ICSE Class 9 Syllabus 2028 Auto Service Technician

ICSE
INDIAN CERTIFICATE OF
SECONDARY EDUCATION
EXAMINATION

YEAR 2028

AUTO SERVICE TECHNICIAN
(96)

Developed by:
Research, Development and Curriculum Division (RDCD)
CISCE

January 2026
____________________________________________________________________________________________

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Council for the Indian School Certificate Examinations (CISCE)

MISSION STATEMENT

The Council for the Indian School Certificate
Examinations is committed to serving the nation's
children, through high quality educational
endeavours, empowering them to contribute towards
a humane, just and pluralistic society, promoting
introspective living, by creating exciting learning
opportunities, with a commitment to excellence.

ETHOS OF CISCE

Trust and fair play.
Minimum monitoring.
Allowing schools to evolve their own niche.
Catering to the needs of the children.
Giving freedom to experiment with new ideas
and practices.
Diversity and plurality - the basic strength for
evolution of ideas.
Schools to motivate pupils towards the
cultivation of:
Excellence - The Indian and Global
experience.
Values - Spiritual and cultural - to be the bedrock
of the educational experience.
Schools to have an 'Indian Ethos', strong roots in
the national psyche and be sensitive to national
aspirations.

AUTO SERVICE TECHNICIAN
(Subject Code:96)

(Sector: AUTOMOTIVE)

OVERVIEW
This course fulfils the needs of the students willing to learn activities related to the Automotive
Service Technician job role. Due to rapid growth of the automobile and auto component industry,
there is a great demand for automobile technicians. Automobile engineering alias automotive
engineering or vehicle engineering is one of the most challenging careers in the field of
engineering, with a wide scope.
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 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;
 repair and service automobiles such as cars, trucks, motorcycles, scooters, etc.;
 understand the mechanism of vehicle chassis, internal combustion engine, electrical
systems, motor transport affairs, workshop technology.

1

Class IX
There will be one written paper of two hours duration carrying 100 marks and Internal
Assessment of Practical of 100 marks.
COURSE STRUCTURE:
PART I: THEORY – 100 MARKS
Employability Skills – 30 Marks
Unit 1: Communication Skills – I
Unit 2: Self-management Skills – I
Unit 3: Basic Information and Communication Technology Skills – I
Unit 4: Entrepreneurial Skills – I
Unit 5: Green Skills – I
Section B: Vocational Skills – 70 Marks
Unit 6: History and Evolution of Automobiles
Unit 7: Various Types of Automobiles
Unit 8: Major Systems & Components of an Automobile
Unit 9: Road Safety
Unit 10: Automobiles and our Environment
Unit 11: Introduction to Vehicle Maintenance & Servicing
Unit 12: Innovations & Developments in Automobiles
PART II: INTERNAL ASSESSMENT (PRACTICAL) – 100 MARKS
Practical Work – 70 Marks
Practical Examination – 40 Marks
Practical File – 10 Marks
Viva Voce (based on Practical Examination/File) – 20 Marks
Project Work- 30 Marks
Report of Field Visit/Project – 10 Marks
Student Portfolio – 10 Marks
Viva Voce (based on Report of Field Visit/Student Portfolio/Project) – 10 Marks

2

PART I: THEORY – 100 MARKS
Employability Skills
Unit-1: Communication Skills – I
Learning Outcome 1.1: Demonstrate knowledge of various methods of communication

Theory Practical

1. Methods of communication:  Writing pros and cons of written, verbal, and
non-verbal communication
(i) Verbal
 Listing dos and don’ts for avoiding common
(ii) Non-verbal
body language mistakes
(iii) Visual

Learning Outcome 1.2: Identify elements of communication cycle

Theory Practical

1. Meaning of communication  Draw a diagram of communication cycle
2. Importance of communication skills
 Role plays on communication process related
3. Elements of communication cycle: to the sector/job role
(i) Sender
(ii) Ideas
(iii) Encoding
(iv) Communication channel
(v) Receiver
(vi) Decoding
(vii) Feedback
Learning Outcome 1.3: Identify the factors affecting our perspectives in communication

Theory Practical

1. Perspectives in communication  Group discussion on factors affecting
perspectives in communication
2. Factors affecting perspectives in
communication:  Sharing of experiences on factors affecting
perspectives
(i) Visual perception
 Sharing experiences on factors affecting
(ii) Language communication at workplace
(iii) Past experience
(iv) Prejudices
(v) Feelings
(vi) Environment

3

Learning Outcome 1.4: Demonstrate the knowledge of basic writing skills

Theory Practical

1. Writing skills related to the following:  Demonstration and practice of writing
(i) Phrases sentences and paragraphs on topics related to
(ii) Kinds of sentences the subject
(iii) Parts of sentence
(iv) Parts of speech
(v) Use of articles
(vi) Construction of a paragraph

Unit-2: Self-management Skills – I
Learning Outcome 2.1: Describe the meaning and importance of self-management

Theory Practical

1. Meaning of self-management
 Identification of self-management skills
2. Positive results of self-management
 Strength and weakness analysis
3. Self-management skills

Learning Outcome 2.2: Identify the factors that help in building self-confidence

Theory Practical

1. Factors that help in building self-confidence –  Role play exercises on building self-
social, cultural, and physical factors confidence
2. Self-confidence building tips – getting rid of  Use of positive metaphors/words
negative thoughts, thinking positively, staying
 Positive stroking on waking up and before
happy with small things, staying clean,
going to bed
hygienic, and smart, chatting with positive
people, etc.  Helping others and working for community

4

Unit-3: Basic Information and Communication Technology Skills – I
Learning Outcome 3.1: Demonstrate the knowledge of the role of Information and
Communication Technology (ICT) in day-to-day life and
workplace

Theory Practical

1. Introduction to ICT  Discussion on the role and importance of ICT
2. Role and importance of ICT in personal life in personal life and at the workplace
and at the workplace  Preparing posters/collages for showing the
3. ICT in our daily life (examples) role of ICT at workplace
4. ICT tools – mobile, tab, radio, TV, email, etc.

Learning Outcome 3.2: Identify components of basic computer system and their
functions
Theory Practical

1. Computer system – Central Processing Unit  Connecting the cables and peripherals to the
(CPU), memory, motherboard, storage devices Central Processing Unit
2. Hardware and software of a computer system  Starting and shutting down a computer
3. Role and functions of Random Access  Group discussion on the various aspects of
Memory (RAM) and Read-only Memory hardware and software
(ROM)
4. Role and functions of Central Processing Unit
5. Procedure for starting and shutting down a
computer

Learning Outcome 3.3: Demonstrate use of various components and peripherals of
computer system

Theory Practical

1. Peripherals devices and their uses – mouse,  Identification of various parts and peripherals
keyboard, scanner, webcam, etc. of a of a computer
computer system
 Demonstration and practice on the use of a
mouse
 Demonstration and practice on the use of a
keyboard
 Demonstration of the use of printers,
webcams, scanner, and other peripheral
devices
 Drawing a diagram of a computer system and
labelling it

5

Learning Outcome 3.4: Demonstrate basic computer skills

Theory Practical

1. Primary operations on a computer system –  Identification of the various input and output
input, process, storage, output, units and explanation of their purposes
communication, networking, etc.

Unit-4: Entrepreneurial Skills – I
Learning Outcome 4.1: Identify various types of business activities

Theory Practical

1. Types of businesses – service, manufacturing,  Prepare posters of business activities found in
hybrid cities/villages, using pictures
2. Types of businesses found in our community  Discuss the various types of activities,
business activities around us generally adopted by small businesses in a
local community
 Best out of waste
 Costing of the product made from waste
 Selling of items made from waste materials
Prepare list of businesses that provides goods
and services in exchange for money

Learning Outcome 4.2: Demonstrate the knowledge of distinguishing characteristics of
entrepreneurship

Theory Practical

1. Meaning of entrepreneurship development  Prepare charts showing advantages of
entrepreneurship over wages
2. Distinguishing characteristics of
 Group discussions on role and features of
entrepreneurship
entrepreneurship
3. Role and rewards of entrepreneurship
 Lectures/presentations by entrepreneurs on
their experiences and success stories
 Identify core skills of successful
entrepreneurs

6

Unit-5: Green Skills – I
Learning Outcome 5.1: Demonstrate the knowledge of the factors influencing natural
resource conservation

Theory Practical

1. Introduction to the environment  Group discussion on hazards of deteriorating
environment
2. Relationship between society and
environment, ecosystem and factors causing  Prepare posters showing environment
imbalance conservation
3. Natural resource conservation  Discussion on various factors that influence
our environment
4. Environment protection and conservation

Learning Outcome 5.2: Describe the importance of green economy and green skills

Theory Practical

1. Definition of green economy  Discussion on the benefits of green skills and
importance of green economy
2. Importance of green economy
 Prepare a poster showing the importance of
green economy with the help of
newspaper/magazine cuttings

Vocational Skills
Unit-6: History and Evolution of Automobile
Learning Outcome 6.1: Describe the invention of wheel, invention of wheel cart and
animal powered (horse) cart, invention of automobiles and
evaluation till date, invention of automobile (Post World War II)

Theory Practical

1. Invention of wheel, invention of wheel cart  Able to describe the invention of wheel,
and animal powered cart wheel cart, able to explain use of horsepower
2. Use of horse cart and horsepower  Able to describe invention of automobiles and
evolution till date
3. Invention of automobiles and evolution till
date  Able to describe invention of automobile and
evolution post World War II
4. Invention of automobile and evolution post
World War II

7

Unit-7: Various Types of Automobiles
Learning Outcome 7.1: Able to identify two-wheelers three-wheelers, passenger vehicle,
commercial vehicle, agricultural vehicle, construction equipment
vehicle, special vehicles

Theory Practical

1. Special vehicle, make and model,  Able to identify three-wheelers used, make
specifications drawing of three-wheelers
2. Parts/components of special vehicles
 Able to identify passenger vehicles used,
make a drawing of passenger vehicle
 Able to identify commercial vehicle used,
make a drawing of commercial vehicle
 Able to identify agricultural vehicle used,
make drawing of agricultural vehicle
 Identify construction equipment vehicle used,
make drawing of construction equipment
vehicle
 Able to identify special vehicles used, make
drawing of special vehicles

Unit-8: Major Systems & Components of an Automobile
Learning Outcome 8.1: Identify and discuss major systems and components of an
automobile

Theory Practical

1. Use of chassis and auto body  Able to identify and describe the importance
of chassis and auto body
2. Use of engine and its components
 Able to make a drawing of the chassis and
3. Use of lubrication system
auto body
4. Use of cooling system
 Able to identify and describe the importance
5. Use of fuel supply system of the engine and its components
6. Use of transmission system  Able to make a drawing of the engine and its
components
7. Use of front and rear axle
 Able to identify and describe the importance
8. Use of steering
of the lubrication and its components
9. Use of suspension system
 Able to make a drawing of the lubrication
10. Use of wheels and tyres system and its components
11. Use of brake  Able to identify and describe the importance
cooling system
12. Use of electrical & electronic systems
 Able to make a drawing of the cooling system
13. Use of air conditioning system
14. Use of active and passive safety
 Able to identify and describe importance of

8

fuel supply system
 Able to make a drawing of the fuel supply
system
 Able to identify and describe importance 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
 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

9

Unit-9: Road Safety
Learning Outcome 9.1: Importance of road safety rules, safe and responsible driving
road signs, driving rules and registration of a vehicle, driving
license

Theory Practical

1. Importance of road safety rules and safe  Able to list the safety rules to be followed
practices
 Able to use safe practices while driving
2. Safe and responsible driving
 Able to list the safe and responsible driving
3. Road signs, traffic signals and rules procedures
4. Driving rules and registration  Able to identify various road signs, traffic
signals and describe the rules
5. License rules
 Able to make sketch of various road signs,
traffic signals and describe the rules
 Able to describe driving rules
 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

Unit-10: Automobiles and Our Environment
Learning Outcome 10.1: Air pollution Auto Emissions and EU/ BS Standards, PUC
Certification

Theory Practical

1. Air pollution and its norms  Able to list air pollution norms
2. Air pollution and automobiles  Able to observe air pollution and automobiles
3. Auto emissions and EU/BS standards  Able to identify various standards like EU/
BS, PUC certification
4. PUC certification
 Able to make list of various standards
 Able to describe about PUC certification

10

Unit-11: Introduction to Vehicle Maintenance and Servicing
Learning Outcome 11.1: Importance of vehicle maintenance and servicing tips to extend
the life of vehicles, introduction to vehicle servicing procedure

Theory Practical

1. Importance of vehicle maintenance and  Able to perform basic procedures for vehicle
servicing maintenance
2. Tips to extend the life of vehicles  Able to describe vehicle maintenance
3. Procedures during vehicle servicing  Able to list tips to extend the life of vehicles
 Able to check the tips
Able to list procedures during vehicle
servicing

Unit-12: Innovation and Development in Automobiles
Learning Outcome 12.1: Explain innovation and development

Theory Practical

1. Importance of innovation and development  Able to identify innovation in automobiles
 Able to understand about new developments

PART II: INTERNAL ASSESSMENT (PRACTICAL) – 100 MARKS
To be assessed internally by the school.
For guidelines for Internal Assessment refer to Class X.

11

Class X
There will be one written paper of two hours duration carrying 100 marks and Internal
Assessment of Practical of 100 marks.
COURSE STRUCTURE:
PART I: THEORY – 100 MARKS
Employability Skills – 30 Marks
Unit 1: Communication Skills – II
Unit 2: Self-management Skills – II
Unit 3: Basic Information and Communication Technology Skills – II
Unit 4: Entrepreneurial Skills – II
Unit 5: Green Skills – II
Vocational Skills – 70 Marks
Unit 6: Automobile and Its Components
Unit 7: Automobile Service Tools
Unit 8: Vehicle Servicing
Unit 9: Customer Sales Care
Unit10: Innovation and Development
PART II: INTERNAL ASSESSMENT (PRACTICAL) – 100 MARKS
Practical Work – 70 Marks
Practical Examination – 40 Marks
Practical File – 10 Marks
Viva Voce (based on Practical Examination/File) – 20 Marks
Project Work – 30 Marks
Report of Field Visit /Project – 10 Marks
Student Portfolio – 10 Marks
Viva Voce (based on Report of Field Visit/Student Portfolio/Project) – 10 Marks

12

PART I: THEORY – 100 MARKS
Employability Skills
Unit-1: Communication Skills – II
Learning Outcome 1.1: Demonstrate knowledge of various methods of communication

Theory Practical

1. Methods of communication:  Writing pros and cons of written, verbal, and
non-verbal communication
(i) Verbal
 Listing dos and don’ts for avoiding common
(ii) Non-verbal
body language mistakes
(iii) Visual

Learning Outcome 1.2: Provide descriptive and specific feedback

Theory Practical

1. Communication cycle and importance of  Constructing sentences for providing
feedback descriptive and specific feedback
2. Meaning and importance of feedback
3. Descriptive feedback – written comments or
conversations
4. Specific and non-specific feedback

Learning Outcome 1.3: Apply measures to overcome barriers in communication

Theory Practical

1. Barriers to effective communication – types  Enlisting barriers to effective communication
and factors
 Applying measures to overcome barriers in
2. Measures to overcome barriers in effective communication
communication

Learning Outcome 1.4: Apply principles of communication

Theory Practical

1. Principles of effective communication  Constructing sentences that convey all facts
required by the receiver
2. 7Cs of effective communication
 Expressing in a manner that shows respect to
the receiver of the message
 Exercises and games on applying 7Cs of
effective communication

13

Learning Outcome 1.5: Demonstrate basic writing skills

Theory Practical

1. Writing skills to the following:  Demonstration and practice of writing
sentences and paragraphs on topics related to
(i) Sentence
the subject
(ii) Phrase
(iii) Kinds of Sentences
(iv) Parts of Sentence
(v) Parts of Speech
(vi) Articles
(vii) Construction of a paragraph

Unit-2: Self-management Skills – II
Learning Outcome 2.1: Apply stress management techniques

Theory Practical

1. Meaning and importance of stress  Exercises on stress management techniques –
management yoga, meditation, physical exercises
2. Stress management techniques – physical  Preparing a write-up or an essay on
exercise, yoga, meditation experiences during a holiday trip
3. Enjoying going to vacations and holidays with
family and friends
4. Taking nature walks

Learning Outcome 2.2: Demonstrate the ability to work independently

Theory Practical

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

14

Unit-3: Basic Information and Communication Technology Skills – II
Learning Outcome 3.1: Distinguish between different operating systems

Theory Practical

1. Classes of operating systems  Identification of taskbar, icons, menu, etc.
2. Menu, icons, and taskbar on the desktop  Demonstration and practice of creating,
renaming, and deleting files and folders,
3. File concept, file operations, file organization,
saving files in folders and sub-folders,
directory structures, and file-system structures
restoring files and folders from recycle bin
4. Creating and managing files and folders

Learning Outcome 3.2: Apply basic skills for care and maintenance of a computer

Theory Practical

1. Importance and need of care and maintenance  Demonstration of the procedures to be
of computer followed for cleaning, care and maintenance
of hardware and software
2. Cleaning computer components
3. Preparing maintenance schedule
4. Protecting computer against viruses
Scanning and cleaning viruses and
removing SPAM files, temporary files, and
folders

Unit-4: Entrepreneurial Skills – II
Learning Outcome 4.1: List the characteristics of a successful entrepreneur

Theory Practical

1. Entrepreneurship and society  Writing a note on entrepreneurship as a career
option
2. Qualities and functions of an entrepreneur
 Collecting success stories of first generation
3. Role and importance of an entrepreneur
and local entrepreneurs
4. Myth about entrepreneurship
 Listing the entrepreneurial qualities – analysis
5. Entrepreneurship as a career option of strength and weaknesses
 Group discussion of self-qualities that
students feel are needed to become successful
entrepreneurs
 Collect information and related data for a
business
 Making a plan in teams for setting up a
business

15

Unit-5: Green Skills – II
Learning Outcome 5.1: Demonstrate the knowledge of importance, problems and
solutions related to sustainable development

Theory Practical

1. Definition of sustainable development  Identify the problems related to sustainable
development in the community
2. Importance of sustainable development
 Group discussion on the importance of
3. Problems related to sustainable development
respecting and conserving indigenous
knowledge and cultural heritage
 Discussion on the responsibilities and
benefits of environmental citizenship,
including the conservation and protection of
environmental values
 Preparing models on rainwater harvesting,
drip/sprinkler irrigation, vermin-compost,
solar energy, solar cooker, etc.

Vocational Skills
Unit-6: Automobile and Its Components
Learning Outcome 6.1: Identify chassis, body, engine, lubrication system, cooling system,
fuel supply system, transmission system, front axle, steering, rear
axle, suspension system, wheel, and tyre brake

Theory Practical

1. Chassis  Able to identify and describe chassis
2. Body and use  Able to understand details of chassis
3. Engine and its components  Able to identify and describe body
4. Lubrication system  Able to understand details of body
5. Cooling system  Able to identify and describe engine and its
type
6. Fuel supply system
 Able to understand details of engine
7. Transmission system
8. Front axle
9. Steering
10. Rear axle
11. Suspension system
12. Wheels and tyres
13. Brake

16

Unit-7: Automobile Service Tools
Learning Outcome 7.1: Identify hand tools, measuring tools, electrical tools, special tools,
service, workshop machine

Theory Practical

1. Able to identify hand tools used  Identify and handle hand tools
2. Drawing of hand tools  Parts/components of hand tools
3. Measurement tools – make, model,  Able to identify measurement tools used
specifications
 Drawing of measurement tools
4. Parts/components of measurement tools
 Able to identify electrical tools used
5. Electrical tools – make, model, specifications
 Drawing of electrical tools
6. Parts/components of electrical tools
 Able to identify special tools
7. Special tools – make, model, specifications
 Drawing of special tools
8. Parts/components of special tools
 Able to identify service workshop equipment
9. Service workshop equipment – make, model,
 Drawing of hand tools
specifications
10. Parts/components of hand tools

Unit-8: Vehicle Servicing
Learning outcome 8.1: Washing of a vehicle, changing of oil and oil filter, changing of air
filter, changing of fuel filter, changing of coolant

Theory Practical

1. Washing of a vehicle  Able to understand washing procedure of a
vehicle
2. Changing of oil and oil filter
 Able to do washing of a vehicle
3. Changing of air filter
 Able to understand procedure of changing of
4. Change the fuel filter oil and oil filter
5. Changing of coolant  Able to change the oil and oil filter
 Able to understand procedure of changing of
air filter
 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

17

Unit-9: Customer Sales Care
Learning Outcome 9.1: Customer service

Theory Practical

1. Customer service  Able to understand the meaning of customer
service
 Able to list duties of an automobile
salesperson

Unit-10: Innovation and Development
Learning Outcome 10.1: Explain about innovation and development in automobile

Theory Practical

1. Importance of innovation and development  Able to identify innovation in automobile
 Able to understand about new development

18

PART II: INTERNAL ASSESSMENT (PRACTICAL) – 100 MARKS
Practical Work
• Practical Examination – 40 Marks
• Practical File – 10 Marks
• Viva Voce (based on Practical Examination/File) – 20 Marks
The Practical Work allows candidates to demonstrate that they have knowledge and understanding
of performing a task. This will include the hands-on Practical Examination and viva-voce. In
addition, candidates will be required to maintain a practical file of the work done throughout the
year.
Candidates will be required to perform any two practicals selected by the external examiner. The
two practicals selected by the external examiner will be from different units of the syllabus.
Project Work
• Report of Field Visit/Project – 10 Marks
• Student Portfolio – 10 Marks
• Viva Voce (based on Report of Field Visit/Student Portfolio/Project) – 10 Marks
Project Work aims at assessing the practical skills of candidates over a certain period of time.
This includes report of field visits, project undertaken, student portfolio along with viva-voce.
Candidates are required to have completed one project on a topic of their choice from any
topic/allied aspect covered in the syllabus. The project may include case study (example, study of
a local industry/business), survey, model making, poster making/creation of audio-visual aids,
interview of an entrepreneur from the local industry, etc.
Candidates should maintain record of the field visits undertaken during the year. This should
include subject-specific information obtained from the experts/observations made during the field
visits.
The student portfolio is a compilation of work done by the candidate throughout the year, and may
include reports, articles, photos of products prepared by the candidate in relation to the unit of
competency.
EVALUATION
The practical and project work is to be evaluated by the subject teacher and by an External
Examiner. The External Examiner shall be nominated by the Head of the school and may be a
teacher from the faculty, but not teaching the subject in the relevant section/class.
The Internal Examiner and the External Examiner will assess the candidate’s work independently.

Award of Marks (100 Marks)

Subject Teacher (Internal Examiner) 50 marks

External Examiner 50 marks

The total marks obtained out of 100 are to be sent to the CISCE by the Head of the school.
The Head of the school will be responsible for the online entry of marks on the CISCE’s
CAREERS portal by the due date.

19

Teaching-learning Activities
For effective transaction of the subject content a combination of classroom activities, practical
work and field visits/educational tours are to be used by the teacher.
Special emphasis should be laid on occupational safety, health and hygiene while conducting the
teaching-learning activities.
Classroom Activities
Classroom activities, including, interactive lecture sessions followed by discussions should be
conducted by the subject teachers, using a variety of instructional or teaching aids, such as audio-
video materials, colour slides, charts, diagrams, models, exhibits, hand-outs, online teaching
materials, etc.
Practical Work
Practical work may include but not be 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.
Field Visits/Educational Tours
Students should be taken for field visits to give them an opportunity to interact with experts and to
expose them to the various tools, equipment, materials, procedures, and operations in the
workplace. During field visits, students should obtain subject-specific information from the experts
or make a record of the activities observed.
A checklist of observations to be made by the students during the field visits should be developed
by the teachers for systematic collection of information by the students on the various aspects.
For example, a visit may be organised to an automobile showroom and service centre. During the
visit, students may be asked to make observations and obtain information from the owner or the
supervisor of the showroom on the following:
• Activity of automobile showroom
• Different sections of the showroom and the service centre
• Service centre activity
• Number of vehicles sold annually
• Power transmission section of engine
• Type of engine and technology
• Automation system
• Denting and painting section
• Electrical section
• Auto electrical system
Similarly, visits may also be organised to automobile fairs.
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. Schools may identify different opportunities for field visits
within a short distance from the school and make necessary arrangements for the same.

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List of Equipment and Materials
The list given below is suggestive. An exhaustive list should be prepared by the teacher. Only
basic tools, equipment and accessories should be procured by the school so that the routine tasks
can be performed by the students regularly for practice and acquiring adequate practical
experience.

S. No. Equipment Required Quantity
TOOLS AND EQUIPMENT’S AND TRAINING MATERIALS
1. Compressor
2. Spark plug cleaning machine
3. Screwdriver (star & minus)
4. Double-end ring spanner
5. Open and close (fix) spanner
6. Socket (goti) spanner
7. Plier
8. Monkey plier
9. Outer and inner plier
10. Toolbox
11. T-spanner (tommy) set
12. Allen key set
13. Tappet puller
14. Tappet gauge
15. Multimeter
16. Tachometer
17. Hammer
18. Compressor gauge
19. Oil measure container, funnel
20. Oil can
21. Tools trolley
22. Magnetic bar
BASIC TOOLBOX
1. Workshop tool/equipment: drain pan, oil can, jack hydraulic, bench
vice, ramp, pneumatic tool, equipment stands, etc.
2. Pressure indicators: oil pressure gauges, tire pressure gauges etc.

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S. No. Equipment Required Quantity
3. Specialty wrenches: alignment wrenches, chain wrenches, locking
wrenches, lug wrenches etc.
4. Trim or moulding tools: carbon scrapers, gasket scrapers, scrapers,
spoons, etc.
5. Measuring equipment: vernier, calipers, micrometer, feeler gauges,
multi-meter, flow meter, temp gauge, dial gauge, etc.
6. Other tools: hand tools, power tools, lifting and jacking equipment,
tensioning equipment, brake roller tester, chassis dynamometer,
suspension activation, security activator, etc.
7. Tools for other tasks such as cleaning of vehicles, tools, equipment, and
workshop
8. Personal protection equipment: gloves, safety shoes, goggles, ear plugs,
boiler suit
9. Workshop safety: fire extinguishers
10. First aid
CONSUMABLE ITEMS
1. Cotton waste, petrol/diesel, lubricant, grease, storage containers, air
filters, oil filters, spark plugs, glow plugs, etc.
2. Worn out/defective/spurious samples: seal, gaskets, clutch plate, brake
shoes, brake pads, spark plug, oil filter, air cleaner, etc.
TEACHING AIDS
1. Charts, CBTs, LCD projector and videos
2. Cleaning equipment and solutions
3. SOP charts on safety norms and drills
4. Charts of dos and don’ts in work area.
5. Audio/video on English, Hindi or local language course
6. Reference books
7. Workbooks
8. Study for soft skills
9. CBTs on working on a computer
10. Computer system
11. UPS
12. Vehicle service manuals, vehicle handbook, job card, work order,
completion material requests, technical reference books

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S. No. Equipment Required Quantity
LIST OF CUT SECTION WORKING MODEL
Name of working automotive model
1. Four stroke working petrol engines or diesel engine model 1
2. Old second-hand radiator 1
3. Old second-hand pressure cap 1
4. Old second-hand thermostat 1
5. Old second-hand disc brake 1
6. Four-wheeler old second-hand vehicle 1
7. MPFI working model system 1
8. Old second-hand motorcycle 1

Teacher Qualifications
The suggestive qualifications and minimum competencies for the subject teacher are as follows:
• Degree in Automobile Engineering/Mechanical Engineering from a recognized
Institute/University, with at least 1 year work/teaching experience
OR
Diploma in Automobile Engineering/Mechanical Engineering from a recognized
Institute/University, with at least 3 years work/teaching experience
• Effective communication skills (oral and written)
• Basic computing skills
• Technical competencies.

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