CBSE | DEPARTMENT OF SKILL EDUCATION

CURRICULUM FOR SESSION 2025-2026

ARTIFICIAL INTELLIGENCE (SUB. CODE - 843)

JOB ROLE: AI Assistant

CLASS – XII
OBJECTIVES OF THE COURSE:
Artificial Intelligence (AI) is a transformative field in computer science that focuses on creating
intelligent systems capable of learning, adapting, and self-improving. These systems can
process vast amounts of data with remarkable speed and accuracy, surpassing human
capabilities in many domains. AI's impact extends across disciplines, offering innovative
solutions to some of the world's most pressing challenges. From revolutionizing healthcare with
advanced diagnostics and personalized treatments to enhancing agricultural practices and
ensuring food security, AI has the power to reshape industries. It can improve access to quality
education, and play a pivotal role in protecting and restoring our planet's ecosystems by
cleaning our oceans, air, and water. The possibilities for leveraging AI to create a better future
are boundless, provided we harness its potential responsibly and ethically.

LEARNING OUTCOMES:
By the end of this course, students will:
1. Develop an informed perspective on Artificial Intelligence (AI), enabling them to think
critically about its implications for society and the world.
2. Understand the role of Python in AI development and its practical applications.
3. Harness the power of AI using no-code tools like Orange Data Mining to solve
complex problems efficiently.
4. Comprehend the significance of Data Science Methodology in a Capstone Project to
address real-world challenges.
5. Explore the fundamentals of computer vision and its applications in processing and
analyzing digital images and videos, as well as its role in intelligent machines.
6. Delve into the diverse possibilities of Generative AI, including image generation, text
synthesis, audio production, and video creation.
7. Understand the structure and components of neural networks, building a foundational
knowledge of deep learning.
8. Appreciate the value of storytelling as a powerful tool to communicate ideas, insights,
and solutions effectively in the context of AI.

SCHEME OF UNITS:
This course follows a structured sequence of instructional units designed to develop
employability and vocational skills among students. These units are carefully crafted to
integrate seamlessly with other educational subjects, fostering a holistic learning experience.

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 CBSE | DEPARTMENT OF SKILL EDUCATION
ARTIFICIAL INTELLIGENCE (SUBJECT CODE - 843)
CLASS – XII (SESSION 2025-2026)
Total Marks: 100 (Theory-50 + Practical-50)
NO. OF
UNITS MAX MARKS
HOURS
EMPLOYABILITY SKILLS
PART A

Unit 1: Communication Skills-IV 15 2

Unit 2: Self-Management Skills-IV 10 2
Unit 3: ICT Skills-IV 15 2
Unit 4: Entrepreneurial Skills-IV 10 2
Unit 5: Green Skills-IV 10 2
TOTAL 60 10
SUBJECT SPECIFIC SKILLS Th. Prac.
(*to be evaluated in
Unit 1: Python Programming – II* 6 18
practicals only)
Unit 2: Data Science Methodology: An Analytic
8 12 8
PART B

Approach to Capstone Project

Unit 3: Making Machines See 6 12 6
(*to be evaluated in
Unit 4: AI with Orange Data Mining Tool* 4 18
practicals only)
Unit 5: Introduction to Big Data and Data Analytics 7 12 6
Unit 6: Understanding Neural Networks 8 12 8
Unit 7: Generative AI 6 12 7
Unit 8: Data Storytelling 5 4 5
TOTAL 50 100 40
PRACTICAL WORK / PROJECT WORK
Capstone Project + Project Documentation
(As per the process given in “Project Guidelines”, on page 2 of
PART C

CBSE IBM Projects Cookbook)

25
• Capstone Project =15 Marks
• Project Documentation = 6 Marks
• Video= 4 Marks
Practical File 10
Lab Test (Python and Orange Data Mining) 10
Viva Voce (based on Capstone Project + Practical File) 5
TOTAL 50
GRAND TOTAL (THEORY + PRACTICAL) 100
(NOTE: *marked units/portion is to be evaluated in practicals only)

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 DETAILED CURRICULUM/TOPICS FOR CLASS XII

Part-A: EMPLOYABILITY SKILLS

S. No. Units Duration in Hours
1. Unit 1: Communication Skills-IV 15
2. Unit 2: Self-management Skills-IV 10
3. Unit 3: Information and Communication Technology Skills-IV 15
4. Unit 4: Entrepreneurial Skills-IV 10
5. Unit 5: Green Skills-IV 10
TOTAL 60

NOTE: The detailed curriculum/ topics to be covered under Part A: Employability Skills
can be downloaded from the CBSE website.

Part-B - SUBJECT SPECIFIC SKILLS

❖ Unit 1: Python Programming – II*
❖ Unit 2: Data Science Methodology: An Analytic Approach to Capstone Project
❖ Unit 3: Making Machines See
❖ Unit 4: AI with Orange Data Mining Tool*
❖ Unit 5: Introduction to Big Data and Data Analytics
❖ Unit 6: Understanding Neural Networks
❖ Unit 7: Generative AI
❖ Unit 8: Data Storytelling

(NOTE: *marked units/portion is to be evaluated in practicals only)

UNIT 1: PYTHON PROGRAMMING - II *(to be evaluated in practicals only)

SUB-UNIT LEARNING OUTCOMES ACTIVITY/PRACTICALS

● Recap of NumPy library ● Apply the fundamental ● Import and Export Data
● Recap of Pandas Library concepts of the NumPy between CSV Files and
● Importing and Exporting and Pandas libraries to DataFrames
perform data manipulation ● Implement Linear
Data between CSV Files
and analysis tasks Regression algorithm on
and DataFrames ● Import and export data Google Colab or any
● Handling missing value between CSV files and Python IDE. (**For
● Linear Regression Pandas Data Frames, Advanced Learners)
algorithm (**For ensuring data integrity and
Advanced Learners) consistency.

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UNIT 2: DATA SCIENCE METHODOLOGY: AN ANALYTIC APPROACH TO CAPSTONE
PROJECT
SUB-UNIT LEARNING OUTCOMES ACTIVITY/PRACTICALS

● Introduction to Data ● Integrate Data Science ● Calculate MSE and

Science Methodology Methodology steps into RMSE values for the
● Steps for Data Science the Capstone Project. data given using MS
Methodology ● Identify the best way to Excel
● Model Validation represent a solution to a ● Calculate Precision,
Techniques problem. Recall, F1 score, and
● Model Performance- ● Understand the Accuracy from the given
Evaluation Metrics importance of validating confusion matrix
machine learning models ● Python Code to Evaluate
● Use key evaluation a Model (*to be
metrics for various evaluated in practicals
machine learning tasks only)

UNIT 3: MAKING MACHINES SEE

SUB-UNIT LEARNING OUTCOMES ACTIVITY/PRACTICALS

● How Machines See ● Explain computer vision ● Binary Art - Recreating

● Working of Computer and its significance in Images with 0s and 1s
Vision visual data analysis. ● Creating a Website
● Computer Vision Process ● Understand key stages of Containing an ML Model
● Applications of Computer computer vision, including
Vision acquisition,
● Challenges of Computer preprocessing, feature
Vision extraction, and analysis.
● Working with OpenCV to
● The Future of Computer ● Identify real-world load, display and resize
Vision applications in fields like
images (**For Advanced
● Working with OpenCV healthcare, surveillance,
(**For Advanced Learners) and autonomous vehicles. Learners)
● Analyze challenges such
as ethics, privacy, and
technical limitations.
● Explore future
advancements and
transformative potential of
computer vision.
● Develop basic skills in
using OpenCV and
deploying machine
learning models online.

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UNIT 4: AI WITH ORANGE DATA MINING TOOL (*to be evaluated in practicals only)
SUB-UNIT LEARNING OUTCOMES ACTIVITY/PRACTICALS

● What is Data Mining? ● Develop proficiency in ● Load and visualize the

● Introduction to Orange utilizing the Orange Data Iris dataset using Scatter
Data Mining Tool Mining tool, enabling them Plot and other widgets.
● Beneficiaries of Orange to navigate its interface, ● Use classification
data mining employ its features, and widgets
● Getting started with execute data analysis ● Evaluating the
Orange tool tasks effectively. Classification Model with
● Components of Orange ● Demonstrate the ability to Orange
● Default Widget Catalogue apply Orange in real-world ● Computer Vision with
● Key domains of AI with scenarios across diverse Orange
ORANGE DATA MINING domains of artificial ● Natural Language
TOOL intelligence, including data Processing with Orange
science, computer vision,
and natural language
processing (NLP), through
hands-on projects and
case studies.

UNIT 5: INTRODUCTION TO BIG DATA AND DATA ANALYTICS

SUB-UNIT LEARNING OUTCOMES ACTIVITY/PRACTICALS

● Introduction to Big Data ● Understanding Big Data, *Performing Big Data

● Types of Big Data its types, advantages and analytics with Orange Data
● Advantages and disadvantages. mining tool.
Disadvantages of Big ● Recognize the (*to be evaluated in
Data characteristics of Big Data. practicals only)
● Characteristics of Big ● Explain the concept of Big
Data Data Analytics and its
● Big Data Analytics significance.
● Working on Big Data ● Analyze the future trends
Analytics in the field of Big Data
● Mining Data Streams Analytics.
● Future of Big Data ● Understanding the term
Analytics Mining Data Streams.

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UNIT 6: UNDERSTANDING NEURAL NETWORKS
SUB-UNIT LEARNING OUTCOMES ACTIVITY/PRACTICALS

● Parts of a Neural Network ● Explain the basic ● Explore Machine Learning

● Components of a Neural structure and components for Kids to create a neural
Network of a neural network. network for identifying
● Working of a Neural ● Identify different types of animals and birds.
Network neural networks and their ● Build a TensorFlow model
● Types of Neural Networks respective applications. to convert Celsius to
● Future of Neural ● Understand machine Fahrenheit (*to be
Networks and Societal learning and neural evaluated in practicals
Impact networks through hands- only)
on projects, interactive ● Use Python Keras to
tools, and Python create and train a neural
programming. network predicting
Fahrenheit from Celsius.
(**For Advanced
Learners)
● Classification problem
using TensorFlow
playground

UNIT 7: GENERATIVE AI
SUB-UNIT LEARNING OUTCOMES ACTIVITY/PRACTICALS

● Introduction to ● How Generative AI works. • Signing up for Canva

Generative AI ● Differentiate between Activity.
● Working of Generative AI Generative AI and • Animaker's AI Video
● Generative and Discriminative AI and Generation tool.
Discriminative models identify their use cases. • Use Google Gemini to
● Applications of ● Explore ethical, social, craft prompts and
Generative AI and legal concerns. generate text outputs.
● LLM- Large Language ● Gain hands-on • Explore ChatGPT for
Model experience using AI tools conversational text
● Future of Generative AI to generate creative and generation and creative
● Ethical and Social analytical outputs, such tasks.
Implications of as images, texts, and • Write Python code to
Generative AI videos. initialize the Gemini API
● Use the Gemini API to and create a chat bot.
design and deploy a (**For Advanced
functional chatbot. Learners)

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UNIT 8: DATA STORYTELLING
SUB-UNIT LEARNING OUTCOMES ACTIVITY/PRACTICALS

● Introduction to Storytelling ● Understand the benefits ● Create an effective data

● Elements of a Story of storytelling. story using given data.
● Introduction to Data ● Appreciate the role of
Storytelling data storytelling in data
● Why is Data Storytelling analysis, data science,
Powerful? and AI.
● Essential Elements of ● Learn to combine data,
Data Storytelling visuals, and narrative to
● Narrative Structure of a present complex
Data Story (Freytag’s information effectively.
Pyramid) ● Gain skills to draw
● Types of Data and meaningful insights from
Visualizations for Different data stories.
Data
● Steps to Create a Story
Through Data
● Ethics in Data Storytelling

**Note- All portions under Advanced Learners are not to be evaluated in Theory or
Practical Examinations.

(NOTE: *marked units/portion is to be evaluated in practicals only)

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PART – C:
1. Practical File:
The following are to be included in the Practical File

1. Minimum 6 programs of Python.

2. Minimum 3 programs using Orange Data Mining tool.
3. Minimum 1 problem to create a Data Story using all steps of Data Storytelling.

Optional Programs- for practical File

● Demonstration of train-test split in Linear Regression using Python.
● Chatbot using Google Gemini API.
● Orange Data Mining for Data Analytics.
● Classification problem using TensorFlow playground.
● Regression problem using TensorFlow playground.
(snapshots to be attached)

Sample programs for reference

I. Python

1. Write Python code to create a Pandas DataFrame using any sequence data type.
a) Display the DataFrame.
b) Display first 5 records.
c) Display last 10 records.
d) Display the number of missing values in the dataset.

2. Download dataset in the form of CSV from any public open-source website.
a) Read CSV File and convert it into Pandas DataFrame.
b) Perform statistical functions on the dataset to check the data, checking missing values, filling
missing data etc.
3. Python Code to Evaluate a Model.

II. Orange Data Mining

1. Perform step wise procedure of Data Visualization using the Orange Data Mining Tool.
2. Perform Classification with Orange Data Mining.
3. Evaluate the Classification Model with Orange.
4. Perform Image analytics using the Orange data mining tool.
5.Write down steps to visualize word frequencies with Word Cloud using the Orange Data Mining tool.
Note: Snapshots of all the steps and outputs to be taken and pasted in the practical file.

III. Data Storytelling (Sample)

Using available data on student enrollment, attendance, and dropout rates, create a compelling data
story that explores the impact of the Mid-Day Meal Scheme (MDMS) since its launch in 1995. Uncover
trends, patterns, and correlations in the data to tell a story about how the implementation of the MDMS
may have influenced dropout rates in the state over the years. Consider incorporating visualizations,
charts, and graphs to effectively communicate your findings. Additionally, analyze any external factors
or events that might have played a role in shaping these trends. Your goal is to provide a comprehensive
narrative that highlights the relationship between the MDMS and student dropout rates in the state.

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2. Capstone Project:
Capstone Project Guidelines:
● In a group, minimum 3 and maximum 5 students are allowed.
● Their projects should be aligned with any of the SDGs.
● Students will complete their Capstone Project in Class XII and complete the project
documentation.
● Video of the Capstone Project should be exactly of 3 minutes duration.
● The video will have the following components:
a. Problem statement
b. To which SDG the project is aligned to
c. AI concept/domains/algorithms used
d. Working of the project
e. Conclusion
f. Acknowledgement to the teacher

Please refer to the Project guidelines of CBSE-IBM AI PROJECT COOKBOOK (Page -2)

Note for Educators: Python or No code/low code platforms like Orange Data Mining tool can be
chosen by the students for developing their Capstone Projects.

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LIST OF EQUIPMENTS/ MATERIALS:
The list given below is suggestive and an exhaustive list should be compiled by the teacher(s) teaching
the subject. 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.

S. NO. ITEM NAME, DESCRIPTION & SPECIFICATION

A HARDWARE
Computer with latest configuration or minimum core I5 Processor or
1
equivalent with minimum 8 GB RAM, 512 GB SSD, 17” LED Monitor, NIC
Card, 3 button Mouse, Camera, 105 keys keyboard, speakers, mic, WiFi /
Internet connectivity, Webcam, UPS, Dual Band Wireless Connectivity Min
100 Mbps and integrated graphic cards
Fire extinguisher
2
B SOFTWARE SPECIFICATIONS

1 Any Operating System with antivirus activated

2 Python IDLE
3 Anaconda Navigator Distribution – Python IDE installed with software:
NumPy, Pandas, Matplotlib, Scikit Learn)
4 Productivity Suite: Any (Google+ Suite recommended)

5 Orange Data Mining Tool

Additional Recommendations:
• Ensure regular updates and maintenance for all installed software to benefit from bug fixes, security
patches, and new features.
• Provide licenses for commercial software, such as MS Office, as per the school's requirements and
budget.
• Encourage teachers and students to stay updated with the latest versions of the software and tools
and provide resources for learning and support.
• Consider implementing version control systems (e.g., Git) to facilitate collaborative coding and
project management.

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TEACHER’S/ TRAINER’S QUALIFICATIONS:
Qualification and other requirements for appointment of teachers/trainers for teaching this subject, on
contractual basis should be decided by the State/ UT. The suggestive qualifications and minimum
competencies for the teacher should be as follows:

Qualification Minimum Competencies Age Limit

Diploma in Computer Science/ The candidate shouldhave a
Information Technology minimum of 1 year of work • 18-37 years (as
OR experiencein the same job role. onJan. 01 (year))
Bachelor Degree in Computer
Application/ Science/ Information • S/he should be able to • Age relaxation to
Technology (BCA, B.Sc. Computer communicate in English be provided as
Science/ Information and local language. perGovt. rules
Technology)
OR S/he should have knowledge of
Graduate with PGDCA OR DOEACCA equipment, tools, material, Safety,
Level Certificate. Health & Hygiene.
The suggested qualification is the
minimum criteria. However higher
qualifications will also be acceptable.

Teachers/Trainers form the backbone of Skill (Vocational) Education being imparted as an integral part
of Rashtriya Madhyamik Shiksha Abhiyan (RMSA). They are directly involved in teaching of Skill
(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
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 Teachers/ Trainers, Educational
Qualifications, Industry Experience, and Certification/ Accreditation.

The State may engage Teachers/Trainers in schools approved under the component of scheme of
Vocationalisation of Secondary and Higher Secondary Education under RMSA in 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 through the Vocational Training
Provider (VTP), it should ensure that VTP should have been accredited at NQAF Level2 or higher.

The National Quality Assurance Framework (NQAF) provides the benchmarks or quality criteriawhich
the different organizations 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 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. 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.

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To ensure the quality of the Teachers/Trainers, the State should ensure that a standardized procedurefor
selection of (Vocational) Teachers/Trainers is followed. The selection procedure should consist ofthe
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 Teachers/ Trainers who are recruited should undergo induction training of 20 days for
understanding the scheme, NSQF framework and Vocational Pedagogy beforebeing deployed in the
schools. The State should ensure that the existing trainers undergo in-service training of 5 days every
year tomake them aware of the relevant and new techniques/approaches in their sector and understand
thelatest trends and policy reforms in vocational education. The Head Master/Principal of the school
where the scheme is being implemented should facilitate and ensure that the (Vocational)
Teachers/Trainers:
• Prepare session plans and deliver sessions which have a clear and relevant purpose and which
engage the students;
• Deliver education and training activities to students, based on the curriculum to achieve the
learning outcomes;
• Make effective use of learning aids and ICT tools during the classroom sessions;
• Engage students in learning activities, which include a mix of different methodologies, such as
project-based work, team work, practical and simulation-based learning experiences;
• Work with the institution’s management to organise skill demonstrations, site visits, on job trainings,
and presentations for students in cooperation with industry, enterprises and other workplaces;
• Identify the weaknesses of students and assist them in up-gradation of competency;
• Cater to different learning styles and level of ability of students;
• Assess the learning needs and abilities, when working with students with different abilities
• Identify any additional support the student may need and help to make special arrangements for
that support;
• Provide placement assistance
Assessment and evaluation of (Vocational) Teachers/Trainers is very critical for making them aware of
their performance and for suggesting corrective actions. The States/UTs should ensure that the
performance of the (Vocational) Teachers/Trainers is appraised annually. Performance based appraisal
in relation to certain pre-established criteria and objectives should be done periodically to ensure the
quality of the (Vocational) Teachers/Trainers.
Following parameters may be considered during the appraisal process:
• Participation in guidance and counseling activities conducted at Institutional, District and State
level;
• Adoption of innovative teaching and training methods;
• Improvement in result of vocational students of Class X or Class XII;
• Continuous up-gradation of knowledge and skills related to the vocational pedagogy,
communication skills and vocational subject;
• Membership of professional society at District, State, Regional, National and International level;
• Development of teaching-learning materials in the subject area;
• Efforts made in developing linkages with the Industry/Establishments;
• Efforts made towards involving the local community in Vocational Education
• Publication of papers in National and International Journals;
• Organization of activities for promotion of vocational subjects;
• Involvement in placement of students/student support services.

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