Maharashtra Class 12 Syllabus 2027 Field Technician – Computing and Peripherals (NSQF vocational)

FOR MH CLASS 12 PREPARATION

Maharashtra Class 12 Syllabus
2027 Field Technician –
Computing and Peripherals
(NSQF vocational)
EXAM YEAR TYPE

MH Class 12 2027 Syllabus

Notes · Sample Papers · Previous Year Papers · Mock Tests

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LEARNING OUTCOME BASED
VOCATIONAL CURRICULUM
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Field Technician Computing and
Peripherals
(QUALIFICATION PACK: Ref. Id. ELE/Q4601, NSQF Level 4)
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SECTOR: Electronics
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a XI and XII
Grades

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

JOB ROLE:
Field Technician Computing and
Peripherals
(QUALIFICATION PACK: Ref. Id. ELE/Q4601, NSQF Level 4)
SECTOR: Electronics

Grades XI and XII

PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION
Shyamla Hills, Bhopal – 462 002, M.P., India
www.psscive.ac.in

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LEARNING OUTCOME BASED CURRICULUM
Field Technician Computing and Peripherals
Electronics Sector

May, 2019 (First Version)

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July, 2024 (Revised Version)

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© PSSCIVE, 2024
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http://www.psscive.ac.in

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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

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this publication and accepts no responsibility for any consequence of their use.

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Published by:
Joint Director
PSS Central Institute of Vocational Education, NCERT, Shyamla Hills, Bhopal

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FOREWORD
The Pandit Sunderlal Sharma Central Institute of Vocational Education (PSSCIVE) a constituent of the
National Council of Educational Research and Training (NCERT) is spearheading the efforts of
developing learning outcome based curricula and courseware aimed at integrating both
vocational and general qualifications to open pathways of career progression for students. It is a
part of Centrally Sponsored Scheme of Vocationalisation of Secondary and Higher Secondary
Education (CSSVSHSE) launched by the Ministry of Education, Government of India in 2012. The PSS
Central Institute of Vocational Education (PSSCIVE) is developing curricula under the project
approved by the Project Approval Board (PAB) of Rashtriya Madhyamik Shiksha Abhiyan (RMSA).
The main purpose of the competency based curricula is to bring about the improvement in
teaching-learning process and working competences through learning outcomes embedded in the
vocational subject.
It is a matter of great pleasure to introduce this learning outcome based curriculum as part of the
vocational training packages for the job role of Field Technician Computing and Peripherals in
Electronics Sector. 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)

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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

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this young workforce is skilled and its potential is channelized in the right direction.

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In order to fulfill the growing aspirations of our youth and the demand of skilled human resource, the

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Ministry of Education (MoE), Government of India introduced the revised Centrally Sponsored

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Scheme of Vocationalisation of Secondary and Higher Secondary Education that aims to provide for
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the diversification of educational opportunities so as to enhance individual employability, reduce

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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

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communication skills to fulfill the needs of the society and the world of work. In order to honor its

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commitment to the nation, the PSSSCIVE has initiated the work on developing learning outcome

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based curricula with the involvement of faculty members and leading experts in respective fields. It is

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being done through the concerted efforts of leading academicians, professionals, policy makers,

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partner institutions, Vocational Education and Training experts, industry representatives, and

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teachers. The expert group through a series of consultations, working group meetings and use of
reference materials develops a National Curriculum. Currently, the Institute is working on developing
curricula and course-ware for over 100 job roles in various sectors.
We extend our gratitude to all the contributors for selflessly sharing their precious knowledge,
acclaimed expertise, and valuable time and positively responding to our request for development of
curriculum. We are grateful to MoE and NCERT for the financial support and cooperation in realising
the objective of providing learning outcome based modular curricula and course-ware to the States
and other stakeholders under the PAB (Project Approval Board) approved project of Samagra

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Shiksha of MoE.

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Finally, for transforming the proposed curriculum design into a vibrant reality of implementation, all

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the institutions involved in the delivery system shall have to come together with a firm commitment

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and they should secure optimal community support. The success of this curriculum depends upon its

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effective implementation and it is expected that the managers of vocational education and

ag 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

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PSS Central Institute of Vocational Education

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ACKNOWLEDGMENT

On behalf of the team at the PSS Central Institute of Vocational Education (PSSCIVE) we are grateful
to the members of the Project Approval Board (PAB) of Rashtriya Madhyamik Shiksha Abhiyan
(RMSA) and the officials of the Ministry of Education (MoE), Government of India for the financial
support to the project for development of curricula.
We are grateful to the Director, NCERT for his support and guidance. We also acknowledge the
contributions of our colleagues at the Technical Support Group of RMSA, MoE, RMSA Cell at the
National Council of Educational Research and Training (NCERT), National Skill Development Agency
(NSDA) and National Skill Development Corporation (NSDC) and Electronics Sector Skill Council of
Indian (ESSCI) for their academic support and cooperation.
We are grateful to the expert contributors and Deepak D. Shudhalwar, Professor (CSE), PSSCIVE, for
their earnest effort and contributions in the development of this learning outcome based curriculum.
Their contributions are dully acknowledged.
The contributions made by Vinay Swarup Mehrotra, Professor and Head, Curriculum Development
and Evaluation Centre (CDEC), Vipin Kumar Jain, Associate Professor and Head, Programme
Planning and Monitoring Cell (PPMC) and Deepak Shudhalwar, Professor (CSE) and Head, ICT and
Computer Centre, PSSCIVE in development of the curriculum for the employability skills are duly
acknowledged.
We are also grateful to the Course Coordinator Deepak D. Shudhalwar, Professor (CSE), Head, ICT
and Computer Centre, Department of Engineering and Technology, PSSCIVE, for bringing out this
curriculum in the final form.

PSSCIVE Team

(IV)

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CONTENTS
Sn. Title Page No.
Foreword i
Preface ii
Acknowledgment iii

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1 Course Overview 8

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2 Scheme of Units and Assessment 9

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3 Teaching/ Training Activities 11
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Assessment and Certification
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Unit Content
Part A Employability Skills
Grade XI
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Unit 1 Communication Skills – III 14
Unit 2 Self-management Skills – III 16
Unit 3 Basic ICT Skills – III 17
Unit 4 Entrepreneurial Skills – III 18
Unit 5 Green Skills – III 19

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Part B Vocational Skills 19

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Unit 1 Fundamentals of Computer 20
Unit 2
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Installation and Configuration of Operating Systems 21
Unit 3
Unit 4 Installation
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Basic Electronics, 23
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Class XII 27
Part A Employability Skills 27
Unit 1 Communication Skills – IV 27
Unit 2 Self-management Skills – IV 27
Unit 3 Basic ICT Skills – IV 28

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Unit 4 Entrepreneurial Skills – IV 29

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Unit 5 Green Skills – IV 30

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Part B Vocational Skills
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las Unit 1 Repair and Maintenance of Computer and
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Peripherals 31

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Unit 3 Repair and Maintenance of Laptop and Peripherals 34
Unit 4 Work Ethics, Quality, Health and Safety 35
6 Organization of Filed Visits and OJT 36
7 List of Equipment and Materials 36
8 Teacher’s Qualification 37

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9 List of Contributors 39

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Curriculum: Field Technician Computing and Peripherals (ELE/Q4601), Grades XI-XII

1. COURSE OVERVIEW

Course Title: Field Technician Computing and Peripherals
A Field Technician - Computing & Peripherals is responsible for visiting customer premises to install
and carry out repair and maintenance of a desktop computer. The individual carries out installation
and troubleshooting of computer peripherals also. The individual may also carry out installation,
repair and maintenance of a laptop and relevant peripherals. The individual must be punctual and
have the ability to communicate professionally. Reading, writing, problem-solving skills along with
good hand-eye co-ordination are other important attributes required in this job role. The individual
must be comfortable with traveling to customer premises to perform her/ his duties.
COURSE OUTCOMES: On completion of the course, students should be able to:
 Apply effective oral and written communication skills to interact with people and customers;
 Identify the principal components of a computer system;
 Demonstrate the basic skills of using computer;
 Demonstrate self-management skills;
 Demonstrate the ability to provide a self-analysis in context of entrepreneurial skills;
 Demonstrate the knowledge of the importance of green skills in meeting the challenges of
sustainable development and environment protection;
 Prepare to visit the customer;
 Visit the customer and assess the computer issue;
 Explain the action required and costs involved;
 Comply with the quality and safety standards;
 Install the desktop computer's hardware and software;
 Install the desktop computer peripherals;
 Test the desktop computer and its peripherals;
 Educate the customer;
 Identify issues with the desktop computer and peripherals;
 Carry out repair and replacement activities;
 Comply with the quality standards;
 Invoice the customer and take feedback;
 Communicate effectively at the workplace;
 Work effectively;
 Maintain and enhance professional competence;
 Work in a disciplined and ethical manner;
 Uphold social diversity at the workplace;
 Deal with workplace hazards;
 Apply fire safety practices;
 Follow emergencies, rescue and first-aid procedures;
 Effective waste management/recycling practices;
 Install the laptop;
 Install the laptop peripherals;
 Test the laptop and peripherals;
 Educate the customer;
 Identify problems with the laptop and its peripherals;
 Carry out repair and maintenance;
 Comply with the quality standards;
 Invoice the customer and take feedback;
COURSE REQUIREMENTS: The learner should have basic knowledge of science. The student learning in
science stream in Grades XI and XII may opt this course.
COURSE LEVEL: This course can be taken up at Intermediate level in Grade XI and Grade XII.
COURSE DURATION: Total : 600 hours (Grade XI: 300 hours, Grade XII: 300 hours)

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

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GRADE XI

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Units No. of Hours for Max. Marks

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Theory and for Theory &

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300 100

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Part A Employability Skills
Unit 1
Unit 2
aSelf-management
Communication Skills – III
Skills – III
25
25
10

Unit 3 Basic ICT Skills – III 20
Unit 4 Entrepreneurial Skills – III 25
Unit 5 Green Skills – III 15
Total Hours 110 10

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Part B Vocational Skills

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Unit 1 Fundamentals of Computer and Peripherals 30 40
Unit 2

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Installation and Configuration of Operating 45
Unit 3
Unit 4 Installation of Desktop Computer
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Basic Electronics, Tools and Equipment 30
60
Total Hours 165 40
Part C Practical Work
Practical Examination 06 15
Written Test 01 10

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Viva Voce 03 10

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Total 10

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Part D Work/ Field Visit

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Practical File/ Student Portfolio 10 10

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Viva Voce 05
Total 15
Grand Total 300 100

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Curriculum: Field Technician Computing and Peripherals (ELE/Q4601), Grades XI-XII

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

GRADE XII
Units No. of Hours Max. Marks
for Theory for Theory &
and Practical Practical
300 100
Part A Employability Skills
Unit 1 Communication Skills – III 25 10
Unit 2 Self-management Skills – III 25
Unit 3 Basic ICT Skills – III 20
Unit 4 Entrepreneurial Skills – III 25
Unit 5 Green Skills – III 15
Total Hours 110 10
Part B Vocational Skills
Unit 1 Repair and Maintenance of Computer and Peripherals 60 40
Unit 2 Installation and Configuration of Laptop and Peripherals 45
Unit 3 Repair and Maintenance of Laptop and Peripherals 30
Unit 4 Work Ethics, Quality, Health and Safety 30
Total Hours 165

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
Grand Total 300 100

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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

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and field visits.

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CLASSROOM ACTIVITIES

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Classroom activities are an integral part of this course and interactive lecture sessions, followed by

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discussions should be conducted by trained vocational teachers. Vocational teachers should make
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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.

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FIELD VISITS/ EDUCATIONAL TOUR

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In field visits, children will go outside the classroom to obtain specific information from experts or to

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make observations of the activities. A checklist of observations to be made by the students during

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the field visits should be developed by the Vocational Teachers for systematic collection of

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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.

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Curriculum: Field Technician Computing and Peripherals (ELE/Q4601), Grades XI-XII

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. A sample blue print for the question paper
may be as follows:
Duration: 3 hrs Max. Mark: 30
Very Short Short Answer Long Answer
Typology of Question Answer (2 Marks) (3 Marks) Marks
(1 mark)
1. Remembering – (Knowledge based simple recall questions, to
know specific facts, terms, concepts, principles, or theories; 3 2 2 13
identify, define or recite, information)
2. Understanding – (Comprehension – to be familiar with
meaning and to understand conceptually, interpret, compare, 2 3 2 14
contrast, explain, paraphrase, or interpret information)
3. Application – (Use abstract information in concrete situation,
to apply knowledge to new situations: Use given content to 0 2 1 07
interpret a situation, private an example, or solve a problem)
4. High Order Thinking Skills – (Analysis & Synthesis – Classify,
compare, contrast, or differentiate between different pieces
0 2 0 04
of information; Organize and/ or integrate unique pieces of
information from a variety of sources)
5. Evaluation – (Appraise, judge, and/or justify the value or worth
of a decision or outcome, or to predict outcomes based on 0 1 0 02
values)
Total 20 Questions 5x1=5 10x2=20 5x3=15 40

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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

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performance criteria defined in the National Occupation Standards and the assessment will indicate

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that they are 'competent', or are 'not yet competent'. The assessors assessing the skills of the students

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should possess a current experience in the industry and should have undergone an effective training

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in assessment principles and practices. The Sector Skill Councils should ensure that the assessors are
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provided with the training on the assessment of competencies.

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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

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improvement and innovation. Field visits should be organised as part of the project work. Field visits

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can be followed by a small-group work/project work. When the class returns from the field visit, each

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group might be asked to use the information that they have gathered to prepare presentations or

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reports of their observations. Project work should be assessed on the basis of practical file or student

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g that supports the candidate’s claim of competence.
portfolio.

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Student Portfolio is a compilation of documents
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

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be conducted to obtain feedback on the student’s experiences and learning during the project

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work/field visits.

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CONTINUOUS AND COMPREHENSIVE EVALUATION

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

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students that covers all aspects of student’s development. In this scheme, the term `continuous' is

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meant to emphasize that evaluation of identified aspects of students `growth and development' is a

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

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Curriculum: Field Technician Computing and Peripherals (ELE/Q4601), Grades XI-XII

5. UNIT CONTENTS

GRADE XI, Part A: Employability Skills
Unit No. Unit Name Duration in Hours
Unit 1 Communication Skills – III 25
Unit 2 Self-management Skills – III 25
Unit 3 Basic ICT Skills – III 20
Unit 4 Entrepreneurial Skills – III 25
Unit 5 Green Skills – III 15
Total 110

Unit 1: Communication Skills – III
Sn Learning Outcome Theory (10 Hours) Practical (15 Hours) 25
1 Demonstrate  Introduction to communication  Role-play on the communication 03
knowledge of  Importance of communication process,
effective  Elements of communication  Group discussion on the
communication  Perspectives in communication importance of communication
 Effective communication and factors affecting
perspectives in communication,
 Classroom discussion on the 7Cs
of effective communication (i.e.
Clear, Concise, Concrete,
Correct, Coherent, Courteous
and Complete),
 Chart making on elements of
communication.
2 Demonstrate  Verbal communication  Role play of a phone 02
verbal  Public Speaking conversation,
communication  Group exercise on delivering a
speech and practicing public
speaking
3 Demonstrate non-  Importance of non-verbal  Role plays on non-verbal 02
verbal communication, communication,
communication  Types of non-verbal  Group exercise and discussion
communication, on Do’s and Don’ts to avoid
 Visual communication body language mistakes,
 Group activity on methods of
communication.
4 Use correct  Pronounciation basics,  Group excersises on 01
pronounciation  Speaking poperly, pronouncing words,
 Phonetics,
 Types of sounds

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5 Demonstratrate  Important communication  Group discussion on 02
the knowledge eof styles, communication styles,
assertive  Assertive communication,  Group discussion on observing
communication  Advantages of assertive and sharing communication
style communication, styles.
 Practicing assertive

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communication.

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6 Demonstrate the  Steps for saying “No”  Group discussion on how to 01

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knowledge of  Connecting words (Conjuctions) respond,

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saying no  Group discussion on how to say

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7 Identify and use  Capitalisation,  Group exercises on identifying
parts of speech in  Punctuation, parts of speech,
writing  Basic parts of speech,  Group activity on constructing
 Supporting parts of speech sentences,
 Group exercises on nouns.
8 Write sentences  Parts of a sentence,  Exercises on making sentences, 01
and paragraphs  Types of object,  Activity on active and passive
 Types of sentences, voice,
 Paragraph  Assignment on writing different

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types of sentences.

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9 Communicate with  Geetings, on formal and 01

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people  Introducing self and others informal greetings,

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 Practice session and group
discussion on greeting different
people
10 Introduce yourself  Talking about self,  Practicing self-introduction to 01
to others and write  Filling out a form to write about write about self,
about oneself self  Filling up forms to write about
self

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11 Develop  Main types of questions,  Exercise on asking different 01

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questioning skill  Forming closed and open types of questions,

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ended questions  Group activity on framing open

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ended and close ended

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questions.
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information about  Relations
 Practice taking about family,
 Role-ply on talking about family
01

family to others members
13 Describe habits  Concept of habits and routines  Group discussion on habits and 01
and routines routines,
 Group activity on describing
routines.
14 Ask or give  Asking for directions to place,  Role-play on asking and giving 01

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Curriculum: Field Technician Computing and Peripherals (ELE/Q4601), Grades XI-XII

directions to others  Giving directions for a place. directions,
 Identifying symbols used for
giving directions.
Total Duration in Hours 20

Unit 2: Self-management Skills – III
Sn Learning Outcome Theory (10 Hours) Practical (15 Hours) 25
1. Identify and  Knowing your self,  Activity on writing aims in life, 02
analyze own  Identifying strengths and  Prepare a worksheet on
strengths and weaknesses, interests and abilities.
weaknesses  Difference between interests
and abilities.
2. Demonstrate  Guidelines for dressing and  Role-play on dressing and 02
personal grooming, grooming standards,
grooming skills  Self-reflection activity on
dressing and grooming.
3. Maintain personal  Importance of personal hygiene  Role-play on personal hygiene, 02
hygiene  Three steps to personal hygiene  Assignment on personal
 Essential steps of hand washing hygiene.
4. Demonstrate the  Describe the benefits of  Assignment on working in a 02
knowledge of teamwork, team,
working in a team  Working in a team.  Self-reflection on teamwork.
and participating
in group activities
5 Descibe the  Benefits of networking skills,  Group exercise on networking 01
importance of  Steps to build networking skills. in action,
networking skills  Assignment on networking skills.
6 Describe the  Self-motivation,  Activity on staying motivated, 02
meaning and  Types of motivation,  Assignment on reasons
importance of  Qualities of self-motivation. hindering motivation.
self-motivation
7 Set SMART goals  Meaning of goals and purpose  Assignment on setting SMART 02
of goal-setting, goals,
 Setting SMART (Specific,  Activity on developing long-
Measureable, Attainable, term and short-term goals using
Realistic and Timebound) goals SMART method.
8 Apply time  Time management,  Preparing checklist of daily 02
management  Steps for effective time activities,
strategies and management  Preparing to-do-list.
techniques
Total Duration in Hours 15

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Curriculum: Field Technician Computing and Peripherals (ELE/Q4601), Grades XI-XII

Unit 3: Information and Communication Technology Skills – III
Sn Learning Outcome Theory (08 Hours) Practical (12 Hours) 20
1. Create a  Introduction to ICT,  Group activity on 02
document on the  Advantages of using a word demonstration and practice of
word processor processor, the following:
 Working with LibreOffice Writer  Creating a new document

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 Typing text

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 Saving the text

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 Opening and saving file in
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Microsoft word/Libre Office

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 Group activity on using basica 02
Writer

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2. Identify icons
the toolbar
on  Standard user interface of
LibreOffice Writer user interface of LibreOffice
 Status bar, Writer,
 Menu bar,  Group activity on working with
 Tool bar Microsoft Word.
 Making text bold
3. Save, close, open  Saving a document,  Group activity on perform ing 02
and print  Closing a document, the functions for saving, closing

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document  Opening an existing document, and printing documents in

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 Printing a document LibreOffice Writer,

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 Group activity on performing

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the functions to save, close and

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print documents.
4. Format text in a  Changeing style activity on formatting 02
document  Aligning text, text in LibreOffice Writer,
 Cutting, Copying, Pasting text,  Group activity on formatting
 Find and replace text in Microsoft Word
5. Check spelling and  Starting s spell checker,  Group activity on checking 02
grammar in a word  Short-cut menu for spell spellings and grammer using
document checker, LibreOffice Writer,
 Autocorrect spelling.  Group activity on checking

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spellings and grammer using

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Microsoft Word

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6.  Inserting bullet list, number list in  Practical exercise of inserting 03

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and document, lists and tables

l a shapes in a word  Inserting Tables in document, Writer
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document  Inserting Pictures in document,
 Inserting Shapes in document,
7. Insert header,  Inserting header,  Practical exercise of inserting 03
footer and page  Inserting footer, header, footer and page
number in a word  Inserting page number, numbers in LibreOffice Writer
document  Inserting page count and Microsoft Word.
8. Make changes by  Tracking option  Group activity on performing 04
using the track  Manage option track changes in LibreOffice

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Curriculum: Field Technician Computing and Peripherals (ELE/Q4601), Grades XI-XII

change option in a  Compare documents Writer and Microsoft Word
word document
Total Duration in Hours 20

Unit 4: Entrepreneurial Skills – III
Sn Learning Outcome Theory (10 Hours) Practical (15 Hours) 25
1. Differentiate  Introduction to entrepreneurship  Role play on different kind of 03
between different  Types of business activities – business around us.
kinds of businesses manufacturing, trading and
service.
2. Describe the  Values of an Entrepreneur,  Role play on qualities of an 03
significance of  Case study on qualities of an entrepreneur
entrepreneurial entrepreneur.
values
3. Describe the  Difference between the  Interviewing employees and 03
attitudinal attitude of entrepreneur and entrepreneurs.
changes required employee.
to become an
entrepreneur
4. Describe the  Problems of entrepreneurs  Group activity on identifying 04
importance of  Problem-solving, and solving problems
thinking like an  Thinking like an entrepreneur to
entrepreneur solve problems.
5. Generate business  The business cycle,  Group activity to create 04
ideas  Principles of idea creation, business ideas.
 Generating a business idea,
 Case studies.
6. Describe customer  Understanding customer needs  Group activity to conduct a 04
needs and  Conducting a customer survey customer survey
importance of
conducting a
customer survey
7. Create a business  Importance of business  Group activity on developing a 04
plan planning, business plan
 Preparing a business plan,
 Principles to follow for growing a
business,
 Case studies
Total Duration in Hours 25

Unit 5: Green Skills – III
Sn Learning Outcome Theory (07 Hours) Practical (08 Hours) 15
1. Describe the  Important sectors of the green  Group discussion on sectors of 06
importance of the economy- Artriculture, Energy green economy,

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main sector of the resources, Constructioin,  Poster making on various sectors
green economy Fisheries, Forestry, Tourism, for promoting green economy
Transport, Water Mamagement,
Waste Mamagement,
Manufacturing, Industry.
2. Describe the  Policies for a green economy  Group discussion on initiatives 03

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policies for the for promoting the green

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green economy economy,

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 Writing an essay or short note on

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initiatives for promoting the

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3. Describe the major  Stakeholders in the green  Group discussion on the role of 03
green sector/area economy stakeholders in green economy,
and the role of  Making solar bulbs.
various
stakeholders in the
green economy
4. Identify the role of  Role of the government in  Group discussion on the role of 03
government and promoting a green economy, government and private
private agencies in  Role of private agencies in agencies in promoting a green

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the green promoting green economy. economy.
economy
.  Preparing posters on green

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sectors.

g l a Total Duration in Hours 15

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GRADE XI, Part B: Vocational Skills
Unit Unit Name Theory Practical Total
Hours Hours Hours
Unit 1 Fundamentals of Computer and Peripherals 15 15 30
Unit 2 Installation and Configuration of Operating Systems 15 30 45
15m
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Unit 3 Basic Electronics, Tools and Equipment 15 30

c. o Total Duration
Unit 4 Installation of Desktop Computer and Peripherals

s em 90
30 60

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75 165

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Curriculum: Field Technician Computing and Peripherals (ELE/Q4601), Grades XI-XII

Unit 1: Fundametals of Computer and Peripherals

Sn Learning Outcome Theory (15 Hours) Practical (15 Hours) 30

1. State the role and  Size and scope of the  Identify and name the various 06
responsibilities of a Electronic industry and its sub- Computer Peripherals and
Field Technician sectors. basic software
Computing and  Role and responsibilities of a  List the Roles and responsibilities
Peripherals. Field Technician Computing of a Field Technician
and Peripherals. Computing and Peripherals.
 Employment opportunities for a
Field Technician Computing
and Peripherals.

2. Describe the Basic  Computer System and its  Draw the block diagram of 08
Functionality of Functional units, computer and label its
Computer System  Block diagram of Computer, functional units,
 Characteristics and Limitations  Prepare the list of computer
of Computer, hardware and software
 Computer Hardware and components,
Software,  Identify and name the main
 Classification of Computers – components of computer,
Analog, Digital, Hybrid,  Identify the given computer as
 Types of computer – Micro, analog, digital, or hybrid type,
Mini, Mainframe, Super,  Prepare the list of types of
 Classification of Computer – computers with its featurs and
Desktop, Laptop, Server, capacity,
Mobile,  Identify and name the type of
 Internal components of computer,
Computer – Motherboard,  Identify and name the given
CPU, RAM, Hard Disk Drive internal Components of
(HDD), Solid State Drive (SSD), Computer System.
Power Supply Unit (PSU), Add
on cards – Graphics card,
Sound card, LAN card

3. Describe the Input,  Input and Output Devices,  Give the names of 5 Input 08
Output Devices  Types of Input Devices, Devices and 5 Output Devices,
 Text Input Devices – Keyboard,  Identify the type of given input
Mouse, Light Pen, Touch device,
Screen, Graphic Tablet,  Demonstrate to connect and
Touchpad, Joystick, disconnect input device to the
 Audio Visual Input Devices – computer,
Scanner, Microphone, Digital  Demonstrate to check the
Camera, Webcam, input device for proper
 Input Card Readers – Smart functionality,
Card or Chip Reader,  Demonstrate to scan the bar
 Input-reading Text or Codes – code and QR code and verify
Bar code, QR Code, OMR, it for the desired output,
MICR, OCR,  Identify and name the given

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 Input sensors – Remote control, output device,
Biometric sensor,  Prepare the list of soft and hard
 Types of output devices – Soft copy output devices,
copy, Hard copy, Sound output  Demonstrate to connect and
devices, disconnect output device to
 Soft copy output device – the computer,

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Monitor, Projector,  Demonstrate to check the

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 Hard copy output devices – output device for proper

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Printer, Plotter functionality,

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speaker, headphone. devices.

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4. Describe the  Digital data storage devices,  Give the names of 5 storage
Storage and  Capacity and measuring unit devices,
Peripheral Devices of storage devices,  Prepare a table giving the
 Types of secondary storage storage capacity of various
devices – Magnetic, Optical, storage device,
Flash, Cloud storage,  Identify and name the given
 Magnetic storage devices – storage device,
HDD, SSD, Zip Disk, Tape,  Demonstrate to connect and
 Optical storage devices – CD, disconnect storage devices to

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DVD, Blu-ray disk, the computer,

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 Flash memory devices – USB  Demonstrate to check for

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flash drive, Secure Digital (SD) proper functionality of the
card,

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 Cloud storage – Dropbox,  Demonstrate to connect and
Google drive, disconnect the peripheral
 Peripheral Devices – Printer, devices to the computer
Scanner, Speakers, Mike, Digital system.
camera, projecor.

Total Duration in Hours 30

Unit 2: Installation and Configuration of Operating Systems

o m 45
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Sn Learning Outcome Theory (15 Hours) Practical (30 Hours)

c. o 1. Describe the

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Computer andenote the
 Need of operating system (OS),  Observe the booting

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functioins of  Features of operating system,

las operating system  Structure of operating system,
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instructions on the screen,

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 Components of operating  Observe
system – Kernel, Shell, while working on the computer,
 Functions of operating system,  Prepare the table enlisting the
 Types of operating system, features and versions for
 Examples of operating system, various OS,
 Classification of operating  Demonstrate to perform the
system – Single user, Multiuser, general tasks in OS.
Multi-tasking, Multiprocessing,
Time sharing, Batch processing.

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Curriculum: Field Technician Computing and Peripherals (ELE/Q4601), Grades XI-XII

2. Install Windows  Windows OS – versions and  List the features, versions and 08
operating sytem features, system requirement of Windows
 System requirement to install OS,
Windows 10/11 OS,  Identify the configuration on
 Types of Windows 10/11 the given system and suggest
installation – Clean installation the suitable version of Windows
and Upgrade installation, that can be installed on it,
 Configuring the boot order,  Demonstrate to configure boot
 Disk management, order before installation of
 Creating patition in Windows, Windows,
 Procedure for clean installation  Demonstrate to create patition
of Windows 10/11, in Windows,
 Procedure for upgrade  Demonstrate to install Windows
installation of Windows 10/11, 10/11 on a new computer,
 Finalisation of Windows 10/11  Demonstrate to upgrade install
installation. Windows 10/11.

3. Configure Windows  Windows 10/11 Desktop,  Demostrate to perform various 10
OS and install  Procedure for configuration of settings and configuration os
peripherals Windows 10/11 OS for various Windows desktop,
settings using Control Panel -  Demonstrate to configure
Appearance and Windows OS for settings using
Personalization, Clock, Control Panel - Appearance
Language, and Region, Ease of and Personalization, Clock,
Access, Hardware and Sound, Language, and Region, Ease of
Network and Internet, Access, Hardware and Sound,
Programs, System and Security, Network and Internet,
User Accounts. Programs, System and Security,
 Procedure for installation of User Accounts.
system utilities and application  Demonstrate to install system
software in Windows 10/11, utilities and application
 Procedure for installation of software in Windows 10/11,
Peripherals – Printer, Scanner  Demonstrate to install printer,
and other peripheral devices scanner and other peripherals
using device driver using device driver.

4. Install Linux  Linux OS – distributions,  List the features of various 10
operating sytem features, and system distributions of Linux OS,
requirement,  Demonstrate to create Ubuntu
 Types of Linux installation – Linux bootable disk,
clean installation, dual booting,  Demonstrate to configure boot
installation using virtual box, order for installation of Linux,
 Creating Ubuntu Linux  Booting from USB Flash drive,
bootable disk,  Demonstrate to install Ubuntu
 Booting from USB Flash drive, Linux on a DOS computer,
 Drive management,  Demonstrate to install Ubuntu
 Procedure for installation Linux on Windows computer for
Ubuntu Linux, dual booting,
 Procedure for installation of  Demonstrate to install Ubuntu

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Ubuntu Linux in dual booting, Linux on Virtual Box,
 Procedure for installing Ubuntu  Demonstrate to install printer,
Linux in Virtual Box scanner and other peripherals.

5. Configure Linux OS,  Post installation tasks in Ubuntu  Demonstrate to install the 10
and install Linux, relevant software and utilities in
peripherals  Customize Ubuntu desktop Ubuntu Linux,

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interface,  Demonstrate to customize

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 Basic commands in Linux, Ubuntu desktop interface,

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 Commands for update,  Demonstrate to execute basic
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upgrade, install and remove Linux commands,

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 Install the package using upgrade, install and remove
software center, packages using commands,
 Downloading and installing  Demonstrate to Install package
debian packages, using software center,
 Connecting to the Internet,  Demonstrate to download and
 Procedure for installation of install debian packages,
Printer, Scanner and other  Demonstrate to connect to the
peripherals in Ubuntu Linux. Internet.

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Total Duration in Hours 45

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Unit 3: Basic Electronics, Tools and Equipment
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Sn Learning Outcome Theory (15 Hours) Practical (15 Hours) 30

1. Describe the Basic
Concepts of Electronics,
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 Introduction to
appliances such as electric
06

Electronics  Electronic circuits and their fan, computer and determine
components, the presence of electricity.
 Electronic components – active  Identify electronic circuits and
and passive, their components
 Active components – Diode,  Identify and name the
Transistor, Integrated Circuit, electronic components

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LED, Power source, Solenoid embedded on PCB,

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 Passcive components –  Categorise the given

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Transformer, Resistor, components as active or

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Capacitor, Inductor, Fuse passive

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 Types of electronic circuits –  Identify and list the basic 10

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electronic circuit Analog and Digital, building blocks of analog
components  Basic building blocks of analog circuit,
circuit – Series and Parallel  Identify and list the basic
connection, building blocks of digital circuit,
 Basic Building Blocks of Digital  Read the Voltage, Current,
Circuit – Logic Gates, and Power ratings of various
Microprocessor/ Chip, components,
Microcontroller  List the voltage requirement for

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 Integrated Circuits – Digital, the components – USB port,

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Curriculum: Field Technician Computing and Peripherals (ELE/Q4601), Grades XI-XII

Analog, Mixed, General CPU fan, Motherboard,
Integrated Circuits, Graphic Card, CPU,
 Voltage and Power  List the voltages of different
requirement for hardware, color cables of PSU.
 Power Supply Unit (PSU) and
colour codes of PSU cables.

3. Describe the  Functions of various electrical  List the various electrical and 06
functions of various and mechanical parts and mechanical parts and modules
electrical and modules in a computer system, in a computer system,
mechanical parts  Precautions to be taken to  Demonstrate the use of
and modules in a protect from electrical hazards. relevant PPE such as an ESD
computer system wrist strap to protect from
Electrostatic Discharge (ESD)
and other electrical hazards.

4. Demonstrate the  Common tools – Screwdriver,  Demonstrate to use Tools, 08
use of Tools, Soldering iron  Measure electrical quantities
Equipment and  Measuring instruments – Phase and test electronic
Measuring Tester, Earth Tester, Watt Meter, component,
Instruments Energy Meter, Multi-meter,  Calculate the Current flowing
 Measurement of AC, DC through Resistance,
Voltage and Current using  Calculate the Current flowing
Multi-meter and Clamp Meter, in live wire using Clamp meter,
 Safey practices to use Tools,  Measure the given AC, DC
Equipment and Measuring Voltage and Current by using
Instruments. Multi-meter and Clamp meter.

Total Duration in Hours 30

Unit 4: Installation of Desktop Computer and Peripherals

Sn Learning Outcome Theory (30 Hours) Practical (30 Hours) 60

1. Install the  Functions of Motherboard  Identify and name the 10
Motherboard Components, diffierent components of
 Motherboards – Form factors, Motherboard,
Ports and connectors, Slots and  Identify and name the type of
Sockets on Motherboard, Motherboards,
 Connections of various  Identify and name the ports
components on Motherboard, and connectors on
 Procedure for installation of Motherboard,
Motherboard.  Identify and name the slots
 Importance of CMOS Battery and sockets on Motherboard,
in Computer,  Demonstrate to connect and
 Features and Specifications of disconnect various
CMOS Battery, components and Install the
 Procedure for installation and Motherboard,
un-installation of CMOS Battery  Identify the slots of CMOS
on Motherboard battery on the Motherboard,

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 Demonstrate to install and
uninstall the CMOS battery on
Motherboard.

2. Install the CPU or  CPU or processor architecure,  Watch the video to understand 06
Processor on the  Features and working of CPU, the working of CPU & CPU Fan,
Motherboard  Generations and types of CPU,  Identify the types of CPU,

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 Specifications of CPU,  Prepare the specifications of

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 Speed, Form Factor and CPU and understand the

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performance of CPU, Speed and Form Factor of CPU,
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 Procedure for installation of  Demostrate to install the CPU

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 List the Features, types and a 06
and CPU Fan on Motherboard.

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3. Install the RAM
on
 Importance of RAM in
computer, specifications of RAM modules,
Motherboard  Features, types and  Identify the RAM modules,
specifications of RAM modules,  Identify the slots of RAM
 Examples of RAM modules, modules on the Motherboard,
 Procedure for installation of  Demonstrate to install the RAM
RAM modules on Motherboard modules on Motherboard.
in Desktop computer.

om specifications of Graphics
4. Install the Add on  Importance of Add on cards -  List the features and 06
cards – Graphics Graphics card, Sound card
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card, Sound card and LAN card in Computer, card, Sound card and LAN
and LAN card on
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 Features and specifications of

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card in Computer,

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the Motherboard Graphics card, Sound card  Identify the slots of Graphics

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and LAN card in Computer,
 Procedure for installation of
card, Sound card and LAN
card in Computer on the
Graphics card, Sound card Motherboard,
and LAN card on the  Demonstrate to install the
Motherboard, Graphics card, Sound card
 Installation of software utilities and LAN card in Computer,
of the relevant card.  Install the software of card.

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5. Install the Power  Power Supply Unit – Need of  List the Features and 04

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Supply Unit (PSU) PSU in Computer, specifications of PSU,

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 Working and operation of PSU,  Watch the video and observe

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 Features and specifications of the working of PSU,

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PSU,  Identify the connectors of PSU,

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 Connection of PSU,  Demonstrate to install and

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in Computer.
uninstall the PSU in Computer.

6. Install the Disk Drive  Disk drives – CD/ DVD drive,  List the features and 06
HDD, SSD specifications of disk drives,
 Working and operation of disk  Watch the video and observe
drives, the working of disk drive,
 Features, speed and  Identify the connectors of disk
specifications of disk drives, drives,

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Curriculum: Field Technician Computing and Peripherals (ELE/Q4601), Grades XI-XII

 Connectors of disk drives,  Demonstrate to install and
 Procedure for installation of disk uninstall the disk drives.
drives in Computer.

7. Install Monitor  Computer Monitor,  List the Features and 06
 Types of Monitor, Specifications of Monitor,
 Specifications of Monitor,  Watch the video and observe
 Power requiment for Monitor, the working of Monitor,
 Procedure for installation of  Group Activity to Install and
Monitor. Uninstall the Monitor.

8. Install the  Computer Peripherals – Printer,  Identify and name the 06
Peripherals Scanner, Speakers Peripherals,
 Specifications and Types of  List the Features and
Peripherals, Specifications of Peripherals,
 Power requiment for  Watch the video and observe
Peripherals, the working of Peripherals,
 Connectors and Slots for  Identify the Connectors and
Peripherals, Slots of Peripherals,
 Procedure for installation of  Group Activity to Install and
Computer Peripherals – Printer, Uninstall the Computer
Scanner, Speakers Peripherals.

9. Assemble and  Computer parts and  Arrange the computer parts 10
Dismenlte the peripherals and their and peripherals for assembling
Desktop Computer compatibility, a desktop computer and
 Precautions for assembling the peripherals,
desktop computer and  Check the compatibility of
peripherals, various parts of computer and
 Tools for assembling the peripherals,
desktop computer and  Select the appropriate tools for
peripherals, assembling a desktop
 Process of assembling various computer and peripherals,
computer parts to form a  Demonstrate to assemble the
workable computer system, desktop computer,
 Testing the functionality of  Demonstrate to test the
each part of computer and functionality of computer after
peripherals, assembling,
 Process of assembling various  Demonstrate to assemble the
parts of peripherals, peripherals, test the
 Process of dis-assembling functionality after assembling,
various computer parts into  Demonstrate to dis-assemble
separate parts. the desktop computer and
peripherals.

Total Duration in Hours 60

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GRADE XII, Part A: Employability Skills
Unit No. Unit Name Duration (Hrs.)
Unit 1 Communication Skills – IV 25
Unit 2 Self-management Skills – IV 25
Unit 3 Basic ICT Skills – IV 20

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Unit 4 Entrepreneurial Skills – IV 25

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Unit 5 Green Skills – IV 15

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Total Hours 110

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Unit 1: Communication Skills – IV
Sn Learning Outcome Theory (10 Hours) Practical (15 Hours) 25
1. Demonstrate  Active listening -listening skill  Group discussion on the factors 08
active listening and stages of active listening, affecting active listening,
skills  Overcoming barriers to active  Preparing posters of steps for
listening. active listening,
 Role-play on negative effects of
not listening actively.

o m  Group
. c  Group practice on constructing
2. Identify the parts  Parts of speech – using practice on identifying 08

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of speech capitals, punctuation, basic parts of speech.

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parts of speech, supporting

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parts of speech, sentences.

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 Supporting parts of speech.
3. Write sentences  Writing simple sentence,  Group work on writing 09
 Writing complex sentence, sentences and paragraphs,
 Types of object,  Group work on practicing
 Types of sentences writing sentences in active or
 Active and Passive passive voice,
sentences,  Group activity on writing
 Statement/Declarative different types of sentences (i.e.,
sentence, declarative, exclamatory,

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 Question/Interrogative interrogative and imperative)

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sentence,

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 Emotion/Reaction or
Exclamatory sentence,
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 Order or Imperative

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sentence.

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Unit 2: Self-management Skills – IV
Sn Learning Outcome Theory (10 Hours) Practical (15 Hours) 25
1. Describe the various  Motivation and positive  Role Play on avoiding stressful 09
factors influencing attitude, situation,
motivation and  Intrinsic and extrinsic motivation  Activity on listing negative
positive attitude  Positive attitude – ways to situations and ways to turn it

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Curriculum: Field Technician Computing and Peripherals (ELE/Q4601), Grades XI-XII

maintain positive attitude, positive.
 Stress and stress management -
ways to manage stress
2. Demonstrate the  Becoming result oriented,  Group activity on listing sim in 08
knowledge of  Goal setting – examples of life.
becoming oriented result-oriented goals.

3. Describe the  Steps towards self-awareness,  Group discussion on self 08
importance of self-  Personality and basic awareness.
awareness and the personality traits,
basic personality  Common personality disorders-
traits, types and  Suspicious,
disorders  Emotional and impulsive,
 Anxious,
 Steps to overcome personality
disorders
Total Duration in Hours 25

Unit 3: Information and Communication Technology Skills – IV
Sn Learning Outcome Theory (06 Hours) Practical (14 Hours) 20
1. Identify the  Getting started with  Group activity on identifying 02
components of a spreadsheet – types of a components of spreadsheet in
spreadsheet spreadsheet, components of a LibreOffice Calc
application worksheet,
 Steps tp start LibreOffice Calc,
 Components of worksheet
2. Perform basic  Opening workbook and  Group activity on working with 03
operations in a entering data – types of data, data on LibreOffice Calc
spreadsheet steps to enter data, editing
and deleting data in a cell,
 Selecting multiple cells,
 Saving the spreadsheet in
various formats,
 Closing the spreadsheet,
 Opening the spreadsheet,
 Printing the spreadsheet.
3. Demonstrate the  Using a spreadsheet for  Group activity on formatting a 02
knowledge of addition – adding value spreadsheet in LibreOffice Calc
working with data directly, adding by using cell  Group activity on performing
and formatting text address, using a mouse to basic calculations in
select values in a formula, using LibreOffice Calc.
sum function, copying and
moving formula,
 Need to format cell and
content,
 Changing text style and font
size,
 Aligning text in a cell,
 Highlighting text.

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4. Demonstrate the  Sorting data,  Group activity on sorting data 03
knowledge of using  Filtering data, in LibreOffice Calc
advanced features  Protecting spreadsheet with
in spreadsheet password
5. Make use of the  Steps to start LibreOffice  Group practice on working 02
software used for Impress, with LibreOffice Impress tools
making slide  Adding text to a slide

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presentations presentation

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6. Demonstrate the  Open, Close, Save and Print a  Group activity on saving, 01
knowledge to open,
.
slide presentation

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closing and opening a
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close and save slide presentation in LibreOffice
presentations

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a the  Working with slides and text in a  Group practice on working a 04g
Impress

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

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presentation presentation,

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 Inserting clipart and images in

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the presentation,

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 Changing slide layout.

g l a Total Duration in Hours 20

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Unit 4: Entrepreneurial Skills – IV
Sn Learning Outcome Theory (10 Hours) Practical (15 Hours) 25
1. Describe the  Entrepreneurship and  Group discussion on the topic 10
concept of entrepreneur, “An entrepreneur is not born but
entrepreneurship  Characteristics of created”.
and the types and entrepreneurship,  Conducting a classroom quiz

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roles and functions  Entrepreneurship-art and on various aspects of

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entrepreneur science, entrepreneurship.

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 Qualities of a successful 

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entrepreneur,

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 Types of entrepreneurs,

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 Roles and functions of an

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entrepreneur,

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entrepreneur?
 Identifying opportunities and
risk-taking,
 Startups.
2. Identify the barriers  Barriers to entrepreneurship,  Group discussion about “What 05
to entrepreneurship  Environmental barriers, we fear about
 Faulty business plan, entrepreneurship”
Personal barriers  Activity on taking an interview

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Curriculum: Field Technician Computing and Peripherals (ELE/Q4601), Grades XI-XII

of an entrepreneur.
3. Identify the attitude  Entrepreneurial attitude.  Group activity on identifying 05
that make entrepreneurial attitude.
entrepreneur
successful
4. Demonstrate the  Entrepreneurial competencies  Playing games, such as “Who 05
knowledge of  Decisiveness, am I”.
entrepreneurial  Initiative  Brainstorming a business ideas
attitude and  Interpersonal skills-positive  Group practice on “Best out of
competencies attitude, stress management Waste”
 Perseverance  Group discussion on the topic of
 Organisational skills- time “Let’s grow together”
management, goal setting,  Group activity on listing stress
efficiency, managing quality. and methods to deal with it like
Yoga, deep breathing exercise.
Total Duration in Hours 25

Unit 5: Green Skills – IV
Sn Learning Outcome Theory (05 Hours) Practical (10 Hours) 15
1. Identify the benefits  Green jobs  Group discussion on the 08
of the green jobs  Benefits of green jobs importance of green job,
 Green jobs in different sectors: 
 Agriculture
 Transportation
 Water conservation
 Solar and wind energy
 Eco-tourism
 Building and construction
 Solid waste management
 Appropriate technology
2 State the  Importance of green jobs in  Preparing posters on green 07
importance of  Limiting greenhouse gas jobs,
green jobs emissions,  Group activity on tree
 Minimizing waste and plantation.
pollution,
 Protecting and restoring
ecosystems,
 Adapting to the effects of
climate change
Total Duration in Hours 15

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GRADE XII, Part B: Vocational Skills
Unit Unit Name Theory Practical Total
Hours Hours Hours
Unit 1 Repair and Maintenance of Desktop Computer and Peripherals 30 30 60
Unit 2 Installation and Configuration of Laptop and Peripherals 15 30 45

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Unit 3 Repair and Maintenance of Laptop and Peripherals 15 15 30

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Unit 4 Work Ethics, Quality, Health and Safety 15 15 30

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Total Duration 75 90 165

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a Maintenance of Desktop Computer and Peripherals g l
Unit 1: Repair l
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and

Sn Learning Theory (15 Hours) Practical (30 Hours) 45

1. Explain the  Established methods to detect  Give the list of established 03
importance of problems with a computer methods to detect problems
carrying out repair system and peripherals. with a computer system and
and maintenance  Estimated time required to peripherals,
activities within the complete the various repair  Prepare the chart showing the

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Turnaround Time and maintenance activities, estimated time required to

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(TAT) given to the  Concept of Turnaround Time complete the various repair

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customer. (TAT) given to the customer. and maintenance activities

 Types of faults in theecomputer
2. Identify different
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lain the
 List the different types of 10

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types of hardware system and peripherals, hardware issues encountered

encountered
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and software issues  Dignosis of faults
computer and peripherals,
with a desktop computer and
its peripherals,
with a desktop  Different types of hardware  List the different types of
computer and its issues encountered with a software issues encountered
peripherals. desktop computer and its with a desktop computer and
peripherals, its peripherals.
 Different types of software
issues encountered with a

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computer and its peripherals.

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3. Describe the  Requirement of disassembling  Illustrate the process of 08

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process of and reassembling the process disassembling various desktop

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disassembling and of desktop computer computer components to carry

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reassembling components and peripherals to out repair and maintenance,

ag various desktop
computer
carry out repair and
maintenance,
 Illustrate the process of
reassembling various desktop
components and  Process of disassembling computer components to carry
peripherals. various desktop computer out repair and maintenance,
components,  Illustrate the process of
 Process of reassembling various disassembling the various
desktop computer peripherals to carry out repair
components, and maintenance,

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 Process of disassembling the  Illustrate the process of

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Curriculum: Field Technician Computing and Peripherals (ELE/Q4601), Grades XI-XII

various peripherals, reassembling the various
 Process of reassembling the peripherals to carry out repair
various peripherals, and maintenance.

4. Demonstrate the  Standard process of carrying  Demonstrate the process of 12
process of carrying out repair and maintenance of repair and maintenance of a
out repair and a desktop peripherals, desktop peripherals,
maintenance of a  Preventive maintenace  Demonstrate the process of
desktop computer process of desktop peripherals, preventive maintenace
and its peripherals. process of desktop peripherals,

5. Test a desktop  Importance of testing,  List the testing process and 08
computer and its  Idle functioning of various parts parameters of various parts
peripherals for the and components of desktop and components of desktop
correct functioning computer and peripherals, computer and peripherals,
after repair and  Testing process and  Demonstrate the functioning of
maintenance. parameters of various parts repaired or replaced parts and
and components of desktop components of desktop
computer and peripherals, computer and peripherals

6. Prepare a work-  Process of preparing the  Prepare a sample work-report 04
report, customer invoice and processing the and invoice as per the given
feedback and payment, format,
invoice  Procedure and formats of filing  Illustrate to take the customer
work-report and invoice, feedback to improve the
 Importance of customer quality of service.
feedback,
 Procedure and formats of filing
customer feedback.

Total Duration in Hours 45

Unit 2: Installation and Configuration of Laptop and Peripherals

Sn Learning Outcome Theory (15 Hours) Practical (30 Hours) 45

1. Describe the  Features and specifications of  List the features and 05
process of setting up laptop, specifications of laptop,
a laptop for use.  External components of laptop,  Identify and name the various
 Internal components of laptop, external components of
 Process of docking a laptop, laptop,
 Various peripherals compatible  Identify and name the various
with a laptop. internal components of laptop,
 Identify and name the various
peripherals compatible with a
laptop.

2. Install the  Laptop Motherboard – Form  Identify and name the 08
Motherboard in Factors, Ports and connectors, diffierent components of
laptop slots and sockets, connections laptop motherboard,
of various components,  Identify and name the type of

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 Procedure for installation of motherboards used in laptop,
Motherboard in laptop,  Demonstrate to connect and
 Features and specifications of disconnect various
CMOS Battery, components and install the
 Procedure for installation and motherboard in laptop,
un-installation of CMOS battery  Demonstrate to install and

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on Motherboard uninstall the CMOS battery on

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motherboard of laptop.

c. o performance of CPU in laptop, CPU mentioning the speed and sem
3. Install the CPU or Speed, form factor and  Prepare the specifications of 04

em  Procedure l a
Processor on the
Motherboard

la s for installation of form factor of CPU in laptop,

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CPU and CPU fan in laptop.  Demonstrate to install the CPU

a and CPU fan on motherboard
of laptop.

4. Install the RAM  Types and specifications of  List the features, types and 04
Modules on the RAM modules used in laptop, specifications of RAM modules
Motherboard  Procedure for installation of used in laptop,
RAM modules in laptop.  Identify slots of RAM modules,
 Demonstrate to install the RAM

m List the features and
modules on motherboard.

5. Install the Graphics  Features and specifications of 
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Card and Sound Add on cards – Graphics card, specifications of Add on cards
Card in laptop
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Sound card and LAN card used

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in laptop, and LAN card used in laptop,

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 Procedure for installation of
Add on cards – Graphics card,
 Demonstrate to install the Add
on cards – Graphics card,
Sound card and LAN card in Sound card and LAN card in
laptop, laptop,

6. Install the Disk Drive  Disk Drives – CD/ DVD Drive,  List the features and 06
Hard Disk Drive, SSD, specifications of Disk Drives,
 Features, speed and  Demonstrate to install and

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specifications of HDD and SSD uninstall the HDD and SSD in

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used in laptop, the laptop.

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 Procedure for installation of

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em7. Install
HDD and SSD in laptop.

 Computer peripherals – Printer,  Identify theaconnectors of
as the
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Peripherals Scanner, Speakers peripherals
 Specifications and types of slots to be connected in the
peripherals, laptop,
 Connectors and slots for  Demonstrate to install and
Peripherals in laptop, uninstall the peripherals in
 Procedure for installation of laptop.
Computer Peripherals – Printer,
Scanner, Speakers in laptop.

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8. Assemble and  Laptop parts and peripherals  Arrange the laptop parts and 08

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Curriculum: Field Technician Computing and Peripherals (ELE/Q4601), Grades XI-XII

dismenlte the and their compatibility, peripherals for assembly,
laptop  Precautions for laptop  Check the compatibility of
assembly, various parts of laptop,
 Tools for laptop assembly,  Select the appropriate tools for
 Procedure for laptop assembly laptop assembly,
and dis-assembly,  Group activity to assemble the
 Testing the functionality of laptop,
each part of laptop,  Demonstrate to test the
 Confirm and completion of functionality of laptop after
laptop assembly, assembly,
 Procedure to dismantle the  Demonstrate to dismantle the
laptop into separate parts. laptop into separate parts.

Total Duration in Hours 45

Unit 3: Repair and Maintenace of Laptop and Peripherals

Sn Learning Outcome Theory (15 Hours) Practical (15 Hours) 30

1. Identify different  Common issues encountered  List the common issues 05
types of hardware with the internal components encountered with the internal
and software issues of a laptop, components of a laptop,
encountered in  Types of faults in the laptop  List the different types of
laptop and its and its peripherals, hardware issues encountered
peripherals.  Dignosis of faults in the laptop with a desktop computer and
and its peripherals, its peripherals,
 Different types of hardware  List the different types of
issues encountered in a laptop software issues encountered
and its peripherals, with a desktop computer and
 Different types of software its peripherals,
issues encountered in a laptop  Demonstrate to conduct the
and its peripherals necessary tests on a laptop to
identify various software and
hardware related issues.

2. Demonstrate the  Standard process of carrying  Demonstrate the process of 15
process of carrying out repair and maintenance of repair and maintenance of
out repair and laptop and its peripherals, laptop and its peripherals,
maintenance of  Preventive maintenace  Demonstrate the process of
laptop and its process of laptop and its preventive maintenace
peripherals. peripherals, process of laptop and its
peripherals,

3. Test a laptop and its  Importance of testing,  List the testing process and 06
peripherals for the  Idle functioning of various parts parameters of various parts
correct functioning and components of laptop and components of laptop
after repair and and its peripherals, and its peripherals,
maintenance  Testing process and  Demonstrate the functioning of
parameters of various parts repaired or replaced parts and

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and components of laptop components of laptop and its
and its peripherals, peripherals

4. Prepare a work-  Process of preparing the  Prepare a sample work-report 04
report, customer invoice and processing the and invoice as per the given
feedback and payment, format,
invoice  Procedure and formats of filing  Illustrate to take the customer

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work-report and invoice, feedback to improve the

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 Importance of customer quality of service.

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feedback,
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 Procedure and formats of filing

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Total Duration in Hours

Unit 4: Work Ethics, Quality, Health and Safety

Sn Learning Outcome Theory (15 Hours) Practical (15 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 optimum workplace,  Prepare a to do list and

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productivity and  Importance of time demonstrate to complete work

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quality management to meet daily effectively in time to meet daily

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target, target,
 Importance of Quality in
l a s  Check the quality of work with

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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  ESD precautions, guidelines,
health and safety  Types of accident injury or  Demonstrate to observe ESD

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procedures hazard precautions,

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 Identify and report any

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accident injury or hazard

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3. Demonstrate the  Recyclable/non-recyclable
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 Identify and segregate 08

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recyclable/non-recyclable and

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organizing waste  Methods of recycling as well as hazardous wastes,
management and repairing and reusing,  Group activity to dispose waste
recycling electronic components, as per the procedures,
 Different waste categories –dry,  Group activity to recyclie,
wet, recyclable, non- repair and reuse electronic
recyclable and single use components,
plastic items,  Participate in waste
 Waste management and management and waste
waste disposal procedures, disposal workshops organised

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Curriculum: Field Technician Computing and Peripherals (ELE/Q4601), Grades XI-XII

 Effect of greening of jobs 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

6. ORGANISATION OF FIELD VISITS and OJT
In a year, at least 3 field visits/educational tours should be organised for the students to expose them
to the activities in the workplace. During summer or winter vacation, students can undergo on-the-
job training in nearby industry or work place. Visit a Software Development Company and observe
the following:
Location, Site, Computer systems and peripheral devices, Software, Documentation Process,
Computer and Peripherals Maintenance. After completing on-the-job training students should be
able to :
1. Explain the functions of a computer and its peripherals.
2. List the preliminary tasks involved in the repair and maintenance of a computer and its
peripherals.
3. Demonstrate how to perform preliminary checks on a computer and its peripherals.
4. Perform steps to inspect the computer and its peripherals to identify defective modules/
components.
5. Perform repair and maintenance activities as per the Service Level Agreement (SLA).
6. Perform steps to test the functioning of computers and its peripherals after repair.
7. Communicate product and service-related information to the customer.
8. Employ appropriate practices to interact and coordinate with supervisor and colleagues.
9. Perform assigned work within the turnaround time and as per the defined quality standards.
10. Demonstrate how to maintain a healthy, safe and secure working environment.

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.

Classroom Aids Training Kit (Trainer Guide, Presentations). Whiteboard, Marker, Projector, Laptop
Tools Machine tools for servicing the computer, Printed Circuit Board (PCB), Rulers, T-
square, Multi-tester, Multi-meter – analog & digital, Pliers, Cutters, Screw drivers,
Goggles, Gloves, Protractor, Antistatic wrist wrap, Masks, Flashlights, Sharp
pointed tweezers, Mirror (inspection), Soldering iron, De-soldering pump, glue,

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magnifying glass, tester, adhesive and soldering equipment
Equipment CRO, Function generator, UPS, Power supply, Power meter, Signal detector,
Hubs, Switches, Modem/ router,
Computers, Laptops, Peripherals – Laser, Printers, Ink Jet Printers, Dot Matrix
Printers, Scanners, Screw Driver, Cables, Network switch etc.
Personal Protection Equipment: safety glasses, head protection, rubber gloves,

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safety footwear, warning signs and tapes, fire extinguisher, first aid kit, fire

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extinguishers and warning signs.
Material
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Electronic Components – Active and Passive, ICs, PCB, CD / DVDs, UTP Cat. 5E/ 6
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cables, RJ 45 modular plug, Board marker, Schematic diagrams, Charts, Block

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diagrams, Layout plans, Location Plans, Instrumentation diagrams, Loop
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diagrams, System Control diagrams, Drawing board
Software Windows 10, 11, Linux Ubuntu Latest version, Antivirus software

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:

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Qualification Minimum Competencies Age Limit

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Bachelor's degree in appropriate branch of

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The candidate should have 18-37 years (as on

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Engineering/ Technology OR minimum 1 year of work Jan. 01 (year))

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Master of Computer Application (MCA) OR experience. Age relaxation to
Master of Science (Computer Science/IT)
Good communication skills be provided as
Desirable: Knowledge and skills of Installation, in English and local per Govt. rules
Repair and Maintenance of Computer language.
Hardware and Software.

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

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competent authority in the State/ UT Directorate/ Department of School Education.

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Vocational Teachers/Trainers form the backbone of Vocational Education being imparted as an

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integral part of Samagra Shiksha. They are directly involved in teaching of vocational subjects and

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also serve as a link between the industry and the schools for arranging industry visits, On-the-Job

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la These guidelines have been prepared with an aim to help and guideathe States in engaging quality
Training (OJT) and placement.

ag 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:

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Curriculum: Field Technician Computing and Peripherals (ELE/Q4601), Grades XI-XII

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
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;

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Curriculum: Field Technician Computing and Peripherals (ELE/Q4601), Grades XI-XII

 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

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

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their performance and for suggesting corrective actions. The States/UTs should ensure that the

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performance of the Vocational Teachers/Trainers is appraised annually. Performance based

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appraisal in relation to certain pre-established criteria and objectives should be done periodically to
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ensure the quality of the Vocational Teachers/Trainers. Following parameters may be considered

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 Participation in guidance and counseling activities conducted at Institutional, Districtaand
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during the appraisal process:

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 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, International level;
 Development of teaching-learning materials in the subject area;

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 Efforts made in developing linkages with the Industry/Establishments;

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 Efforts made towards involving the local community in Vocational Education

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 Publication of papers in National and International Journals;

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 Organisation of activities for promotion of vocational subjects;

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 Involvement in placement of students/student support services.

9. LIST OF CONTRIBUTORS a
Curriculum development experts
1. Prof. Prakash Khanale, Head, Department of Computer Science, DSM College, Parbhani –
43401
2. Prof. Deepak D. Shudhalwar, Professor (CSE), Head, Department of Engineering and
Technology, PSS Central Institute of Vocational Education (PSSCIVE), Shyamla Hills, Bhopal –

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462 002 (MP), India

m Ajayan. K. R, Deptartment of ECE, College of Engineering, Thiruvananthapuram, . c
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Working Group Members

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Kerala

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Lalu. V, Assistant Professor, Deptartment of ECE, College of Engineering,

l a Thiruvananthapuram, Kerala
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5. Smitha Vas. P, Assistant Professor, Deptartment of CSE, LBS Institute
Women, Thiruvananthapuram, Kerala
6. Manoj Kumar G, Associate Professor, Deptartment of CSE, LBS Institute of Technology for
Women, Thiruvananthapuram, Kerala
Vocational Teachers from Kerala State
7. Dr. Benson C. C, Vocational Teacher, GVHSS Nedumkandam, Idukki,Kerala
8. Ambily V Nair, Vocational Teacher, GVHSS Karakulam, Thiruvananthapuram, Kerala

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9. Shinejith. N. V, Vocational Teacher, GVHSS (THS) Cheruvathur, Kasargode, Kerala

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Curriculum: Field Technician Computing and Peripherals (ELE/Q4601), Grades XI-XII

10. Sukumaran. R, Vocational Teacher, GVHSS Pathiripala, Palakkad, Kerala
Coordinator, SCERT, Thiruvananthapuram, Kerala
11. Renjith Subhash, Nodal Officer, NSQF, SCERT, Thiruvananthapuram, Kerala
Member Coordinator
Dr. Deepak D. Shudhalwar, Professor (CSE), Head, Department of Engineering and Technology, PSS
Central Institute of Vocational Education (PSSCIVE), Shyamla Hills, Bhopal – 462 002, M.P., India
Curriculum is Revised by the Coordinator in 2024 in view of the revised Qualification Pack and NOS.

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