Blue Print

STD-X Subject Code: 98

Name of Subject: Assistant plumber -General (QP 0102)
Unit wise Marks Distribution
Knowledge Understanding Application

With Option
Total Marks

Total Marks
Objectives

Objectives
Objectives
Sr.No

Answer

Answer

Answer

Answer

Answer

Answer
Short

Short

Short
Long

Long

Long
Unit

a Part- ‘A’

1 Communication skills-II 3(1) 1(1) 4(1) 5 8

Self-management
2 3(1) 3 3
skills- II

Information and
3 communication 4(1) 1(1) 3(1) 5 8
technology skills-II

4 Entrepreneurial skills- II 3(1) 1(1) 4(1) 4 8

5 Green skills- II 1(1) 1(1) 1(1) 3 3

b Part- ‘B’
1 Basic building
3(1) 1(1) 6(1) 1(1) 4(1) 9 15
construction
2 Pipes – cutting,
threading, joining and 1(1) 3(1) 4(1) 1(2) 3(1) 4(1) 1(2) 3(1) 6(1) 19 28
testing of pipelines.
3
Plumbing and sanitary
4(1) 3(1) 6(1) 1(1) 4(1) 14 18
fixtures
4 Maintaining healthy safe
and secure work 1(1) 3(1) 4(1) 1(1) 6(1) 8 15
environment
5
Optimum utilization of
1(1) 1(1) 3(1) 4(1) 1(2) 3(1) 10 14
resources

No of Question 4 4 2 5 5 6 11 3 6

Total Marks 4 12 8 5 15 28 11 9 28
Marks with options 24 48 48 80 120

*Figures in bracket indicate number of questions and figures outside bracket indicate total marks for the
question.

Page 1
 EVALUATION SCHEME
For March-2025 and on words Examination
Subject Code: 98
STD: X
Name of course: Assistant plumber -General (QP 0102)
Time - 3 Hrs. Max Marks -80

Sr. Method of Assessment

Weightage of Marks Evaluator
No.
1 Theory Paper (Written) 30 Marks School / State Board
(80 Marks converted 30 Marks)
2 Practical Exam 30 Marks Certified Assessor/State Board
3 Term Work (Journal) 10 Mark School Instructor / Trainer
4 Project Work 10 Mark School Instructor / Trainer
5 Oral / Viva Vocu 10 Mark School Instructor / Certified Assessor
6 Direct Observation 10 Mark School Instructor / Certified Assessor
Total Marks 100 Marks

A) Unit-wise Distribution of Marks

Chapter Topic / unit Marks without Marks
No. option with
option
1.
Communication skills-II 5 8

2.
Self-management skills- II 3 3

3.
Information and communication technology skills-II 5 8
4.
Entrepreneurial skills- II 4 8

5.
Green skills- II 3 3

6.
Basic building construction 9 15
7.
Pipes – cutting, threading, joining and testing of pipelines. 19 28
8.
Plumbing and sanitary fixtures 14 18

9.
Maintaining healthy safe and secure work environment 8 15
10.
Optimum utilization of resources 10 14

Total 80 120

Page 2
 2] Practical Exam:

Practical Time 3 Hours

Practical subject As per Assistant plumber -General syllabus
Any one practical should be given from the text book by lot system to each group / individual.

Total Marks of Practical  30 Marks

3] Term Work (Journal):

Term Work (Journal) Journal maintained by the students during the academic year.

Term Work (Journal) Subject as per per Assistant plumber -General syllabus
Total Marks 10 Marks

4] Project Work:
 The project work given in syllabus is only for guideline.
 Candidate, with approval from the Instructor / Trainer, may choose any one project and prepare
it.
 He has full liberty to prepare any useful project other than the mentioned projects.
 He may write a visit report about any nearest Industry and their product.
 One project should be compulsory for each student or a group of maximum 4 students.
 Total Marks  10 Marks

5] Oral/Viva vocu: 10 Marks

6] Direct Observation: 10 Marks

A) Question Wise Distribution of Marks.

Sr. No Marks with
Types of Questions Marks
option
1 Objectives (1 Mark) 20 20

2 Short Answer Type (3 Marks) 24 36

3 Long Answer Type (4 Marks) 24 40

4 Long Answer Type (6 Marks) 12 24

Total Marks 80 120

B) Object wise Distribution of marks

Sr. No Objective Marks Percentage Marks with Option
1 Knowledge 16 20 24
2 Understanding 36 45 48
3 Application 28 35 48
Total 80 100 120

Page 3
 STD: X
Question Paper Pattern for Theory Papers
Name of course: Assistant plumber -General (QP 0102) (98)
Time -3 Hrs. Max Marks -80

Notes: 1. All questions are compulsory.

2.Draw diagrams wherever necessary.

Q. No. 1.A) Select the correct alternative and rewrite the sentence / Fill in the Blanks 5

1. Basic building construction

a)………… b) …………. C) ………… d) …………
2. Pipes – cutting, threading, joining and testing of pipelines
a)………… b) …………. C) ………… d) ………..
3. Communication skills-II
a)………… b) …………. C) ………… d) ………...
4. Maintaining healthy safe and secure work environment
a)………… b) …………. C) ………… d) ………..
5. Optimum utilization of resources
a)………… b) …………. C) ………… d) …………

B) Match the following pairs. 5

1. Basic building construction A)

2. Entrepreneurial skills- II B)
3. Plumbing and sanitary fixtures C)
4. Green skills- II D)
5. Pipes – cutting, threading, joining and testing of pipelines E)

C) State the following statement is true or false. 5

1. Maintaining healthy safe and secure work environment

2. Information and communication technology skills-II
3. Pipes – cutting, threading, joining and testing of pipelines
4. Green skills- II
5. Optimum utilization of resources

D) Answer the following questions in ONE sentence. 5

1. Pipes – cutting, threading, joining and testing of pipelines

2. Green skills- II
3. Optimum utilization of resources
4. Optimum utilization of resources
5. Pipes – cutting, threading, joining and testing of pipelines

Page 4
Q. No. 2) Answer the following questions in short. (Any four) 12

1. Information and communication technology skills-II

2. Pipes – cutting, threading, joining and testing of pipelines
3. Basic building construction
4. Plumbing and sanitary fixtures
5. Communication skills-II
6. Maintaining healthy safe and secure work environment

Q. No. 3) Answer the following questions in short. (Any four) 12

1. Entrepreneurial skills- II
2. Pipes – cutting, threading, joining and testing of pipelines
3. Optimum utilization of resources
4. Self-management skills- II
5. Optimum utilization of resources
6. Pipes – cutting, threading, joining and testing of pipelines

Q. No. 4) Answer the following questions in brief. (Any three) 12

1. Entrepreneurial skills- II
2. Basic building construction
3. Communication skills-II
4. Pipes – cutting, threading, joining and testing of pipelines
5. Plumbing and sanitary fixtures

Q. No. 5) Answer the following questions in brief. (Any three) 12

1. Pipes – cutting, threading, joining and testing of pipelines

2. Maintaining healthy safe and secure work environment
3. Information and communication technology skills-II
4. Plumbing and sanitary fixtures
5. Optimum utilization of resources

Q. No. 6) A) Answer the following questions in brief. (Any One) 6

1. Basic building construction

2. Maintaining healthy safe and secure work environment

B) Answer the following questions in brief. (Any One) 6

1. Pipes – cutting, threading, joining and testing of pipelines

2. Plumbing and sanitary fixtures

**********

Page 5
 Blue Print
STD-X Subject Code: X8

Name of Subject: Junior Field Technician Home Appliances (QP 3117)

Unit wise Marks Distribution
BLUE PRINT
Knowledge Understanding Application

With Option
Total Marks

Total Marks
Objectives

Objectives
Objectives
Sr.No

Answer

Answer

Answer

Answer

Answer

Answer
Short

Short

Short
Long

Long

Long
Unit

a Part- ‘A’

1 Communication skills-II 1(1) 3(1) 4(1) 4 8

2 Self-management skills- II 1(1) 3(1) 4 4

Information and
3 communication technology 1(1) 4(1) 3(1) 5 8
skills-II
Entrepreneurial skills- II
4 1(1) 3(1) 1(1) 1(1) 3 6

4(1)
5 Green skills- II 4 4

b
Part- ‘B’
1 Installation and repair and
maintenance of electric 1(2) 4(1) 1(1) 3 (1) 6(1) 1(1) 3(1) 4(1) 17 24
Iron.
2
Installation and repair and 4(1) 6(1)
1(2) 3(1) 4(1) 1(1) 3(1) 1(1) 3(1) 23 33
maintenance of Fan. 6(1)

3
Installation and repair and 4(2)
1(2) 3(1) 1(2) 3(1) 4(1) 1(2) 3(1) 20 33
maintenance of Cooler. 6(1)

No of Question 7 3 2 8 4 6 5 5 6

Total Marks 7 9 8 8 12 28 5 15 28

Marks with options 24 48 48 80 120

*Figures in bracket indicate number of questions and figures outside bracket indicate total marks for the question.

Page 1
 EVALUATION SCHEME
For March-2025 and on words Examination
Subject Code: X8
STD: X
Name of course: Junior Field Technician Home Appliances (QP 3117)
Time - 3 Hrs. Max Marks -80

Scheme of Examination:
Sr. Method of Assessment
Weightage of Marks Evaluator
No.
1 Theory Paper (Written) 30 Marks School / State Board
(80 Marks converted 30 Marks)
2 Practical Exam 30 Marks Certified Assessor
3 Term Work (Journal) 10 Mark School Instructor / Trainer
4 Project Work 10 Mark School Instructor / Trainer
5 Oral / Viva Vocu 10 Mark School Instructor / Certified Assessor
6 Direct Observation 10 Mark School Instructor / Certified Assessor
Total Marks 100 Marks

A) Unit-wise Distribution of Marks

Chapter Topic / unit Marks without Marks with
No. option option

1. Communication skills-II
4 8

2. Self-management skills- II
4 4

3.
Information and communication technology skills-II 5 8

4. Entrepreneurial skills- II
3 6

5. Green skills- II
4 4

6.
Installation and repair and maintenance of electric Iron. 17 24

7.
Installation and repair and maintenance of Fan. 23 33

8.
Installation and repair and maintenance of Cooler. 20 33

Total 80 120

Page 2
 2] Practical Exam:

Practical Time 3 Hours

Practical subject As per Junior Field Technician Home appliances syllabus
Any one practical should be given from the text book by lot system to each group / individual.

Total Marks of Practical  30 Marks

3] Term Work (Journal):

Term Work (Journal) Journal maintained by the students during the academic year.

Term Work (Journal) Subject As per Junior Field Technician Home appliances syllabus
Total Marks 10 Marks
4] Project Work:
 The project work given in syllabus is only for guideline.
 Candidate, with approval from the Instructor / Trainer, may choose any one project and prepare it.
 He has full liberty to prepare any useful project other than the mentioned projects.
 He may write a visit report about any nearest Industry and their product.
 One project should be compulsory for each student or a group of maximum 4 students.
 Total Marks  10 Marks

5] Oral/Viva vocu: 10 Marks

6] Direct Observation: 10 Marks

A) Question Wise Distribution of Marks.

Sr. No Marks with
Types of Questions Marks
option
1 Objectives (1 Mark) 20 20

2 Short Answer Type (3 Marks) 24 36

3 Long Answer Type (4 Marks) 24 40

4 Long Answer Type (6 Marks) 12 24

Total Marks 80 120

B) Object wise Distribution of marks

Sr. No Objective Marks Percentage Marks with Option
1 Knowledge 16 20 24
2 Understanding 36 45 48
3 Application 28 35 48
Total 80 100 120

Page 3
 STD: X
Question Paper Pattern for Theory Papers
Name of course: Junior Field Technician Home Appliances (X8)
Time -3 Hrs. Max Marks -80

Notes: 1. All questions are compulsory.

2. Draw diagrams wherever necessary.

Q. No. 1.A) Select the correct alternative and rewrite the sentence / Fill in the Blanks 5

1. Installation and repair and maintenance of Fan

a)………… b) …………. C) ………… d) …………
2. Communication skills-II
a)………… b) …………. C) ………… d) ………..
3. Installation and repair and maintenance of electric Iron
a)………… b) …………. C) ………… d) ………...
4. Installation and repair and maintenance of Cooler
a)………… b) …………. C) ………… d) ………..
5. Installation and repair and maintenance of Cooler
a)………… b) …………. C) ………… d) ………….

B) Match the following pairs. 5

1. Installation and repair and maintenance of Fan A)

2. Self-management skills- II B)
3. Installation and repair and maintenance of Cooler C)
4. Entrepreneurial skills- II D)
5. Installation and repair and maintenance of electric Iron E)

C) State the following statement is true or false. 5

1. Installation and repair and maintenance of Fan

2. Installation and repair and maintenance of electric Iron
3. Information and communication technology skills-II
4. Installation and repair and maintenance of Cooler
5. Entrepreneurial skills- II

D) Answer the following questions in ONE sentence. 5

1. Installation and repair and maintenance of Fan

2. Entrepreneurial skills- II
3. Installation and repair and maintenance of electric Iron
4. Installation and repair and maintenance of Cooler
5. Installation and repair and maintenance of Cooler

Page 4
Q. No. 2) Answer the following questions in short. (Any four) 12

1. Information and communication technology skills-II

2. Installation and repair and maintenance of electric Iron
3. Installation and repair and maintenance of Fan
4. Communication skills-II
5. Installation and repair and maintenance of Cooler
6. Installation and repair and maintenance of Fan

Q. No. 3) Answer the following questions in short. (Any four) 12

1. Installation and repair and maintenance of Fan

2. Installation and repair and maintenance of electric Iron
3. Self-management skills- II
4. Installation and repair and maintenance of Cooler
5. Entrepreneurial skills- II
6. Installation and repair and maintenance of Cooler

Q. No. 4) Answer the following questions in brief. (Any three) 12

1. Communication skills-II
2. Installation and repair and maintenance of electric Iron
3. Green skills- II
4. Installation and repair and maintenance of Fan
5. Installation and repair and maintenance of Cooler

Q. No. 5) Answer the following questions in brief. (Any three) 12

1. Installation and repair and maintenance of Fan

2. Installation and repair and maintenance of electric Iron
3. Information and communication technology skills-II
4. Installation and repair and maintenance of Cooler
5. Installation and repair and maintenance of Cooler

Q. No. 6) A) Answer the following questions in brief. (Any One) 6

1. Installation and repair and maintenance of Fan

2. Installation and repair and maintenance of electric Iron

B) Answer the following questions in brief. (Any One) 6

1. Installation and repair and maintenance of Fan

2. Installation and repair and maintenance of Cooler

Page 5
 Blue Print
STD-X Subject Code:X2

Name of Subject: Four Wheeler Service Assistant (QP 1401)

Unit wise Marks Distribution
BLUE PRINT
Knowledge Understanding Application

With Option
Total Marks

Total Marks
Objectives

Objectives
Objectives
Sr. No

Answer

Answer

Answer

Answer

Answer

Answer
Short

Short

Short
Long

Long

Long
Unit

a Part- ‘A’

1 Communication skills-II 1(1) 3 (1) 4(1) 5 8

2 Self-management skills- II 3(1) 1(1) 4 4

Information and
3 communication technology 1(1) 4(1) 3(1) 5 8
skills-II

4 Entrepreneurial skills- II 3(1) 4(1) 3 7

5 Green skills- II 1(1) 1(1) 1(1) 3 3

b Part- ‘B’
1 Automobile and its
1(1) 4(1) 1(1) 3(1) 1(1) 3(1) 6(1) 13 19
components
2
Automobile service tools 1(1) 3(1) 1(2) 6(1) 1(2) 4(1) 12 18

3
Vehicle servicing 1(1) 1(1) 3(1) 6(1) 1(1) 3(1) 4(1) 12 19
4
Customer sales care 3(1) 4(1) 1(1) 6(1) 1(1) 4(1) 12 19
5
Innovation and development 1(1) 3(1) 4(1) 3(1) 4(1) 11 15

No of Question 7 3 2 7 5 5 6 4 7

Total Marks 7 9 8 7 15 26 6 12 30

Marks with options 24 48 48 80 120

*Figures in bracket indicate number of questions and figures outside bracket indicate total marks for the
question.

Page 1
 EVALUATION SCHEME
For March-2025 and on words Examination
Subject Code: X2
STD: X
Name of course: Four Wheeler Service Assistant (QP 1401)
Time - 3 Hrs. Max Marks -80
Scheme of Examination:
Sr. Method of Assessment
Weightage of Marks Evaluator
No.
1 Theory Paper (Written) 30 Marks School / State Board
(80 Marks converted 30 Marks)
2 Practical Exam 30 Marks Certified Assessor
3 Term Work (Journal) 10 Mark School Instructor / Trainer
4 Project Work 10 Mark School Instructor / Trainer
5 Oral / Viva Vocu 10 Mark School Instructor / Certified
Assessor
6 Direct Observation 10 Mark School Instructor / Certified
Assessor
Total Marks 100 Marks

A) Unit-wise Distribution of Marks

Chapter Topic / unit Marks without Marks with
No. option option

1. Communication skills-II
5 8
2. Self-management skills- II
4 4
3. Information and communication technology skills-II 5 8
4. Entrepreneurial skills- II
3 7
5. Green skills- II
3 3
6.
Automobile and its components 13 19
7. Automobile service tools 12 18
8.
Vehicle servicing 12 19

9. Customer sales care 12 19

10.
Innovation and development 11 15
Total 80 120

Page 2
 2] Practical Exam:
Practical Time 3 Hours
Practical subject As per Four Wheeler Service Assistant Syllabus
Any one practical should be given from the text book by lot system to each group / individual.

Total Marks of Practical  30 Marks

3] Term Work (Journal):

Term Work (Journal) Journal maintained by the students during the academic year.

Term Work (Journal) Subject as per per Four Wheeler Service Assistant Syllabus
Total Marks 10 Marks

4] Project Work:
 The project work given in syllabus is only for guideline.
 Candidate, with approval from the Instructor / Trainer, may choose any one project and prepare it.
 He has full liberty to prepare any useful project other than the mentioned projects.
 He may write a visit report about any nearest Industry and their product.
 One project should be compulsory for each student or a group of maximum 4 students.
 Total Marks  10 Marks

5] Oral/Viva vocu: 10 Marks

6] Direct Observation: 10 arks

A) Question Wise Distribution of Marks.

Sr. No Marks with
Types of Questions Marks
option
1 Objectives (1 Mark) 20 20

2 Short Answer Type (3 Marks) 24 36

3 Long Answer Type (4 Marks) 24 40

4 Long Answer Type (6 Marks) 12 24

Total Marks 80 120

B) Object wise Distribution of marks

Sr. No Objective Marks Percentage Marks with Option
1 Knowledge 16 20 24
2 Understanding 36 45 48
3 Application 28 35 48
Total 80 100 120

Page 3
 STD: X
Question Paper Pattern for Theory Papers
Name of course: Four Wheeler Service Assistant
Time -3 Hrs. Max Marks -80

Notes: 1. All questions are compulsory.

2.Draw diagrams wherever necessary.

Q. No. 1.A) Select the correct alternative and rewrite the sentence / Fill in the Blanks 5

1. Automobile and its components

a)………… b) …………. C) ………… d) …………
2. Communication skills-II
a)………… b) …………. C) ………… d) ………..
3. Automobile service tools
a)………… b) …………. C) ………… d) ………...
4. Green skills- II
a)………… b) …………. C) ………… d) ………..
5. Innovation and development
a)………… b) …………. C) ………… d) ………….

B) Match the following pairs. 5

1. Vehicle servicing A)
2. Self-management skills- II B)
3. Automobile and its components C)
4. Green skills- II D)
5. Automobile service tools E)

C) State the following statement is true or false. 5

1. Automobile service tools

2. Information and communication technology skills-II
3. Automobile service tools
4. Vehicle servicing
5. Customer sales care

D) Answer the following questions in ONE sentence. 5

1. Automobile service tools

2. Customer sales care
3. Green skills- II
4. Automobile and its components
5. Vehicle servicing

Page 4
Q. No. 2) Answer the following questions in short. (Any four) 12

1. Automobile and its components

2. Automobile service tools
3. Communication skills-II
4. Vehicle servicing
5. Information and communication technology skills-II
6. Innovation and development

Q. No. 3) Answer the following questions in short. (Any four) 12

1. Automobile and its components

2. Vehicle servicing
3. Self-management skills- II
4. Customer sales care
5. Entrepreneurial skills- II
6. Innovation and development
Q. No. 4) Answer the following questions in brief. (Any three) 12

1. Automobile service tools

2. Communication skills-II
3. Customer sales care
4. Entrepreneurial skills- II
5. Innovation and development

Q. No. 5) Answer the following questions in brief. (Any three) 12

1. Automobile and its components

2. Customer sales care
3. Information and communication technology skills-II
4. Innovation and development
5. Vehicle servicing

Q. No. 6) A) Answer the following questions in brief. (Any One) 6

1. Automobile service tools

2. Customer sales care

B) Answer the following questions in brief. (Any One) 6

1. Vehicle servicing
2. Automobile and its components

**********

Page 5
 LEARNING OUTCOME
BASED
VOCATIONAL CURRICULUM

JOB ROLE: Four-Wheeler Service Assistant

(Old: - Auto Service Technician L3)

Qualification Pack- Ref. Id.: ASC/Q1401

Sector: Automotive

Class: 9th and 10th

PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION

Shyamla Hills, Bhopal- 462 013, M.P., India

http://www.psscive.ac.in
 LEARNING OUTCOME
BASED
VOCATIONAL CURRICULUM

JOB ROLE: Four Wheeler Service Assistant

(Old: - Auto Service Technician L3)

(QUALIFICATION PACK: Ref. Id. ASC/Q1401)

SECTOR: Automotive

PSS CENTRAL INSTITUTE OF VOCATIONAL

EDUCATION Shyamla Hills, Bhopal- 462 013, M.P.,
India
http://www.psscive.ac.in
LEARNING OUTCOME BASED CURRICULUM

Automotive- Four Wheeler Service Assistant

September, 2022

© PSSCIVE, 2022

http://www.psscive.ac.in

PATRON
Dr. DINESH PRASAD SAKLANI,
Director, National Council of Educational
Research and Training (NCERT),
New Delhi

Dr. DEEPAK PALIWAL

No part of this work may be reproduced, stored Joint Director
in a retrieval system, or transmitted in any PSS Central Institute of Vocational Education,
form or by any means, electronic, mechanical, Bhopal
photocopying, microfilming, recording or
otherwise, without written permission from
the Publisher, with the exception of any
material supplied specifically for the purpose COURSE COORDINATOR
of being used by the purchaser of the work. Prof. Saurabh Prakash. Head
Engineering and Technology Department,
The views and opinions expressed in this PSSCIVE, Bhopal
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
© PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION, 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 (MoE), 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
learning outcome 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 Four
Wheeler Service Assistant. 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
QualificationFramework (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.

Prof. Dinesh Prasad Saklani

Director
National Council of Education Research &
Training

i
© PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION, BHOPAL

PREFACE
India today stands poised at a very exciting juncture in its saga. The potential for achieving
inclusive growth is 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. In order to fulfil the growing aspirations of
our youth and the demand for a skilled human resource, the Ministry of Education
(erstwhile, Ministry of Human Resource Development (MHRD), Government of India
introduced the revised Centrally Sponsored Scheme of Vocationalisation of School
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 with the responsibility to develop learning outcome-based curricula,
student textbooks and e-learning material for job roles in various sectors.

The PSSCIVE firmly believes that the vocationalisation of education in the nation needs to
be established on a strong footing of philosophical, cultural and sociological traditions and
it should aptly address the needs and aspirations of the students besides meeting the skill
demands of the industry. The curriculum, therefore, aims at developing the desired
professional, managerial and communication skills to fulfil the needs of society and the
world of work. In order to honor its commitment to the nation, the PSSSCIVE is developing
learning outcome- based curricula with the involvement of faculty members and leading
experts in the field. It is being done through the concerted efforts of leading academicians,
professionals, policymakers, partner institutions, Vocational Education and Training (VET)
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. 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.

The success of this curriculum depends upon its effective implementation, and it is
expected that the managers of vocational education programme, vocational educators,
vocational teachers/trainers, and other stakeholders will make earnest efforts to provide
better facilities, develop linkages with the industry or world of work and foster a conducive
learning environment for the students for effectively transacting the curriculum and to
achieve the learning outcomes as per the content of the curriculum document.

DR. DEEPAK PALIWAL

Joint Director
PSS Central Institute of Vocational Education

ii
© PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION, BHOPAL

ACKNOWLEDGEMENTS
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 Rastriya
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, 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 Automotive Skill Development Council
(ASDC) for their academic support and cooperation.

We are grateful to the expert contributors and reviewers for their earnest effort and
contributions in the development of this learning outcome-based curriculum. Their
names are acknowledged in the list of contributors and reviewers.

The contributions made by Vinay Swarup Mehrotra, Professor and Head,

Curriculum Development and Evaluation Centre (CDEC) and Vipin Kumar Jain,
Associate Professor and Head, Programme Planning and Monitoring Cell (PPMC),
PSSCIVE in development of the curriculum for the employability skills are duly
acknowledged.

Mr. Nagendra Kore, RMSA, Goa and Mr. Sudhir Vishwakarma, CRISP, Bhopal for
reviewing this document.
We are also grateful to the Course Coordinator Prof. Saurabh Prakash, Professor &
Head, Department of Engineering & Technology for developing this curriculum.

PSSCIVE Team

iii
© PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION, BHOPAL

CONTENTS
S.No. Title Page No.
FOREWORD (i)
PREFACE (ii)
ACKNOWLEDGEMENT (iii)
1. COURSE OVERVIEW 1
2. SCHEME OF UNITS 2
3. TEACHING/TRAINING ACTIVITIES 3
4. ASSESSMENT AND CERTIFICATION 4
5. Unit CLASS 9 7
Conten Part Employability Skills 7
t A
Unit 1: Communication Skills-I 8
Unit 2: Self-management Skills-I 9
Unit3: Information and Communication 9
Technology Skills-I
Unit 4: Entrepreneurial Skills-I 10
Unit 5: Green Skills-I 11
Part Vocational Skills 12
B
Unit 1: History and Evolution of Automobiles 12
Unit 2: Various types of Automobiles 12
Unit 3: Major Systems & Components of an 13
Automobile
Unit 4: Road Safety 14
Unit 5: Health, Hygiene and Environment 15
Unit 6: Introduction to Vehicle Maintenance & 15
Servicing
Unit 7: Innovations & Developments in 16
Automobiles

CLASS 10 16
Part Employability Skills 16
A
Unit 1: Communication Skills-II 16
Unit 2: Self-management Skills-II 17
Unit 3: Information and Communication 18
Technology Skills-II
Unit 4: Entrepreneurial Skills-II 19
Unit 5: Green Skills-II 19
Part Vocational Skills 20
B
Unit 1: Automobile and its components 20
Unit 2: Automobile Service Tools 20
Unit 3: Vehicle Servicing 21
Unit 4: Customer sales care 21
Unit 5: Innovation and Development 21
2
6. Organisation of Field Visits 21
7. List of Equipment and Materials 22
8. Vocational Teacher’s/ Trainer’s Qualification and Guidelines 24
9. List of Contributors 26

iv
 © PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION, BHOPAL

1. COURSE OVERVIEW

COURSE TITLE: Automotive- Four-Wheeler Service Assistant

The present curriculum Four-Wheeler Service Assistant job role is related to
Level L-3. This course fulfils the needs of the students willing to learn activities
relating to the Four-Wheeler Service Assistant job role. Any student/
entrepreneur willing to start an Automobile Service Centre can acquire the
desired competencies with the help of this curriculum. Automobile or
Automotive Engineering has gained recognition and importance ever since
motor vehicles capable for transporting passengers has been in vogue. Now
due to the rapid growth of auto component manufacturers and automobile
industries, there is a great demand for Automobile Assistant. Automobile
Engineering alias Automotive Engineering or Vehicle Engineering is one of the
most challenging careers in the field of engineering with a wide scope.

COURSE OUTCOMES: On completion of the course, students should be able

to:
• Identify the principal components of a computer system
• Identify and control hazards in the workplace that pose a danger or threat
to their safety or health, or that of others.
• 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.
• Communicate effectively with the customers
• Greet, escort, seat the customers and offer refreshments (tea/ coffee)
• Enquire and understand customer queries related to vehicle type, model,
• specifications
• Identify features of different elements of Engineering such as mechanical,
electrical, electronic, software and safety engineering
• Repairing and servicing automobiles such as cars, trucks, motorcycles,
scooters etc.
• Understanding the mechanism of vehicle chassis, internal combustion
engine,
• electrical systems, motor transport affairs, workshop technology
COURSE REQUIREMENTS: The learner should have the basic knowledge
of science.
COURSE LEVEL: This is a beginner level course. On completion of this course,
a student can take up an Intermediate level course for a job role in Automotive
sector, such as Four-Wheeler Service Assistant L4 in Class XI and Class XII.

COURSE DURATION: 400 hrs

Class 9 : 200 hrs
Class 10 : 200 hrs
TOTAL : 400 hrs

1
© PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION, BHOPAL

2. SCHEME OF UNITS

This course is a planned sequence of instructions consisting of Units meant

for developing employability and vocational competencies of students of Class
9 and 10 opting for vocational subject along with general education subjects.
The unit-wise distribution of hours and marks for Class 9 is as follows:
CLASS 9
Units No. of Hours Max. Marks for
for Theory and
Theory and Practical
Practical 100
200
Part Employability Skills
A
Unit 1: Communication Skills-I 20
Unit 2: Self-management Skills-I 10
Unit 3: Information and 20 10
Communication Technology Skills-I
Unit 4: Entrepreneurial Skills-I 15
Unit 5: Green Skills-I 10
75 10
Part Vocational Skills
B
Unit 1: History and Evolution of 10
Automobiles
Unit 2: Various types of Automobiles 15
Unit 3: Major Systems & Components 35 30
of an Automobile
Unit 4: Road Safety 10
Unit 5: Health, Hygiene and 05
Environment
Unit 6: Introduction to Vehicle 10
Maintenance & Servicing
Unit 7: Innovations & Developments 10
in Automobiles
95 30
Part Practical Work
C
Practical Examination 06 15
Written Test 01 10
Viva Voce 03 10
10 35
Part Project Work/Field Visit
D
Practical File/Student Portfolio 10 10
Viva Voce 05 05
15 15

Part E Continuous and Comprehensive Evaluation (CCE)

Total 5 10
Grand Total 200 100
The unit-wise distribution of hours and marks for Class 10 is as follows:

2
© PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION, BHOPAL

CLASS 10
No. of Hours Max. Marks for
for Theory and
Units Theory and Practical
Practical 100
200
Part A Employability Skills
Unit 1 : Communication Skills-II 20
Unit 2 : Self-management Skills-II 10
10
Unit 3 : Information and 20
Communication Technology Skills-II
Unit 4 : Entrepreneurial Skills-II 15
Unit 5 : Green Skills-II 10
75 10
Part B Vocational Skills
Unit 1 : Automobile and its 20
components
Unit 2 : Automobile Service Tools 20 30
Unit 3 : Vehicle Servicing 20
Unit 4 : Customer sales care 20
Unit 5 : Innovation and Development 15
95 30
Part C Practical Examination 06 15
Written Test 01 10
Viva Voce 03 10
10 35
Part D Project Work/Field Visit
Practical File/Student Portfolio 10 10
Viva Voce 05 05
15 15
Part E Continuous and Comprehensive Evaluation (CCE)
Total 5 10
Grand Total 200 100

3. TEACHING/TRAINING ACTIVITIES

The teaching and training activities have to be conducted in classroom,

laboratory/ workshops and field visits. Students should be taken to field
visits for interaction with experts and to expose them to the various tools,
equipment, materials, procedures and operations in the workplace. Special
emphasis should be laid on the occupational safety, health and hygiene
during the training and field visits.

3
© PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION, BHOPAL

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 or teaching 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 ofthe 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,

4
© PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION, BHOPAL

valid, flexible, convenient, cost effective and above all it should be fair and
transparent. Standardized assessment tools should be used for assessment
of knowledge of students. Necessary arrangements should be made for using
technology in assessment of students.

KNOWLEDGE ASSESSMENT (THEORY)

Knowledge Assessment should include two components: one comprising of

internal assessment and second an external examination, including theory
examination to be conducted by the Board. The assessment tools shall
contain components for testing the knowledge and application of knowledge.
The knowledge test can be objective paper-based test or short structured
questions based on the content of the curriculum.

WRITTEN TEST

It allows candidates to demonstrate that they have the knowledge and

understanding of a given topic. Theory question paper for the vocational
subject should be prepared by the subject experts comprising group of experts
of academicians, experts from existing vocational subject experts/teachers,
and subject experts from university/colleges or industry.The respective Sector
Skill Council should be consulted by the Central/State Board for preparing the
panel of experts for question paper setting and conducting the examinations.

The blue print for the question paper may be as follows:

Duration: 3 hrs Max. Mark: 30

No. of Questions
Typology of Question Very Short Long Marks
S.No. Short Answer Answer
Answer (2 (3
(1 Marks) Marks)
mark)
1. Remembering – (Knowledge based 2 1 2 10
simple recall questions, to know
specific facts, terms, concepts,
principles, or theories; identify,
define or recite, information)
2. Understanding – (Comprehension – 1 2 2 11
to be familiar with meaning and to
understand conceptually, interpret,
compare, contrast, explain,
paraphrase, or interpret
information)
3. Application – (Use abstract 0 1 1 05
information in concrete situation, to
apply knowledge to new situations:
Use given content to interpret a
situation, private an example, or
solve a problem)

5
© PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION, BHOPAL

4. High Order Thinking Skills –

(Analysis & Synthesis – Classify,
compare, contrast, or differentiate 0 1 0 02
between different pieces of
information; Organize and/ or
integrate unique pieces of
information from a variety of
sources)
5. Evaluation – (Appraise, judge, 0 1 0 02
and/or justify the value or worth of
a decision or outcome, or to predict
outcomes based on values)
Total 3x1=3 6x2=12 5x3=15 30
(14
questions)

SKILL ASSESSMENT (PRACTICAL)

Assessment of skills by the students should be done by the

assessors/examiners on the basis of practical demonstration of skills by the
candidate, using a competency checklist. The competency checklist should
be developed as per the National Occupation Standards (NOSs) given in the
Qualification Pack for the Job Role to bring about necessary consistency in
the quality of assessment across different sectors and Institutions. The
student has to demonstrate competency against the performance criteria
defined in the National Occupation Standards and the assessment will
indicate that they are 'competent', or are 'not yet competent'. The assessors
assessing the skills of the students should possess a current experience in
the industry and should have undergone an effective training in assessment
principles and practices. The Sector Skill Councils should ensure that the
assessors are provided with the training on the assessment of competencies.

Practical examination allows candidates to demonstrate that they have the

knowledge and understanding of performing a task. This will include hands-
on practical exam and viva voce. For practical, there should be a team of two
evaluators – the subject teacher and the expert from the relevant industry
certified by the Board or concerned Sector Skill Council. The same team of
examiners will conduct the viva voce.

Project Work (individual or group project) is a great way to assess the

practical skills on a certain time period or timeline. Project work should be
given on the basis of the capability of the individual to perform the tasks or
activities involved in the project. Projects should be discussed in the class and
the teacher should periodically monitor the progress of the project and provide
feedback for improvement and innovation. Field visits should be organised as
part of the project work. Field visits can be followed by a small- group
work/project work. When the class returns from the field visit, each group
might be asked to use the information that they have gathered to

6
© PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION, BHOPAL

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 boththe scholastic
and the co-scholastic aspects of students' growth and development. For details,
the CCE manual of Central Board of Secondary Education (CBSE) or the
guidelines issued by the State Boards on the procedure for CCE should be
followed by the Institutions.

5. UNIT CONTENTS
Class 9

Part A: Employability Skills

S. No. Units Duration
(Hrs.)
1. Communication Skills-I 20
2 Self-management Skills-I 10
3 Information and Communication Technology Skills-I 20
4 Entrepreneurial Skills-I 15
5 Green Skills-I 10
Total 75

7
© PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION, BHOPAL

Sub-Unit 1: Communication Skills-I

Learning Theory Practical Total

Outcome (08 hrs) (12 hrs) Duration
(20 Hrs)

1. Demonstrate 1. Methods of communication 1. Writing pros and 05

knowledge of - Verbal cons of written,
various methods - Non-verbal verbal and Non-
of - Visual verbal
communication communication
2. Listing do’s and
don’ts for avoiding
common body
language mistakes
2. Identify 1. Meaning of communication 1. Draw a diagram of
elements of 2. Importance of communication
communication communication skills cycle
cycle 3. Elements of communication
cycle 2. Role plays on
(i) sender, communication 05
(ii) ideas, process related
(iii) encoding, to the
(iv) communication channel, sector/job role
receiver, decoding, and
feedback

3. Identify the 1. Perspectives in 1. Group discussion on

factors communication factors affecting
affecting our 2. Factors affecting perspectives in 05
perspectives in perspectives in communication
communication communication 2. Sharing of
- Visual perception experiences on factors
- Language affecting perspectives
- Past experience 3. Sharing experiences
on factors affecting
- Prejudices communication at
- Feelings workplace
- Environment

4. Demonstrate 1. Writing skills related to the 1. Demonstration and

the knowledge following: practice of writing
of basic • Phrases sentences and
writing skills • Kinds of sentences paragraphs on 05
• Parts of sentence topics related to the
• Parts of speech subject
• Use of articles
• Construction of a
paragraph

8
© PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION, BHOPAL

Sub-Unit 2: Self-management-I

Learning Outcome Theory Practical (03 Total

(07 hrs) hrs) Duration
(10 Hrs)
1. Describe the 1. Meaning of self-management 1. Identification of 05
meaning and 2. Positive results of self- self- management
importance of management skills 2. Strength
self-management 3. Self-management skills and weakness
analysis
2. Identify the 1. Factors that help in building 1. Role play exercises 05
factors that helps self-confidence – social, on building self
in building self cultural, and physical factors confidence
confidence 2. Self-confidence building tips - 2. Use of positive
getting rid of the negative metaphors/ words
thoughts, thinking positively, 3. Positive stroking
staying happy with small on wakeup and
things, staying clean, hygienic before going bed
and smart, chatting with 4. Helping others and
positive people, etc. working for
community

Sub-Unit 3: Information and Communication Technology Skills– I

Learning Outcome Theory Practical (14 hrs) Total

(06 hrs) Duration
(20 Hrs)
1. Describe the role of 1. Introduction to ICT 1. Discussion on the
Information and 2. Role and role and
Communication importance of ICT importance of ICT
Technology (ICT) in in personal life and in personal life and 04
day-to-day life and at workplace at workplace.
workplace 3. ICT in our daily life 2. Preparing posters /
(examples) collages for
4. ICT tools - Mobile, showing the role of
tab, radio, TV, ICT at workplace
email, etc.
2. Identify 1. Computer system - 1. Connecting the
components of basic Central Processing cables and
computer system and Unit (CPU), memory, peripherals to the
their functions motherboard, Central Processing
storage devices Unit
2. Hardware and 2. Starting and
software of a shutting down a
computer system computer 07
3. Role and functions 3. Group discussion
of Random Access on the various
Memory (RAM) and aspects of
Read Only Memory hardware and
(ROM) software
4. Role and functions
of Central
Processing Unit

9
© PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION, BHOPAL

5.Procedure for starting

and shutting down
a computer
3. Demonstrate use of 1. Peripherals devices 1. Identification of
various components and their uses – various parts and
and peripherals of mouse, keyboard, peripherals of a
computer system scanner, webcam, computer
etc. of a computer 2. Demonstration and
system practice on the use 05
of mouse
3. Demonstration and
practice on the use
of keyboard
4. Demonstration of
the uses of printers,
webcams,scanner
and other
peripheral devices
5. Drawing diagram of
computer system
and labelling it

4. Demonstrate basic 1. Primary operations 1. Identification of the 04

computer skills on a various input and
computer system – output units and
input, explanation of their
process, storage, purposes
output,
communication
networking, etc.

Sub-Unit 4: Entrepreneurship Development - I

Learning Outcome Theory Practical (09 hrs) Total

(06 hrs) Duration
(15 Hrs)
1. Identify various 1. Types of 1. Prepare posters of 09
types of business businesses – business activities found
activities service, in cities/villages, using
manufacturing, pictures
hybrid 2. Discuss the various types
2. Types of of activities, generally
businesses found adopted by small
in our community businesses in a local
Business activities community
around us 3. Best out of waste
4. Costing of the product
made out of waste
5. Selling of items made
from waste materials
6. Prepare list of
businesses that provides
goods and services in
exchange for money

10
© PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION, BHOPAL

1. Demonstrate the 1. Meaning of 1. Prepare charts showing 06

knowledge of entrepreneurship advantages of
distinguishing development entrepreneurship over
characteristics of 2. Distinguishing wages
entrepreneurship characteristics of 2. Group discussions on
entrepreneurship role and features of
3. Role and rewards of entrepreneurship
entrepreneurship 3. Lectures/presentation s
by entrepreneurs on their
experiences and success
stories
4. Identify core skills of
successful entrepreneur

Sub-Unit 5: Green Skills - I

Learning Outcome Theory Practical (03 hrs) Total

(07 hrs) Duration
(10 Hrs)

1. Demonstrated the 1. Introduction to 1. Group discussion on 05

knowledge of the environment, hazards of deteriorating
factors influencing Relationship environment
natural resource between society and 2. Prepare posters showing
conservation environment, environment
ecosystem and conservation
factors causing 3. Discussion on various
imbalance factors that influence
2. Natural resource our environment
conservation
3. Environment
protection and
conservation

2.Describe the 1. Definition of green 1. Discussion on the

importance of economy benefits of green skills
green economy and 2. Importance of and importance of 05
green skills green economy 2. green economy
3. Prepare a Poster
showing the importance
of green economy with
the
4. help of
5. newspaper/magazine
6. cuttings

Total 34 41 75

11
© PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION, BHOPAL

Part B: Vocational Skills

S. No. Units Duration

(Hrs.)
1 Unit 1: History and Evolution of Automobiles 10
2 Unit 2: Various types of Automobiles 15
3 Unit 3: Major Systems & Components of an Automobile 35
4 Unit 4: Road Safety 10
5 Unit 5: Health, Hygiene and Environment 05
6 Unit 6: Introduction to Vehicle Maintenance & Servicing 10
7 Unit 7: Innovations & Developments in Automobiles 10

Total 95

Unit 1: History and Evolution of Automobile

Learning Outcome KNOWLEDGE PERFORMANCE Duration

CRITERIA CRITERIA (10 Hrs)
Describe the Invention of wheel Able to describe the 10
Invention of wheel, Invention of wheel Invention of wheel, wheel
Invention of wheel cart and animal cart,
cart and animal powered cart, Use of Able to explain use of
powered horse cart, horse cart and horse horse power,
Invention of power, Able to describe Invention
Automobiles and Invention of of
Evaluation till date, Automobiles Automobiles and Evolution
Invention of and Evolution till till date,
automobile date, Able to describe Invention
(Post world war II) Invention of of Automobile and
automobile Evolution post World WarII
and Evaluation post
World War II

Unit 2: Various types of Automobiles

Learning Outcome Theory Practical Duration (15

Hrs)
Able to identify Two Special vehicle, Able to identify three 15
Wheelers Three make, model, Wheelers used, make drawing
Wheelers, Passenger specifications of three Wheelers, Able to
vehicle, Commercial Parts/Components identify passenger vehicles
vehicle, Agricultural of used, make a drawing of
vehicle, Construction Special Vehicles passenger vehicle, Able to
Equipment Vehicle, identify commercial vehicle
Special Vehicles used, make drawing of
commercial vehicle, Able to
identify agricultural vehicle
used. Make drawing of
agricultural vehicle.

12
© PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION, BHOPAL

Identify construction
equipment vehicle used.
Drawing of construction
equipment vehicles, Able to
identify special vehicles used,
Drawing of special vehicles

Total 15

Unit 3: Major Systems & Components of an Automobile

Learning Outcome Theory Practical Duration

(30 Hrs)
Identify and discuss Use of Chassis Able to identify and describe 30
major systems and Frame and Auto the importance of Chassis
components of an body Frame and Auto Body
automobile Use of Engine and Able to make a drawing of the
its components Chassis Frame and Auto Body
Use of Lubrication Able to identify and describe
System the importance of the Engine
Use of Cooling and its components
System Able to make a drawing of the
Use of Fuel Supply Engine and its components.
system Able to identify and describe
Use of the importance of the
Transmission Lubrication and its
System, components
Use of Front and Able to make a drawing of the
Rear Lubrication system and its
Use of Steering Use components
of Suspension Able to identify and describe
System the importance Cooling
Use of Wheels and System,
Tyres Able to make a drawing of the
Use of Brake Use Cooling System
of Electrical & Able to identify and describe
electronic Systems importance Fuel Supply
Use of Air System,
Conditioning Able to make a drawing of the
System Fuel Supply System, Able to
Use of Active and identify, describe importance
Passive Safety of
Transmission System,
Able to make a drawing of the
Transmission System,
Able to identify and describe
the importance of Front and
Rear Axle,
Able to make a drawing of the
Front and Rear Axle Able to
identify and describe the
importance of steering,

13
© PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION, BHOPAL

Able to make drawing of

steering Able to identify and
describe importance of
suspension system
Able to make a drawing of the
Suspension System
Able to identify and describe
the importance Wheels and
Tyres Able to make drawing
of Wheels and Tyres
Able to identify and describe
importance of Brake
Able to make drawing of
Brake
Able to identify and describe
the importance of the
Electrical & Electronic
Systems
Able to make a drawing of the
Electrical & Electronic
Systems.
Able to identify and describe
the importance of Air
Conditioning
System
Able to make a drawing of Air
Conditioning System,
Able to identify and describe
importance of Active and
Passive Safety Able to make a
drawing of Active and
Passive Safety
Total 30

Unit 4: Road safety

Learning Theory Practical Duration

Outcome (10 Hrs)
Importance of Importance of Able to list the safety rules to 10
road safety rules safety rules and be followed.
Safe and safe practices, Safe Able to list the safe and
responsible and responsible responsible driving
driving driving, Road procedures practices while
Road Signs Signs, Traffic driving.
Driving rules signals and rules, Able to identify various road
and Driving rules and signs, traffic signals and
Registration of registration, describe the rules
a vehicle License rules Able to make sketch of various
Driving License road sign, traffic signals and
describe the rules,
Able to describe driving rules

14
© PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION, BHOPAL

Able to fill forms for driving and

registration,
Able to describe different
license forms
Able to write license rules
Able to fill forms for license

Total 25

Unit 5: Health, Hygiene and Environment

Learning Theory Practical Duration

Outcome (5 Hrs)
Air pollution Air Pollution and its norms Able to list Air pollution 5
Auto Emissions Air Pollution and norms
and EU/ BS automobiles, Auto Able to observe Air
Standards emissions and EU/ BS Pollution and Automobiles,
PUC Standards, PUC Able to identify various
Certification Certification tandards like EU/ BS, PUC
Identify the Segregate waste into Certification
recyclable and different categories Able to make list of various
non-recyclable Dispose non-recyclable standards,
and hazardous waste appropriately Able to describe about
waste Importance of hygiene, PUC Certification.
Tips to keep sanitization of workstation Deposit recyclable and
advanced and equipment. reusable material at
hygiene and Dispose Wearing PPE. identified location
sanitation issue Make a list of items used in
work station for hygiene
maintenance
Total 5

Unit 6: Introduction to Vehicle Maintenance and Servicing

Learning Theory Practical Duration

Outcome (10 Hrs)
Importance of Importance of Vehicle Maintenance Able to perform basic 10
Vehicle and Servicing, Tips to extend the life procedures for vehicle
Maintenance and of vehicles, Procedures during maintenance
Servicing vehicle servicing Able to describe vehicle
Tips to Extend maintenance
the Life of Able to list tips to extend
Vehicles the life of Vehicles
Introduction to Able to check the tips,
Vehicle Able to list procedures
Servicing during vehicle servicing
procedure
Total 10

15
© PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION, BHOPAL

Unit 7: Innovation and Development

Learning Theory Practical Duration (10

Outcome Hrs)
Explain Importance of innovation Able to identify innovation in 10
Innovation and and development Automobiles.
Development Able to understand about new
developments
Total 10

CLASS 10

Part A: Employability Skills

S. No. Units Duration

(Hrs.)
1. Communication Skills—II 20
2 Self-management Skills—II 10
3 Information and Communication Technology Skills--II 20
4 Entrepreneurial Skills--II 15
5 Green Skills--II 10
Total 75

Unit 1: Communication Skills - II

Learning Theory Practical (08 Total

Outcome (12 hrs) hrs) Duration
(20 Hrs)
1. Demonstrate 1. Methods of Writing pros and
knowledge of communication cons of written,
various methods Verbal verbal and non- 05
of - Non-verbal verbal
communication Visual communication
Listing do’s and
don’ts for avoiding
common body
language mistakes
3. Provide 1. Communication 1. Constructing
descriptive and cycle and sentences for
specific feedback importance of providing 03
feedback descriptive and
2. Meaning and specific feedback
importance of
feedback
3. Descriptive feedback
- written comments
or conversations

16
© PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION, BHOPAL

4. Specific and
nonspecific
feedback
3. Apply measures 1. Barriers to effective 1. Enlisting barriers
to overcome communication – to effective
barriers in types and factors communication 04
communication 2. Measures to 2. Applying
overcome barriers in measures to
effective overcome barriers
communication in communication
4. Apply 1. Principles of effective 1. Constructing
principles of communication 7 Cs sentences that
communication of effective convey all facts 03
communication required by the
receiver
2. Expressing in a
manner that shows
respect to
the receiver of the
message
3. Exercises and
games
on applying 7Cs of
effective
communication
5. Demonstrate 1. Writing skills to the 1. Demonstration and
basic writing following: practice of writing
skills • Sentence sentences and
• Phrase paragraphs on 05
• Kinds of Sentences topics related tothe
• Parts of Sentence subject
• Parts of Speech
• Articles
• Construction of a
Paragraph
Total 20

Unit 2: Self-management Skills - II

Learning Outcome Theory Practical (05 Total

(05 hrs) hrs) Duration
(10 Hrs)
1. Apply stress 1. Meaning and importance 1. Exercises on stress
management of stress management management 06
techniques Stress management techniques – yoga,
2. techniques – physical meditation, physical
exercise, yoga, meditation exercises
Enjoying, going to 2. Preparing a write-
vacations and holidays up on an essay on
with family and friends experiences during a
Taking nature walks holiday trip

17
© PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION, BHOPAL

2. Demonstrate 1. Importance of the ability 1. Demonstration on

the ability to to work independently working 04
work Describe the types of self- independently
independently 2. awareness Describe the goals
meaning of self-motivation 2. Planning of an
3. and self-regulation activity
3. Executing tasks in
a specific period,
with no help or
directives
4. Demonstration on
the qualities
required for
working
independently
Total 10

Unit 3: Information and Communication Technology Skills– II

Learning Theory Practical (12 hrs) Total

Outcome (08 hrs) Duration
(20
Hrs)
1. Distinguish 1. Classes of operating 1. Identification of task bar,
between systems icons, menu, etc.
different 2. Menu, icons and 2. Demonstration and
operating task bar on the practicing of creating, 17
systems desktop renaming and deleting files
3. File concept, file and folders, saving files in
operations, file folders and subfolders,
organization, restoring files and folders
directory structures, from recycle bin
and filesystem
structures
4. Creating and
managing files and
folders
2. Apply basic skills 1. Importance and 1. Demonstration of the
for care and need of care and procedures to be followed for
maintenance of maintenance of cleaning,
computer computer care and maintenance 03
Cleaning computer of hardware and
components software
Preparing maintenance
schedule
Protecting computer
against viruses
Scanning and cleaning
viruses and removing
SPAM files, temporary
files and folders
Total 20

18
© PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION, BHOPAL

Unit 4: Entrepreneurial Skills - II

Learning Outcome Theory Practical (09 hrs) Total

(06 hrs) Duration
(15 Hrs)
1. List the 1. Entrepreneurship 1. Writing a note on 15
characteristics and society entrepreneurship as career
of successful 2. Qualities and option
entrepreneur functions of an 2. Collecting success stories of first
entrepreneur generation and local
3. Role and entrepreneurs
importance of an 3. Listing the entrepreneurial
entrepreneur qualities
4. Myth about – analysis of strength and
entrepreneurship weaknesses
5. Entrepreneurship 4. Group discussion of self- qualities
as a career option that students feel are needed to
become successful entrepreneur
5. Collect information and related
data for a business
6. Plan in team for setting up a
business

Total 15

Unit 5: Green Skills - II

Learning Theory Practical Total

Outcome (07 hrs) (03hrs) Duration
(10 Hrs)
1. Demonstrate the 1. Definition of 1. Identify the problem related
knowledge of sustainable to sustainable development
importance, development in the community 10
problems and 2. Importance of 2. Group discussion on the
solutions sustainable importance of respecting
related to development and conserving indigenous
sustainable 3. Problems knowledge and cultural
development related to heritage
sustainable 3. Discussion on the
development responsibilities and benefits
of environmental citizenship,
including the conservation
and protection of
environmental values
4. Preparing models on rain
water harvesting, drip /
sprinkler irrigation,
vermicompost, solar energy,
solar cooker, etc.

Total 10

19
© PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION, BHOPAL

Part B: Vocational Skills

S. No. Units Duration
(Hrs.)
1 Unit 1: Automobile and its components 20
2 Unit 2: Automobile Service Tools 20
3 Unit 3: Vehicle Servicing 20
4 Unit 4: Customer sales care 20
5 Unit 5: Innovation and Development 15
Total 95

Unit 1: Automobile and its components

Learning Outcome Theory Practical Duration

(20 Hrs)
Identify Chassis Chassis Able to identify and 20
Body Body and Use Engine describe Chassis
Engine and its components Able to understand details
Lubrication System Lubrication System of Chassis
Cooling System Cooling System Able to identify and
Fuel Supply system Fuel Supply system describe Body
Transmission System Transmission System Able to understand details
Front axle Front axle of body
Steering Steering Able to identify and
Rear axle Rear axle describe Engine and its
Suspension System Suspension System type
Wheel and Tyre Wheels and Tyres Able to understand details
Brake Brakes of engine
Total 20

Unit 2: Automobile Service tools

Learning Theory Practical Duration

Outcome (20 Hrs)
Identify Able to identify hand tools used. Identify and handle hand 20
Hand Tools, Drawing of hand tools. tools Parts/Components of
Measuring Measurement tools make, model, hand tools
Tools, specifications Parts/Components Able to identify
Electrical of measurement tools. Electrical measurement tools used.
Tools, tools make, model, specifications Drawing of measurement
Special Parts/Components of electrical tools Able to identify
Tools, tools, Special tools make, model, electrical tools used
Service, specifications Drawing of electrical tools
Workshop Parts/Components of Special tools Able to identify special
machine. Service workshop equipment tools
make, model, specifications Drawing of special tools,
Parts/Components of hand tools Able to identify Service
workshop equipment
Drawing of hand tools
Total 20

20
© PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION, BHOPAL

Unit 3: Vehicle Servicing

Learning Outcome Theory Practical Duration
(20 Hrs)
Washing of a Washing of a Able to understand washing procedure 20
Vehicle Changing Vehicle of a Vehicle.
of oil and oil filter Changing of Able to do washing of a Vehicle Able to
Changing of air oil and oil understand procedure of changing of oil
filter filter and oil filter Able to understand
Changing of fuel Changing of procedure of air filter changing
filter air filter Able to change air filter
Changing of Change the Able to change the oil and oil filter
Coolant fuel filter Able to understand procedure of air filter
Changing of changing
coolant Able to change air filter
Able to understand procedure of fuel
filter changing
Able to change fuel filter
Able to understand procedure of
changing of coolant
Able to change coolant
Total 20

Unit 4: Customer Sales care

Learning Theory Practical Duration (20

Outcome Hrs)
Customer Customer Able to understand about meaning of 20
service service customer service
Able to list duties of a automobile sales
person
Total 20

Unit 5: Innovation and development

Learning Theory Practical Duration (20

Outcome Hrs)
Explain about Importance of Able to identify innovation in 20
Innovation and innovation automobile.
Development in and development Able to understand about new
automobile development
Total 20

6. ORGANISATION OF FIELD VISITS

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 like.
Automobile show room, Automobile Fair, Different section of show room and
service centre, Tele caller centre, Service centre Visit a Automobile
showroom and service centre and observe the following: During the visit,

21
© PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION, BHOPAL

students should obtain the following information from the owner or the
supervisor of the showroom:

1. Activity of Automobile show room

2. Different section of show room and service centre
3. Service centre activity
4. Automobile Fair
5. Different section of showroom
6. Number of Vehicle sold annually
7. Power transmission section of engine
8. Type of engine and technology
9. Automation system
10. Denting and painting section
11. Electrical section
12. Auto electrical system

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 and Equipment’s and Training materials
• Compressor
• Spark plug cleaning machine
• Screw driver (Star & minus)
• Double End Ring spanner
• Open and Close (Fix) spanner
• Socket (Goti) spanner
• Plier
• Monkey plier
• Outer and inner plier
• Tool box
• T spanner (tommy) set
• Allen key set
• Tappet puller
• Tappet gauge
• Multimeter
• Tachometer
• Hammer
• Compressor gauge
• Oil measure container, funnel
• Oil can
• Tools trolley
• Magnetic bar
Basic Tool Box

22
© PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION, BHOPAL

• Workshop tool/equipment: drain pan, oil can, jack hydraulic, bench

vice, ramp, pneumatic tool, equipment stands, etc.
• Pressure indicators: oil pressure gauges, tire pressure gauges etc.
• Specialty wrenches: alignment wrenches, chain wrenches, locking
wrenches, lug wrenches etc.
• Trim or moulding tools: carbon scrapers, gasket scrapers, scrapers,
spoons etc.
• Measuring equipment: Vernier, calipers, micrometer, feeler gauges,
multi-metre, flow meter, temp gauge, dial gauge etc.
• Other tools: hand tools, power tools, lifting and jacking equipment,
tensioning equipment, brake roller tester, chassis dynamometer,
suspension activation, security activator etc.
• Tools for other tasks such as cleaning of vehicles, tools, equipment and
workshop
• Personal Protection Equipment: Gloves, Safety Shoes, goggles, ear
plugs, boiler suit
• Workshop Safety: Fire extinguishers
• First Aid
Consumable items: cotton waste, petrol/diesel, lubricant, grease, storage
containers, air filters, oil filters, spark plugs, glow plugs etc.
• Worn out/ defective/ spurious samples: seal, gaskets, clutch plate,
brake shoes, brake pads, spark plug, oil filter, air cleaner etc.
Teaching Aids:
Charts, CBTs, LCD Projector and Videos.
• Cleaning equipment and solutions
• SOP Charts on safety norms and drills • Charts of dos and Don’ts in
work area.
• Audio/video on English, Hindi or local language course
• Reference books
• Work books
• Study for Soft Skills
• CBTs on working on computer
• Computer system
• UPS
□ Vehicle service manuals, vehicle hand book, job card, work order,
completion material requests, Technical reference books.
List of cut section working model
S.No. Name of working automotive model Quantity Price
1. Four stroke working petrol engines or diesel 1 30,000
engines model
3 Old second hand Radiator 1 2000
4 Old second hand pressure cap 1 150
5 Old second hand thermostat 1 2000
6 Old second hand disc brake 1 1000
8 Four wheelers old second hand vehicle 1 50000
9 MPFI working model system 1 5000
10 Old second hand motor cycle 1 10000

23
© PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION, BHOPAL

8. VOCATIONAL TEACHER’S/ TRAINER’S QUALIFICATION AND

GUIDELINES
Qualification and other requirements for appointment of vocational
teachers/trainers on contractual basis
should be decided by the State/UT. The suggestive qualifications and
minimum competencies for the vocational teacher should be as follows:
S.No. Qualification Minimum Age Limit
Competencies
1. Degree in Automobile Effective 18-37 years (as
Engineering /Mechanical communication on Jan.
Engineering from a recognized Institute skills 01 (year))
/University, with at least (oral and Age relaxation to
1 year work / teaching experience written) be provided as
Or Basic per Govt. rules.
Diploma in Automobile computing
Engineering /Mechanical skills.
Engineering from a recognized Institute
/University, with at least
3 year work / teaching experience
Or
B.Voc in Automotive Engineering froma
recognized Institute /University, withat
least 2 year work/teaching
experience

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 the following ways:
(i) 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
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.

24
© PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION, BHOPAL

* 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:
(i) Written test for the technical/domain specific knowledge related to the
sector;
(ii) Interview for assessing the knowledge, interests and aptitude of trainer
through a panel of experts from the field and state representatives; and
(iii) 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:
(i) Prepare session plans and deliver sessions which have a clear and
relevant purpose and which engage the students;
(ii) Deliver education and training activities to students, based on the
curriculum to achieve the learning outcomes;
(iii) Make effective use of learning aids and ICT tools during the classroom
sessions;

25
© PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION, BHOPAL

(iv) 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;
(v) Work with the institution’s management to organise skill
demonstrations, site visits, onjob trainings, and presentations for
students in cooperation with industry, enterprises and other workplaces;
(vi) Identify the weaknesses of students and assist them in up-gradation of
competency;
(vii) Cater to different learning styles and level of ability of students;
(viii) Assess the learning needs and abilities, when working with students
with different
abilities
(ix) Identify any additional support the student may need and help to make
special arrangements for that support;
(x) 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:
1. Participation in guidance and counselling activities conducted at
Institutional, District and State level;
2. Adoption of innovative teaching and training methods;
3. Improvement in result of vocational students of Class X or Class XII;
4. Continuous up-gradation of knowledge and skills related to the
vocational pedagogy, communication skills and vocational subject;
5. Membership of professional society at District, State, Regional, National
and
International level;
6. Development of teaching-learning materials in the subject area;
7. Efforts made in developing linkages with the Industry/Establishments;
8. Efforts made towards involving the local community in Vocational
Education
9. Publication of papers in National and International Journals;
10. Organisation of activities for promotion of vocational subjects;
11. Involvement in placement of students/student support services.

9. LIST OF CONTRIBUTORS

1. Mr. Sunil K. Chaturvedi, CEO, Automotive Skills Development Council,

Core 4-B 5th Floor India Habitat Centre, Lodhi Road, New Delhi – 110 003

26
 © PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION, BHOPAL

2. Mr. Sudhir Vishwakarma, Coordinator, Automobile Division, CRISP,

Shyamla Hills, Bhopal, MP-462013
3. Mr. Nagendra D. Kore, Vice Principal and HOD Automobile Technology
Section, P.W Higher Secondary School, Khorlim- Mapusa, Goa,
4. Mr. Dhirender C. Srivastava, Retd Divisional Manager (Technical) UTC,
2046 A Anand Bagh, Opp State Bank of India, Haldwani, U.K. 263139
5. Sh. Deepak Shudhalwar, Assistant Professor, E & T Division, PSSCIVE,
Bhopal, M.P. 462 013
6. Mr. A.C. Deb, Sr. Lecturer, (Auto) – HOD, PUSA Polytechnic PUSA, New
Delhi -12
7. Mr. Vikas Gautam, Vocational Trainer, S.B.V. NO.1, Morigate, Delhi – 06
8. Er. Kuber Singh, Assistant Professor, Mechanical, DET PSSCIVE, Bhopal, MP
462002.
9. Mr. Ankit Singh Chauhan, Assistant Professor Automotive, DET PSSCIVE,
Bhopal, MP 462002.
10. Dr. Saurabh Prakash, Head, E & T Division, PSSCIVE, Bhopal, M.P.
462013- Programme Coordinator

Reviewer:
1. Mr. Sudhir Vishwakarma, Coordinator, Automobile Division, CRISP,
Shyamla Hills, Bhopal, MP-462013
2. Mr. Nagendra D. Kore, Vice Principal and HOD Automobile Technology
Section, P.W, Higher Secondary School, Khorlim- Mapusa, Goa,

27
© PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION, BHOPAL

PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION

Shyamla Hills, Bhopal- 462 002, M.P., India

28
 LEARNING OUTCOME BASED
VOCATIONAL CURRICULUM

JOB ROLE:
Junior Field Technician Home Appliances
(QUALIFICATION PACK: Ref. Id. ELE/Q3117)
SECTOR: Electronics

Grades IX and X

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:
Junior Field Technician Home
Appliances
(QUALIFICATION PACK: Ref. Id. ELE/Q3117)
SECTOR: Electronics

Grades IX and X

PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION

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

March, 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 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 Samagra Shiksha. 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 – Junior Field Technician 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 Ministry of Education 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 Shiksa of Ministry of Education.
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 Electronics Sector Skill
Council of Indian (ESSCI) for their academic support and cooperation.
We are grateful to the expert contributors and Deepak D. Shudhalwar, Associate Professor (CSE),
PSSCIVE, for their earnest effort and contributions in the development of this learning outcome
based curriculum. Their contributions are dully acknowledged.
The contributions made by Vinay Swarup Mehrotra, Professor and Head, Curriculum Development
and Evaluation Centre (CDEC), Vipin Kumar Jain, Associate Professor and Head, Programme
Planning and Monitoring Cell (PPMC) and Deepak 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
Centre, 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 Grade IX 7
Part A Employability Skills 7
Unit 1 Communication Skills – I 7
Unit 2 Self-management Skills – I 9
Unit 3 Information and Communication Technology Skills – I 10
Unit 4 Entrepreneurial Skills – I 11
Unit 5 Green Skills – I 12
Part B Vocational Skills 13
Unit 1 Basic Electrical, Electronics, Tools and Equipment 13

Unit 2 Installation and Repair and Maintenance of LED and 15

other Lights
Unit 3 Work Ethics, Quality, Sustaintiality and Safety 16

Grade X 18
Part A Employability Skills 18
Unit 1 Communication Skills – II 18
Unit 2 Self-management Skills – II 19
Unit 3 Information and Communication Technology Skills – II 20
Unit 4 Entrepreneurial Skills – II 21
Unit 5 Green Skills – II 22
Part B Vocational Skills 22
Unit 1 Installation and Repair and Maintenance of Electric Iron 22

Unit 2 Installation and Repair and Maintenance of Fan 23

Unit 3 Installation and Repair and Maintenance of Cooler 24

6 Organization of Filed Visits 26

7 List of Equipment and Materials 26
8 Teacher’s Qualification 27
9 List of Contributors 29
Learning outcome based curriculum on “Junior Field Technician Home Appliances” for Grade IX & X

1. COURSE OVERVIEW
COURSE TITLE: Junior Field Technician Home Appliances
Junior Field Technician Home Appliances, diagnose the source of problems or malfunctions with
household appliances and repairs them. They use hand and power tools to troubleshoot,
disassemble, fix, and install a variety of home appliances, including electric iron, fan, cooler and
similar others. They rectifies minor problems or replaces faulty modules for failed parts or
recommends factory repairs for bigger faults.
The individual at work is responsible for interacting with the customers for installation of the
appliance and diagnosis of the problem to assess possible causes of malfunction, rectification of
the problem, replacement of faulty Parts. The individual must also possess important attributes such
as punctuality, amenable behaviour, patience, good interpersonal relationship building,
trustworthiness, integrity, and critical thinking.
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;
 Identify the basic parameters of electricity;
 Demonstrate to verify the Ohm’s Law and Kirchhoff's Law;
 Develop an electric circuit and explain its types;
 Identify and list active, passive and electromechanical components used in a circuit;
 Demonstrate to read values of electronic components;
 Identify and use different hand tools and electronics tools;
 Identify the different types and models of air conditioners with its features;
 Conduct pre-installation tasks;
 Conduct installation of home appliances;
 Conduct post-installation tasks;
 Perform troubleshooting to identify the fault and its cause;
 Repair or replace the dysfunctional part of LED and other lights;
 Repair or replace the dysfunctional part of Electic Iron;
 Repair or replace the dysfunctional part of Fan;
 Repair or replace the dysfunctional part of Cooler;
 Perform post-repair check up and documentation;
 Check the functionality after repairing or replacement of dysfunctional part;
 Comply with the standard safety procedures to maintain a safe work area;

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

COURSE LEVEL: This course can be taken up at Intermediate level in Grade 9 and 10.
COURSE DURATION: Total : 400 hours
Class 11 : 200 hours
Class 12 : 200 hours

© PSS Central Institute of Vocational Education, NCERT, Bhopal Page|1

Learning outcome based curriculum on “Junior Field Technician Home Appliances” for Grade IX & X

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 IX and X opting for vocational subject
along with general education subjects. The unit-wise distribution of hours and marks for Grade IX is
as follows :

Grade IX
Units No. of Hours for Max. Marks
Theory and for Theory &
Practical Practical
200 100
Part A Employability Skills
Unit 1 Communication Skills – I 15 10
Unit 2 Self-management Skills – I 10
Unit 3 Information and Communication Technology Skills – I 15
Unit 4 Entrepreneurial Skills – I 10
Unit 5 Green Skills – I 10
Total 60 10
Part B Vocational Skills
Unit 1 Basic Electrical, Electronics, Tools and Equipment 45 30
Unit 2 Installation and Repair and Maintenance of LED and 45
other Lights
Unit 3 Work Ethics, Quality, Sustaintiality and Safety 30
Total 120 40
Part C Practical Work
Practical Examination 15
Written Test 10
Viva Voce 10
Total 35
Part D Project Work/Field Visit
Practical File/ Student Portfolio 10
Viva Voce 5
Total 15 15
Part E Continuous and Comprehensive Evaluation (CCE) 10
Total 200 100

© PSS Central Institute of Vocational Education, NCERT, Bhopal Page|2

Learning outcome based curriculum on “Junior Field Technician Home Appliances” for Grade IX & X

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

Grade X
Units No. of Hours Max. Marks
for Theory and for Theory
Practical and Practical
200 100
Part A Employability Skills
Unit 1 Communication Skills – IV 15 10
Unit 2 Self-management Skills – IV 10
Unit 3 Basic ICT Skills – IV 15
Unit 4 Entrepreneurial Skills – IV 10
Unit 5 Green Skills – IV 10
Total 60 10
Part B Vocational Skills
Unit 1 Installation and Repair and Maintenance of Electric Iron 30 30
Unit 2 Installation and Repair and Maintenance of Fan 45
Unit 3 Installation and Repair and Maintenance of Cooler 45
Total 120 30
Part C Practical Work
Practical Examination 15
Written Test 10
Viva Voce 10
Total 35
Part D Project Work/Field Visit
Practical File/ Student Portfolio 10
Viva Voce 5
Total 15 15
Part E Continuous and Comprehensive Evaluation (CCE) 5 10
Total 200 100

© PSS Central Institute of Vocational Education, NCERT, Bhopal Page|3

Learning outcome based curriculum on “Junior Field Technician Home Appliances” for Grade IX & X

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.

© PSS Central Institute of Vocational Education, NCERT, Bhopal Page|4

Learning outcome based curriculum on “Junior Field Technician Home Appliances” for Grade IX & X

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

S No. of Very No. of Short No. of Long

N Typology of Question Short Answer Q. Answer Q.
Marks
Answer Q. (2 Marks) (3 Marks)
(1 mark)

1. Remembering – (Knowledge based simple recall

questions, to know specific facts, terms, concepts,
2 1 2 10
principles, or theories; identify, define or recite,
information)
2. Understanding – (Comprehension – to be familiar
with meaning and to understand conceptually,
1 2 2 11
interpret, compare, contrast, explain, paraphrase,
or interpret information)
3. Application – (Use abstract information in concrete
situation, to apply knowledge to new situations:
0 1 1 05
Use given content to interpret a situation, private
an example, or solve a problem)
4. High Order Thinking Skills – (Analysis & Synthesis –
Classify, compare, contrast, or differentiate
between different pieces of information; Organize 0 1 0 02
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 outcome, or to 0 1 0 02
predict outcomes based on values)
Total 3x1=3 6x2=12 5x3=15 30
(14 Q.)

© PSS Central Institute of Vocational Education, NCERT, Bhopal Page|5

Learning outcome based curriculum on “Junior Field Technician Home Appliances” for Grade IX & X

SKILL ASSESSMENT (PRACTICAL)

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

© PSS Central Institute of Vocational Education, NCERT, Bhopal Page|6

Learning outcome based curriculum on “Junior Field Technician Home Appliances” for Grade IX & X

5. UNIT CONTENTS

Grade IX
Part A: Employability Skills
Unit No. Unit Name Duration in Hours
Unit 1 Communication Skills – I 15
Unit 2 Self-management Skills – I 10
Unit 3 Information and Communication Technology Skills – I 15
Unit 4 Entrepreneurial Skills – I 10
Unit 5 Green Skills – I 10
Total 60

Unit 1: Communication Skills – I

Sn Learning Outcome Theory (05 Hours) Practical (10 Hours) 15
1 Demonstrate the • Introduction to communication • Role play on the communication 02
Knowledge of • Importance of communication process,
Importance, • Elements of communication • Group discussion and sharing of
Elements, and • Perspective in communication experiences on factors affecting
Perspectives in • Effective communication communicatioin,
Communication • Asking students to write examples
of 7Cs (i.e. Clear, Concise,
Concrete, Correct, Coherent,
Courteous and Complete),
• Preparing charts for elements of
communication
2 Demonstrate the • Verbal communication, • Role play of a phone 02
knowledge of • Types of verbal communication, conversation
verbal • Advantages & disadvantages • Chat prepartion on types of
communication of verbal communication verbal communication
• Public speaking • Group discussion on advantages
and disadvantages of verbal
communication
• Delivering a speech and
practicing public speaking by
using 3P’s.
3 Demonstrate the • Non-verbal communication • Role plays on non-verbal 01
knowledge of non- • Importance of non-verbal communication,
verbal communication • Group discussion and
communication • Types of non-verbal demonstration of Do’s and
communication Don’ts to avoid body language
• Visual communication mistakes,
• Group discussion on three

© PSS Central Institute of Vocational Education, NCERT, Bhopal Page|7

Learning outcome based curriculum on “Junior Field Technician Home Appliances” for Grade IX & X

methods of communication.
4 Demonstrate basic • Writing skills: Parts of speech, • Reading paragraphs and 02
writing skills • Using capitals, sentences and identifying parts
• Punctuations, of speech,
• Basic parts of speech. • Constructing and writing
sentences by using parts of
speech,
• Identifying nouns by guessing the
name, place, animal, and thing.
5 Describe the parts • Writing skills: Sentences, • Making and writing sentences 01
and types of • Parts of a sentence, using direct and indirect objects,
sentences • Types of objects, • Writing paragraph using active
• Types of sentences – active and and passive voice,
passive, • Writing different types of
• Types of sentences, according sentences (i.e. declarative,
to their purpose, exclamatory, interrogative and
• Paragraphs. imperative).
6 Demonstrate the • Pronounciation basics, • Pronouncing words and 01
knowledge of • Speaking correctly, identifying vowels, diphthongs
pronunciation • Phonetics, and consonants,
basics • Types of sounds. • Practicing the pronunciation of
words.
7 Demonstrate how • Greetings and Introductions, • Role-play on formal and 01
to greet and • Types of greetings, informal greetings
introduce self • Introducing self and others • Role-play on introducing
someone,
• Practicing geeting people.
8 Answer questions • Talking about self, • Practicing introducing self out 01
that others ask • Filling a form about self. form,
about you • Practicing how to talk about self
9 Asking questions • Asking questions, • Framing and writing questions 02
according to a • Need for asking questions, (using Who, Where, When,
situation • 5W+1H (Who, Where, When, What, Why and How)
What, Why+How) method for • Framing and writing questions,
asking questions. based on purpose of the
question,
• Discussing and guessing the
personality using framed
questions.
10 Use the correct • Asking questions • Framing and writing open- 02
question words to • Types of questions ended and close-ended
ask open-ended • Framing questions – open questions.
and close-ended ended and close ended. • Group practice on framing
questions questions.
Total Duration in Hours 15

© PSS Central Institute of Vocational Education, NCERT, Bhopal Page|8

Learning outcome based curriculum on “Junior Field Technician Home Appliances” for Grade IX & X

Unit 2: Self-management Skills – I

Sn Learning Outcome Theory (07 Hours) Practical (03 Hours) 10
1. Describe the  Introduction to self managemen  Group discussion on self- 01
meaning and t and its components management skills
importance of self-  Self-awareness  Performing activities to know
management  Self-confidence how much aware are you
 Self-motivation about yourself.
 Positive thinking  Chart preparation on
 Self-control components of self-
 Problem solving management
 Personal hygiene and grooming,
 Team work
 Time management
 Goal setting
2. Identify strength  Identifying strength and  Group discussion on aim and 01
and weakness weakness goal in life
analysis  Knowing yourself  Perform a strength and
 Strength and weakness analysis weakness analysis
 Difference between interests  Group discussion on interests
and abilities and abilities
3. Build self-  Self–confidence,  Role play on building self- 02
confidence  Qualities of self-confident confidence
people,  Performing activities on building
 Building self-confidence confidence through positive
words
4. Build the concept  Posittive thninking,  Storytelling, 02
on positive thinking  Posittive thninking and its  Role-play on following the class
importance, rules
 How to keep your things positive  Practicing saying positive words
 Making a list of steps involved in
self-reflection) on how you will
follow positive attitude
practices
 Home activity on helping
others,
5 Describe the  Personal hygiene  Role-play on following personal 02
concept and  Three steps of personal hygiene - hygiene steps
aspects of Care, Wash, Avoid  Discussion and follow up on
personal hygiene  Essential steps of handwashing personal hygiene practices
6 Follow the  Grooming  Role play on dressing and 02
guidelines for  Grooming and its importance, grooming standards
dressing and  Guidelines for dressing and  Self-reflection on dressing and
personal grooming personal grooming – clothes, grooming well
hair, face
Total Duration in Hours 10

© PSS Central Institute of Vocational Education, NCERT, Bhopal Page|9

Learning outcome based curriculum on “Junior Field Technician Home Appliances” for Grade IX & X

Unit 3: Information and Communication Technology Skills – I

Sn Learning Outcome Theory (05 Hours) Practical (10 Hours) 15
1. Explain the role of  Introduction to Information and  Group discussion on past, 02
Information and Communication Technology present, and future use of ICT
Communication (ICT)  Preparations of posters on
Technology (ICT) in  ICT at workplace applications of ICT
day-to-day life and  ICT at home
the workplace
2. Differentiate  ICT tools –  Performing activities to get 01
between the ICT  Smartphones, familiar with mobile devices
tools and use of  Tablets,
mobile apps  TV and Radio
3. Differentiate  ICT tools – smartphone and  Performing activities to get 01
between tablet, familiar with the mobile device
smartphones and  Mobile device layout – use and applications of
tablets  Basic features of a mobile mobile devices
device
 Home screen of mobile device
 Basic gestures used
4. Describe the parts  Parts of a computer,  Chart preparation on 02
of computer and  Input devices, components of a computer
computer  Output devices,  Group activity on connecting
peripherals  Peripherals devices and their devices to a computer
functions,
 Central Processing Unit (CPU),
 Understanding Random Access
Memory (RAM) and Read Only
Memory (ROM),
 Motherboard,
 Ports and connectons.
5. Demonstrate basic  Basic computer operations,  Group activity on use of 02
computer  Computer hardware and computer
operations software,  Group practice on using the
 Starting a computer, keyboard
 Log in and log out,
 Shutting down computer,
 Using the keyboard
 Using mouse
6. Perform basic file  Performing Basic file operations,  Group practice on creating a 01
operations  File and folders – creating afile file
and using text editor
7. Demonstrate the  Communication and  Group discussion on the uses of 01
knowledge of Networking -Internet browsing internet
internet and  Use of internet
networking  Connecting to internet
 Types of connection

© PSS Central Institute of Vocational Education, NCERT, Bhopal Page|10

Learning outcome based curriculum on “Junior Field Technician Home Appliances” for Grade IX & X

 Bandwidth
 Internet browser
8. Perform internet  World Wide Web  Group practice on web 01
browsing  Web pages browsing
 Web browsers
9. Apply the  Introduction to Email  Group discussion on using Email 01
knowledge of  Working of Email and its advantages
communication  Email address
networking  Advantages of Email
10. Create an Email  Creating an Email account  Group practice on creating 01
account  Steps to open an Email account and opening an Email account
on Gmail
11. Write an Email  Writing an Email  Group practice on receiving 01
 Attaching a file to an Email and replying to an email
 Managing folders in Email message
account
12. Reply an Email  Receiving Email,  Group practice on receiving 01
 Replying to an Email and replying to an Email.
 Forwarding Email
 Deleting Email
Total Duration in Hours 15

Unit 4: Entrepreneurial Skills – I

Sn Learning Outcome Theory (05 Hours) Practical (05 Hours) 10
1. Describe the  Concept of Entrepreneurship  Group activity on guessing the 01
concept of and Enterprise Entrepreneur
Entrepreneurship
skills
2. Describe the role of  Role of Entrepreneurship  Group discussion on “A world 02
entrepreneurship  Economic development without entrepreneurship”
 Social development  Role play on roles of
 Improved standard of living entrepreneurship
 Optimal use of resources
 More benefits at lower prices
products and services at
competitive prices
3. Describe the  Qualities of a successful  Role play on appearing for 02
qualities of a entrepreneur interview
successful  Patience  Group activity on inteeractions
entrepreneur  Positive attitude with entrepreneurs
 Hardworking
 Confident
 Open to trial and error
 Creative and innovative
4. State the  Dstinguishing characteristics of  Group activity on identifying 02
characteristics of entrepreneurship and wage characteristics of enterprise

© PSS Central Institute of Vocational Education, NCERT, Bhopal Page|11

Learning outcome based curriculum on “Junior Field Technician Home Appliances” for Grade IX & X

entrepreneurship employment  Discussion on advantages of

 Characteristics of entrepreneurship over wage
entrepreneurship employment
 Wage employment
 Benefits of entrepreneurship
5. Identify the type  Types of business activities  Group activity on identifying 01
of business activity  Product business different types of products and
 Service business services
 Hybrid business
6. Differentiate  Product, Service, and Hybrid  Poster making on business 01
between the Businesses activities around us
product, service,  Types of product-based
and hybrid business
businesses  Manufacturing businesses
 Trade businesses
7. Describe the  Enterpreneurship development  Group activity on Make-and-Sell 01
entrepreneurship process business
development  Steps of starting a business –
process idea generation, getting
money and material,
understanding customer needs,
improving product/ service
Total Duration in Hours 10

Unit 5: Green Skills – I

Sn Learning Outcome Theory (07 Hours) Practical (03 Hours) 10
1. Demonstrate the  Society and Environment  Group activity on listing the 05
knowledge of  Natural resources factors influencing the
society and  Renewable and Non- environment
environment renewable resources  Group activity on listing the
 Types of pollutions steps one can take to save the
 Climate change environment
 Harmful radiation
 Natural disaster
 Saving the environment: What
can you do?
 Reduce, reuse and recycle
 Actions for saving the
environment
2. Describe the  Conserving the natural  Group discussion on conserving 02
meaning and resources natural resources
importance of  Soil conservation
conserving  Water conservation
natural resources  Energy conservation
 Food conservation
 Forest conservation

© PSS Central Institute of Vocational Education, NCERT, Bhopal Page|12

Learning outcome based curriculum on “Junior Field Technician Home Appliances” for Grade IX & X

3. Describe the  Sustainable Development  Group discussion on importance 03

meaning and  Sustainable Development of green skills
scope of Goals (SDGs)  Poster making on importance of
sustainable  Green growth green economy
development and  Green economy
green economy  Components of green
economy – Renewable energy,
green building, well managed
 Skill development for the green
economy
 Green skills
 Green jobs
 Green projects
Total Duration in Hours 10

Grade IX, Part B: Vocational Skills

Unit No. Unit Name Duration in Hours

Unit 1 Fundamentals of Electrical and Electronics Engineering 45
Unit 2 Installation and Repair and Maintenance of LED and other Lights 45
Unit 3 Work Ethics, Quality, Sustaintiality and Safety 30
Total Duration 120

Unit 1: Fundamentals of Electrical and Electronics Engineering

Sn Learning Outcome Theory (15 Hours) Practical (30 Hours) 45
1. Describe the duties  Size and scope of electronic  List various home appliances, 5
and responsibilites industry and its sub-sectors,  Group acticity to demonstrate
of Junior Field  Role and responsibilities of and operate different types of
Technician Home Junior Field Technician Home appliances such as LED, Fan,
Appliances Appliances. Iron, Cooler.
2. Describe the basic  Electricity,  Switch on/ off the electrical 15
electrical  Types of electricity – AC, DC appliances such as electric fan,
engineeting  Current, Voltage, Power, TV, Refrigerator and determine
concepts Resistance the presence of electricity.
 Measuring units of current,  Read the voltage, current,
voltage and resistance, resistance, power ratings of the
 Potential and Potential appliances.
difference,  List the measurement units of
 Electric Circuit, voltage, current, resistance,
 Open and Closed Circuit,  Identify the live, neutral and
 Series and Parallel connections, earth ports of power socket,
 Electrostatics,  List, identify and name the
 Laws of Electrostatics electrical components,
 Switches, relay and fuse,  Connect the electrical

© PSS Central Institute of Vocational Education, NCERT, Bhopal Page|13

Learning outcome based curriculum on “Junior Field Technician Home Appliances” for Grade IX & X

 Concept of magnetic field, components in series and

 Comparison between parallel combination
magnetic circuit and electric  List and detect the basic
circuit, electrical faults,
 Domestic wiring  Detect the problem with switch
 Ohm’s law and earthing,
 Kirchhoff's law  Verify the ohm’s law by using
 Faraday’s law of ohm’s experiment,
electromagnetic induction,  Verify the Kirchhoff's law by
 Transformer, using experiment,
 AC motors, DC motors  Verify Faraday's law of
 Starter in motors electromagnetic induction,
 Identify AC motors, DC motors
3. Describe the basic  Electronic components –  List the active and passive 15
electronics active and passive components and draw their
engineeting components, symbols,
concepts  Color codes of resistors,  Determine the value of
 Types of capacitors, resistance by using color code,
 Semiconductor,  Determine the types of
 PN Junction diode, capacitor and its value,
 Forward and reverse bias  Connect the electrionic
characteristics of PN junction components in series and
diode parallel combination,
 Transistor,  Draw the symbol of PN junction
 Thermister, diode and determine the name
 Integrated Circuits, of terminals by observing the PN
 Electrical and Electronics junction diode
symbols  Test the continuity of given
diode using multimeter
 Construct the circuit for forward
and reverse bias of the diode
and draw its characteristic
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 10
equipment and Scissors, Screwdriver, hand tools,
measuring Combinatioin Plier,  Measure electrical quantities
instruments  Measuring instruments – Phase and test electronic component,
Tester, Earth Tester, Watt Meter,  Calculate the current flowing
Engergy Meter, Multi-meter, through resistance,

© PSS Central Institute of Vocational Education, NCERT, Bhopal Page|14

Learning outcome based curriculum on “Junior Field Technician Home Appliances” for Grade IX & X

Clamp Meter  Calculate the current flowing in

 Measurement of AC, DC live wire using Clamp meter,
voltage and current using  Measure the given AC, DC
multi-meter voltage and current by using
 Safey practices to use Tools, Multi-meter and Clamp meter
Equipment and Measuring
instruments
Total Duration in Hours 45

Unit 2: Installation and Repairing dysfunctional LED and Other Lights

Sn Learning Outcome Theory (15 Hours) Practical (30 Hours) 45
1. Install LED and  Different types of light – LED  List the types of LED lights with its 15
other lights Lights, CFL, Incandescent bulb, power rating,
Flurorescent light, Halogen  Draw the diagram of various LED
light, lights and state their use,
 Features and functioning of  List the specifications of each
lights, type of light,
 Types of LED lights – LET strip,  List the preinstallation
LED tube, LED dimmer switches, requirements,
Colour LED,  Group activity to install various
 Specificationis of various types types of LED lights,
of lights,  Testing the functionality of light
 Energy ratings (BEE) and after installation by swichig
consumption of various lights, ON/OFF.
 Functioning of dimmer,
filament,
 Pre-installation preparation,
 Hazards and prevention/ safety
precautions while handling the
appliances,
 Installation and testing of light,
 Post installation activity – billing
and documentation,
 Operational guidelines.
2. Diagnose faults in  Faults based on customer  List the faults based on customer 15
lights interaction, usage pattern and interaction, usage pattern and
initial inspection, initial inspection,
 Basic tests – power supply,  Group activity to perform Basic
earth test power supply, tests – power supply, earth test
internal check, power supply, internal check,
 Common issues and faults that  Group activity to solder wires
may occur in an LED light, and make connections of loose
 Faults due to electrical wires to make them functional,
connections,  Group activtity to perform basic
 Reasons for damage and tests power supply, earth test

© PSS Central Institute of Vocational Education, NCERT, Bhopal Page|15

Learning outcome based curriculum on “Junior Field Technician Home Appliances” for Grade IX & X

disfunctioning of light, power supply, internal check,

 Reasons for flickering, simming,  Group activtity to detect basic
sparking, electrical faults,
 Process of comparing actual  Group activtity to detect faults
voltage with the desired in lights,
voltage to find out the  Group activtity to check the LED
damaged section of supply light engine and repair/ replace
using multimeter, it with the DC supply, if found
faulty,
3. Repair faulty LED  Importance of checking and  Demonstrate to repair and 15
lights replacing the damaged LED replace the damaged
strips, component of LED light and
 Parameters to check and ensure its functioning,
ensure functioning of the LED  Check the performance of LED
lights, light after repairing and re-
 Preventive Maintenace of LED assembling it,
lights,  Demonstrate to fix LED light at
 Maintenace tips of LED lights. the required fixture and check
its functioning again,
 List and practice the
maintenance of LED light.
Total Duration in Hours 45

Unit 3: Work Ethics, Quality, Substaintiality and Safety

Sn Learning Outcome Theory (12 Hours) Practical (18 Hours) 30
1. Describe the  Importance of cleanliness, air  Group activity to keep work 08
process of and water quality in the area clean and tidy,
achieving workplace,  Prepare a to do list and
optimum  Importance of time demonstrate to complete work
productivity and management to meet daily effectively in time to meet daily
quality 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

© PSS Central Institute of Vocational Education, NCERT, Bhopal Page|16

Learning outcome based curriculum on “Junior Field Technician Home Appliances” for Grade IX & X

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 appropriate
 Different colours of dustbins to colours of dustbins to dispose
dispose waste, waste,
 Waste management and  Group activity to recyclie, repair
waste disposal procedures, 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 equipment
 Common practices of  Demonstrate the common
conserving electricity practices of conserving
electricity.
Total Duration in Hours 30

© PSS Central Institute of Vocational Education, NCERT, Bhopal Page|17

Learning outcome based curriculum on “Junior Field Technician Home Appliances” for Grade IX & X

GRADE X

Part A: Employability Skills

Unit No. Unit Name Duration in Hours

Unit 1 Communication Skills – II 15
Unit 2 Self-management Skills – II 10
Unit 3 Information and Communication Technology Skills – II 15
Unit 4 Entrepreneurial Skills – II 10
Unit 5 Green Skills – II 10
Total 60

Unit 1: Communication Skills – Ii

Sn Learning Outcome Theory (07 Hours) Practical (08 Hours) 20
1. Demonstrate the  Methods of communication  Role plays on communication 02
knowledge of  Communication process and process
various methods of elements  Group discussion on the effects
communication of elements of communication
cycle.
2. Describe the types  Verbal communication  Role play of a telephonic 02
of verbal  Types of verbal communication conversation
communication  Advantages and  Chart preparation on types of
disadvantages of verbal verbal communication
communication  Group discussion on the
 Mastering verbal advantages and disadvantages
communication of verbal communication
 Group activity on delivering a
speech and practicing public
speaking.
3. Demonstrate the  Non-verbal communication –  Role play on non-verbal 02
knowledge of non- Importance of non–verbal communication
verbal communication  Group discussion and practice
communication  Types of non-verbal on how to avoid body
communication language mistakes
 Visual communication  Group discussion on three
methods of communication
4. Describe the  Communication cycle and  Role play on providing 02
communication importance of feedback feedback
cycle and  Feedback  Group activity on constructive
importance of  Types of feedback feedback
feedback  Importance of feedback
5. Identify the barriers  Effective communication  Role play on barriers to effective 03
to effective  Barriers to effective communication
communication communication -  Group practice on overcoming
 Physical barriers the barriers to effective

© PSS Central Institute of Vocational Education, NCERT, Bhopal Page|18

Learning outcome based curriculum on “Junior Field Technician Home Appliances” for Grade IX & X

 Linguistic barrier communication

 Interpersonal barriers  Chart preparation on barriers to
 Organizational barriers effective communication
 Culture barriers
 Ways to overcome barriers to
effective communication
6. Demonstrate the  Writing skills – Parts of speech  Reading paragraph and 02
knowledge of parts  Capitalization sentences and identifying parts
of speech  Punctuations of speech
 Basics of parts of speech  Group activity on sentence
 Supporting parts of speech construction
 Article  Identifying nouns by guessing
 Conjunctions the name, place, animal, or
 Prepositions thing
 Interjections
7. Write sentences  Meaning of sentence  Making sentences using direct 02
 Parts of sentence and indirect objects
 Subject  Writing a paragraph using
 Verb active and passive voice
 Object  Framing different types of
 Types of objects sentences (i.e., declarative,
 Types of sentences exclamatory, interrogative and
 Active imperative)
 Passive
 Paragraphs
Total Duration in Hours 15

Unit 2: Self-Management Skills – Ii

Sn Learning Outcome Theory (05 Hours) Practical (05 Hours) 10
1. Apply stress  Stress management  Role Play on avoiding stressful
management  Stress and Stress management situation, 02
techniques techniques  Activity on listing stressful
 Management technique situations and discussing the
 Ability to work independently stress management techniques
 Emotional intelligence like yoga, deep breathing
exercises
2. Identify strengths  Self-Awareness – Strength and  Group discussion on aim and
and weaknesses of Weakness Analysis goal in life
self  Knowing yourself  Perform a strength and 02
 Strength and weakness analysis weakness analysis
 Techniques for identifying  Group discussion on interests
strengths and weaknesses and abilities
 Difference between interests
and abilities
3. Demonstrate the  Self-Motivation  Group discussion on staying 02
knowledge of self -  Types of motivation motivated

© PSS Central Institute of Vocational Education, NCERT, Bhopal Page|19

Learning outcome based curriculum on “Junior Field Technician Home Appliances” for Grade IX & X

motivation  Qualities of self-motivated  Activity on listing the ways to

people motivate oneself
 Building self–motivation
4. Set SMART goals  Self regulation – Goal setting,  Group activity on setting SMART 02
 Goals and setting SMART Goals goals
 How to set SMART Goals,  Writing long- term and short-
 Specific term goals
 Measurable  Activity on listing the ways to
 Achievable surely set SMART goals
 Realistic
 Time bound
5. Demonstrate the  Self-Regulation – Time  Preparing a list of activities to 02
knowledge of time Management practice time management
management  Time management and its  Discussion on how to manage
importance time to reach school on time
 Example and non-example of
time management
 Four steps for effective time
management
 Organise
 Prioritise
 Control
 Track
 Tips for practicing the four steps
of effective time management
Total Duration in Hours 10

Unit 3: Information And Communication Technology Skills – Ii

Sn Learning Outcome Theory (05 Hours) Practical (10 Hours) 15
1. Perform basic  Basics computer operations,  Demonstration on use of 07
computer  Starting a computer - basic computers
operations functions performed when a  Group practice on using the
computer starts, login and keyboard
logout,
 Shutting down a computer,
 Using keyboard,
 Using a mouse - Roll over or
hover, Point and click, Drag
and drop, Double click
2. Perform basic file  Concept of basic file  Demonstration and practice 02
operations operations on creating a file and folder
 Files and folders
 Creating a file
 Creating a folder
3. Demonstrate  Importance of care and  Making a chart on care and 03
computer care maintenance of computers maintenance of computer

© PSS Central Institute of Vocational Education, NCERT, Bhopal Page|20

Learning outcome based curriculum on “Junior Field Technician Home Appliances” for Grade IX & X

and maintenance  Basic tips for taking care of

devices
 Cleaning computer devices
 Preparing maintenance
schedule for computers
 Taking backup data
 Scanning and cleaning viruses
 Removing SPAM files
4. Describe the  Computer security and privacy  Group work on preparing a 03
importance of Reasons for security breach chart of computer security and
maintaining Threats to computer privacy
computer security  Protecting your data
and privacy
Total Duration in Hours 15

Unit 4: Entrepreneurial Skills – Ii

Sn Learning Outcome Theory (05 Hours) Practical (05 Hours) 10
1. Describe the  Entrepreneurship and society  Group work on finding the 03
meaning of  Activities of entrepreneurs: problems in school campus
entrepreneurship  Fulfil customer needs and turning them into business
 Use local materials opportunities
 Help society
 Create job
 Share wealth
 Lower price product
2. Identify the qualities  Qualities and functions of an  Activity on self-assessment of 02
and functions of an entrepreneur entrepreneurial qualities
entrepreneur  Qualities of an entrepreneur  Brainstorming on solving a
problem in their area
 Taking an interview of an
entrepreneur
3. Describe the myths  Misconceptions and myths  Group activity on identifying 02
and realities about about entrepreneurship everyday heroes
entrepreneurship  Activity on interviewing the
entrepreneurs
 Group activity on making items
and selling to someone
4. Describe  Entrepreneurship as a career  Brainstorming on 03
entrepreneurship as option entrepreneurship as a life
a career option  Meaning of career option
 Ways of earning a living  Group discussion on The power
 Self-employment of entrepreneurship
 Wage employment
 Entrepreneurship career
process – Enter, Survive, Grow
Total Duration in Hours 10

© PSS Central Institute of Vocational Education, NCERT, Bhopal Page|21

Learning outcome based curriculum on “Junior Field Technician Home Appliances” for Grade IX & X

Unit 5: Green Skills – II

Sn Learning Outcome Theory (07 Hours) Practical (03 Hours) 10
1. Demonstrate the  Sustainable development,  Group activity on creating 05
knowledge of green  Importance of sustainable garden in the school or
skills development, planting tree saplings
 Problems related to sustainable  Group discussion on “How to
development, prevent wastage”
 Sustainable development
Goals,
 Sustainable development
initiatives,
 Sustainable process
2 Describe the role of  Our role in sustainable  Group discussion on 05
self in sustainable development conservation and protection of
development  Our role towards Sustainable environment
Development  Group activity on organising
 Quality education an art project using waste
 Clean water and
sanitation
 Affordable and clean
energy
 Decent work and
economic growth
 Reducing inequalities
 Creating sustainable
cities and communities
 Responsible consumers
and producers
 Protect life below water
 Protect life on land
Total Duration in Hours 10

Grade X, Part B: Vocational Skills

Unit No. Unit Name Duration in Hours

Unit 1 Installation, Operation, Repair and Maintenance of Electric Iron 30
Unit 2 Installation and Repair and Maintenance of Fan 45
Unit 3 Installation and Repair and Maintenance of Cooler 45
Total Duration 120

Unit 1: Installation and Repair and Maintenance of Electric Iron

Sn Learning Outcome Theory (12 Hours) Practical (18 Hours) 30
1. Describe the  Concept of heating in electric  Draw the circuit diagram of 15
installation and Iron, heating coil of electric Iron,

© PSS Central Institute of Vocational Education, NCERT, Bhopal Page|22

Learning outcome based curriculum on “Junior Field Technician Home Appliances” for Grade IX & X

operational  Heating coil in electric Iron,  Draw the circuit diagram of

process of Electric  Insulation used in electric Iron, temperature controller of
Iron  Switches and controller used in electric Iron,
electric Iron,  Demonstrate the working of
 Earthing in electric Iron, heating coil of electric Iron,
 Thermostat used in Electric Iron,  Demonstrate the connection of
 Specificationis, features and earthing of Electric Iron,
functioning of Electric Iron,  Demonstrate the process of
 Pre-installation checks, disposing of the packaging
 Safey precautions while material waste,
installting and handling Electric  Demonstrate to shut off and On
Iron, the Electric Iron and test the
 Procedure to fix various functionality,
accessories and parts of  Demonstrate to regulate
modern Electric Iron, temperature settings for various
 Testing of Electric Iron, types of cloths,
 Temperature settings for various  Group activity to follow
types of cloths, maintenance procedures while
 Documentation and recording, handling the Electric Iron.
 Features, utility and
maintenance procedure of
Electric Iron,
 Operational guidelines.
2. Describe the  Faults based on customer  List the faults based on customer 15
process of interaction, usage pattern and interaction, usage pattern and
diagnosing, initial inspection, initial inspection,
repairing and  Common issues and faults that  Group activity to perform Basic
replacing the may occur in Electric Iron, tests – power supply, earth test
faulty module of  Faults in separate parts of power supply, internal check,
Electric Iron. Electric Iron,  Group activtity to detect faults
 Working of Electric Iron after in Electric Iron and it’s parts,
connection is developed,  Demonstrate to repair and
 Performance test to check if replace the damaged
the appliance is working or not component of Electric Iron and
ensure its functioning,
 Check the performance of
Electric Iron after repairing
Total Duration in Hours 30

Unit 2: Installation and Repair and Maintenance of Fan

Sn Learning Outcome Theory (15 Hours) Practical (30 Hours) 45
1. Install the Fan  Concept of Fan for air  List the various parts of Fan, 15
circulation,  Draw the diagram of table fan
 Types of fan – table fan, ceiling and ceiling fan indicating the
fan, blade-less fan, various parts of fan,
 Energy rating and power  Name the various parts of fan

© PSS Central Institute of Vocational Education, NCERT, Bhopal Page|23

Learning outcome based curriculum on “Junior Field Technician Home Appliances” for Grade IX & X

consumption of various fans, and their connectivity,

 Features and utility of Iron,  Group activity to fix various
 Motor in Fan, accessories and parts of Fan,
 Switches and controller in Fan,  Group activity to install ceiling
 Insulation used in Fan,
fan, table fan, blade-less Fan,
 Safety and precautions for
 Demonstrate to shut off and On
installation of Fan,
 Installation of ceiling Fan, the Fan,
 Concept of earthing in fan  Group activity to regulate the
 Operational guidelines. speed of Fan,
 Maintenance of motor,  Group activity to follow
 Preventive maintenace, maintenance procedures of
 Product warranty and after
Fan.
sales support
2. Diagnose faults in  Faults based on customer  List the faults based on customer 15
Fan interaction, usage pattern and interaction, usage pattern and
initial inspection, initial inspection,
 Common issues and faults that  Group activity to perform Basic
may occur in Fan, tests – power supply, earth test
 Working of Fan after power supply, internal check,
installation,  Group activtity to detect faults
 Performance test to check in Fan and it’s parts,
working of Fan after installation,
3. Repair or replace  Procedure to replace  Group activity to replace 15
dysfunctional dysfunctional module in Fan, dysfunctional module in Fan,
module in Fan  Replacement of fan capacitor,  Group activity to replace
 Replacement of shaft, gasket, capacitor, shaft, gasket, and
and blades of fan, blades of fan,
 Reparing of motor,  Demonstrate to repair
 Maintenance of motor, dysfunctional module in Fan,
 Repairing of blown out motor  Check the performance of Fan
after repairing and replacement
of part,
Total Duration in Hours 45

Unit 3: Installation and Repair and Maintenance of Cooler

Sn Learning Outcome Theory (15 Hours) Practical (30 Hours) 45
1. Install the Cooler  Concept of air cooling and  List the various parts of Cooler, 15
circulation in Cooler,  Identify the various types of
 Types of Cooler – Desert Cooler,
Cooler, Tower Air Cooler,  Group activity to compare the
Window Air Cooler features of various types of
 Different models of Cooler, Cooler,
their features and  Draw the diagram of Cooler
functionalities, indicating its various parts,
 Energy rating and power  Group activity to fix various
consumption of Cooler, accessories and parts of Cooler,

© PSS Central Institute of Vocational Education, NCERT, Bhopal Page|24

Learning outcome based curriculum on “Junior Field Technician Home Appliances” for Grade IX & X

 Functioning of various  Group activity to assemble and

electromechanical parts of the dis-mental a Cooler,
Cooler,  Group activity to install and test
 Assembly and disassembly of the functionality of Cooler,
Cooler,  Group activity to operate
 Hazards, their causes, various buttons of Cooler,
prevention and safety while
 Group activity to observe safety
installation and repair of
measures while installation,
Cooler,
 Installation of Cooler, operation and maintenance of
 Operational guidelines. a Cooler,
 Maintenance of motor,  Group activity to follow
 Preventive maintenace, maintenance of Cooler.
 Product warranty and after
sales support
2. Diagnose faults in  Faults based on customer  Group activity to diagnose the 15
Cooler interaction, usage pattern and fault based on customer
initial inspection, interaction, usage pattern and
 Common issues and faults that initial inspection
may occur in Cooler,  Group activity to perform basic
 Components of Cooler tests – power supply, earth test,
 Problems in motors, pump,  Group activtity to detect basic
shaft, gaskets, electrical faults, faults in switch,
 Fequently occurring faults – earthing,
Improper working of blades,  Identify and name the various
heating of motor, components of Cooler,
 Performance test to check  Group activtity to diagnose
working of Cooler, problem in motors, pump, shaft,
 Reporting faults, gaskets,
 Technicians service manual for  Group activtity to detect each
testing, component for fault diagnosis,
3. Repair or replace  Procedure to repair/  Group activity to replace 15
dysfunctional replacement of dysfunctional external parts of Cooler,
module in Cooler component in Cooler,  Group activity to replace
 Procedure for replacement of internal dysfunctional
shaft, gasket, and blades of component of Cooler,
Cooler,  Group activity to replace shaft,
 Procedure for replacement of gasket, and blades of Cooler,
shaft, gasket, and blades of  Group activity to replace
Cooler, dysfunctional pump, and blown
 Procedure for replacement of out motor
pump and blown out motor,  Check the performance of
 Procedure for cleaning and Cooler after repairing and
maintenance of Cooler, replacement of part,
 Precautions to be taken to  Maintenance of motorreplace
avoid recurrence of problem, fan capacitor
Total Duration in Hours 45

© PSS Central Institute of Vocational Education, NCERT, Bhopal Page|25

Learning outcome based curriculum on “Junior Field Technician Home Appliances” for Grade IX & X

6. ORGANISATION OF FIELD VISITS

In a year, at least 3 field visits/educational tours should be organised for the students to expose
them to the activities in the workplace.
Visit a workshop or service center and observe the following: Location, Site, Home appliances,
Parts of Appliances, Assembly, Installation, Repair and Mainenance of the applinces such as LED
and othet light, Electric Iron, Fan, Cooler. During the visit, students should obtain the following
information from the owner or the supervisor :
1. Explain the use of appropriate tools, parts, relevant reference sheets, manuals and
2. documents.
3. Disposing the packaging material waste as per the company’s norms.
4. Detect basic electrical faults such as improper/no earth, defective power cord, connector
or internal wiring defect, short/ loose/open contacts, blown fuse
5. Inspect each module of the unit separately if the fault is not identified through basic tests.
6. Communicating effectively at the workplace.
7. Applying 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 • Electrical and electronic
• Screwdriver set • Clamp-meter components: Resistor, capacitor,
• Nut driver set • Personal Protective inductor, various diode, Bipolar
• Combination Plier Equipment Junction Transistor, transformer,
• Spanner set • Temperature meter starter, relay, contractor, Field
• Electrical tape • Cable Connector Effect Transistor (FET), Integrated
• Soldering kit • Continuity Tester Circuit, Thermistor, Circuit breaker
• Drill machine • Ohm’s Law kit • Wire, Wiring layout
• Measuring tape • Kirchhoff’s Law kit • Colour code chart of resistor
• Hacksaw • AC and DC motors • Code chart of capacitor
• Hammer • Regulated power • Datasheet of Integrated Circuit
• Scissor supply kit • Printed Circuit Board, Sensor
Classroom Aids
Training Kit - Trainer Guide, Presentations, Whiteboard, Marker, Projector, Laptop

© PSS Central Institute of Vocational Education, NCERT, Bhopal Page|26

Learning outcome based curriculum on “Junior Field Technician Home Appliances” for Grade IX & X

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's degree in appropriate branch of The candidate should have 18-37 years (as on
Engineering/ Technology OR minimum 1 year of work Jan. 01 (year))
Graduate in Science with Diploma in experience. Age relaxation to
appropriate branch of Engineering/ Technology
Good communication skills be provided as
Desirable: Knowledge and skills of Installation, in English and local per Govt. rules
Repair and Maintenance of Home Appliances. language.

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

© PSS Central Institute of Vocational Education, NCERT, Bhopal Page|27

Learning outcome based curriculum on “Junior Field Technician Home Appliances” for Grade IX & X

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;

© PSS Central Institute of Vocational Education, NCERT, Bhopal Page|28

Learning outcome based curriculum on “Junior Field Technician Home Appliances” for Grade IX & X

 Continuous up-gradation of knowledge and skills related to the vocational pedagogy,

communication skills and vocational subject;
 Membership of professional society at District, State, Regional, National and International
level;
 Development of teaching-learning materials in the subject area;
 Efforts made in developing linkages with the Industry/Establishments;
 Efforts made towards involving the local community in Vocational Education
 Publication of papers in National and International Journals;
 Organisation of activities for promotion of vocational subjects;
 Involvement in placement of students/student support services.

9. LIST OF CONTRIBUTORS

1. Mr. Mayank Sharma, Assistant Professor in Electronics (Contractual), Department of

Engineering and Technology, PSS Central Institute of Vocational Education (PSSCIVE),
Shyamla Hills, Bhopal – 462 002, M.P.
2. 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 – Member Coordinator

PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION

(A constituent unit of National Council of Educational Research and Training, under Ministry of
Education, Government of India)

© PSS Central Institute of Vocational Education, NCERT, Bhopal Page|29

 LEARNING OUTCOME
BASED
VOCATIONAL CURRICULUM
JOB ROLE: ASSISTANT PLUMBER-GENERAL
(QUALIFICATION PACK: Ref. Id. PSC/Q0102)

SECTOR: PLUMBING
Grades 09 and 10

PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION

(a constituent unit of NCERT, under Ministry of Education, Government of India)

Shyamla Hills, Bhopal-462002, M.P., India

http://www.psscive.ac.in
LEARNING OUTCOME BASED
VOCATIONAL CURRICULUM

JOB ROLE: ASSISTANT PLUMBER-GENERAL

(QUALIFICATION PACK: Ref. Id. PSC/Q0102)
SECTOR: Plumbing
Classes 9 and 10

PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION

Shyamla Hills, Bhopal- 462002, M.P., India
http://www.psscive.ac.in
LEARNING OUTCOME BASED
VOCATIONAL CURRICULUM

Assistant Plumber–General,
January, 2023

PATRONS

© PSSCIVE, 2023 Director,

National Council of Educational
http://www.psscive.ac.in
New Delhi

Joint Director
n n n n
Bhopal

No part of this work may be reproduced, stored in

a retrieval system, or transmitted in any form or by
Professor and Head
any means, electronic, mechanical,
Engineering and Technology Department,
photocopying, microfilming, recording or
otherwise, without written permission from the
Bhopal
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
 FOREWARD

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. The curriculum has been
developed for the vocational education programme introduced under the Centrally Sponsored Scheme of
Samagra Shiksha of the Ministry of Education (erstwhile, Ministry of Human Resource Development) and
is aligned to the National Skill Qualifications Framework (NSQF). The curricula for vocational courses are
being developed under the project approved by the Project Approval Board (PAB) of ‘Samagra Shiksha’,
which is an overarching programme for the school education sector extending from pre-school to Grade
12.

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 Assistant Plumber-General. The curriculum has been
developed for the secondary students of grades 09 and 10 and is aligned to the National Occupation
Standards (NOSs) for the job role. 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 skill needs. The teaching-learning is to be done
through interactive sessions in classrooms, practical activities in laboratories or workshops, projects, field
visits, etc. and professional experience is to be provided through on-the-job training.

The curriculum has been developed and reviewed by a group of experts and their contributions are duly
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 Education Research and Training

(i)
 PREFACE

India today stands poised at a very exciting juncture in its saga. The potential for achieving
inclusive growth is 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. In order to fulfil the growing aspirations of our youth and the
demand for a skilled human resource, the Ministry of Education (erstwhile, Ministry of Human
Resource Development (MHRD), Government of India introduced the revised Centrally Sponsored
Scheme of Vocationalisation of School 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 with the responsibility to develop learning outcome- based curricula,
student textbooks and e-learning material for job roles in various sectors.

The PSSCIVE firmly believes that the vocationalisation of education in the nation needs to be
established on a strong footing of philosophical, cultural and sociological traditions and it should
aptly address the needs and aspirations of the students besides meeting the skill demands of the
industry. The curriculum, therefore, aims at developing the desired professional, managerial and
communication skills to fulfil the needs of society and the world of work. In order to honour its
commitment to the nation, the PSSSCIVE is developing learning outcome-based curricula with the
involvement of faculty members and leading experts in the field. It is being done through the
concerted efforts of leading academicians, professionals, policymakers, partner institutions,
Vocational Education and Training (VET) 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. 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.

The success of this curriculum depends upon its effective implementation, and it is expected that
the managers of vocational education programme, vocational educators, vocational
teachers/trainers, and other stakeholders will make earnest efforts to provide better facilities,
develop linkages with the industry or world of work and foster a conducive learning environment
for the students for effectively transacting the curriculum and to achieve the learning outcomes
as per the content of the curriculum document.

DEEPAK PALIWAL
Joint Director
PSS Central Institute of Vocational Education

(ii)
 ACKNOWLEDGEMENTS

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 Samagra Shiksha and the
officials of the Ministry of Education (MoE), Government of India for the financial support to
the project for development of learning outcome-based curricula.

We are grateful to the Director, National Council of Educational Research and Training
(NCERT) for his support and guidance. We also acknowledge the contributions of our
colleagues at the NCERT, National Council for Vocational Education and Training (NCVET),
National Skill Development Corporation (NSDC), Water Management and Plumbing Skill
Council (WMPSC) and Sector Skill Council for Management and Entrepreneurship and
Professional Skills for their academic support and cooperation in the development of
Qualification file and curriculum.

We are grateful to Prof. Saurabh Prakash, Course Coordinator for his untiring efforts and
contribution to the development of this learning outcome-based curriculum. The contribution
made by Er. Hemant Wadikar, Dr. Abhay Kumar Jha, Ms.Pooja Sharma, Ms. Gunjan Aneja, Dr.
Manoj Arya and his team, Industry Partner in the development of the curriculum for domain
and non-domain skills is duly acknowledged.

The suggestions and editorial support provided by Dr. Satyendra Thakur, Assistant Professor
(Agricultural Engineering), on contractual basis at PSSCIVE, Bhopal are duly appreciated and
acknowledged.

(iii)
© PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION

CONTENTS
S.No. Title Page No.
Foreword (i)
Preface (ii)
Acknowledgments (iii)
1. Course Overview 1
2. Scheme of Units 2
3. Teaching/Training Activities 3
4. Assessment and Certification 4
5. Unit Content Grade 9
Part A Employability Skills 6
Unit 1: Communication Skills- I 7
Unit 2: Self-management Skills- I 9
Unit 3: Information and Communication 11
Technology Skills- I
Unit 4: Entrepreneurial Skills- I 13
Unit 5: Green Skills- I 15
Part B Vocational Skills 16
Unit 1: Introduction to plumbing 16
Unit 2: Tools for plumbing 16
Unit 3: Plumbing material and pipe, types 18
and grades of pipe
Unit 4: Measurements and symbols used in 19
plumbing
Unit 5: Plumbing fittings, Joints and valves 20
Grade 10
Part A Employability Skills 21
Unit 1: Communication Skills-II 21
Unit 2: Self-management Skills-II 23
Unit 3: Information and Communication 24
Technology Skills-II
Unit 4: Entrepreneurial Skills-II 25
Unit 5: Green Skills-II 26
Part B Vocational Skills 27
Unit 1: Basic building construction 28
Unit 2: PIPES –Cutting, Threading, Joining, 28
and Testing of Pipelines
Unit 3: Plumbing and sanitary fixtures 29
Unit 4: Maintaining healthy safe and secure 30
work environment
Unit 5: Optimum utilization of resources 30
6. Organisation of Field Visits 31
7. List of Equipment and Materials 32
8. Vocational Teacher’s/ Trainer’s Qualification and Guidelines 33
9. List of Contributors 35
 © PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION

1. COURSE OVERVIEW
COURSE TITLE: Assistant Plumber - General

Assistant Plumber-General is an important job role in installation and repair of plumbing fittings and
fixtures. Assistant Plumber-General is responsible for assists the plumber in installation and repair of
plumbing fittings and fixtures. The job role holder organises and hands over tools, clears work area, cuts
and bends pipes as per the specified dimensions. The individual also supports the plumber with other
tasks as per instructions received. The person should be able to work independently on the assignment.
The person should be comfortable in performing laborious work, should be a good listener, good at taking
and following instructions, a good team player and result oriented with positive attitude.

COURSE OUTCOMES: On completion of the course, students should be able to:

• Communicate effectively with the customers;

• Identify the principal components of a computer system
• Identify and control hazards in the workplace that pose a danger or threat to their safety or health, or
that of others.
• 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.
• Identify and demonstrate safe use of hand and power tools/equipment used in plumbing;
• Gain insight into Assistant Plumber-General job role and its career progression
• Do installation of basic sanitary fixtures in housing, commercial and institutional setups
• Do repairing of basic plumbing systems, repair of pipes and sanitary fixtures in housing, commercial
and institutional setups
• Maintenance and servicing of plumbing systems in housing, commercial and institutional setups
• Coordinating with the senior and other working team about communicating with colleagues and
seniors in order to achieve smooth and hazard free work flow.
• Maintaining a healthy, safe and secure working environment. Work effectively in a team to deliver
results at a Plumbing site

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

COURSE LEVEL: On completion of this course, a student can take up a course in the arae of Plumbing
sector.

COURSE DURATION: 400 hrs

Grade 9: 200 hrs
Grade 10: 200 hrs
-----------------
Total : 400 hrs
-----------------

CURRICULUM: ENGINEERING & TECHN0LOGY- ASSISTANT PLUMBER – GENERAL

1|Page
 © PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION

2. SCHEME OF UNITS
This course is a planned sequence of instructions consisting of Units meant for developing employability
and vocational competencies of students of Grades 9 and 10 opting for vocational subject along with
general education subjects. The unit-wise distribution of hours and marks for Grade 9 is as follows:

GRADE 9
No. of Hours for Max. Marks for Theory
Theory and and Practical
Units Practical 100
200
Part A Employability Skills

Unit 1 : Communication Skills- I 20

Unit 2 : Self-management Skills- I 10
Unit 3 : Information and Communication 20 10
Technology Skills- I
Unit 4 : Entrepreneurial Skills- I 15
Unit 5 : Green Skills- I 10
Total 75 10
Part B Vocational Skills
Unit 1: Introduction to plumbing 15
Unit 2: Tools for plumbing 25

Unit 3: Plumbing material and pipes, types 20

and grades of pipe
30
Unit 4: Measurements and symbols used in 15
plumbing
Unit 5 : Plumbing fittings, Joints and valves 20

Total 95 30
Part C Practical Work
Practical Examination 06 15
Written Test 01 10
Viva Voce 03 10
Total 10 35
Part D Project Work/Field Visit
Practical File/Student Portfolio 10 10
Viva Voce 05 05
Total 15 15
Part E Continuous and Comprehensive Evaluation (CCE)
Total 05 20
Total 200 100

CURRICULUM: ENGINEERING & TECHN0LOGY- ASSISTANT PLUMBER – GENERAL

2|Page
 © PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION

The unit-wise distribution of hours and marks for Grade 10 is as follows:

GRADE 10
No. of Hours for Max. Marks for Theory and
Theory and Practical
Units Practical 100
200
Part A Employability Skills
Unit 1 : Communication Skills– II 20
Unit 2 : Self-management Skills– II 10
Unit 3 : Information and 20 10
Communication Technology Skills– II
Unit 4 : Entrepreneurial Skills– II 15
Unit 5 : Green Skills– II 10
Total 75 10
Part B Vocational Skills
Unit 1: Basic building construction 15

Unit 2: PIPES –Cutting, Threading, 30

Joining and Testing of Pipelines
Unit 3: Plumbing and sanitary fixtures 20 30
Unit 4: Maintaining a healthy, safe and 15
secure work environment
Unit 5: Optimum utilization of resources 15

Total 95 30
Part C Practical Work
Practical Examination 06 15
Written Test 01 10
Viva Voce 03 10
Total 10 35
Part D Project Work/Field Visit
Practical File/Student Portfolio 10 10
Viva Voce 05 05
Total 15 15
Part E Continuous and Comprehensive Evaluation (CCE)
Total 05 10
Grand Total 200 100

3. TEACHING/TRAINING ACTIVITIES
The teaching and training activities have to be conducted in classroom, laboratory/ workshops and field
visits. Students should be taken to field visits for interaction with experts and to expose them to the various
tools, equipment, materials, procedures and operations in the workplace. Special emphasis should be
laid on the occupational safety, health and hygiene during the training and field visits.

CLASSROOM ACTIVITIES

Classroom activities are an integral part of this course and interactive lecture sessions, followed by
discussions should be conducted by trained vocational teachers. Vocational teachers should make
effective use of a variety of instructional or teaching 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.

CURRICULUM: ENGINEERING & TECHN0LOGY- ASSISTANT PLUMBER – GENERAL

3|Page
 © PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION

PRACTICAL WORK IN LABORATORY/WORKSHOP

Practical work may include but not limited to hands-on-training, simulated training, role play, case based
studies, exercises, etc. Equipment and supplies should be provided to enhance hands-on learning
experience of students. Only trained personnel should teach specialized techniques. A training plan that
reflects tools, equipment, materials, skills and activities to be performed by the students should be
submitted by the vocational teacher to the Head of the Institution.

FIELD VISITS/ EDUCATIONAL TOUR

In field visits, children will go outside the classroom to obtain specific information from experts or to make
observations of the activities. A checklist of observations to be made by the students during the field visits
should be developed by the Vocational Teachers for systematic collection of information by the students
on the various aspects. Principals and Teachers should identify the different opportunities for field visits
within a short distance from the school and make necessary arrangements for the visits. At least three
field visits should be conducted in a year.

4. ASSESSMENT AND CERTIFICATION

Upon successful completion of the course by the candidate, the Central/State Examination Board for
Secondary Education and the respective Sector Skill Council will certify the competencies.

The National Skills Qualifications Framework (NSQF) is based on outcomes referenced to the National
Occupation Standards (NOSs), rather than inputs. The NSQF level descriptors, which are the learning
outcomes for each level, include the process, professional knowledge, professional skills, core skills and
responsibility. The assessment is to be undertaken to verify that individuals have the knowledge and skills
needed to perform a particular job and that the learning programme undertaken has delivered
education at a given standard. It should be closely linked to certification so that the individual and the
employer could come to know the competencies acquired through the vocational subject or course.
The assessment should be reliable, valid, flexible, convenient, cost effective and above all it should be
fair and transparent. Standardized assessment tools should be used for assessment of knowledge of
students. Necessary arrangements should be made for using technology in assessment of students.

KNOWLEDGE ASSESSMENT (THEORY)

Knowledge Assessment should include two components: one comprising of internal assessment
and second an external examination, including theory examination to be conducted by the Board. The
assessment tools shall contain components for testing the knowledge and application of knowledge.
The knowledge test can be objective paper based test or short structured questions based on the
content of the curriculum.

WRITTEN TEST

It allows candidates to demonstrate that they have the knowledge and understanding of a given topic.
Theory question paper for the vocational subject should be prepared by the subject experts comprising
group of experts of academicians, experts from existing vocational subject experts/teachers, and
subject experts from university/colleges or industry. The respective Sector Skill Council should be consulted
by the Central/State Board for preparing the panel of experts for question paper setting and conducting
the examinations.

CURRICULUM: ENGINEERING & TECHN0LOGY- ASSISTANT PLUMBER – GENERAL

4|Page
 © PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION

The blue print for the question paper may be as follows:

Duration: 3 hrs Max. Mark: 30

S. No. of Questions
No.
Very Short Short Long Answer
Typology of Question Answer Answer (3 Marks) Marks
(1 mark) (2 Marks)
1. Remembering – (Knowledge based
simple recall questions, to know specific
facts, terms, concepts, principles, or 2 1 2 10
theories; identify, define or recite,
information)
2. Understanding – (Comprehension
– to be familiar with meaning and to
understand conceptually, interpret, 1 2 2 11
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 situation, private
0 1 1 05
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 information
from a variety of sources) 0 1 0 02
5. Evaluation – (Appraise, judge, and/or
justify the value or worth of a decision or
outcome, or to predict outcomes based
on values) 0 1 0 02

Total 3x1=3 6x2=12 5x3=15 30

(14
questions)

SKILL ASSESSMENT (PRACTICAL)

Assessment of skills by the students should be done by the assessors/examiners on the basis of practical
demonstration of skills by the candidate, using a competency checklist. The competency checklist
should be developed as per the National Occupation Standards (NOSs) given in the Qualification Pack
for the Job Role to bring about necessary consistency in the quality of assessment across different
sectors and Institutions. The student has to demonstrate competency against the performance criteria
defined in the National Occupation Standards and the assessment will indicate that they are
'competent', or are 'not yet competent'. The assessors assessing the skills of the students should possess a
current experience in the industry and should have undergone an effective training in assessment
principles and practices. The Sector Skill Councils should ensure that the assessors are provided with the
training on the assessment of competencies.

Practical examination allows candidates to demonstrate that they have the knowledge and
understanding of performing a task. This will include hands-on practical exam and viva voce. For
practical, there should be a team of two evaluators – the subject teacher and the expert from the
relevant industry certified by the Board or concerned Sector Skill Council. The same team of examiners
will conduct the viva voce.

CURRICULUM: ENGINEERING & TECHN0LOGY- ASSISTANT PLUMBER – GENERAL

5|Page
 © PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION

Project Work (individual or group project) is a great way to assess the practical skills on a certain time
period or timeline. Project work should be given on the basis of the capability of the individual to perform
the tasks or activities involved in the project. Projects should be discussed in the class and the teacher
should periodically monitor the progress of the project and provide feedback for improvement and
innovation. Field visits should be organised as part of the project work. Field visits can be followed by a
small-group work/project work. When the class returns from the field visit, each group might be asked to
use the information that they have gathered to prepare presentations or reports of their observations.
Project work should be assessed on the basis of practical file or student portfolio.

Student Portfolio is a compilation of documents that supports the candidate’s claim of competence.
Documents may include reports, articles, photos of products prepared by students in relation to the unit
of competency.

Viva voce allows candidates to demonstrate communication skills and content knowledge. Audio or
video recording can be done at the time of viva voce. The number of external examiners would be
decided as per the existing norms of the Board and these norms should be suitably adopted/adapted
as per the specific requirements of the vocational subject. Viva voce should also be conducted to obtain
feedback on the student’s experiences and learning during the project work/field visits.

CONTINUOUS AND COMPREHENSIVE EVALUATION

Continuous and Comprehensive Evaluation (CCE) refers to a system of school-based evaluation of

students that covers all aspects of student’s development. In this scheme, the term `continuous' is meant
to emphasize that evaluation of identified aspects of students ‘growth and development' is a continuous
process rather than an event, built into the total teaching-learning process and spread over the entire
span of academic session. The second term `comprehensive' means that the scheme attempts to cover
both the scholastic and the co-scholastic aspects of students' growth and development. For details, the
CCE manual of Central Board of Secondary Education (CBSE) or the guidelines issued by the State Boards
on the procedure for CCE should be followed by the Institutions.

5. UNIT CONTENTS

GRADE 9
PART A: EMPLOYABILITY SKILLS

S.No. Units Duration

(Hrs)
1. Unit 1: Communication Skills - I 20
2. Unit 2: Self-management Skills - I 10
3. Unit 3: Information and Communication 20
Technology
Skills-I
4. Unit 4: Entrepreneurial Skills - I 15
5. Unit 5: Green Skills - I 10
Total 75

CURRICULUM: ENGINEERING & TECHN0LOGY- ASSISTANT PLUMBER – GENERAL

6|Page
 © PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION

Unit 1: Communication Skills - I

Learning Outcome Theory Practical Duration
(08 hrs) (12 hrs) (20 Hrs)
1. Demonstrate the 1. Introduction to 1. Role play on the
knowledge of communication communication
importance, process process
2. Importance of
elements and 2. Group discussion
communication
perspectives in 3. Elements of on the importance
communication communication of communication
4. Perspectives in and factors
communication affecting
5. Effective perspectives in
communication communication
3. Charts preparation
on elements of
communication 02
4. Asking students to
write statements
exemplify the use
of the 7Cs (i.e.
Clear, Concise,
Concrete, Correct,
Coherent,
Courteous and
Complete) for
effective
communication
2. Demonstrate the 1. Verbal 1. Role play of a phone
knowledge of communication conversation
verbal 2. Types of verbal 2. Chart preparation
communication on types of verbal
communication
3. Advantages and communication
disadvantages of 3. Group discussion on
verbal advantages and
02
communication disadvantages of
4. Public speaking verbal
communication
4. Delivering a speech
and practicing
public speaking by
using 3P’s

CURRICULUM: ENGINEERING & TECHN0LOGY- ASSISTANT PLUMBER – GENERAL

7|Page
 © PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION

3. Demonstrate the 1. Non-verbal 1. Role play on non-

knowledge of communication verbal
non-verbal 2. Importance of non- communication
verbal 2. Group discussion
communication
communication and
3. Types of non verbal demonstration of
02
communication Do’s and Don’ts to
4. Visual avoid body
communication language mistakes
3. Group discussion
on three methods
of communication
4. Demonstrate the 1. Writing skills: Parts of 1. Reading paragraphs
knowledge of speech and sentences and
basic writing 2. Using capitals identifying parts of
skills 3. Punctuation speech
4. Basic parts of 2. Constructing and
speech writing sentences by
using parts of
02
speech
3. Identifying nouns by
guessing the name,
place, animal, and
thing
5. Describe the 1. Writing skills: 1. Framing and writing
parts and types Sentences sentences using
of sentences 2. Parts of a direct and indirect
sentence objects
3. Types of objects 2. Writing a paragraph
4. Types of sentences – using active and
Active and Passive passive voice
5. Types of sentences, 3. Writing different
02
according to their types of sentences
purpose (i.e., declarative,
6. Paragraphs exclamatory,
interrogative and
imperative)
6. Demonstrate the 1. Pronunciation Basics 1. Pronouncing words
knowledge of 2. Speaking correctly and identifying
pronunciation 3. Phonetics vowels, diphthongs
basics 4. Types of sounds and consonants
02
2. Practicing the
pronunciation of
words
7. Demonstrate 1. Greetings and 1. Role-play on Formal
how to greet Introductions and informal
and introduce 2. Greetings greetings
self 3. Types of greetings 2. Role-play on
4. Introducing yourself introducing
and others someone
02
3. Practice and
discussion on how
to greet different
people.

CURRICULUM: ENGINEERING & TECHN0LOGY- ASSISTANT PLUMBER – GENERAL

8|Page
 © PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION

8. Answer 1. Talking about self 1. Practicing

questions that 2. Filling a form introducing
others ask about yourself and
you 2. Practicing filling
02
of forms
3. Role-play on Self
Introduction
9. Asking 1. Asking questions 1. Framing and
questions 2. Need for asking writing questions
according to a questions (using Who,
situation 3. Method for asking Where, When,
questions What, Why and
How)
2. Framing and
writing questions
02
(based on
purpose of the
question)
3. Discussing and
guessing the
personality using
framed questions
10.Use the correct 1. Asking questions 1. Framing and
question words 2. Types of questions writing open-
to ask open- 3. Framing questions ended and close-
ended and ended questions.
close-ended 2. Group practice on
02
questions framing question
3. Identifying open-
ended and
closed-ended
questions.
Total 20

Unit 2: Self-management Skills – I

Learning Outcome Theory Practical Duration
(07 hrs) (03 hrs) (10 Hrs)
1. Describe the 1. Introduction to self- 1. Group discussion
meaning and management and on self-
importance of its components management skills
self- 2. Self-awareness 2. Performing
management 3. Self-confidence activities to
4. Self-motivation know how much
5. Positive thinking aware are you
6. Self-control about yourself.
01
7. Problem solving 3. Chart
8. Personal hygiene preparation on
and grooming components of
9. Team work self-
10. Time management management
11. Goal setting

CURRICULUM: ENGINEERING & TECHN0LOGY- ASSISTANT PLUMBER – GENERAL

9|Page
 © PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION

2. Identifying 1. Identifying strength 1. Group

strength and and weakness discussion on
weakness 2. Knowing yourself aim and goal in
analysis 3. Strength and life
Weakness analysis 2. Perform a strength
4. Difference between and weakness
01
interests and abilities analysis
3. Group discussion on
interests and
abilities
3. Build self- 1. Self–confidence 1. Role play on
confidence 2. Qualities of self- building self-
confident people confidence
3. Building self- 2. Performing
confidence activities on 02
building
confidence
through positive
words
4. Building the 1. Positive thinking 1. Story-telling
concept on 2. Positive thinking and 2. Role-play on
positive thinking its importance following the class
3. How to keep your rules
thinking positive? 3. Practicing saying
positive words
4. Making a list of
steps involved in
self-reflection) on
02
how you will follow
positive attitude
practices
5. Home activity on
helping others,
community service
and social work
5. Describe the 1. Personal hygiene 1. Role-play on
concept and 2. Three steps of following personal
aspects of personal hygiene hygiene steps
personal • Care 2. Discussion and
hygiene • Wash follow up on
02
• Avoid personal hygiene
3. Essential steps of practices
handwashing
6. Follow the 1. Grooming 1. Role play on
guidelines for 2. Grooming and its dressing and
dressing and importance grooming
personal 3. Guidelines for standards
02
grooming dressing and 2. Self-reflection on
grooming – dressing and

CURRICULUM: ENGINEERING & TECHN0LOGY- ASSISTANT PLUMBER – GENERAL

10 | P a g e
 © PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION

clothes, hair, face grooming well

Total 10

Unit 3: Information and Communication Technology Skills – I

Learning Outcome Theory Practical Duration
(06 hrs) (14 hrs) (20 Hrs)
1. Explain the 1. Introduction to 1. Group discussion
role of Information and on past, present,
Information Communication and future use of
and Technology (ICT) ICT
Communicati 2. ICT at workplace 2. Preparations of
on Technology 3. ICT at home posters on
02
(ICT) in day- applications of
to-day life and ICT
the workplace
2. Differentiate 1. ICT tools smartphones 1. Performing
between the and tablets I activities to get
ICT tools and 2. Smartphones familiar with
3. Tablets 02
use of mobile mobile devices
4. TV and Radio
apps 5. Application or apps
3. Differentiate 1. ICT tools -smartphone 1. Performing
between and tablets II activities to get
smartphones 2. Mobile device layout familiar with the
and tablets 3. Basic features of a mobile device –
mobile device use and 02
4. Home screen of applications of
mobile device mobile devices
5. Basic gestures used
4. Describe the 1. Parts of a computer 1. Chart
parts of and peripherals preparation on
computer and 2. Parts of a computer components of
the computer 3. Input devices a computer
peripherals 4. Output devices 2. Group activity
5. Peripherals devices on connecting
and their functions devices to a
6. Central Processing Unit computer
(CPU)
02
7. Understanding
Random Access
Memory (RAM) and
Read Only Memory
(ROM)
8. Motherboard
9. Ports and connections
5. Demonstrate 1. Basic computer 1. Group activity on
basic operations use of computer
computer 2. Computer hardware 2. Group practice 02

CURRICULUM: ENGINEERING & TECHN0LOGY- ASSISTANT PLUMBER – GENERAL

11 | P a g e
 © PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION

operations and software on using the

3. Starting a computer keyboard
4. Log in and log out
5. Shutting down
computer
6. Using the keyboard
7. Using a mouse
6. Perform basic 1. Performing Basic file 1. Group practice
file computer operations on creating a file.
operations 2. Need to perform basic
file operations.
3. Files and folders -
02
creating a file and
using text editor
Ubuntu
7. Demonstrate 1. Communication and 1. Group discussion
the Networking -Basics of on the uses of the
knowledge of Internet internet
internet and 2. Use of the Internet
networking 3. Connecting to the
Internet
02
• Types of connection
• Bandwidth
• Internet browser
8. Perform 1. Communication and 1. Group practice on
internet Networking – Internet web browsing
browsing Browsing
2. World Wide Web
02
3. Web page
4. Web browsers
9. Apply the 1. Communication and 1. Group discussion
knowledge of Networking – on using E-mail
communicatio Introductions to E-Mail and its
n networking 2. How does the E-mail advantages
work?
01
3. Email Id or address
4. Advantages of E-mail
10.Create an 1. Communication and 1. Group practice on
Email account Networking – Creating creating and
an E-mail account operating an e-
2. Creating an E-mail
mail account
account
3. Steps to open an E- 01
mail account on
Gmail

CURRICULUM: ENGINEERING & TECHN0LOGY- ASSISTANT PLUMBER – GENERAL

12 | P a g e
 © PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION

11.Write an Email 1. Communication and 1. Group practice on

Networking – Writing writing an e-mail
an E-mail with attachments
2. Writing an E-mail
3. Attaching a file to an
01
E-mail
4. Managing folders

12.Reply an Email 1. Communication and 1. Group practice on

Networking – receiving and
Receiving and replying to an e-
Replying to an E-mail
mail.
2. Receiving Email
3. Replying to an Email 01
4. Forwarding Email
5. Deleting Email
Total 20

Unit 4: Entrepreneurial Skills - I

Learning Outcome Theory Practical Duration
(06 hrs) (09 hrs) (15 Hrs)
1. Describe the 1. What is 1. Group activity on
concept of Entrepreneurship? guessing the
Entrepreneurship 2. Entrepreneurship Entrepreneur
04
skills 3. Enterprise
2. Describe the role 1. Role of 1. Group discussion
of Entrepreneurship on “A world
entrepreneurship 2. Economic development without
3. Social development Entrepreneurs”
4. Improved standard of 2. Role-play on roles
living of
03
5. Optimal use of resources entrepreneurship
6. More benefits at lower
prices - products and
services at competitive
prices
3. Describe the 1. Qualities of a successful 1. Role-play on
qualities of a entrepreneur appearing for an
successful 2. Patience interview
entrepreneur 3. Positivity 2. Group activity on
4. Hardworking interactions with 02
5. Confidence entrepreneurs
6. Open to trial and error
7. Creativity and innovation

CURRICULUM: ENGINEERING & TECHN0LOGY- ASSISTANT PLUMBER – GENERAL

13 | P a g e
 © PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION

4. State the 1. Distinguishing 1. Group activity on

characteristics of characteristics of identifying
entrepreneurship entrepreneurship and characteristics of
wage employment enterprise
2. Characteristics of 2. Discussion on
entrepreneurship advantages of 03
3. Wage employment entrepreneurship
4. Benefits of over wage
entrepreneurship employment

5. Identify the type 1. Types of business 1. Group activity on

of business activities identifying
activity 2. Product business different types of
3. Service business products and 01
4. Hybrid business services

6. Differentiate 1. Product, Service, and 1. Poster making on

between the Hybrid Businesses business activities
product, service, 2. Types of product-based around us
and hybrid business
01
businesses 3. Manufacturing
businesses
4. Trade businesses

7. Describe the 1. Entrepreneurship 1. Group activity on

entrepreneurship 2. Development Process Make-and-Sell
development 3. Steps of starting a business
process business
• Idea generation
• Getting money and 01
material
• Understanding
customer needs
• Improving product/
service
Total 15

CURRICULUM: ENGINEERING & TECHN0LOGY- ASSISTANT PLUMBER – GENERAL

14 | P a g e
 © PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION

Unit 5: Green Skills - I

Learning Outcome Theory Practical Duration
(07 hrs) (03 hrs) (10 Hrs)
1. Demonstrate the 1. Society and 1. Group activity on
knowledge of Environment listing the factors
society and 2. Natural resources influencing the 05
environment 3. Renewable and Non- environment
renewable resources 2. Group activity on
4. Types of pollutions listing the steps
5. Climate change one can take to
6. Harmful radiation save the
7. Natural disaster environment
8. Saving the
environment: What
can you do?
9. Reduce, reuse and
recycle
10. Actions for saving the
environment
2. Describe the 1. Conserving natural 1. Group discussion on
meaning and resources various ways of
importance of 2. Soil conservation conserving natural
conserving 3. Water conservation resources 02
natural resources 4. Energy conservation
5. Food conservation
6. Forest conservation
3. Describe the 1. Sustainable 1. Group discussion
meaning and Development and on importance
scope of Green Economy of green skills
sustainable 2. Sustainable 2. Poster making on
development Development importance of
and green 3. Sustainable green economy 03
economy Development
4. Goals (SDGs)
5. Green growth
6. Green economy
7. Components of green
economy
8. Skill development for the
green economy
9. Green skills
10. Green jobs
11. Green projects
Total 10

CURRICULUM: ENGINEERING & TECHN0LOGY- ASSISTANT PLUMBER – GENERAL

15 | P a g e
 © PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION

PART B: VOCATIONAL SKILLS

S. No. Units Duration (Hrs.)

1 Unit 1: Introduction to plumbing 15

2 Unit 2: Tools for plumbing 25
3 Unit 3: Plumbing material and pipes, types and 20
grades of pipe
4 Unit 4: Measurements and symbols used in 15
plumbing
5 Unit 5: Plumbing fittings, Joints and valves 20

Total 95

Unit 1: Introduction to Plumbing

Learning Outcome Theory Practical Duration
(06 Hrs) (09 Hrs) (15 Hrs)
1. Overview of 1. Importance of 1. List the jobs related 05
plumbing plumbing to water and
industry, scope of 2. Job opportunities in plumbing sector
employment in plumbing
this sector
2. Responsibilities of 1. Responsibilities of 1. List the 05
an assistant assistant plumber responsibilities of
plumber general general assistant plumber
general
3. Identifying the 1. Meaning of plumbing 1. Visit to school 05
plumbing 2. Sketches building and see
components 3. Application and Uses plumbing items
2. List the plumbing
items in a school
building
Total 15

Unit 2: Tools for Plumbing

Learning Outcome Theory Practical Duration
(08 Hrs) (12 Hrs) (20 Hrs)
1. Identify the tools 1. Importance of tools 1. Identify the tools 10
to be used 2. Different types of tools 2. Draw the figure of
used in plumbing tools
Knowledge of tools such 3. Do the market
as Bench vice, Pipe, survey to find out
vice, Wrenches, the manufacturer
Adjustable wrench, and cost of each
Water-pump, plies, tools
Spanners, Ring spanner,

CURRICULUM: ENGINEERING & TECHN0LOGY- ASSISTANT PLUMBER – GENERAL

16 | P a g e
 © PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION

Open ended spanner,

Combination Spanners,
Bi-hexagonal, ring
spanner, Chisel,
Hammer, Chain wrench
Rover jumper, Trowel,
Screw driver, Hacksaw,
Pipe cutter, Pipe
bending, machine
Threading dies, File,
Pliers, Caulking tools,
Drill machine, Drill bit
Hangers, Measuring
tape, Plumb rule and
bob Sprit level, Pipe
threader
2. Handling of tools 1. Methods of holding the 1. Do practice of 10
tools handling of tools
2. Safety precautions to using safety
be taken while using the measures
tools 2. Demonstrate the
3. Maintaining the procedure of
plumbing tools and cleaning and
equipment’s maintaining,
plumbing resources
and tools
3. Maintenance of 1. Impact of factors such 1. Measuring the 05
tools as temperature, pH temperature of
(acidity levels), water
chemical 2. Reading the
composition, chemical
oxidation and ageing composition of
on plumbing tools, water
equipment, products 3. List the processes of
and materials prevention
2. Processes of
prevention and their
application used in
the plumbing industry
Total 25

CURRICULUM: ENGINEERING & TECHN0LOGY- ASSISTANT PLUMBER – GENERAL

17 | P a g e
 © PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION

Unit 3: Plumbing materials and pipes, types and grades of pipe

Learning Outcome Theory Practical Duration
(08 Hrs) (12 Hrs) (20 Hrs)
1. Basic task to 1. Importance of 1. Demonstrate the 10
facilitate obtaining clarity process of
plumbing work about the task to be unpacking of
performed and plumbing pipes,
following instruction fittings fixtures and
and standard related materials.
procedure.
2. Unpacking and
checking of
material as per
manufacturer
guideline
2. Identify the 1. Plumbing material 1. Enlist and identify 05
plumbing and its importance the plumbing
materials used 2. Method/technique materials
of application of 2. Technique of
plumbing material application of the
Precautions to be material
used during 3. Demonstrate the
application. application
3. Various tools used for process
application of
material
3. Identify the 1. Importance and use 1. Survey the institute 05
plumbing pipes of plumbing pipes building and
2. Types and quality of identify the
pipes. plumbing pipes
3. Grades and used
characteristics of 2. Market survey and
pipes make a list of
4. Cost of the pipes plumbing pipes
Precaution while available.
handling the pipes 3. Visit a construction
site and see
plumbing pipes
with their uses at
site
Total 20

CURRICULUM: ENGINEERING & TECHN0LOGY- ASSISTANT PLUMBER – GENERAL

18 | P a g e
 © PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION

Unit 4: Measurements and Symbol used in Plumbing

Learning Outcome Theory Practical Duration
(06 Hrs) (11 Hrs) (15 Hrs)
1. Identify the 1. Importance of 1. Convert different 05
measurement measurement units in MKS to FPS
systems used for 2. Types of system
plumbing measurement 2. Read and note
3. Measurement tools down the values
4. Conversion method in measuring tools
3. Measure the
dimensions and
record the value
of different
plumbing
materials

2. Measure the 1. Technique of 1. Measure the 05

various quantity to measurement with length
be used in tools 2. Measure the
plumbing 2. Important units of density
measurement 3. Measure the
Pressure
4. Calculate the
quantity of
material as per
data above
recorded

3. Identify the various 1. Importance of 1. List the symbols 05

symbols used for symbols for various
plumbing work 2. Symbols used in plumbing items
plumbing 2. Draw the symbols
3. List the types of in drawing sheet
symbols 3. Identify the
symbol details
from drawing
and note what it
signifies or
indicates

Total 15

CURRICULUM: ENGINEERING & TECHN0LOGY- ASSISTANT PLUMBER – GENERAL

19 | P a g e
 © PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION

Unit 5: Plumbing fittings, joints and valves

Learning Outcome Theory Practical Duration
(08 Hrs) (12 Hrs) (20 Hrs)
1. Able to identify 2. Importance and use of 1. Identify the 10
plumbing fittings plumbing fittings different types of
3. Types and properties of plumbing fittings
plumbing fittings. 2. Drawings /sketches
4. Tools required for fixing of plumbing fittings
the plumbing fittings 3. Reading and
5. Procedure of fixing the interpreting the
fittings like Elbow, sketches/basic
Gasket, Couplings, working drawing
Union, Reducer, Tee, 4. Market survey and
Nipple, Valve and Trap identify the
etc. different type of
plumbing fittings
5. Practice of fixing of
plumbing fittings

2. Able to identify 1. Importance and use of 1. Identify the 10

plumbing joints plumbing joints different types of
2. Types and properties of plumbing joints
plumbing joints. 2. Drawings /sketches
3. Tools required for fixing of plumbing joints
the plumbing joints 3. Reading and
4. Procedure of fixing the interpreting the
joints sketches/basic
working drawing
4. Market survey to
identify the
different type of
plumbing materials
available to
assemble joints
5. Practice of fixing of
plumbing joints

Total 20

CURRICULUM: ENGINEERING & TECHN0LOGY- ASSISTANT PLUMBER – GENERAL

20 | P a g e
 © PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION

GRADE 10
PART A - EMPLOYABILITY SKILLS
S.No. Units Duration
(Hrs)
1. Communication Skills – II 20
2. Self-management Skills - II 10
3. Information and Communication Technology Skills – II 20
4. Entrepreneurial Skills – II 15
5. Green Skills - II 10
Total 75

Unit 1: Communication Skills - II

Learning Outcome Theory Practical Duration
(12 hrs) (08 hrs) (20 Hrs)
1. Demonstrate 1. Methods of 1. Role-play on
the knowledge communication communication
of various 2. Communication proces
methods of process and 2. Group discussion on
communication elements the effects of
05
elements of
communication
cycle
2. Describe the 1. Verbal 1. Role-play of a
types of verbal communication telephonic
communication 2. Types of verbal conversation
communication 2. Chart preparation
3. Advantages and on types of verbal
disadvantages of communication
Verbal 3. Group discussion
communication on the advantages
4. Mastering Verbal and disadvantages
02
communication of verbal
communication
4. Group activity on
delivering a speech
and practicing
public speaking.
3. Demonstrate 1. Non-verbal 1. Role play on non-
the knowledge communication verbal
of non-verbal 2. Importance of Non– communication
communication verbal 2. Group discussion
02
communication and practice on

CURRICULUM: ENGINEERING & TECHN0LOGY- ASSISTANT PLUMBER – GENERAL

21 | P a g e
 © PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION

3. Types of non-verbal how to avoid body

communication language mistakes
4. Visual 3. Group discussion on
communication three methods of
communication
4. Describe the 1. Communication 1. Role play on
communication cycle and providing feedback
cycle and importance of 2. Group activity on
importance of feedback constructive
feedback 2. Feedback feedback
3. Types of feedback
02
Importance of
feedback

5. Identify the 1. Barriers to Effective 1. Role play on barriers

barriers to communication to effective
effective 2. Effective communication
communication communication 2. Group activity on
3. Barriers to effective overcoming barriers
communication to effective
• Physical barriers communication
• Linguistic barrier 3. Chart preparation on
• Interpersonal barriers to effective
barriers communication
• Organizational
04
barriers
• Culture barriers
4. Ways to overcome
barriers to effective
communication
6. Demonstrate 1. Writing skills – Parts of 1. Reading paragraph
the knowledge speech and sentences and
of parts of 2. Capitalization identifying parts of
speech 3. Punctuations speech
4. Basics of parts of 2. Group activity on
speech sentence construction
5. Supporting parts of 3. Identifying nouns by
speech guessing the name,
• Article place, animal, or thing 03
• Conjunctions
• Prepositions
• Interjections

7. Write sentences 1. Writing Skills - 1. Making sentences

Sentences using direct and
2. Parts of sentence indirect objects
3. Types of objects 2. Writing a paragraph
4. Types of sentences using active and
• Active passive voice 02

CURRICULUM: ENGINEERING & TECHN0LOGY- ASSISTANT PLUMBER – GENERAL

22 | P a g e
 © PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION

• Passive 3. Framing different

5. Paragraphs types of sentences
(i.e., declarative,
exclamatory,
interrogative and
imperative)
Total 20

Unit 2: Self-management Skills - II

Learning Outcome Theory Practical Duration
(05 hrs) (05 hrs) (10 Hrs)
1. Apply stress 1. Stress management 1. Role Play on avoiding
management 2. Stress and Stress stressful situation
techniques management 2. Activity on listing
techniques stressful situations and
3. Management discussing the stress
technique management
02
4. Ability to work techniques like yoga,
independently deep breathing
5. Emotional exercises etc.
intelligence
2. Identify 1. Self-Awareness – 1. Group discussion on
strengths and Strength and aim and goal in life
weaknesses of Weakness Analysis 2. Perform a strength
self 2. Knowing yourself and weakness
3. Strength and analysis
weakness analysis 3. Group discussion on
4. Techniques for interests and abilities
identifying strengths 02
and weaknesses
5. Difference between
interests and abilities
3. Demonstrate 1. Self-Motivation 1. Group discussion on
the 2. Types of motivation staying motivated
knowledge of 3. Qualities of self- 2. Activity on listing
self- motivated people the ways
motivation 4. Building self– to motivate oneself 02
motivation
4. Set SMART 1. Self-Regulation – 1. Group activity on
goals Goal Setting setting SMART goals
2. Goals and Setting 2. Writing long- term
SMART goals and short-term
3. How to set goals goals
• Specific 3. Activity on listing the
• Measurable ways to surely set 02
• Achievable SMART goals
• Realistic

CURRICULUM: ENGINEERING & TECHN0LOGY- ASSISTANT PLUMBER – GENERAL

23 | P a g e
 © PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION

• Time bound

5. Demonstrate 1. Self-Regulation – 1. Preparing a list of

the Time Management activities to practice
knowledge of 2. Time management time management
time and its importance 2. Discussion on how to
management 3. Example and non- manage time to
example of time reach school on time
management
4. Four steps for
effective time
02
management
• Organise
• Prioritise
• Control
• Track
5. Tips for practicing
the four steps of
effective time
management
Total 10

Unit 3: Information and Communication Technology Skills– II

Learning Outcome Theory Practical Duration
(08 hrs) (12 hrs) (20 Hrs)
1. Perform basic 1. Basics computer 1. Demonstration on
computer operations use of computers
operations 2. Computer hardware 2. Group activity on
and software using the keyboard
3. Starting a computer
4. Shutting down a
computer
12
5. Using keyboard
6. Using a mouse
• Roll over or hover
• Point and click
• Drag and drop
• Double click

CURRICULUM: ENGINEERING & TECHN0LOGY- ASSISTANT PLUMBER – GENERAL

24 | P a g e
 © PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION

2. Apply basic file 1. Performing basic file 1. Practice of creating a

operations operations folder
2. Basic File Operations
3. Files and folders
02
• Creating a file
• Creating a folder
3. Demonstrate 1. Computer care 1. Group activity on
computer care and Maintenance preparing a chart on
and 2. Importance of care care and maintenance
maintenance and maintenance of computer
of computers
3. Basic tips for taking
care of devices
• Cleaning
computer
devices
• Preparing
maintenance 03
schedule for
computers
• Taking backup
data
• Scanning and
cleaning viruses
• Removing SPAM
files
4. Describe the 1. Computer security 1. Group activity on
importance of and privacy preparing an
maintaining 2. Computer security infographic chart on
computer deals with computer security and
security and protecting privacy
privacy computer
• Reasons for 03
security breach
• Threats to
computer
• Protecting your
data
Total 20

Unit 4: Entrepreneurial Skills - II

Learning Outcome Theory Practical Duration
(06 hrs) (09 hrs) (15 Hrs)
1. Describe the 1. Entrepreneurship and 1. Group work on
meaning of society finding the problems
entrepreneurship 2. Activities of in school campus
05
entrepreneurs: and turning them
• Fulfil customer into business

CURRICULUM: ENGINEERING & TECHN0LOGY- ASSISTANT PLUMBER – GENERAL

25 | P a g e
 © PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION

needs opportunities
• Use local materials
• Help society
• Create job
• Share wealth
• Lower price
product
2. Identify the 1. Qualities and 1. Activity on self-
qualities and functions of an assessment of
functions of an entrepreneur entrepreneurial
entrepreneur 2. Qualities of an qualities
entrepreneur 2. Brainstorming on 03
solving a problem in
their area
3. Taking an interview of
an entrepreneur
3. Describe the 1. Misconceptions and 1. Group activity on
myths and myths about identifying everyday
realities about entrepreneurship heroes
entrepreneurship 1. Activity on
interviewing the 04
entrepreneurs
2. Group activity on
making items and
selling to someone
4. Describe 1. Entrepreneurship as 1. Brainstorming on
entrepreneurship a career option entrepreneurship as
as a career 2. Meaning of career a life option
option • Ways of earning a 2. Group discussion on
living The power of
• Self-employment entrepreneurship
03
3. Wage employment
4. Entrepreneur career
process
• Enter
• Survive
• Grow
Total 15

Unit 5: Green Skills - II

Learning Theory Practical Duration
Outcome (07 hrs) (03 hrs) (10 Hrs)
1. Demonstrate the 1. Sustainable 1. Group activity on
knowledge of Development creating garden in
green skills 2. Importance of the school or planting
sustainable tree saplings
development 2. Group discussion on 05

CURRICULUM: ENGINEERING & TECHN0LOGY- ASSISTANT PLUMBER – GENERAL

26 | P a g e
 © PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION

3. Problems related to “How to prevent

sustainable wastage”
development
4. Sustainable
development Goals
5. Sustainable
development initiatives
6. Sustainable process
2. Describe the 1. Our role in 1. Group discussion on
role of self in sustainable conservation and
sustainable development protection of
development 2. Our role towards environment
Sustainable 2. Group activity on
Development organizing an art
• Quality education project using waste
• Clean water and
sanitation
• Affordable and 05
clean energy
• Decent work and
economic growth
• Reducing
inequalities
• Creating
sustainable cities
and communities
• Responsible
consumers and
producers
• Protect life below
water
• Protect life on land
Total 10

PART B: VOCATIONAL SKILLS

S. No. Units Duration
(Hrs.)
1 Unit 1: Basic Building Construction 15
2 Unit 2: PIPES –Cutting, Threading, Joining and Testing of 30
Pipelines
3 Unit 3: Plumbing and sanitary fixtures 20
4 Unit 4: Maintaining a healthy, safe and secure work 15
environment
5 Unit 5: Optimum utilization of resources 15

Total 95

CURRICULUM: ENGINEERING & TECHN0LOGY- ASSISTANT PLUMBER – GENERAL

27 | P a g e
 © PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION

Unit 1: Basic Building Construction

Learning Outcome Theory Practical Duration
(05 Hrs) (10 Hrs) (15 Hrs)
1. Identify different 1. Components of Building 1. Identification of the 05
components of structure, components of
a building 2. Importance and use of building structure
structure building components in 2. Draw the
a structure components of
3. Purpose and utilization building structure
of various components
of building structure

2. Do the cutting 1. Method of cutting 1. Do the marking on 10

and opening in 2. Tools used for cutting structure for cutting
building Safety during cutting 2. Application of tools
structure for and opening and equipment for
fixing plumbing cutting
fixtures etc. 3. Collect the waste
material and dispose
at proper place

Total 15

Unit 2: PIPES – Cutting, Threading, Joining, and Testing of Pipelines

Learning Outcome Theory Practical Duration
(12 Hrs) (18 Hrs) (30 Hrs)
1. Do the cuttings of 1. Cutting procedure of 1. Cutting practice of 05
pipeline as per pipes pipes as per dimension
requirement
2. Do the threading 1. Threading procedure 1. Threading practices of 05
of pipeline as of pipes pipes
per requirement
3. Do the joining 1. Joining procedure of 1. Joining practices of 05
practice of pipes pipes pipes
as per
requirement
4. Do the bending 1. Bending procedure of 1. Bending practices of 05
practice of pipes pipes pipes
as per
requirement
5. Do the forming, 1. Forming, assembling 1. Forming, assembling 05
assembling and and securing and securing
securing procedure of pipes practices of pipes
practice of pipes

CURRICULUM: ENGINEERING & TECHN0LOGY- ASSISTANT PLUMBER – GENERAL

28 | P a g e
 © PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION

as per
requirement
6. Do the testing of 1. Testing procedure of 1. Testing practices of 05
pipelines after pipes pipes
installation
Total 30

Unit 3: Plumbing and sanitary fixtures

Learning Outcome Theory Practical Duration
(08 Hrs) (12 Hrs) (20 Hrs)
1. Identify 1. Meaning of plumbing 1. Identification of the 05
Plumbing and and sanitary fixtures components of
sanitary fixtures 2. Use of plumbing and Plumbing and
sanitary fixtures sanitary fixtures
2. Draw the Plumbing
and sanitary fixtures
2. Identify type 1. Type and components 1. Make a list of 07
and of plumbing and Plumbing and
Components of sanitary fixtures sanitary fixtures in your
plumbing and 2. Spacing/ height to be area
sanitary fixtures provided among 2. Collect the drawing
different components of various types of
of a Plumbing and Plumbing and
sanitary fixtures sanitary fixtures
3. Handle the tools 1. Specification and type 2. Demonstration of 05
used for of tools used opening of different
Accessories and Plumbing and
its type used for sanitary fixtures
plumbing and 3. Making the drawing
sanitary fixtures of different Plumbing
and sanitary fixtures
1. Making a list of safety
equipment
4. Installation of 1. Method of assembling 2. Demonstrate the 03
different and disassembling assembly of Plumbing
Plumbing and Plumbing and sanitary and sanitary fixtures
sanitary fixtures fixtures
Total 20

CURRICULUM: ENGINEERING & TECHN0LOGY- ASSISTANT PLUMBER – GENERAL

29 | P a g e
 © PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION

Unit 4: Maintaining a healthy, safe and secure work environment

Learning Outcome Theory Practical Duration
(06 Hrs) (09 Hrs) (15 Hrs)
1. Identify different 1. Miss handling of power 1. Safe handling 05
types of hazards tool practices, hand
2. Improper use of hand and power tool
tool 2. Making of drawing
3. Falls of power tool
4. Manual handling
5. Ladders

2. Follow the safety 1. Safety check 1. Identification of 10

procedures 2. Precaution at workshop various types of
3. Reporting of injuries and hazard
disease and danger 2. Identification and
4. Sign and symbols Handling of
5. Personnel protection personnel
equipment protective
6. Emergency services equipment
and first Aid 3. Handling of
firefighting
equipment

Total 20

Unit 5: Optimum utilization of resources

Learning Outcome Theory Practical Duration
(09 Hrs) (06 Hrs) (15 Hrs)
1. Practices and 1. Procedure of 1. List the procedure of 02
impact of efficient utilization of efficient utilization of
inefficient material and water. material and water
utilization of management.
material and
water
2. Ways of 1. Efficient ways of 1. List the efficient ways of 03
efficiently managing material managing material and
managing and water in the water in the plumbing
material and plumbing process process.
water in the
process

CURRICULUM: ENGINEERING & TECHN0LOGY- ASSISTANT PLUMBER – GENERAL

30 | P a g e
 © PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION

3. Application of 1. Explain the basics of 1. List common electrical 05

Electricals electricity. and thermal equipment
equipment’s 2. Common electrical used in a plumbing
used in and thermal workplace.
plumbing equipment used in a 2. List indicators of
plumbing workplace. common electrical
3. Describe the use of problems.
prevalent energy 3. List the prevalent energy
efficient devices. efficient devices used in
4. List indicators of plumbing.
common electrical 4. List the common
problems. practices of conserving
5. Discuss common electricity.
practices of
conserving
electricity.
6. Explain the
importance of
checking if the
equipment. Machine
is functioning
normally before
commencing work
and ensuring it is
rectified
4. Efficient waste 1. Usage of different 1. Identify ways to optimize 05
management colours of dustbin usages of water and
2. Recyclable and non- other material in various
recyclable and tasks/activities/ process.
hazardous waste 2. List the appropriate
3. Efficient waste techniques to use
management energy/electricity in an
practices optimum way.
4. Common source of 3. Categorize waste into
pollution dry, wet, recyclable,
5. Common ways non-recyclable and
implied by items of single-use
organization to plastics.
minimize waste 4. Employ effective waste
generated from management/recycling
plumbing activities practices
Total 15

6. ORANISATION OF FIELD VISITS

In a year, at least 3 field visits/educational tours should be organised for the students to expose them to
the activities in the workplace. Visit a Plumbing site and observe the following: Location, Site, Plumbing

CURRICULUM: ENGINEERING & TECHN0LOGY- ASSISTANT PLUMBER – GENERAL

31 | P a g e
 © PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION

site, Office building, newly constructed site, building store, Plumbing site. During the visit, students should
obtain the following information from the owner or the supervisor of the Plumbing site:

1. Plumbing site activity being taken

2. Residential/Commercial project
3. Technology adopted
4. Type of material used
5. Sale procedure
6. Manpower engaged
7. Total expenditure of project
8. Total annual income
9. Profit/Loss (Annual)
10. Any other information

7. LIST OF EQUIPMENT AND MATERIALS

The tools, equipment and materials required for training are as follos:
1. Pipe wrench,
2. Parrot pliers,
3. Slide wrench,
4. Die set complete,
5. Hacksaw
6. Pipe vice,
7. Screw drivers set, D
8. Double Ended spanner set,
9. Allen Key set,
10. Drill bit set,
11. Drilling Machine,
12. Caulking tools
13. Hammers,
14. measuring tape, plumb,
15. L-Square,
16. Spirit Level,
17. Hydraulic Testing Machine,
18. Smoke Generator for testing of pipes and joints,
19. Pressure gauge,
20. Powered pipe threading machine,
21. Taps/faucets,
22. Shower head complete,
23. Sink,
24. Flushing tanks,
25. Urinal,
26. Urinal flush,
27. Bidet,
28. Bath tub,
29. Geyser,
30. Clamps and Hangers,
31. Pipes,
32. Fittings and accessories as required.

CURRICULUM: ENGINEERING & TECHN0LOGY- ASSISTANT PLUMBER – GENERAL

32 | P a g e
 © PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION

8. VOCATIONAL TEACHERS’/TRAINERS’ QUALIFICATIONS AND

GUIDELINES

Qualification and other requirements for appointment of vocational teachers/trainers on contractual

basis should be decided by the State/UT. The suggestive qualifications and minimum competencies for the
vocational teacher should be as follows:

S. Qualification Minimum Age Limit

No. Competencies
1. B.Tech in Civil Engineering, • Effective • Minimum 18 Years
Agricultural Engineering, communication skills
,Mechanical Engineering and (oral and written) • Age relaxation to
B.Voc. (Bachelor in Vocation) from • Basic computing be provided as per
a recognized Institute /University, skills. Govt.rules.
with at least 1-year work/teaching
experience
Or
Diploma in Civil engineering /
Agricultural Engineering/
Mechanical Engineering with 2
years work/teaching experience

These guidelines have been prepared with an aim to help and guide the States in engaging quality
Vocational Teachers/Trainers in schools. Various parameters that need to be looked into while
engaging the Vocational Teachers/Trainers are the 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 the following ways:

(i) 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

(ii) 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 throughthe 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

CURRICULUM: ENGINEERING & TECHN0LOGY- ASSISTANT PLUMBER – GENERAL

33 | P a g e
 © PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION

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 relevantcertificates 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:

(i) Written test for the technical/domain specific knowledge related to the sector;
(ii) Interview for assessing the knowledge, interests and aptitude of trainer through a panel of
experts from the field and state representatives; and
(iii) 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 andVocational 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:

(i) Prepare session plans and deliver sessions which have a clear and relevant purposeand
which engage the students;
(ii) Deliver education and training activities to students, based on the curriculum to
achieve the learning outcomes;
(iii) Make effective use of learning aids and ICT tools during the classroom sessions;
(iv) 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;
(v) 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;
(vi) Identify the weaknesses of students and assist them in up-gradation of competency;
(vii) Cater to different learning styles and level of ability of students;
(viii) Assess the learning needs and abilities, when working with students with different
abilities
(ix) Identify any additional support the student may need and help to make special
arrangements for that support;
(x) Provide placement assistance

Assessment and evaluation of Vocational Teachers/Trainers is very critical for making themaware 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

CURRICULUM: ENGINEERING & TECHN0LOGY- ASSISTANT PLUMBER – GENERAL

34 | P a g e
 © PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION

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:

1. Participation in guidance and counselling activities conducted at Institutional, District

and State level;
2. Adoption of innovative teaching and training methods;
3. Improvement in result of vocational students of Grade 10 or Grade 12;
4. Continuous up-gradation of knowledge and skills related to the vocational pedagogy,
communication skills and vocational subject;
5. Membership of professional society at District, State, Regional, National and
International level;
6. Development of teaching-learning materials in the subject area;
7. Efforts made in developing linkages with the Industry/Establishments;
8. Efforts made towards involving the local community in Vocational Education
9. Publication of papers in National and International Journals;
10. Organisation of activities for promotion of vocational subjects;
11. Involvement in placement of students/student support services.

9. LIST OF CONTRIBUTORS

1. Er. Hemant Wadikar, Lecturer, Building Maintenance, Swami Vivekanand Jr. College (HSC
Vocational) Sindhi Society, Chembur, Mumbai-400071, Maharashtra, India
2. Dr. Abhay Kumar Jha, Head, Department of Civil Engineering, Laxmi Narain College of
Technology and Science, Raisen Road, Bhopal-462044, MP, India
3. Ms. Pooja Sharma, Vice President, IPSC, Okhla Industrial Area, Phase-I, New Delhi, India
4. Ms. Gunjan Aneja, Operations, Manager, IPSC, Okhla Industrial Area, Phase - I, New Delhi,
India
5. Dr. Manoj Arya, Associate Professor, MANIT, Bhopal
6. Dr. Satyendra Thakur, Assistant Professor, Engineering and Technology Department, PSS
Central Institute of Vocational Education, Bhopal
7. Prof. Saurabh Prakash, Coordinator and Head, Engineering and Technology Department,
PSS Central Institute of Vocational Education, Bhopal.

CURRICULUM: ENGINEERING & TECHN0LOGY- ASSISTANT PLUMBER – GENERAL

35 | P a g e