assemble
the Juicer.
2 Replace • Cleaning the parts of Juicer, • Demonstrate the cleaning 20
dysfunctional part • Preventive Maintenance of and servicing of parts of
of Muixer/ Grinder Juicer , Juicer,
• Servicing and repairing different • Draw a chart showing the
parts of Juicer, faults and their solutions in
• Frequently occurring faults in Juicer,
Juicer and their solutions, • Demonstrate to rapair the
• Rapairing the Juicer, Juicer,
• Replacing dysfunctional part of • Demonstrate to replace the
the Juicer. dysfunctional part of the
• Functionality after
Juicer,
repairing/replacement of
• Demonstrate to test the
dysfunctional part of Juicer,
functioning of Juicer after
repairing/replacement of
dysfunctional part.
Total Duration in Hours 40

Unit 3: Repair and Maintenance of Microwave Oven

Sn Learning Outcome Theory Practical 40
(15 Hours) (25 Hours) Hrs
1. Operate • Models and makes of Microwave • Identify and name the types, 20
Microwave Oven oven, make and model of
• Features of Microwave oven, Microwave Oven,
• Microwave as source of energy, • Identify and list the features of
• Microwave oven composition, Microwave Oven,
• Types of Microwave Oven, • Identify and name the parts
• Parts of Microwave Oven, of Microwave Oven,

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Curriculum: Field Technician Other Home Applainces, Grade XI-XII

• Working of Microwave Oven • Group activity to operate the

• Advantages and Disadvantages Microwave Oven and
of Microwave Oven, observe its functioning,
• Safety Measures before Using • List the advantages and
Microwave Oven, disadvantages of Microwave
• Safety Measure for Cooking in Oven,
Microwave Oven, • List the Safety Measures
• General guidelines for using before Using Microwave
Microwave Oven Oven,
• Demonstrate the Safety
Measure for Cooking in
Microwave Oven.
2. Repair and • Malfunctioning of Microwave • Group acticity to dismentle 20
Replace Oven, the Microwave Oven,,
dysfunctional part • User manual, • Group acticity to assemble
of of Microwave
• Assembly of Microwave Oven, the Microwave Oven,,
Oven
• Dissassembly of Microwave • Demonstrate the cleaning
Oven, and servicing of parts of
• Preventive Maintenance of Microwave Oven,
Microwave Oven, • Draw a chart showing the
• Cleaning and Maintenance faults and their solutions in
Procedure, Microwave Oven,
• Documentation • Demonstrate to rapair the
• Servicing and repairing different Microwave Oven,
parts of Microwave Oven, • Demonstrate to replace the
• Frequently occurring problems dysfunctional part of the
and their causes, Microwave Oven,
• Faults, Symptoms and Solution of • Demonstrate to test the
dysfunctional Microwave Oven, functioning of Microwave
• Case study of various types of Oven after repairing or
faults and their solution of replacement of dysfunctional
dysfunctional Microwave Oven, part.
• Repairing/Replacing of
dysfunctional Module in
Microwave Oven.
Total Duration in Hours 40

Unit 4: Workplace Health and Safety Practices

Sn Learning Outcome Theory Practical 30
(15 Hours) (15 Hours) Hrs
1. Deal with  Worksplace hazards, risks and  Identify ad list the workplace 08
workplace hazards accidents, hazards, risks and accidents,
 Various warning and safety  Identify and location and
signs. people dealing with health
 Location and people dealing and safety in the workplace,

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Curriculum: Field Technician Other Home Applainces, Grade XI-XII

with health and safety in the  Identify the various warning

workplace, signs at the workplace,
 Different ways of preventing  List the different ways of
accidents at the workplace. preventing accidents at the
workplace.
2 Apply fire safety  Organizational safety  List the types of fire and fire 07
practices procedures for maintaining extinguishers,
electrical safety, handling tools  Prepare a report to inform the
and hazardous materials, relevant authorities about any
 Warning signs while accessing abnormal situation/behaviour
sensitive work areas, of any equipment/system,
 importance of good  Demonstrate to use a fire
housekeeping, extinguisher in case of a fire
 Importance of maintaining incident,
appropriate postures while  Demonstrate to lift heavy
lifting heavy objects. objects.
3 Follow  First aid procedures  Demonstrate to apply first aid 08
emergencies,  Electrocution safely, in case of a minor accident,
rescue and first-aid  Cardiopulmonary Resuscitation  Demonstrate the steps to free
procedures (CPR), a person from electrocution
 Defined emergency safely,
procedures such as raising  Administer Cardiopulmonary
alarm, safe/efficient, Resuscitation (CPR),
evacuation, moving injured  Demonstrate the application
people,. of emergency procedures.
4 Effective waste  Concept of waste  List the hazardous waste 07
management/ management and methods of materials,
recycling disposing hazardous waste,  Demonstrate the procedures
practices  Process of disposal of of disposal of hazardous
hazardous waste, waste,
 Electronic waste disposal  Demonstrate the procedures
procedures. for disposal of Electronic
waste.
Total Duration in Hours 30

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Curriculum: Field Technician Other Home Applainces, Grade XI-XII

6. ORGANISATION OF FIELD VISITS and OJT

In a year, at least 3 field visits/educational tours and On-the-Job-Training (OJT) in vacation should
be organised for the students to expose them to the activities in the workplace. Visit a service
centre of home appliances and observe the following: Location, Site, home appliances, tneir
installation, repair and maintenance. Students should achive the following outcomes.
1. Explain the use of appropriate tools, parts, relevant reference sheets, manuals and
documents.
2. Disposing the packaging material waste as per the company’s norms.
3. Perform basic inspection of the feed water valve, tank valve, tubing, housing etc. to
diagnose reasons for low/no water production
4. Identify reasons for leaks in the filter housing due to loose housing, damaged or misaligned
Oring, cracks in the housing
5. Detect worn-out auto shut off valve through symptoms such as loud vibrating noise, drain
water never shutting off etc.
6. Detect other problems such as clogged filters, storage tank problems, clogged flow resistor,
inadequate/excessive water pressure, improper saddle valve mounting etc
7. Detect basic electrical faults such as improper/no earth, defective power cord, connector
or internal wiring defect, short/ loose/open contacts, blown fuse
8. Inspect each module of the unit separately if the fault is not identified through basic tests.
9. Communicate effectively at the workplace.
10. Apply health and safety practices at the workplace.

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.
Tools Equipment Material
• Phase tester • Multimeter, Clamp-meter • Electrical and electronic
• Screwdriver set • Pressure gauge components: Resistor,
• Nut driver set • Brazing torch capacitor, inductor, various
• Combination Plier • Personal Protective diode, transformer, starter,
• Spanner set Equipment relay, contractor, Integrated
• Electrical tape • Temperature meter Circuit, Thermistor, Circuit
• Soldering kit • Cable Connector breaker, Wire
• Drill machine • Continuity Tester • Wiring layout
• Measuring tape • Ohm’s Law kit • Colour code chart of resistor
• Hacksaw, Hammer, Scissor • Kirchhoff’s Law kit • Code chart of capacitor
• Tube Bender, Tube cutter • AC and DC motors • Datasheet of Integrated Circuit
• Wire gauge • Fire Extinguisher • Printed Circuit Board
• Drill machine • Vaccum pump • Raw materials and parts of RO
• Allen wrench • Leak Detector Water Purifier, Mixer/ Grinder/
• Adjustable wrench • Manifold Gauge Juicer, and Microwave Oven
Classroom Aids
Training Kit - Trainer Guide, Presentations, Whiteboard, Marker, Projector, Laptop

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Curriculum: Field Technician Other Home Applainces, Grade XI-XII

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:
Minimum Specialization Age Limit Industry Training
Educational Experience Experience
Qualification
Years Specialization Years Specialization

Bachelor Degree in Electrical/ Electronics/ 18-37 years (as on 1 Home 2 Electrical/

Engineering OR Mechanical January 1 of Year Appliances Year Electronics/
Graduate with current year) Water
Good communication Mechanical
Diploma in Purifier,
Electronics OR skills in English and Age relaxation to Mixer,
regional language, be provided as Grinder,
Certified in relevant
per Govt. rules Juicer,
CITS course, OR Practical skilled to
Microwave
SSC Certified on the handle and operate Oven
said job role “Field tools and equipment
Technician other with safety
Home Appliances”
(ELE/Q3104) with
Minimum accepted
score is 80%

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.

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Curriculum: Field Technician Other Home Applainces, Grade XI-XII

* 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

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Curriculum: Field Technician Other Home Applainces, Grade XI-XII

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

The curriculum was developed by the,

Member Coordinator
Dr. Deepak D. Shudhalwar, Professor (CSE), Head, ICT Centre, Department of Engineering and
Technology, PSS Central Institute of Vocational Education (PSSCIVE), Shyamla Hills, Bhopal – 462
002, M.P., India, Email: [email protected], [email protected]

PSS Central Institute Of Vocational Education, NCERT, Bhopal

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