Maharashtra Class 12 Syllabus 2027 Junior Software Developer (NSQF vocational)

FOR MH CLASS 12 PREPARATION

Maharashtra Class 12
Syllabus 2027 Junior
Software Developer
(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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JOB ROLE:
Junior Software Developer
(QUALIFICATION PACK: Ref. Id. SSC/Q0508, NSQF Level 3)
SECTOR: IT-ITeS
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Grades XI c
. and XII
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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:
Junior Software Developer
(QUALIFICATION PACK: Ref. Id. SSC/Q0508, NSQF Level 3)
SECTOR: IT-ITeS

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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s LEARNING OUTCOME BASED CURRICULUM ag
Junior Software Developer
IT-ITeS Sector

March, 2020 (First Version)

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August, 2022 (Revised Version)

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January, 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:

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Joint Director

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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 IT-ITeS – Junior Software Developer. 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
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
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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 i

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s 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

las effective implementation and it is expected that the managers of vocational education and
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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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(ii)
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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 1

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2 Scheme of Units and Assessment 2

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Assessment and .Certification s e
3 Teaching/ Training Activities 4

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5 Unit Content Grade XI 7
Part A Employability Skills 7
Unit 1 Communication Skills – III 7
Unit 2 Self-management Skills – III 9
Unit 3 Basic ICT Skills – III 10
Unit 4 Entrepreneurial Skills – III 11
Unit 5 Green Skills – III 12

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Part B Vocational Skills 13
Unit 1
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Software Construction Essentials 13

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Unit 2 Operating System and Computer Network 14

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Unit 3 Python Programming 16
Unit 4 Data Structure 18
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Part A Employability Skills 19
Unit 1 Communication Skills – IV 19
Unit 2 Self-management Skills – IV 19
Unit 3 Basic ICT Skills – IV 20

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Unit 4 Entrepreneurial Skills – IV 21

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Unit 5 Green Skills – IV 22

Relational Database Management System – s
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Part B Vocational Skills 23

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Unit 1
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a Unit 3 Software Engineering 26
Unit 4 Emerging Trends and Social Impact 27
6 Organization of Filed Visits and OJT 28
7 List of Equipment and Materials 28
8 Teacher’s Qualification 28
9 List of Contributors 31

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Curriculum: Junior Software Developer (SSC/Q0508), Grade XI-XII

1. COURSE OVERVIEW
Course Title: Junior Software Developer
Individuals in this job are assigned one of the many entry level roles in the software industry including
support and help desk, testing, user interaction design, maintenance, enhancement, development
and documentation. They are responsible for assisting in performing the key activities and tasks
involved in the assigned role. This job requires the individual to be flexible and operate under
supervision for the area of work he/she is aligned to. The individual should have the necessary
technical competency and be able to communicate effectively and work collaboratively. He/she
should also have a willingness to learn and undertake a desk job entailing long hours.
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 and
abilities;
 Demonstrate the knowledge of the importance of green skills in meeting the challenges of
sustainable development and environment protection;
 Manage the work to meet requirements;
 Maintain a healthy, safe and secure working environment
 Assist in performing software construction and software testing entry-level tasks in the IT
 Services industry
 Demonstrate basic computer operations
 Demonstrate to use operating system, browser, and internet,
 Demonstrate aptitude for analyzing information and making logical conclusions.
 Demonstrate knowledge of the foundational mathematical concepts in computing.
 Design algorithms to solve problems and convert them into code using the appropriate
programming language constructs.
 Read and execute a test case and record the outcome in the appropriate.
 Demonstrate self and work management.
 Demonstrate working and communicating in team.
 Manage Health and Safety measures at workplace.
 Manage Data and Information.
 Apply new knowledge and skills in the workplace, under supervision and perform self
development.
COURSE REQUIREMENTS: The learner should have basic knowledge of science.
COURSE LEVEL: This course can be taken up at Intermediate level in Grade XI and Grade XII.
COURSE DURATION: Total : 600 hours
Grade 11 : 300 hours
Grade 12 : 300 hours

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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
Units
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Theory and for Theory &

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Practical Practical

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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

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Total Hours 110 10

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Part B Vocational Skills
Unit 1 Software Construction Essentials
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Operating System and Computer lNetwork
40

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Unit 2 35
Unit 3 Python Programming 60
Unit 4 Data Structure 30
Total Hours 165 40
Part C Practical Work
Practical Examination 06 15

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Written Test 01 10

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Viva Voce 03

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Project Work/ Field Visit

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Practical File/Student Portfolio 10
Viva Voce 05
Total 15 15
Grand Total 300 100

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Curriculum: Junior Software Developer (SSC/Q0508), Grade XI-XII

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

GRADE XII
Units No. of Hours for Max. Marks
Theory and for Theory &
Practical Practical
300 100
Part A Employability Skills
Unit 1 Communication Skills – 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 Relational Database Management System – MySQL 45 40
Unit 2 Advanced Python Programming 60
Unit 3 Software Engineering 40
Unit 4 Emerging Trends and Social Impact 20
Total Hours 165 40
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,
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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.

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.

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The National Skills Qualifications Framework (NSQF) is based on outcomes referenced to the National

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Occupation Standards (NOSs), rather than inputs. The NSQF level descriptors, which are the learning

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outcomes for each level, include the process, professional knowledge, professional skills, core skills

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and responsibility. The assessment is to be undertaken to verify that individuals have the knowledge
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and skills needed to perform a particular job and that the learning programme undertaken has

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delivered education at a given standard. It should be closely linked to certification so that the

a individual and the employer could come to know the competencies acquired through the
vocational subject or course. The assessment should be reliable, valid, flexible, convenient, cost
effective and above all it should be fair and transparent. Standardized assessment tools should be
used for assessment of knowledge of students. Necessary arrangements should be made for using
technology in assessment of students.

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Curriculum: Junior Software Developer (SSC/Q0508), Grade XI-XII

KNOWLEDGE ASSESSMENT (THEORY)
Knowledge Assessment should include two components: one comprising of internal assessment and
second an external examination, including theory examination to be conducted by the Board. The
assessment tools shall contain components for testing the knowledge and application of
knowledge. The knowledge test can be objective paper based test or short structured questions
based on the content of the curriculum.
WRITTEN TEST
It allows candidates to demonstrate that they have the knowledge and understanding of a given
topic. Theory question paper for the vocational subject should be prepared by the subject experts
comprising group of experts of academicians, experts from existing vocational subject
experts/teachers, and subject experts from university/colleges or industry. The respective Sector Skill
Council should be consulted by the Central/State Board for preparing the panel of experts for
question paper setting and conducting the examinations.
The blue print for the question paper may be as follows:
Duration: 3 hrs Max. Mark: 30

No. of Questions
Very Short Short Long
Typology of Question Answer Answer Answer Marks
(1 mark) (2 Marks) (3 Marks)
1. Remembering – (Knowledge based simple recall
questions, to know specific facts, terms, concepts,
3 2 2 13
principles, or theories; identify, define or recite,
information)
2. Understanding – (Comprehension – to be familiar
with meaning and to understand conceptually,
2 3 2 14
interpret, compare, contrast, explain,
paraphrase, or interpret information)
3. Application – (Use abstract information in
concrete situation, to apply knowledge to new
0 2 1 07
situations: Use given content to interpret a
situation, private an example, or solve a problem)
4. High Order Thinking Skills – (Analysis & Synthesis –
Classify, compare, contrast, or differentiate
between different pieces of information; Organize 0 2 0 04
and/ or integrate unique pieces of information
from a variety of sources)
5. Evaluation – (Appraise, judge, and/or justify the
value or worth of a decision or outcome, or to 0 1 0 02
predict outcomes based on values)
Total 5x1=5 10x2=20 5x3=15 40
(20 Qes.)

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

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Qualification Pack for the Job Role to bring about necessary consistency in the quality of assessment
across different sectors and Institutions. The student has to demonstrate competency against the
performance criteria defined in the National Occupation Standards and the assessment will indicate
that they are 'competent', or are 'not yet competent'. The assessors assessing the skills of the students
should possess a current experience in the industry and should have undergone an effective training
in assessment principles and practices. The Sector Skill Councils should ensure that the assessors are

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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

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understanding of performing a task. This will include hands-on practical exam and viva voce. For

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practical, there should be a team of two evaluators – the subject teacher and the expert from the

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relevant industry certified by the Board or concerned Sector Skill Council. The same team of
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Project Workg(individual or group project) is a great way to assess the practical skills on a certain
examiners will conduct the viva voce.

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

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portfolio.

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Student Portfolio is a compilation of documents that supports the candidate’s claim of competence.

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Documents may include reports, articles, photos of products prepared by students in relation to the
unit of competency.

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Viva voce allows candidates to demonstrate communication skills and content knowledge. Audio
or video recording can be done at the time of viva voce. The number of external examiners would
be decided as per the existing norms of the Board and these norms should be suitably
adopted/adapted as per the specific requirements of the vocational subject. Viva voce should also
be conducted to obtain feedback on the student’s experiences and learning during the project
work/field visits.
CONTINUOUS AND COMPREHENSIVE EVALUATION
Continuous and Comprehensive Evaluation (CCE) refers to a system of school-based evaluation of

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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

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over the entire span of academic session. The second term `comprehensive' means that the scheme

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attempts to cover both the scholastic and the co-scholastic aspects of students' growth and

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development. For details, the CCE manual of Central Board of Secondary Education (CBSE) or the

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guidelines issued by the State Boards on the procedure for CCE should be followed by the Institutions
.

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Curriculum: Junior Software Developer (SSC/Q0508), Grade 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,

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 Types of sounds
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.

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 Practicing assertive

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communication.
6 Demonstrate the
c. oSteps  Group discussion on how to 01

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knowledge of
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saying no

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‘No’
7 Identify and use  Capitalisation,  Group exercises on identifying 02
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

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 Types of sentences, voice,

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 Paragraph  Assignment on writing different

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9 Communicate with  Geetings,  Role-play on formal and 01

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people  Introducing self and others informal greetings,
 Role-play on introducing
someone,
 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

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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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questions.
 Practice taking about family, 01
information about  Relations  Role-ply on talking about family
family to others members
13 Describe habits  Concept of habits and routines  Group discussion on habits and 01
and routines routines,
 Group activity on describing
routines.

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Curriculum: Junior Software Developer (SSC/Q0508), Grade XI-XII

14 Ask or give  Asking for directions to place,  Role-play on asking and giving 01
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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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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 Group activity on using basica 02
Writer

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2. Identify icons
the toolbar
 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
document
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 Changeing style
 Aligning text, text in LibreOffice Writer,
02

 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,

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 Autocorrect spelling.  Group activity on checking

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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 in LibreOffice

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shapes in a word  Inserting Tables in document, Writer
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: Junior Software Developer (SSC/Q0508), Grade 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

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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,
main sector of the resources, Constructioin,  Poster making on various sectors
green economy Fisheries, Forestry, Tourism, for promoting green economy

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Transport, Water Mamagement,

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c. o Policies for a green economy
Waste Mamagement,

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Manufacturing, Industry.

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Describe the  Group discussion on initiatives 03

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policies for the for promoting the green
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green economy economy,
 Writing an essay or short note on
initiatives for promoting the
green economy.
3. Describe the major  Stakeholders in the green  Group discussion on the role of 03
green sector/area economy stakeholders in green economy,
and the role of  Making solar bulbs.
various

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stakeholders in the
green economy
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4. Identify the role of
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 Role of the government in
government and
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laeconomy.
promoting a green economy, government and private

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private agencies in  Role of private agencies in agencies in promoting a green
the green promoting green economy.
economy  Preparing posters on green
sectors.
Total Duration in Hours 15

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Curriculum: Junior Software Developer (SSC/Q0508), Grade XI-XII

GRADE XI, Part B: Vocational Skills

Unit No. Unit Name Duration in Hours
Unit 1 Software Construction Essentials 40
Unit 2 Operating System and Computer Network 35
Unit 3 Python Programming 60
Unit 4 Data Structure 30
Total Duration 165

Unit 1: Software Construction Essentials
Sn Learning Outcome Theory (20 Hours) Practical (20 Hours) 40

1. Describe computer  Introduction to Computer,  Identify and name the various 08
system architecture  Internal components of parts of computer system,
computer system,  Draw the block diagram of
 Input devices – Keyboard, computer system,
Mouse, Touchscreen, Scanner,  Identify and name the internal
Touchpad, Graphics tablet, components of computer,
 Output devices – Monitor,  Observe the memory size in
Speaker, Printer, Scanner, different computing device,
Camera, OMR, OCR, MICR,  Identify and name the various
 Peripheral devices, input devices,
 Storage devices – Hard Disk  Identify and name the various
Drive, Solid-State Drives, Flash output devices
drive, Optical Disk, Cloud  Identify and name the various
storage, storage devices
 Capacity and cost of various
storage devices
2. Describe data  Concept of data and  Identify data types for the 08
representation in Information, given data values,
computer  Data representation in  Visualise the data using bar
computer, graph, pi chart and line graph,
 Units for measurement of data,  List data measurement units,
 Coding systems – BCD, EBCDIC,  Demonstrate to convert the
ASCII, Unicode, number and character values
 Number system – decimal, into different coding system,
binary, octal, hexadecimal,  Demonstrate to convert the
 Number systems conversion, given number from one
 Binary addition and subtraction number system to other,
3. Describe the basic  Set theory,  Demonstrate to perform various 08
concepts of  Set operations, set operations and draw its
Mathematics and  Venn diagram, Venn diagram,
Statistics  Relations and functions,  Demonstrate the various logic
 Mathematical logic, operations using truth table,
 Group theory,  Compute the adjacency matrix
 Boolean Algebra, for the given graph,
 Statistical methods: mean,  State and prove laws of
median, mode, standard Boolean algebra,
deviation, variance;  Compute mean, median,

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 Data visualization. mode, standard deviation and
variance for the given data,
 Visualise the given data using
graphs/charts.
4. Solve the problem  Problem solving cycle –  Illustrate to write an algorithm 08
using problem analyzing a problem, designing using various examples such as

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solving method algorithm, implementation to find the sauare of a number,

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through coding, testing the swapping of variables,

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solution, computation of factorial of a

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 Algorithms – need of algorithm number,
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in problem solving,  Illustrate to write an flowchart

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characteristics of algorithm, using various examples such as

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 Representation of algorithm swapping of variables, to find
using flowchart, pseudo-code, the largest of three numbers,
 Alternative solution and generation of fibonacci series,
efficiency of algorithm,  Illustrate to write the
 Flow of control – slection, pseudocode using various
iteration, repetition. examples,
 Coding,  Illustrate with with example
 Problem decomposition. Flow of control – slection,
iteration, repetition.
5. Describe  Concept of a program,  Write the steps for solving a 08

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programming  Need of programming given problem,

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language concepts language for writing programs,  List the types of programming

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 Types of programming languages,

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language,  Identify the syntax of semantics

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 Syntax and semantics of the in programming language,
High-Level Languages,
 Programming constructs,
a g  List the various programming
constructs,
 Language translators –  Differentiate between compiler
Compiler and Interpreter, and interpreter,
 Programming approaches –  Differentiate between
procedural oriented and procedure oriented and object
object oriented, oriented languages,
 Selection of programming  List the criteria for selection of
language, programming language,
 Coding environment.  Illustrate the various program

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coding environment tools.

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Total Duration in Hours 40

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Theory (15 Hours) Practical 35
1. Describe the basic  Concept of operating system,  List the various functions 05
concepts of  Structure of operating system, performed by operating
operating system  Functions of Operating System, system,
 Types of Operating Systems,  Identify and name the
 Examples of Operating System, operating system by observing
 Working with operating system. its user interface,
 Demonstrate to perform various
tasks in operating system.

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Curriculum: Junior Software Developer (SSC/Q0508), Grade XI-XII

2. Describe the  Basic concepts of networking,  Identify the types of network 10
concept of  Types of network – LAN, PAN, and draw its labeled diagram,
computer networks MAN, WAN,  Identify and list the network
 Network devices – Modem, devices and their applications,
Ethernet Card, RJ45  Identify and name types of
connector, Repeater, Hub, network topology,
Switch, Router, Gateway.  Identify the architecture of
 Network Topology – Bus, Ring, network,
Star, Mesh, Tree  Draw the diagram of client
 Computer Network server network,
Architecture – Peer to peer  Fetch MAC and IP address of
network and Client-server the system using OS commands
network,  Illustrate to find the MAC
 Basics of MAC and IP Address, address and IP address of
 Useful network commands. computing device.
3. Describe the  Wireless Transmission Media –  Demonstrate the use of wireless 10
transmission media Radio Waves, Microwave, devices in a network,
and network Infrared,  List the various wireless
protocols  Wireless Technologies – transmission media,
Bluetooth, Wi Fi, WLAN,  List the various wireless
 Mobile Telecommunication technologies,
Technologies,  Illustrate the features of HTTP
 Computer network models – and HTTPS protocol,
OSI Model, TCP/IP Model,  Demonstrate the use of
 Layers of OSI Model and TCP/IP protocol in email application,
Model,  Demonstrate the use of FTP
 Network Protocol – Need for protocol to transfer files.
Protocol, Categorization
 Examples of protocol, HTTP, FTP,
IP, PPP, SMTP, POP.
4. Describe the  Threats and prevention,  Identify and list various threats 10
features of network  Concept of Network security,  List the preventive processes to
security  Types of Cyber attacks, tackle threats,
 Malware attacks– Virus, Worms,  Clean your computer using
Ransomware, Trojan, Spyware, antivirus or defender,
Adware, Key-loggers, Spam  List the various network security
 Antivirus software, attacks and ways to prevent
 Network security attacks – these attacks,
Denial of Service (DoS), Buffer  Identify the various firewall
Overflows, Ping Attacks, SYN operations,
Flood, DNS Amplification, Back  Identify and list the security
Door, Spoofing Attack, TCP/IP issues and threats in Email
Hijacking, Man In The Middle communication.
Attacks,
 Wireless attacks – Data
Emanation, Jamming,
Bluetooth Vulnerabilities, Near-
Field Communication, Evil Twin,
Packet Sniffing and
Eavesdropping, Replay Attacks
(Wireless), WPS attacks, WAP2
attacks,
 Firewall and its types,

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 Cookies and threats due to
cookies,
 Hackers and Crackers – White
hats: Ethical hacker, Black hats:
Crackers, Grey hats
 Security Issues and Threats in
Email communication

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Total Duration in Hours 35

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Unit 3: Python Programming

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1. Code andlexecute
Sn Learning Outcome Theory (12 Hours) Practical (18 Hours)
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 Install the python compiler a 10
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programs in
 Features of Python
programming, (binaries)
Python  Working with Python  List the various components of
interpreter, python interface,
 Python in interactive mode  Draw the diagram of structure
and script mode, of python program,
 Structure of a program,  Write, compile and execute a
debugging-errors, simple program in python,
 Identifiers, keywords, constants,  Write the rules for identifiers,
variables, constants and variables,

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 Types of operators,  Write, compile and execute

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precedence of operators, simple programs in python that

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 Data types, mutable and uses constants, variables,
immutable data types,

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 Statements, expressions,  Write, compile and execute

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evaluation and comments, programs for data type
 Input and output statements, conversion in python.
 Data type conversion,
debugging.
2. Code and execute  Control structures: Sequence,  Write, compile and execute 10
programs using selection (decision) and programs using sequence
control structures in repetition (iteration) selection and repetition,
Python  Selection: if, if-else, and nested  Write, compile and execute
if statement, indentation programs using if, if-else, and

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 Repetition: for, while, and nested if statement,

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nested loops, break, continue;  Write, compile and execute

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programs using for, while, and

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nested loops, break, continue.

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a functions in Python  User defined functions: passing  Write, a
and execute  Introduction to functions, need  Write, compile and execute 10

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programs using of functions programs using
compile and execute
arguments to a function, programs using user defined
returning values from functions, functions,
scope of variables,  Write, compile and execute
 Standard library: using built-in programs by passing
functions, importing modules- arguments to a function and
math, random, statistics, returning values from functions,
creating and importing user  Write, compile and execute
defined module programs by using built-in

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Curriculum: Junior Software Developer (SSC/Q0508), Grade XI-XII

4. Code and  Strings: initializing strings and  Write, compile and execute 10
execute python accessing strings, the programs by using built in
programs using  String operations, functions for strings,
Strings  Built-in functions for string  Write, compile and execute
manipulation, the programs by using built in
 String traversal, functions for String operations,
 String as argument to function  Write, compile and execute
the programs by using built in
functions for string traversal,
and manipulation,
 Write, compile and execute
the programs by using built in
functions for String as argument
to function
5. Code and  List, list operations – creating,  Write, compile and execute 10
execute python initializing, traversing and the programs in python for
programs using manipulating lists, list methods, operations – creating,
List  Built-in functions, nested lists, list initializing, traversing and
as argument to a function manipulating lists,
 Write, compile and execute
the programs in python for
built-in functions for list,
 Write, compile and execute
the programs in python for
nested lists,
 Write, compile and execute
the programs in python for list
as argument to a function
6. Code and  Tuples: Creating, initializing,  Write, compile and execute 10
execute python accessing elements, tuple the program for creating,
programs using assignment, initializing, accessing elements
Tuples and  Operations on tuples, and tuple assignment,
Dictionary  Tuple methods and built-in  Write, compile and execute
functions, nested tuples. the program for performing
 Dictionary: concept of key- operations on tuples,
value pair, mutability, creating,  Write, compile and execute
initializing, traversing, updating the program for built-in
and deleting elements; functions,
 Dictionary methods and built-in  Write, compile and execute
functions. the program for nested tuples,
 Write, compile and execute
the program for creating,
initializing, traversing, updating
and deleting elements from a
dictionary;
 Write, compile and execute
the program by using built-in
functions for operations on
dictionary.
Total Duration in Hours 60

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Unit 4: Data Structure
Sn Learning Outcome Theory (15 Hours) Practical (20 Hours) 30
1. Describe the  Introduction to data structure  Give the examples of Primitive 04
concepts of  Basic terminology – Primitive data items, Group data items,
data structure and Group data items, Entities Entities,
 Elementary data organisation –  Give the examples of Field,

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Field, Record, File, Record, File

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 Need of Data Structures,  List the various linear data

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 Classification of Data Structure- structures,

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Linear and Non-Linear,  List the various non-linear data
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 Operations on data structure – structures,

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Traversing, Insertion, Deletion,  List the various operations
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Searching, Sorting, Merging. performed on data structure.
2. Describe Linear  Linear Data Structure – Array,  Draw the diagram to represent 14
Data Strucures and Stack, Que, Linked List, array in memory,
its Algorithms  Array – Memory represention,  Write a algorithm for traversing
 Algorithms of operations on a linear array, for insertion of
Array – Traversal, Insertion, element in a linear array, for
Deletion, Searching, Linear and deleting an element in array,
Binary search for binary search,
 Stack – Memory represention,  Write a algorithm for inserting

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 Algorithms of operations on deleting an element from stack

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 Queue – Representation of  Write a algorithm for inserting
queue using Array,

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 Algorithms of operations on deleting an element from

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Queue – Insertion, Deletion,
 D Queue and Priority Queue, 
Queue,
Write a algorithm for traversal
 Linked Lists – Memory of linked list, inserting element
represention, Types, in Linked List, and deleting an
 Algorithms of operations on element from Linked List.
Linked List – Traversal, Insertion,
Deletion.
3. Describe Non-  Non- Linear Data Strucures –  Write a algorithm for Pre-order 12
Linear Data Trees and Graph, (NLR) traversing of binary tree,

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Strucures and its  Tree and Binary Tree – Memory  Write a algorithm for Pre-order

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 Algorithms for Traversing of  Write a algorithm for Post-order

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Binary Tree – Pre- order, post (LRN) traversing of binary tree,

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order and in order,  Give an example of Graph,

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 Concept of Graph,  Draw a diagram of Graph

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 Types of Graph – undirected, 
showing edges and vertices
Draw a diagram of linked
cyclic and directed Graph, representation of Graph,
 Representation of Graph,
 Operations of Graph,
Total Duration in Hours 30

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Curriculum: Junior Software Developer (SSC/Q0508), Grade XI-XII

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
Unit 4 Entrepreneurial Skills – IV 25
Unit 5 Green Skills – IV 15
Total Hours 110

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.
2. Identify the parts  Parts of speech – using  Group practice on identifying 08
of speech capitals, punctuation, basic parts of speech.
parts of speech, supporting  Group practice on constructing
parts of speech, sentences.
 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
sentence, (i.e., declarative, exclamatory,
 Question/Interrogative interrogative and imperative)
sentence,
 Emotion/Reaction or
Exclamatory sentence,
 Order or Imperative
sentence.
Total Duration in Hours 25

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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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.

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3. Describe the  Steps towards self-awareness,  Group discussion on self 08

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importance of self-  Personality and basic awareness.

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awareness and the personality traits,
basic personality
s e  Common personality disorders-

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traits, types and  Suspicious,

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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

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1. Identify the  Getting started with  Group activity on identifying 02

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components of a spreadsheet – types of a components of spreadsheet in

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spreadsheet spreadsheet, components of a LibreOffice Calc

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application worksheet,

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 Steps tp start LibreOffice Calc,

2. Perform basic
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 Components of worksheet
 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,

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 Closing the spreadsheet,

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 Opening the spreadsheet,

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3. oDemonstrate the
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 Printing the spreadsheet.

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spreadsheetsin
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 Using a spreadsheet for  Group activity on formatting a 02

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addition – adding value

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with data directly, adding by using cell  Group activity

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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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Curriculum: Junior Software Developer (SSC/Q0508), Grade XI-XII

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
presentations presentation
6. Demonstrate the  Open, Close, Save and Print a  Group activity on saving, 01
knowledge to open, slide presentation closing and opening a
close and save slide presentation in LibreOffice
presentations Impress
7. Demonstrate the  Working with slides and text in a  Group practice on working 04
operations related to presentation- 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.
presentation presentation,
 Inserting clipart and images in
the presentation,
 Changing slide layout.
Total Duration in Hours 20

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
roles and functions  Entrepreneurship-art and on various aspects of
entrepreneur science, entrepreneurship.
 Qualities of a successful 
entrepreneur,
 Types of entrepreneurs,
 Roles and functions of an
entrepreneur,
 What motivates an
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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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

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knowledge of  Decisiveness, am I”.

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entrepreneurial  Initiative  Brainstorming a business ideas

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attitude and  Interpersonal skills-positive  Group practice on “Best out of
competencies

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attitude, stress management Waste”
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 Perseverance  Group discussion on the topic of

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 Organisational skills- time “Let’s grow together”
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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

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1. Identify the benefits  Green jobs  Group discussion on the 08

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of the green jobs  Benefits of green jobs importance of green job,

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 Green jobs in different sectors: 

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 Agriculture
 Transportation

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 Water conservation

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 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.

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pollution,

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 Protecting and restoring

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ecosystems,

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 Adapting to the effects of

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climate change

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Curriculum: Junior Software Developer (SSC/Q0508), Grade XI-XII

GRADE XII, Part B: Vocational Skills

Sn Units Duration in Hours
Unit 1 Relational Database Management System - MySQL 45
Unit 2 Advanced Python Programming 60
Unit 3 Software Engineering 40
Unit 4 Emerging Trends and Social Impact 20
Total Duration 165

Unit 1: Relational Database Management System – MySQL
Sn Learning Outcome Theory (15 Hours) Practical (30 Hours) 45
1. Describe the  Introduction to database  List the requirement of 10
database systems, database system,
management  File system and its limitations  List and compare the the
concepts  Database management various DBMS
systems (DBMS),  List the uses of DBMS in real life,
 Limitations, advantages and  Prepare the database table of
disadvantages of DBMS, real life examples – relatives,
 Comparison of DBMS with File friends, classmates, telephone,
System,  Identify the fields and records
 Concepts in DBMS, in the database table,
 Relational data model,  Identify the primary key and
 Keys in Relational database – other keys in the database
Candidate key, Primary key, table,
Composite Primary Key, Foreign
Key
2. Describe  Structured Query Language  List and identify different data 20
Structured Query (SQL) types in SQL,
Language  Installing RDBMS package  List and identify various
(MySQL), constraints in data table,
 Data Types and Constraints in  Use DDL commands to create
MySQL Database, Table, View,
 Types of SQL – DDL, DML, DQL,  Use Alter command to modify
TCL, DCL table structure,
 Data Definition Language  Use Drop and Truncate
(DDL) commands, command on Table,
 Data Manipulation Language  Use DML commands to insert
(DML) commands, data records in Table,
 Data Query Language (DQL)  Use Update and Delete
commands, command to modify the data
 Data Control Language (DCL) records,
commands,  Use DCL command Select to
 Transaction Control Language retrieve data records,
(TCL) commands.  Use DCL command Grant and
Revoke to authorise and
withdraw privileges for data
operation,

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 Use TCL command Commit to
save, Rollback and SavePoint
command to undo the data
transaction in Table
3. Use functions in SQL  SQL functions - Single Row  List the various Single Row 15
Functions and Aggregate Functions and Aggregate

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 Single Row Functions – Math  Demonstrate to use math

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Functions, String Functions, functions,

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Date and Time Functions,  Demonstrate to use string
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 Aggregate Functions functions,

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 GROUP BY clause in SQL  Demonstrate to use Date and

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 Operations on Relations – Time functions,
Union, Intersect, Minus,  Demonstrate to use Aggregate
Cartesian Product functions in SQL
 Using two relations in a query -  Demonstrate to join two tables
JOIN on two tables, in SQL
Total Duration in Hours 45

Unit 2: Advanced Python Programming
Sn Learning Outcome Theory (20 Hours) Practical (40 Hours) 60

o m  Write
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1. Implement data  Application of Stack, a Python program for 04

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structures Stack  Implementation of PUSH and PUSH and POP operations on

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and Queue in POP operations on Stack using Stack,
Python Python program.

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 Implementation of operations perform operations on Queue.
on Queue using Python
program.
2. Handle Exception  Exception Handling – syntax  Write, compile and execute 08
and in Python errors, exceptions, need of the programs in python to
exception handling, handle exceptions,
 User-defined exceptions,  Write, compile and execute
 Raising exceptions, the programs in python by
 Need for Exception Handling using Try - except – else clause,

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 Handling exceptions,  Write, compile and execute

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 Catching exceptions, the programs in python by

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 Try - except – else clause, using Try - finally clause,

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 Try - finally clause,  Write, compile and execute

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 Recovering and continuing the programs in python by

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with finally, built-in exception

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using built-in exception classes.

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classes.

a Python  Types of File – text file and
 Write, compile and execute
the programs in python to
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binary file, create a text file and binary
 File handling – open and close file,
files,  Write, compile and execute
 Reading and writing text files, the programs in python to read
 Reading and writing binary the contents of existing file and
files, to write the new contents in the
 File access modes, text file,

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Curriculum: Junior Software Developer (SSC/Q0508), Grade XI-XII

 Setting offsets in a file,  Write, compile and execute
 Creating and traversing a text the programs in python to read
file, the contents of existing file and
 The Pickle module, to write the new contents in the
 File handling using Pickle binary file,
module.
4. Handle Exception  Exception Handling – syntax  Write, compile and execute 08
and File in Python errors, exceptions, need of the programs in python to
exception handling, handle exceptions,
 User-defined exceptions,  Write, compile and execute
 Raising exceptions, the programs in python by
 Handling exceptions, using Try - except – else clause,
 Catching exceptions,  Write, compile and execute
 Try - except – else clause, the programs in python by
 Try - finally clause, using Try - finally clause,
 Recovering and continuing  Write, compile and execute
with finally, built-in exception the programs in python by
classes. using built-in exception classes.
5. Create and use  Concept of NumPy array,  Demonstrate to install and 08
NumPy Array in  Creating NumPy array, import NumPy,
Python  Dimensions in Arrays,  Write Python code to create
 Checking Dimensions of Array, NumPy using array function,
 NumPy Arrays Vs Python Lists,  Write Python code to create
 Accessing Array Elements, NumPy using tuple,
 Data Types in NumPy,  Write Python code to check
 Creating Arrays With a Defined the dimensions of array,
Data Type,  Write Python code to check
 Converting Data Type on data type of array,
Existing Arrays,  Write Python code to reshape
 NumPy Array Reshaping, array,
 NumPy Array Slicing.  Write Python code to slice the
elements of array.
6. Use Pandas and  Concept of Pandas and Series,  Write a program to create a 08
Series in Python  Installation of Pandas, series to display its different
 Series, attributes,
 Creation of Series using list and  Write a program for slicing
dictionary, series,
 Creation of series with Scalar  Write a python code to
value, modify/update a data series,
 Series Object Attributes,  Write a python code to
 head() and tail () Function, modify / update index of a
 Vector Operations and data series,
Arithmetic Operations on series,  Write a program to illustrate
 Relational Operations on series, vector and arithmetic
 Difference between NumPy operations on series,
array and Series data objects.  Write a program to illustrate
realational operations on series,
7. Demonstrate  MATPLOTLIB Library,  Write a program to create Line 08
Graphical  Installing and importing Graph with the help of two
Representation Matplotlib, given List,
using MatpotLib  Basics of Simple Plotting,  Write a python code for
 Creating Line chart, creating a line chart with

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 Creating bar chart different line colour,
 Creating multiple bar chart,  Write a program to create bar
 Creating horizontal bar chart, chart,
 Creating pie chart,  Write a program to create
 Chart Anatomy and Saving multiple bar chart, horizontal
Graph. bar chart,
 Write a program to create pie

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8. Establish database  Introduction to database  Demonstrate to installing 08
connectivity with
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connectivity in programming, MySQL connector in Python,
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MySQL

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 Frontend and backend  Write Python code to connect

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interface, MySQL database,

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 Creating database  Write Python code to create
connectivity application, database in MySQL and display
 MySQL and Other SQL all database name,
databases,  Write a python code to create
 Installing MySQL table in database and show
Connector/Python, the created table,
 Establishing a connection With  Write a python code to insert
MySQL Server, data in table,
 Creating database and table,  Write a python code to display
 Showing the database and data from table using select
table, command,

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 Retriving and displaying  Write a python code to delete

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records from table, data from table using delete

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 Deleting data from the table, command,

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 Updating data of the table.

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 Write a python code to delete

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data from table using delete

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command.
Total Duration in Hours 60

Unit 3: Software Engineering
Sn Learning Outcome Theory (15 Hours) Practical (25 Hours) 40
1. Describe the  Software engineering –  Draw a diagram of phases of 10
concepts of concept and definition, software life cycle

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software  Need and importance of  Prepare the sample software

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 Software development life document of a given case

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cycle (SDLC) phases, study.

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 Software development

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methodologies,

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 SDLC models – Waterfall model,
V-model, Incremental model,
Spiral model, Prototyping
model, Agile model,
 Selection of SDLC models.
2. Describe the  Detail look at the phase of  Prepare the sample test use 10
software software development life cases for a given case study.
development cycle
process  Requirement analysis,

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 System analaysis,

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Curriculum: Junior Software Developer (SSC/Q0508), Grade XI-XII

 Sytem Design,
 System Development,
 System Testing,
 System Impementation,
 System Testing,
 System Maintenance
3. Implement minor  Minor projects such as financial  Develop minor project based 20
software project system, college management on SRS for a given case study
using python system, library management using python.
system to be implemented by  Document the given project
using Python. and prepare the project report
Total Duration in Hours 40

Unit 4: Emerging Trends and Social Impact
Sn Learning Outcome Theory (10 Hours) Practical (10 Hours) 20
1. Describe Emerging  New Technology Trends and  List the various commercial 10
Trends and new Emerging Technologies, platform available for cloud
Technologies  Artificial Intelligence (AI), services,
 Machine Learning,  Demonstrate to use of cloud
 Computer Vision, services for storing of data on
 Expert Systems, commercial platform,
 Natural Language Processing,  Demonstrate to use virtual lab
 Generative-AI and ChatGpt, from the various websites,
 Immersive Experiences – AR, VR,
 Internet of Things (IoT),
 Big Data,
 Data Analytics,
 Cloud Computing,
 Block Chain,
 Virtual Lab,
2. Describe the  Digital footprints,  Demonstrate to practice Net 10
Societal Impact of  Digital society and netizen - Net Etiquettes, Communication
Technology Etiquettes, Communication Etiquettes, and Social Media
Etiquettes, Etiquettes,
 Social Media Etiquettes,  Illustrate the data protection,
 Data protection,  Practice IPR and follow the
 Intellectual Property Right (IPR) copyrigh rules to use the
– Copyright, Patent, Trademark, material from internet,
 Violation of IPR – Plagiarism,  List and practice to use open
Copyright Infringement, source software,
Trademark Infringement,  Create awareness about
 Public Access and Open cyber security and cyber
Source Software, crimes,
 Cyber Security,  Practice the IT act of India
 Cyber Crime, while internet searching.
 IT Act of India 2000 and IT
Amendment Act 2008.
Total Duration in Hours 20

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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 one
week 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, Software Development Process,

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Coding and Testing Tools, Documentation Process, Software Maintenance. During the visit, students

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should obtain the following information from the organisation:

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Computer System, parts and peripherals.

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Specifications of various parts of computer system.

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3. Types of computers.

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4. Types of printers.
5. Types of scanners.
6. Storage devices and storage capacity of various storage devices.
7. Comparison of various parts based on cost.
8. Software Development Process – Software Requirement Specifications, Analysis, Designing,
Coding, Debugging, Testing, Implementation and Maintenance.
9. Programming languages and RDBMS,
10. Software Testing Tools and equipment required.
11. Software Development Work environment,
12. Any other relevant information

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7. LIST OF EQUIPMENT AND MATERIALS
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The list given below is suggestive and an exhaustive list should be prepared by the vocational

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teacher. Only basic tools, equipment and accessories should be procured by the Institution so that

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the routine tasks can be performed by the students regularly for practice and acquiring adequate
practical experience.
Classroom Aids Equipment Software
 Whiteboard and  PCs/Laptops  Operating System – Windows and Linux,
Markers  Internet with Wi-Fi  Python IDLE, RDBMS MySQL
 Chart paper and sketch (Min 2 Mbps  Ms Office or LibreOffice
pens Dedicated)
 LCD Projector and

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Laptop for presentations

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Curriculum: Junior Software Developer (SSC/Q0508), Grade XI-XII

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

Qualification Minimum Competencies Age Limit

Essential : Bachelor of Engineering / Technology The candidate should have a 18-37 years
in Computer Science / Information Technology minimum of 1 year of work (as on Jan.
OR Master of Computer Application (MCA) experience in the same job role. 01 (year))
S/He should be able to Age
OR Master of Science (Computer Science/IT)
communicate in English and local relaxation to
OR NIELIT “B” Level Certificate.
language. S/He should have be provided
knowledge of equipment, tools, as per Govt.
material, Safety, Health&Hygiene. rules

Note – The qualifications for vocational teachers mentioned above is suggestive and not
prescriptive. The States/ UTs can make modifications in the qualifications for appointment of
vocational teachers/ trainers as per their requirement through a committe appointed by the
competent authority in the State/ UT Directorate/ Department of School Education.
Vocational Teachers/Trainers form the backbone of Vocational Education being imparted as an
integral part of Samagra Shiksha. They are directly involved in teaching of vocational subjects and
also serve as a link between the industry and the schools for arranging industry visits, On-the-Job
Training (OJT) and placement.
These guidelines have been prepared with an aim to help and guide the States in engaging quality
Vocational Teachers/Trainers in the schools. Various parameters that need to be looked into while
engaging the Vocational Teachers/Trainers are mode and procedure of selection of Vocational
Teachers/Trainers, Educational Qualifications, Industry Experience, and Certification/ Accreditation.
The State may engage Vocational Teachers/Trainers in schools approved under the component of
Vocationalisation of Secondary and Higher Secondary Education under RMSA in following ways:
1. Directly as per the prescribed qualifications and industry experience suggested by the PSS
Central Institute of Vocational Education(PSSCIVE), NCERT or the respective Sector Skill
Council(SSC). OR
2. Through accredited Vocational Training Providers accredited under the National Quality
Assurance Framework (NQAF*) approved by the National Skill Qualification Committee on
21.07.2016. If the State is engaging Vocational Teachers/Trainers through the Vocational
Training Provider (VTP), it should ensure that VTP should have been accredited at NQAF Level
2 or higher.
* The National Quality Assurance Framework (NQAF) provides the benchmarks or quality criteria
which the different organisations involved in education and training must meet in order to be
accredited by competent bodies to provide government-funded education and training/skills
activities. This is applicable to all organizations offering NSQF-compliant qualifications.
The educational qualifications required for being a Vocational Teacher/Trainer for a particular job
role are clearly mentioned in the curriculum for the particular NSQF compliant job role. The State
should ensure that teachers / trainers deployed in the schools have relevant technical
competencies for the NSQF qualification being delivered. The Vocational Teachers/Trainers

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Curriculum: Junior Software Developer (SSC/Q0508), Grade XI-XII
g
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:

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1. Written test for the technical/domain specific knowledge related to the sector;

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2. Interview for assessing the knowledge, interests and aptitude of trainer through a panel of

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experts from the field and state representatives; and
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em through VTPs, the selection may be done based on the above procedure
3. Practical test/mock test in classroom/workshop/laboratory.
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In case of appointment
a g by

ag ensure that the Vocational Teachers/ Trainers who are recruited should undergo
a committee having representatives of both the State Government and the VTP.
The State should
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

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and ensure that the Vocational Teachers/Trainers:

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Prepare session plans and deliver sessions which have a clear and relevant purpose and

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which engage the students;

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 Deliver education and training activities to students, based on the curriculum to achieve the


learning outcomes;
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Make effective use of learning aids and ICT tools during the classroom sessions;
 Engage students in learning activities, which include a mix of different methodologies, such
as project based work, team work, practical and simulation based learning experiences;
 Work with the institution’s management to organise skill demonstrations, site visits, on-job
trainings, and presentations for students in cooperation with industry, enterprises and other
workplaces;
 Identify the weaknesses of students and assist them in up-gradation of competency;
Cater to different learning styles and level of ability of students;

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 Assess the learning needs and abilities, when working with students with different abilities

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 Identify any additional support the student may need and help to make special

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arrangements for that support;

s emAssessment and evaluation of Vocational Teachers/Trainers is very criticalglfora making them aware of
Provide placement assistance

gla their performance and for suggesting corrective actions. The States/UTs a should ensure that the
a performance of the Vocational Teachers/Trainers is appraised annually. Performance based
appraisal in relation to certain pre-established criteria and objectives should be done periodically to
ensure the quality of the Vocational Teachers/Trainers. Following parameters may be considered
during the appraisal process:
 Participation in guidance and counseling activities conducted at Institutional, District and
State level;
 Adoption of innovative teaching and training methods;

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 Improvement in result of vocational students of Class X or Class XII;

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Curriculum: Junior Software Developer (SSC/Q0508), Grade XI-XII

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

9. LIST OF CONTRIBUTORS

1. Prof. Prakash Khanale, Head, Department of Computer Science, DSM College, Parbhani –
43401
2. Shri. Ravindra Deshmukh, Director, BITSTRING IT Services, Lohgaon Pune, Ex System Analyst,
National Informatics Centre, Pune and Ex Manager at HSBC, Pune
3. Dr. Ganesh Kumar Dixit, Assistant Professor in IT/ITeS, Department of Engineering and
Technology, PSS Central Institute of Vocational Education (PSSCIVE), Shyamla Hills, Bhopal –
462 002
4. Prof. Deepak D. Shudhalwar, Professor (CSE), Department of Engineering and Technology,
PSS Central Institute of Vocational Education (PSSCIVE), Shyamla Hills, Bhopal – 462 002
(MP), India – Coordinator

PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION
(A constituent unit of National Council of Educational Research and Training, under Ministry of
Education, Government of India)

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