CBSE Class 9 Syllabus 2027 Vocational Education (Kaushal Vikas)

FOR CBSE CLASS 9 SYLLABUS EXAM PREPARATION

CBSE Class 9 Syllabus
2027
Question Paper
EXAM YEAR TYPE

CBSE Class 9 Syllabus 2027 Question Paper
DETAILS

Vocational Education (Kaushal Vikas)

Notes · Sample Papers · Previous Year Papers · Mock Tests

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Vocational Education a
Vocational Education at the secondary stage introduces learners to work-centered knowledge, skills, and
values linked to local contexts, livelihoods, and emerging economic opportunities.
The content includes awareness of vocational domains, foundational technical skills, safe work practices, and
appreciation of the dignity of labour.
Pedagogy is experiential and activity-oriented, involving hands-on tasks, community linkages, observation of
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work processes, and reflective engagement with real-world situations.
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Assessment is based on performance in tasks, application of skills, problem-solving, collaboration, and

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responsible work behaviour, with emphasis on authenticity and relevance.

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Frameworklafor Learning in Vocational Education ag
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The Three Forms of Work
Vocations that share fundamentally common elements — requiring similar or overlapping capacities and
knowledge — are grouped into the same Form of Work. This grouping enables the development of a broad
base of transferable capacities while allowing schools to select locally relevant vocations.

Work with Life Forms Work with Machines & Work in Human Services
Materials
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Developing capacities to do
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Designing, making, or modifying Interaction with people to

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productive work that involves products using materials understand their needs and
plants and animals.
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(including waste) and machines. requirements; developing

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Examples:
capacities to communicate well.

◦ Crop cultivation ◦ Apparel and fashion Examples:
◦ Rooftop gardening ◦ Construction ◦ Community health services
◦ Mushroom cultivation ◦ Food processing ◦ Hospitality / Tourism
◦ Aquaponics / Aquaculture ◦ Furniture making ◦ Event management
◦ Precision farming ◦ Plumbing ◦ Interior design
◦ Backyard poultry ◦ Handicrafts ◦ Data-based services
◦ Public information services

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o m of Vocational Education through the SchoolmStages . c
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Progression
The design in the middle stage is such that students gain exposure to a wide range sofevocations through a set
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in the middle stage, as per the NCF-SE 2023, is 110 hours per year,atotaling to 330 hours across the
of nine projects, across the forms of work in Grades 6, 7 and 8, respectively. Time
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In the Secondary Stage, Phase 1, students engage more deeply with six vocational areas, one from each form
of work in Grades 9 and 10, respectively.
The focus in all stages is authentic work, which means that:
i) students must be able to get a hands-on practice of work in real-life situations (e.g., actual serving of
guests in a canteen or event as opposed to a role-play);
ii) their work must lead to productive outcomes, and
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iii) they must do work from end-to-end (for the life cycle of life form or product or end-to-end service).

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Nature of Knowledge in Vocational Education
In the context of Vocational Education, the NCF-SE 2023 places capacities at the core of vocational knowledge.
These capacities are procedural — 'know-how' — in nature and intended to accomplish specific tasks. This
procedural knowledge enables further work-focused tasks, both in the world of work and in daily life.

Type of Knowledge Description Examples
Procedural Knowledge Capacities and skills to perform Pipe installation, seed sowing, client
('Know-How') specific tasks. Forms the core of interviewing, prototype making, data
vocational knowledge. entry
Conceptual Knowledge from other curricular areas Soil chemistry (Science), cost
Knowledge ('Know- that supports and deepens vocational estimation (Mathematics), record-
That') understanding. keeping (Language)
Knowledge of the Understanding norms, guidelines, Rules and regulations, transportation
World of Work markets, safety protocols, and the logistics, safety norms, market linkages
ecosystem of work.
Values and Attitudes and behaviours essential to Attention to detail, persistence,
Dispositions productive work, common across all curiosity, empathy, teamwork, dignity
vocations. of labour
Cross-cutting Competencies that are common Environmental literacy, use of
Competencies across all kinds of work and technology, financial literacy,
demonstrated in practice. rootedness in India

Aims of Vocational Education
In alignment with the aims of school education, the aims of Vocational Education are:
• Developing and understanding the basic capacities for different forms of work: Students will develop a
broad-based understanding of different forms of work, which will equip them to successfully manage their
personal affairs. This will also equip them to identify, create, and initiate business, work and community
opportunities.
• Preparation for specific vocations: Students will develop capacities to be gainfully employed in one or
more specific vocations after leaving school.
• Respect for the dignity of labour and all vocations: Students will develop respect for the dignity of labour
through the acquisition of positive attitudes towards work and the workplace.
• Developing values and dispositions related to work: Students will develop persistence and focus,
curiosity and creativity, empathy and sensitivity, and collaboration and teamwork. They will be willing to
do physical work and will pay keen attention to details.
Through these aims, schools will develop vocational knowledge, capacities, and dispositions in students, giving
them livelihood opportunities, as well as enabling them to contribute and participate in the economy of the
country. NCF-SE 2023 emphasizes the importance of cross-curricular linkages between Vocational Education
and conceptual knowledge developed in other curricular areas. Students will progress from the broad-based
exposure to a range of vocations in the middle stage to a more in-depth exposure to six vocations over two
years.
Artificial Intelligence:
Artificial intelligence (AI) will be integrated into the syllabus in two ways:
i) First, reference will be provided for the use of AI while developing content related to vocations. For
example, if discussing agricultural practices, the use of apps for identification and management of
pests and diseases will be included. Similarly, when discussing apparel making, the use of AI for
creating 3D models will be included.
ii) Second, vocations related to AI or those heavily dependent on AI will be introduced. For example,
precision farming, AI and data science, and mechatronics.

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

Human Services:  Backyard poultry: Provides exact amount
important information
 Tourism: Provides details  Pisciculture: Provides exact amount of feed

Life Forms

 Machines and Materials: Creates
prototype or sample to scale
preparation with  Construction: Creates
timelines, Machines measurement, design, drawing to
Human
and scale, making a small sample with
Services
 Materials recycled materials
 Fashion: Creates measurement,
design, drawing, making a
pattern with recycled materials
Across Forms of Work: Create and maintain  Furniture: Creates measurement,
systematic record of processes, tools and design, drawing to scale, making
materials. It is applicable across automobile a small sample with recycled
repair (parts, specification, maintenance materials
schedules), pest management (date, time,
amount, impact on environment), and
elderly care (daily log of parameters,
medication, activities)
Transferability within and across forms of work

Learning Standards
In the Secondary Stage, Grades 9–10, there are three curricular goals for each form of work. Each curricular
goal deals with an overarching component:
• CG-1 involves the use of knowledge and skills in the work.
• CG-2 involves the values inculcated while working (since they are not always measurable, they need
to be observed in students’ practices).
• CG-3 involves the application of knowledge and skills in home-based tasks.

The following are the curricular goals and competencies to be developed for any form of work:
 CG-1 Develops in-depth basic skills and allied knowledge of work and their associated materials/
procedures.
 C-1.1 Perform procedures competently through required tools/equipment.
 C-1.2 Differentiates between effective and non-effective practices in completing the task.
 CG-2 Develops essential values while working in a specific vocation.
 C-2.1 Develops the following values while engaging in work:
 Attention to detail
 Persistence and focus
 Curiosity and creativity
 Empathy and sensitivity
 Collaboration and teamwork
 Willingness to do physical work
 CG-3 Develops basic skills and allied knowledge to run and contribute to the home.
 C-3.1 Applies the acquired vocational skills and knowledge in a home setting.

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a and dispositions will be foundational,
The curricular goal, competency and learning outcomes related to values
and will apply across the entire content and tasks related to the work assigned for students. Therefore, the
learning outcomes for CG-2, which relates to values and dispositions, are indicated at the beginning of the
tables mapping competencies and learning outcomes for Grades 9 and 10 below.
Grade 9

The curricular goal, competency and learning outcomes related to the development of values and dispositions
will be common across all forms of work. Since these Learning Outcomes are foundational, no specific content
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is mapped to them.

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For All Forms of Work

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CG-2 Develops essential values or disposition while working across areas
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C-2.1 Develops the following values while Students will be able to:
engaging in work
• Keenly observe the usage of tools and materials during
• Attention to detail demonstration and asks relevant questions
• Persistence and focus • Show care and respect towards people doing physical
labour, irrespective of gender
• Curiosity and creativity
• Plan tasks with peers and helps others
• Empathy and sensitivity
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• Collaboration and teamwork
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during difficulty at work
• Reworkm
equestions about functioning of tools and machines,
or redo task for improved efficiency
• Willingness to do physical work
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• Ask
• Respect for the value of money
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working with tools and materials
• Use resources judiciously
• Describe life cycle cost

While the curricular goals and competencies will remain the same, the learning outcomes will be
different for each form of work, to cater for the nature of each form.
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. table below maps learning outcomes and content against the competenciessfor e
emforms in Grade 9. These are articulated in generic terms, so that they can be gfulfilled
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Themes Theme Outlines/ Key Learning Outcomes
Introduction to • Understanding the vocational Students will be able to:
Vocational Area area — contribution,
CG-1, C-1.1
(Suggestive livelihood ecosystems, value
Instructional chains, employment • Describe the relevance of the vocation — with
hours: 10 opportunities reference to society, nation and the world
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hours) • Explore different sources of information and
• Conditions for plant growth

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Themes Theme Outlines/ Key Learning Outcomes
under different geographical map resources to identify work assigned
conditions
• Test suitability of growing medium, using
• Using meteorological data from appropriate tools and materials for physical
a DIY observatory observation and chemical testing (including
technology or AI, if possible), and makes
• Testing input materials and
amendments where relevant
making amendments
• Use meteorological data to take decisions
• Quality criteria
related to work
• Selection of work on the basis
C-1.2
of guidelines
• Describe quality criteria related to inputs,
process and output
Vocation- • Site visit Students will be able to:
specific themes
• Developing process chart CG-1, C-1.1
(Suggestive
Instructional • Tools and materials: use, • Develop a process chart based on observation
hours: 26 hours) storage, safety protocols and interaction with experts, and plan to
monitor work against milestones
• Preparation of soil or growing
medium, or shelter (as • Create and maintain conditions essential for
relevant) growth and development of plants or animals,
based on geographical conditions and local
• Layout of space or shelter
criteria, using appropriate tools and materials
• Initiating and nurturing growth (including technology, if possible)
• Using nutrient supplement • Prepare growing medium as per needs of the
• Protection: pest control, plant or animal, using appropriate tools and
managing disease, physical materials
protection • Initiate growth of plant or animal (e.g., plants
• Meeting water seeds, saplings, tubers; introduces spawn to
water) as per requirements, using appropriate
requirements tools and materials
• Harvesting: tools and processes • Set up a simple system for irrigation or
• Layout of space for providing water (using technology, if possible)
as per schedule
growing plants
• Take steps to support development of plants —
• Monitoring and monitor growth by physical observation and
supporting growth using technology, if possible; provide nutrients
and protection from physical harm, pests and
• Maintaining records related to
diseases using appropriate tools and materials
costs, and growth and
development • Harvest, store and package produce using
appropriate tools and materials
• Safety protocols related to
handling tools and performing • Maintain records of costing (inputs and cost of
tasks ‘soft’ services including time, human resource,
etc.) and expenditure
• Segregation and disposal of
waste C-1.2.
• Applying learning • Explore traditional and indigenous materials and
methods
• outside school setting

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Themes Theme Outlines/ Key Learning Outcomes
• Use technology or AI where relevant to optimize
work
• Apply safety protocols (including cyber safety)
as prescribed for tools and materials
• Reflect on improvements to optimise processes
and use tools and materials
• Dispose waste (e.g., crop stubble, leftover
growing media) in an environment friendly
manner
CG-3, C-3.1
• Explain how learnings can be applied outside
the school

Work with Machines and Materials

The table below maps learning outcomes and content against the competencies for work with machines and
materials in Grade 9. These are articulated in generic terms, so that they can be fulfilled through vocations
the state/board/schools may choose

Theme Outlines/ Key
Theme Learning Outcomes
Introduction to • Understanding the vocational CG-1, C-1.1
Vocational Area area contribution, livelihood
Students will be able to:
(Suggestive ecosystems, value chains, and
Instructional employment opportunities • Describe the relevance of the vocation with
Hours: 10) reference to society, nation, and the world
• Properties of materials (wood,
plastic, metal, clay, leather, etc.) • Explore different sources of information and
map resources to identify work to be done
• Introduction to technical or
engineering drawing • Determine products to be created based on
the properties and availability of materials
• Measurement based on
technical or engineering drawing • Demonstrate the basics of technical or
engineering drawing
• Selection of materials and
products to be developed based • Demonstrate measurement based on
on the guidelines (including technical or engineering drawing
properties of materials) C-1.2
• Selection of work on the basis of • Describe the quality criteria related to
guidelines inputs, process, and output
• Quality criteria

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Theme Outlines/ Key
Theme Learning Outcomes
Vocation-specific • Site visit CG-1, C-1.1
themes
• Developing process chart Students will be able to:
(Suggestive
Instructional • Tools and materials: use, • Develop a process chart based on
Hours: 26) storage, and safety protocols observation and interaction with experts, and
plan to monitor work against milestones
• Developing and refining
prototypes or practising on a • Create a detailed 2D sketch of the selected
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small sample product indicating its design and dimensions,
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using technology where relevant
• Estimation of requirements of
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• eTesting product and making
• Estimate quantities of materials required,

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using appropriate tools, based on the 2D
sketch
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alternative or waste materials or carry out a
relevant) the product
small part of the work
• Maintaining records related to
• Follow guidelines and protocols to create
costs, and growth and
the final product
development
• Incorporate changes, as required, in the
• Safety protocols related to
product based on testing and feedback
handling tools and performing
tasks
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• Finish and package the product to ensure it is
• Segregation and disposal of
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usable and presentable
waste
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• Applying learning outside the
of ‘soft’ services including time, manpower,

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etc.) and expenditure
school setting

C-1.2
• Demonstrate optimal usage of tools and
material (e.g., reusing waste wood, using
waste for packaging)
• Demonstrate effective and efficient use of

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tools (e.g., holding, using, etc.)

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• Use technology or AI where relevant to

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• Apply safety protocols (including cyber
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• Dispose waste as per protocols and
environmental considerations
CG-3, C-3.1
• Explain how learnings can be applied outside
school

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Work in Human Services

The table below maps learning outcomes and content against the competencies for work in human services
in Grade 9. These are articulated in generic terms, so that they can be fulfilled through vocations the
state/board/schools may choose.

Theme Outlines/ Key
Theme Learning Outcomes
Introduction to
• Understanding the vocational CG-1, C-1.1
Vocational Area
area contribution, livelihood
(Suggestive Students will be able to:
ecosystems, value chains, and
Instructional • Describe the relevance of the vocation with
employment opportunities
Hours: 10) reference to society, nation, and the world
• Understanding the vocational
area contribution, livelihood • Explore different sources of information
ecosystems, value chains, and map resources to identify the work to
employment opportunities be done
• Suitable environment • Demonstrate an understanding of the
setting up of a service environment
• Sensitive and empathetic
communication with the • Demonstrate an understanding of a service
person(s) to whom service is to mindset
be provided
C-1.2
• Selecting work on the basis of
guidelines • Describe the quality criteria related to
inputs, process and output based on
• Quality criteria observation and expert interaction

Vocation-specific
• Site visit CG-1, C-1.1
themes
(Suggestive • Developing process chart Students will be able to:
Instructional • Tools and materials: use, storage, • Prepare a process chart outlining the key
Hours: 26) and safety protocols elements of the service to be provided to
monitor the work against milestone
• Processes of needs
identification, including tools • Identify the needs of the person(s) for
used for understanding needs of whom service is to be provided through
person(s) to whom service is to different ways (e.g., questionnaire,
be provided (e.g., questionnaire, interview, etc.)
checklist, etc.)
• Reflect on the possible challenges while
• Designing solutions to meet the providing service and possible actions to
needs of the person(s) to whom counter them
service is to be provided
• Arrange the physical environment as per
• Tools used for providing service the comfort of the person(s) to whom
(e.g., thermometer, blood service is to be provided
pressure machine, reading
• Prepare and finalise a contract for providing
health records and
service
prescriptions, tools for personal
hygiene, and tools for • Establish the norms for communication
maintaining hygienic during service, including active and
surroundings) empathetic listening
• Costs and billing for services • Create polite, respectful and responsive
environment in the context of the service

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Theme Outlines/ Key
Theme Learning Outcomes
to be provided
• Process of review of the service
provided • Maintain the records of costing (inputs
and cost of ‘soft’ services including time,
• Method of documentation for
manpower, etc.) and expenditure
feedback and reflection
• Track progress against process chart
• Safety protocols related to
sensitivity and confidentiality C-1.2
• Segregation and disposal of waste • Use technology or AI where relevant to
optimise work
• Service provided by family and
community • Follow safety protocols as indicated by the
expert or teacher (including cyber safety and
• Providing service outside the
confidentiality)
school
• Follow protocol for waste disposal where
relevant
CG-3, C-3.1
• Identify elements of the service received at
home, based on learning
• Explain how learnings are applied to provide
service at home

Pedagogy or Instructional Methods
The NCF-SE 2023 emphasises the role of 'doing' in Vocational Education. Knowledge, capacities, and values
are developed through consistent practice and on-site exposure. The pedagogical approach for Grades 9 and
10 must align with real life — students must be provided opportunities to learn through real-life work contexts.

 Emphasise “learning by doing” through hands-on, real-life work experiences with a clear focus on
productive outcomes and on-site exposure.
 Ensure a balanced integration of theory and practice, with a greater proportion of time devoted to
practical work, supported through projects, workshops, internships, and exposure visits.
 Promote experiential learning in real-world contexts, including structured visits to workplaces and
interaction with practitioners to deepen understanding of vocations.
 Integrate technology and AI meaningfully within pedagogy to enhance learning and demonstrate their
role in improving efficiency and productivity in work settings.
 Uphold equity and inclusion, ensuring equal access to tools, resources, and opportunities for all students,
including those from diverse socio-economic backgrounds and differently abled learners.
 Strengthen school–industry linkages by partnering with local enterprises, institutions, and organisations
to facilitate internships, exposure, and authentic work-based learning experiences.

Assessment
The focus of Vocational Education assessment in Grades 9 and 10 is to assess skills that are transferable across
different kinds of work. Given the nature of vocational knowledge, the primary focus of assessment should be
demonstrated performance — not written examination alone.
Mode of Assessment: Students must be assessed on the basis of the competencies, curricular goals & learning
outcomes, as defined in the syllabus.

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i. Teacher’s Observations (based on demonstrated performance
ii. Student Portfolio
iii. Oral Presentations
iv. Self and Peer Assessments
v. Paper and Pencil tests (Situation Based Questions)
Detailed assessment guidelines shall be shared with schools once the textbooks are published by NCERT.
What is to be What are the criteria for assessment? Examples of tools and
assessed? sources of evidence
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Values and • Observation and questioning during practice
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• Dignity of labour for all kinds of work • Oral presentation or
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• Collaboration with peers
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• Pursuit of quality
• Self-assessment
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• Willingness and motivation
• Optimal use of all resources
Selection, use, • Selection of appropriate tools for task • Teachers’ observations
and • Correct usage of tools • Oral presentation or
maintenance • Keeping materials and equipment ready for use viva-voce
of tools and • Following safety protocols • Paper and pencil test
equipment • Proper storage of tools and materials post usage • Portfolio
Knowledge to • Conceptual knowledge necessary to do work • Oral presentation or
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perform tasks • Context and relevance of work viva-voce
• Sustainable and/or indigenous practices • Paper and pencil test

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• Knowledge of procedures and protocols • Portfolio

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(including safety and documentation)

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• Planning templates or creating process charts
• Mapping and budgeting of resources
Performance • Sequencing of tasks • Teachers’ observations
of tasks • Creating appropriate conditions or gathering • Portfolio
tools and materials • Oral presentation of
• Estimation of material or need identification the task performance
• Carrying out tasks using tools and materials (rationale of
• Improvements based on testing or feedback performing the task)
• Monitoring progress against plan
• Workplace organization
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• Waste management
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• Oral presentation
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• Paper
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• Site visit reports or

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Applying quality • Identifying criteria for evaluating quality of • Oral presentation or
criteria products viva-voce
• Reflection on processes • Paper and pencil test
• Portfolio
• Self-assessment
Application of • Use of vocational skills and knowledge at home • Oral presentation or
vocational viva-voce
competencies • Paper and pencil test
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• Portfolio
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