Work Education of Cbse

WORK EDUCATION
IN SCHOOLS

CBSE

CENTRAL BOARD OF SECONDARY EDUCATI ON
PREET VIHAR , DELHI - 110092

CBSE Delhi -110092

March 2004

No. of Copi es : 5000

PRI CE :

NOTE : The Board reserves t he ri ght t o amend Syl l abi and Courses as
and when i t deems necessary.

Publ i shed by G. Bal asubramani an, Secretary
C. B. S. E. , 2, Communi t y Cent re, Preet VI har, Del hi 110092

Pri nted at

Desi gned by : Chopra & Associ ates
J-4/ 1, Raj ouri Garden, New Del hi -110027. Ph. : 25933672, 25439330

FOREWORD
SUBJECT CO-ORDINATORS
Ms. Manju Sharma Ms. Mamta Garg
P.G.T. Home Science P.G.T. Home Science
Govt. G.S.S. School Kulachi Hansraj Model School
A Block, J.Puri Ashok Vihar, Phase-III
New Delhi. New Delhi.

CONTRIBUTORS

1. Mr.K.C.Dey 2. Ms.Yashu Kumar
Science Branch P.G.T.Physics
NCT Govt. of Delhi Kulachi Hansraj Model School
Lajpat Nagar Ashok Vihar, Phase-III

3. Ms.Kiran Behl 4. Ms.Sonica
P.G.T.Commercial Art T.G.T.Computer Science
Kulachi Hansraj Model School Delhi Public School
Ashok Vihar, Phase-III Dwarka
5. Mr.Mahesh Chugh 6. Mr.P.P.Keswani
Craft Instructor Kendriya Vidyalaya
Bhartiya Vidya Bhawan Bhiwani, Haryana
Kasturba Gandhi Marg
New Delhi
CBSE FACULTY

1. Mr. Ashok Ganguly 2. Mr. G.Balasubramanian
Chairman Director (Academics)
3. Mr. C.D. Sharma
Education Officer
(Voc. Education)
(CO-ORDINATOR)

CONTENTS

UNI T TOPI C PAGE NO.
I Work Educat i on Def i ni t i on, Hi st ori cal
perspect i ve, Concept and Obj ect i ves
1-6
I I Work Educat i on-An Essent i al Curri cul ar Area 7-9
II I Impl ement at i on of Work Educat i on 10-11
I V Management of Work Educat i on i n School s 12-17
V St rat egi es f or promot i on of Work Educat i on
Programme.
18-20
VI Eval uat i on of Work Educat i on 21-26
VI I Core and El ect i ve Areas of Work Educat i on 28-32

S.No. ELECTIVE AREAS CLASSES PAGE NO.
1. Meal Pl anni ng and Preparat i on VI -XI I 33-38
2. Food Processing and Catering Management I X-XII 39-43
3. Home Management and Interior Decoration I X-XII 44-47
4. Chi l d care and Crche Management XI -XI I 48-51
5. Text i l e Desi gni ng
a. Fabri c Pai nt i ng
b. Ti e and Dye
c. Bl ock Pri nt i ng
d. Screen Pri nt i ng
VI -XI I 52-58
6. El ement s of Dress Desi gni ng (Cut t i ng,
Tai l ori ng, Kni t t i ng and Embroi dery)
VI -XI I 59-63
7. Commerci al Art I X-XI I 64-66
8. Craf t Work
a. Paper Work
b. Papi er Mache
c. Cl ay Model l i ng
d. Macrame Work
e. St uf f ed Toys and Dol l maki ng
VI -XI I 67-74

S.No. ELECTIVE AREAS CLASSES PAGE NO.
9. Preparat i on of Speci f i c i tems and t hei r
val ue addi t i on
a. Gi f t Wrappi ng
b. Best out of wast e
c. Candl e Maki ng
d. Terracota Val ue addi ti on
e. Preparat i on of a Li ght i ng Fi xure
f . Preparat i on of Soaps, Det ergent s,
Shampoo
g. Preparat i on of di f f erent Masal as
VI -XI I 75-81
10. Comput er Appl i cat i ons VI -XI I 82-96
11. Typewri t i ng I X-X 97-101
12. Book Keepi ng I X-X 102-106
13. Of f i ce Rout i ne and Pract i ces I X-X 107-112
14. Repai r and mai nt enance of El ect ri cal
Gadget s
I X-XI I 113-118
15. Repai r and mai nt enance of Si mpl e
El ect roni c Devi ces
I X-XI I 119-123
16. Gardeni ng and Vermi compost i ng VI -XI I 124-128

WORK EDUCATION
A Perspective
Our educat i on has got t o be revol ut i oni zed. The brai n
must be educat ed t hrough t he hand. If I were a poet, I
woul d wri t e poet ry on t he possi bi l i t i es of f i ve f i ngers.
Those who do not t rai n t hei r hands, who go t hrough t he
ordi nary rut of educat i on, l ack MUSI C i n thei r l i fe.
- Mahatma Gandhi

1
UNIT I
WORK EDUCATION Definition, Historical Perspective,
Concept and Objectives
Defi niti on of Work Educati on :-
Work Educat i on i s vi ewed as purposi ve and meani ngf ul manual work,
organi zed as i nt egral part of t he l earni ng process and resul t i ng i nt o
goods or servi ces usef ul t o t he communi t y, besi des t he pl easure of sel f -
f ul f i l l ment . I t shoul d be an essent i al component at al l st ages of educat i on
and must be provi ded t hrough a wel l -st ruct ured and graded programme.
The compet enci es t o be devel oped i n t hi s f i el d shoul d i ncl ude knowl edge,
underst andi ng ski l l s and val ues t hrough need-based l i f e act i vi t i es.
Maj or cat egori es of work, whi ch need t o be speci f i cal l y st ressed i ncl ude:
a) Work pert ai ni ng t o t he needs of i ndi vi dual , such as heal t h, hygi ene,
cl ot hi ng, cl eanl i ness, et c;
b) Work at home t o be perf ormed as a member of t he f ami l y;
c) Work i n t he cl assroom, school and i n t he out of school act i vi t i es
i nt egrat ed wi t h school l i f e;
d) Work as a l earni ng experi ence t hrough ot her subj ect s such as
physi cal educat i on, art educat i on, soci al st udi es, sci ence and ot hers;
e) Work i n t he communi t y f ocused on sel f l ess servi ce;
f ) Work rel at i ng t o vocat i onal devel opment , product i on, soci al
usef ul ness and expl orat i on of t he opport uni t i es and care pat hways.
Hi stori cal Perspecti ve
Over t he past f i f t y years i n our count ry and especi al l y i n t he l ast t went y
years or so, t here has been an i ncreasi ng appreci at i on of t he need t o
i ncl ude work as a vi t al component at al l st ages of school educat i on. Thi s
has i t s root s i n t he percept i ons about work educat i on as a powerf ul
means of rest ori ng respect and di gni t y t o al l t ypes of manual work,
removi ng di st i nct i ons bet ween manual workers and whi t e col l ar workers,
promot i ng sel f -rel i ance i n meet i ng one s dai l y needs and t hose of t he
soci et y, i ncreasi ng product i vi t y t hrough t he devel opment of proper work
ski l l s and val ues, and accel erat i ng t he process of economi c devel opment
i n t he count ry t hrough communi t y servi ce and soci al work by st udent s.
2
More speci f i cal l y, Work Educat i on provi des t he basi s f or bui l di ng up
proper at t i t udes t owards work devel opi ng f avourabl e work val ues and
habi t s, i mpart i ng necessary knowl edge rel at ed t o work, and devel opi ng
appropri at e work ski l l s, whi ch can hel p t he chi l dren t o become product i ve
and sel f -rel i ant i n meet i ng t hei r day-t o-day needs and t hose of t hei r
f ami l i es and communi t i es. Work Educat i on can f urt her enabl e t he
chi l dren t o di scover t hei r real i nt erest s and apt i t udes whi ch woul d be
hel pf ul t o t hem i n sel ect i ng sui t abl e courses of st udy and occupat i ons
l at er on. Si nce work occupi es a promi nent posi t i on i n t he l i f e and wel l -
bei ng of an i ndi vi dual and a count ry, Work Educat i on shoul d have a pri de
of pl ace i n t he school curri cul um as a means of achi evi ng sel f -rel i ance
and as a preparat i on f or adul t l i f e.
I n vi ew of t he uni que i mport ance of work educat i on f or t he al l round
devel opment of t he chi l d and wel l -bei ng of t he count ry, consi derabl e
i mport ance has been gi ven t o i t i n al most al l i mport ant schemes, report s
and document s on educat i on whi ch have come out i n t he l ast f i f t y years
e. g. Gandhi j i s Scheme of Basi c Educat i on, Kot hari Commi ssi on s Report ,
NCERT s Ten-Year School Curri cul um, Report of t he I shwar Bhai Pat el
Commi t t ee, t he Nat i onal Pol i cy of Educat i on, 1986 and more recent l y t he
Nat i onal Curri cul um Framework 2000. Consequent l y, work educat i on has
come t o be vi ewed as an i mport ant l i nk bet ween educat i on and
product i vi t y, as an i mport ant i nst rument f or t he preparat i on of t he chi l d as
a sel f -support i ng and product i ve ci t i zen and as a pot ent means of soci al
reconst ruct i on and nat i onal devel opment . I t has been i nt roduced and
i mpl ement ed under di f f erent names, such as Craf t Educat i on (1937),
Work Experi ence (1967), Soci al l y Usef ul Product i ve Work (1977), at
di f f erent t i mes and i n di f f erent part s of t he count ry.
The Nat i onal Pol i cy on Educat i on (NPE) has assi gned a very
i mport ant pl ace t o work educat i on i n t he school curri cul um at al l st ages.
I t has revert ed t o t he t erm Work Experi ence whi ch was earl i er used by
Kot hari Commi ssi on f or work educat i on. The NPE st at es: Work
Experi ence, vi ewed as purposi ve, meani ngf ul , manual work, organi zed as
an i nt egral part of t he l earni ng process and resul t i ng i n ei t her goods or
servi ces usef ul t o t he communi t y, i s consi dered as an essent i al
component (of curri cul um) at al l st ages. I t i s t o be provi ded t hrough wel l -
st ruct ured and graded programmes. Work Experi ence woul d compri se
act i vi t i es i n accordance wi t h t he i nt erest s, abi l i t i es and needs of
st udent s, t he l evel of ski l l s and knowl edge t o be upgraded wi t h t he
st ages of educat i on. Thi s experi ence woul d be hel pf ul t o a st udent on hi s
ent ry i nt o t he work f orce. Pre-vocat i onal programmes provi ded at t he
3
l ower secondary st age wi l l al so f aci l i t at e t he choi ce of vocat i onal courses
at t he hi gher secondary st age.
Recentl y, the Nati onal Curri cul um Framework for School Educati on
devel oped by the NCERT (2000a) suggested a more comprehensi ve
term Work Educati on i n pl ace of the earl i er nomencl ature of Work
Experi ence.
Concept of Work Educati on
The Nat i onal Pol i cy on Educat i on 1986 has concei ved Work Educat i on as
purposi ve and meani ngf ul manual work t hat resul t s i n goods or servi ces
whi ch are usef ul t o t he soci et y. Work Educat i on compri ses act i vi t i es
consi st i ng of servi ces, f oods and communi t y devel opment i n vari ous
areas of human needs such as heal t h and hygi ene, f ood, cl ot hi ng,
recreat i on and soci al servi ce i n accordance wi t h ment al abi l i t i es and
manual ski l l s of chi l dren at vari ous st ages of educat i on and t he
avai l abi l i t y of l ocal resources. The Pol i cy vi sual i zed i nt ensi ve
part i ci pat i on i n product i on and servi ce-ori ent ed proj ect s f or t he mi ddl e
and l ower-secondary st ages al ong wi t h an Earn whi l e you l earn
di mensi on f or needy st udent s on an opt i onal basi s. I t assi gned equal
i mport ance t o communi t y work/ soci al servi ce f or creat i ng soci al
awareness and concern f or t he wel f are/ devel opment of t he l ocal
communi t y or soci et y at l arge.
The essent i al at t ri but e of Work Educat i on i s, t heref ore, i t s manual
charact er whi ch means t hat t he chi l dren are t o work wi t h t hei r hands and
t hereby devel op a purposi ve or educat i ve i n t hat i t shoul d hel p devel op
knowl edge, underst andi ng at t i t udes, personal -soci al qual i t i es and ski l l s
rel at ed t o t he worl d of work. Furt her, Work Educat i on shoul d be
meani ngf ul i . e. , i t shoul d hel p i n t he sat i sf act i on of chi l dren s basi c needs
of l i f e such as f ood, cl ot hi ng, shel t er, heal t h, hygi ene and recreat i on,
t hrough product i on of goods or renderi ng of servi ces. Soci al or
communi t y servi ce f or t he wel f are/ devel opment of t he communi t y or
soci et y at l arge shoul d al so f orm an essent i al component of Work
Educat i on.
Work Educati on i n the Nati onal Pol i cy on Educati on (NPE)
Work Educat i on i n t he NPE i s t hus concept ual l y t he same as SUPW.
However, i t s emphasi s i s on wel l -st ruct ured and graded programmes at
al l st ages of school educat i on i ncl udi ng programme at t he mi ddl e school
st age whi ch woul d devel op suf f i ci ent psychomot or ski l l s and conf i dence
among st udent s f or ent eri ng t he worl d of work di rect l y or t hrough cert ai n
occupat i onal courses. I t al so envi sages pre-vocat i onal programmes at
4
t he l ower secondary st age as preparat i on f or di rect ent ry i nt o worki ng l i f e
or choi ce of vocat i onal courses at t he hi gher secondary st age.
The most i mport ant goal of educat i on i s t o prepare chi l dren f or l i f e
as adul t s and t o i mpart knowl edge, ski l l s, qual i t i es and at t i t udes whi ch
make t hem sel f -support i ve i ndi vi dual s and product i ve ci t i zens. Pre-
vocat i onal programmes at t he secondary and hi gher secondary (academi c
st ream onl y) st ages, as vi sual i zed i n t he NPE, are ai med speci f i cal l y at
devel opment of ski l l s i n di f f erent work areas t hrough wel l -desi gned
courses so t hat t hose who st op st udi es af t er t he hi gh/ hi gher secondary
st ages are abl e t o ent er t he worl d of work di rect l y or wi t h a l i t t l e more
preparat i on. The emphasi s i n such courses i s on pract i cal work t o sat i sf y
t he needs of st udent s, school and communi t y and t o f i nd t he sol ut i on of
probl ems. Sal eabi l i t y and commerci al accept abi l i t y of t he goods or
servi ces produced shoul d be hi ghl i ght ed i n pre-vocat i onal courses t o
sensi t i ze pupi l s t o t he product i on of qual i t y goods. Pre-vocat i onal
courses i n Work Educat i on shoul d be vi ewed as ground preparat i on f or
vocat i onal f or t hose who drop out af t er cl ass X and as preparat i on f or
vocat i onal courses f or t hose who opt f or t hem at t he pl us t wo st age.
The Nat i onal Curri cul um Frame Work f or School Educat i on (2000) has
al so emphasi zed concept and phi l osophy of Work Educat i on and i t
st ressed t hat t he act i vi t i es pert ai ni ng t o work educat i on shoul d be so
organi zed as t o real i ze t he obj ect i ves of Work Educat i on such as
i ncul cat i on among l earners of respect f or manual work, val ues f or sel f -
rel i ance, cooperat i veness, perseverance, hel pf ul ness, t ol erance and work
et hi cs besi des devel opi ng at t i t udes and val ues-rel at ed t o product i ve work
and concern f or t he communi t y. The t heory and pract i ce have t o be such
t hat i t enabl es l earners t o underst and t he f act s, t erms concept s and
sci ent i f i c pri nci pl es i nvol ved i n vari ous f orms of work si t uat i ons, know t he
sources of raw-mat eri al s, underst and t he use of t ool s and equi pment s i n
product i on and servi ce processes, acqui re ski l l s needed f or
t echnol ogi cal l y advanci ng soci et y and concept ual i ze t hei r rol e i n
product i ve si t uat i ons. The programme shoul d devel op among l earners
t he ski l l s f or i dent i f yi ng, sel ect i ng, arrangi ng and devel opi ng i nnovat i ve
met hods and observi ng, mani pul at i ng and part i ci pat i ng i n work pract i ces
and t hereby enhanci ng product i ve ef f i ci ency.
5
Obj ecti ves of Work Educati on
I n order t o gi ve proper di rect i on t o Work Educat i on act i vi t i es, i t i s
necessary t o be cl ear about t he obj ect i ves of Work Educat i on. A l i st of
t he overal l obj ect i ves of Work Educat i on i s gi ven bel ow:
A COGNI TI VE DOMAI N
(Knowledge and Understandi ng)
Work Educati on hel ps the pupi l to
i ) I dent i f y hi s needs and t hose of hi s f ami l y and communi t y i n respect
of f ood, heal t h and hygi ene, cl ot hi ng, shel t er, recreat i on and soci al
servi ce.
i i ) Acquai nt hi msel f wi t h product i ve act i vi t i es i n t he communi t y.
i i i ) Know t he sources of raw mat eri al s and underst and t he use of t ool s
and equi pment i n t he product i on of goods and servi ces.
i v) Underst and sci ent i f i c f act s and pri nci pl es i nvol ved i n vari ous f orms
of work.
v) Underst and t he process of pl anni ng and organi zi ng product i ve work.
vi ) Underst and hi s rol e i n product i ve si t uat i ons.
vi i ) Underst and t he needs of a t echnol ogi cal l y advanci ng soci et y i n
t erms of product i ve processes and ski l l s.
B. PSYCHOMOTOR DOMAIN
(Ski ll s)
I t hel ps the pupi l to
i ) Devel op ski l l s f or t he sel ect i on, procurement , arrangement and use
of t ool s and mat eri al s f or di f f erent f orms of product i ve work.
i i ) Devel op ski l l s f or t he appl i cat i on of probl em sol vi ng met hods i n
product i ve work and soci al servi ce si t uat i ons.
i i i ) Devel op ski l l s f or great er product i ve ef f i ci ency.
i v) Use hi s creat i ve f acul t i es f or devi si ng i nnovat i ve met hods and
mat eri al s.
6
C. AFFECTI VE DOMAI N
(Atti tude and Val ues)
I t hel ps the pupi l to
(i ) Devel op respect f or manual work and regard f or manual workers.
(i i ) I ncul cat e soci al l y desi rabl e val ues such as sel f -rel i ance,
hel pf ul ness, cooperat i veness, t eam-work, perseverance,
t ol erance, et c.
(i i i ) Devel op proper work habi t s and val ues such as regul ari t y,
punct ual i t y, di sci pl i ne, honest y, ef f i ci ency, l ove of excel l ence and
dedi cat i on t o dut y.
(i v) Devel op sel f -est eem and conf i dence t hrough achi evement s i n
product i ve work and servi ces.
(v) Devel op a deeper concern f or t he envi ronment and a sense of
bel ongi ng, responsi bi l i t y and commi t ment t o t he soci et y.
(vi ) Devel op awareness of soci o-economi c probl ems of soci et y.
(vi i ) Appreci at e t he ut i l i t y of product i ve work and servi ces t o t he
communi t y.
7
Unit II
Work Education- An Essential Curricular Area
The Nat i onal Pol i cy on Educat i on has gi ven a cl ear di rect i on t hat work
Educat i on i s vi ewed as purposi ve and meani ngf ul manual work: organi zed
as an i nt egral part of t he l earni ng process and resul t i ng i n ei t her goods
or servi ces usef ul t o t he communi t y, shoul d be consi dered as an
essent i al component at al l st ages of educat i on t o be provi ded t hrough
wel l st ruct ured and graded programmes. The Pol i cy al so has l ai d down
t hat i t woul d compri se act i vi t i es i n accordance wi t h t he i nt erest s, abi l i t i es
and needs of st udent s, t he l evel of ski l l s and knowl edge t o be upgraded
wi t h t he st ages of educat i on. I t i s expect ed t hat t hi s experi ence woul d be
hel pf ul on hi s ent ry i nt o t he workf orce. Pre-vocat i onal programmes
provi ded at t he secondary st age are expect ed t o f aci l i t at e t he choi ce of
vocat i onal courses at t he seni or school st age.
Pl ace i n the Scheme of Studi es
As such t he Board has prescri bed t he f ol l owi ng as compul sory l earni ng
areas at t he Secondary st age wi t h rel at i ve t i me al l ocat i ons:
Area Peri ods per week
Two l anguages 14
Mat hemat i cs 7
Sci ence 9
Soci al Sci ence 9
Work Educat i on 2
+ 2 (out si de school hours)
Art Educat i on 2
Physi cal and Heal t h Educat i on 2
Total 45
At t he seni or school st age, Work Educat i on i s agai n compul sory and i t s
al l ocat i on of t i me vi s--vi s ot her subj ect s i s gi ven bel ow:
8

Area Peri ods per week
Two l anguages 14
Three El ect i ves 24
General St udi es 3
Work Educat i on 2
+2 (out si de School hours)
Physi cal and Heal t h Educat i on 2
Total 45
Thus about 10% of t he t i me i s requi red t o be spent on Work Educat i on at
t he secondary and seni or school st ages. I t i s advi sed t hat school s may
spend more t i me on work educat i on i n t he l ower cl asses goi ng upt o 15%
of t he t ot al t i me, i f possi bl e.
The i mport ance of work educat i on must be cl earl y underst ood. Bot h i n t he
schemes f or Secondary School Exami nat i on (Cl ass X) and Seni or School
Cert i f i cat e Exami nat i on (Cl ass XI I ), i t i s l ai d down t hat a candi dat e shal l
be el i gi bl e t o get t he pass cert i f i cat e of t he Board onl y i f he get s a grade
hi gher t han E i n Work Educat i on as i n ot her subj ect s on i nt ernal
assessment unl ess he i s exempt ed. I f a candi dat e f ai l s t o get t he
requi si t e grade as cert i f i ed by t he school , t he resul t of ext ernal
exami nat i on wi l l be wi t hhel d but not f or a peri od of more t han one year. I t
woul d, t heref ore be wort hwhi l e i f school s provi de f or si mi l ar i mport ance
t o Work Educat i on i n t hei r own promot i on rul es.
Nature of Learni ng Experi ences
What i s i mport ant f or t he successf ul i mpl ement at i on of Work Educat i on i s
not j ust t he al l ocat i on of t i me but an at t empt on t he part of school s t o
i nt egrat e i t wi t h t he process of l earni ng. At t he pri mary st age, t heref ore,
i t shoul d be properl y i nt egrat ed wi t h envi ronment al st udi es and i t s
appl i cat i ons. I t shoul d al so encourage experi ment at i on wi t h mat eri al s,
t ool s and t echni ques and shoul d f ami l i ari ze t he st udent s wi t h work
pract i ces.
At t he mi ddl e, secondary and seni or school st ages, exposure t o work
experi ence shoul d come t hrough act i vi t i es whi ch f al l under:
9
i . Core Area under whi ch st udent s l earn t o l ook af t er t hei r own
needs and t hose of t hei r nei ghborhood and communi t y i ncl udi ng t he
school t hrough compul sory act i vi t i es i nvol vi ng manual work and soci al
servi ce; and
i i . El ecti ve Area under whi ch st udent s t hrough repeat ed pract i ce i n
an act i vi t y of t hei r choi ce acqui re enough ski l l s i n product i ve work and
servi ces. Thi s wi l l al so be i n t he nat ure of pre-vocat i onal experi ence i n
some cases.
Cri teri a for Sel ecti on of Acti vi ti es
I n t he pages t hat f ol l ow, number of i l l ust rat i ve act i vi t i es bot h under t he
Core and El ect i ve Areas are gi ven f or t he gui dance of school s. The l i st ,
obvi ousl y, cannot be exhaust i ve. The school s have t he f reedom t o pl an
t hei r own act i vi t i es accordi ng t o t hei r own needs. Whi l e pl anni ng an
act i vi t y t he school s shoul d ensure t hat i t sat i sf i es t he f ol l owi ng cri t eri a:
1. The act i vi t y must be i n accordance wi t h t he basi c concept of Work
Educat i on i nvol vi ng purposi ve, meani ngf ul and manual work;
2. I t shoul d hel p t he st udent s i n devel opi ng desi rabl e work et hi cs and
soci al val ues;
3. I t shoul d be sui t ed t o t he l evel of mat uri t y of st udent s;
4. I t shoul d generat e enough i nt erest among t he st udent s. One can
t ake a horse t o wat er but cannot make i t dri nk. So st udent s have not t o
be f orced t o undert ake an act i vi t y wi t h t he resul t t hat t hei r unwi l l i ngness
becomes a st umbl i ng bl ock;
5. I t shoul d be easy t o be organi zed by t he, st af f wi t hout much
out si de hel p and shoul d have most of t he school s resources; and
6. I t shoul d have most of t he f ol l owi ng di mensi ons:
i . I dent i f i cat i on of a probl em;
i i . Observat i on of work si t uat i on;
i i i . Part i ci pat i on i n a work si t uat i on or i nvol vement i n manual work;
i v. Cul t i vat i on of good habi t s and at t i t udes;
v. Product i on of goods/ servi ces.
10
UNIT III
Implementation Of Work Education
The cont ent of Work Educat i on wi l l be based on t he needs of t he pupi l s
on one hand and on t he resources avai l abl e i n t he communi t y and t he
f aci l i t i es avai l abl e i n t he school on t he ot her. Si nce t hese wi l l di f f er f rom
pl ace t o pl ace, no f i xed programme can be prescri bed f or al l t he school i n
t he area, st at e or count ry. I t i s i n keepi ng wi t h t hi s real i zat i on t hat
suggest i ve syl l abi i n Core and El ect i ve areas have been desi gned f or
Work Educat i on programme f or t he school s af f i l i at ed wi t h CBSE, so t hat i t
l eaves l ess scope f or vari ed concept ual i nt erpret at i ons.
Besi des i ncl udi ng Work Educat i on act i vi t i es of a wi de vari et y f or al l upper
pri mary, secondary and seni or secondary st ages whi ch i s not exhaust i ve,
t he suggest i ve l i st of act i vi t i es under t he el ect i ve area al so i ncl udes pre-
vocat i onal courses as a part of t he Work Educat i on programme f or t he
secondary school st age.
The Core Area covers t he f ol l owi ng ni ne aspect s of human needs:
i . Nut ri t i on Educat i on
i i . Heal t h Educat i on
i i i . Popul at i on Educat i on
i v. Cul t ure and Recreat i on
v. Val ue Devel opment
vi . Medi a and Mass Communi cat i on
vi i . I nf ormat i on Technol ogy
vi i i . Consumer Educat i on
i x. Envi ronment
The purpose of t hi s area i s t o bri ng about at t i t udi nal changes and t o
devel op readi ness f or cont i nued product i ve work. Theref ore every pupi l
has t o undert ake at l east 60 per cent of t he act i vi t i es i n t he syl l abus
under t he Core area i n each cl ass.
The purpose of t he El ect i ve Areas i s t o gi ve a vocat i onal bi as t o t he Work
Educat i on programme. I t may t heref ore, requi re repet i t i on or const ant
pract i ces accordi ng t o t he t i me avai l abl e. A school may sel ect at l east
t wo el ect i ve act i vi t i es dependi ng on t he avai l abi l i t y of t i me, season,
11
human expert i se, raw mat eri al s et c. , but a st udent wi l l undert ake onl y
one act i vi t y i n a cl ass. Thi s i s t o f aci l i t at e provi si on of f unds and make
smal l groups f or pract i cal work. A st udent has t o cover at l east 50 per
cent of t he syl l abus under t he act i vi t y he sel ect s i n each cl ass i n t hi s
area t o ensure mi ni mum l evel of compet ence.
Work Educat i on act i vi t i es shoul d not be perf ormed mechani cal l y, but
must i ncl ude pl anni ng, anal ysi s and det ai l ed preparat i on at every st age.
I n t he t eachi ng-l earni ng process, t eachers may adopt probl em-
sol vi ng approach. Pupi l s shoul d be made aware of t he probl ems rel at ed
t o t hei r needs and t he work t hat shoul d be undert aken t o sat i sf y t hei r
needs. They shoul d be l ed t o arri ve at t he sol ut i on of t hese probl ems by
di scussi ng t he mat eri al s, t ool s and t echni ques f or perf ormi ng work and
servi ces and by undert aki ng appropri at e work.
I f a school i nt ends t o i nt roduce a work educat i on act i vi t y f or whi ch
t he syl l abus i s not gi ven here, t he school may desi gn i t s syl l abus t o
sat i sf y t he cri t eri a l i st ed earl i er.
Si nce di f f erent act i vi t i es have been suggest ed f or di f f erent cl asses,
t he most appropri at e met hod of organi zi ng t he t i me-t abl e i s t o have Work
Educat i on peri od f or al l t he sect i ons of a cl ass at t he same t i me i f t he
school has a l arge number of act i vi t i es t o of f er and t o have i t sect i on
wi se i f t here are onl y 2-3 act i vi t i es f or each cl ass.
The Pri nci pal of t he school wi l l prepare a scheme of work f or t he
year i n t he prescri bed perf orma, whi ch i s subj ect t o i nspect i on by t he
Board aut hori t i es.
St udent s are expect ed t o keep a record of t he act i vi t i es under Core
and El ect i ve Areas perf ormed by t hem i n a part i cul ar cl ass i n t he
prescri bed perf orma. Thi s record i s subj ect t o i nspect i on by t he t eachers,
t he Pri nci pal and t he hi gher aut hori t i es and wi l l be submi t t ed f or
eval uat i on at t he annual promot i on exami nat i on.
Teacher wi l l do cont i nuous comprehensi ve eval uat i on of t he
st udent s and keep a record as gi ven under each El ect i ve Area, whi ch i s
subj ect t o i nspect i on by t he Pri nci pal , t he hi gher aut hori t i es and t he
CBSE.

12
UNIT IV
Management of Work Education in Schools
The ef f ect i ve i mpl ement at i on of Work Educat i on programme i n school s
shoul d compri se t he f ol l owi ng t hree di mensi ons:
1. Scheme of work f or t he year.
2. Provi si on of f unds and avai l abi l i t y of resources bot h expert i se and
mat eri al s.
3. Ori ent at i on programmes f or t eachers.
To l ook af t er t hese t hree di mensi ons of Work Educat i on i n school s, i t i s
essent i al t o have a Work Educat i on Commi t t ee under t he Chai rmanshi p of
t he Pri nci pal / Head of t he school consi st i ng of expert s, t eachers and
st udent s. Thi s commi t t ee wi l l have t he f ol l owi ng f unct i ons:
1. Preparat i on of t he scheme of work f or t he year i n a prescri bed
prof orma A gi ven i n t he appendi x I .
2. Preparat i on of an est i mat e f or f unds f or consumabl e and non-
consumabl e mat eri al s f or perf ormi ng t he Work Educat i on act i vi t i es
and use of resources-bot h men and mat eri al s.
3. Overal l quart erl y eval uat i on and moni t ori ng of Work Educat i on
programme f ol l owed by eval uat i on at t he end of t he academi c
sessi on.
Teachers for Work Educati on
Al l t he t eachers of t he school shoul d part i ci pat e i n t he Work Educat i on
Programme. Core areas of Work Educat i on can be t aught by al l t eachers
af t er ori ent at i on. I n t he el ect i ve area, t eachers can t each el ect i ve
act i vi t i es af t er undergoi ng t rai ni ng/ ori ent at i on i n t he concerned f i el d.
However, t here may be some el ect i ve areas whi ch may requi re t eachers
wi t h speci al i zed t rai ni ng. School may empl oy part -t i me expert s f rom t he
communi t y. School s can al so empl oy a Work Educat i on t eacher
speci al i zed i n one or t wo areas. He/ She wi l l al so pl an, coordi nat e and
moni t or t he Work Educat i on programme i n t he school under t he gui dance
of t he Pri nci pal .
(Qual i fi cati on & Ski l l of the teacher i s menti oned under each el ecti ve
area)
13
Rol e of Head of I nsti tuti on
The Head of t he I nst i t ut i on serves as a l i nkage bet ween t he school and
i mpl ement at i on of t he WEP. He/ She has a great responsi bi l i t y i n
vi sual i zi ng, i mpl ement i ng, admi ni st rat i ng, supervi si ng and moni t ori ng t he
WEP, so as t o ensure qual i t y and st andard of t he act i vi t i es perf ormed i n
t he I nst i t ut i on. The Head of t he I nst i t ut i on may have t o undergo t he
f ol l owi ng t asks:
- Di scuss and pl an WE act i vi t i es wi t h t he t eachers.
- Devel op an i nst i t ut i onal pl an.
- Coordi nat e and supervi se t he WE act i vi t i es.
- Ensure avai l abi l i t y of t he i nf rast ruct ure and f unds.
- Mot i vat e t eachers i n organi zi ng WE act i vi t i es.
- Arrange i n servi ce t eacher t rai ni ng.
- Coordi nat e wi t h di st ri ct and st at e educat i on depart ment s.
- Moni t or t he progress of t he programme.
- I val uat e t he WEP at t he I nst i t ut i onal l evel .
- Provi de f eedback t o t he concerned aut hori t i es.

Teacher Depl oyment
Al l t he t eachers of t he school shoul d part i ci pat e i n t he WEP. Act i vi t i es of
t he Core component shoul d be conduct ed by al l t he t eachers, af t er goi ng
t hrough proper ori ent at i on and t rai ni ng. Act i vi t i es of t he El ect i ve
component shoul d be t aken up by t he t eachers havi ng t he requi red
expert i se or af t er goi ng t hrough an i nt ensi ve t rai ni ng programme i n t he
concerned f i el d. One t eacher shoul d be made as t he co-ordi nat or of Work
Educat i on programme i n t he school .
Rol e of Teachers
Rol e of a t eacher i s t he cent ral f act or f or t he success of any educat i onal
programme. Al l t he t eachers must be gui ded, mot i vat ed, ori ent ed and
t rai ned t o organi ze t he work educat i on act i vi t i es, based on t he subj ect
t hey t each. Teachers, who are i nvol ved i n Work Educat i on programme
shoul d make an i nvent ory of mat eri al s and prepare a t ent at i ve
i nst ruct i onal pl an, whi ch i ncl ude t he obj ect i ves, broad cont ent s and
hi ghl i ght t he knowl edge, underst andi ng, ski l l s, at t i t ude and val ues t o be
14
devel oped bef ore carryi ng out t he act i vi t y. The i nst ruct i onal pl an shoul d
al so def i ne t he assessment procedure(s) t o be adopt ed f or eval uat i ng t he
act i vi t y. Teachers need t o know t he background of t he st udent s and
shoul d t ry t o get t he cooperat i on and expert i se of t hei r parent s,
especi al l y t hose who are ski l l ed art i sans, craf t smen, f armers and
prof essi onal s.
The t eachers are expect ed t o perf orm t he f ol l owi ng f unct i ons:
Assess t he needs of t he st udent s and communi t y.
Sel ect act i vi t i es based on t he pri nci pl es gi ven i n t he gui del i nes.
Prepare st udent s f or i nvol vement i n t he act i vi t i es.
Arrange mat eri al s and resources.
Devel op l i nkages wi t h expert i nst i t ut i ons and communi t y.
Organi ze act i vi t i es and rel at e t hem wi t h real l i f e si t uat i ons.
Expl ai n t he concept , i mport ance, rel evance i n rel at ed areas and
i mpl i cat i ons on personal and soci al devel opment .
I nvol ve st udent s i n campai gns, excursi ons, educat i onal t ours
et c.
Observe and eval uat e st udent s.
Provi de f eedback t o st udent s and admi ni st rat i on f or
i mprovement .
Educat e parent s regardi ng t he i mport ance of Work Educat i on.
Coordi nat e wi t h parent s f or ref erral and f ol l ow up of i ndi vi dual
cases.
Al location of Ti me
At l east f our peri ods per week are supposed t o be spent on Work
Educat i on i n cl asses VI t o XI I , out of whi ch equi val ent of 2 peri ods may
be out si de t he school hours. Out of t he f our peri ods f or Work Educat i on,
one peri od may be f or t he Core Area and t hree peri ods f or t he El ect i ve
Area. Some of t he act i vi t i es may be perf ormed duri ng t he morni ng
assembl y, recess, af t er school hours- or t i me avai l abl e ot herwi se.
Faci l i ti es for Work Educati on
The school s wi l l have t he f ol l owi ng t wo f aci l i t i es f or t he ef f ect i ve
i mpl ement at i on of t he Work Educat i on programme;
1. Physi cal f aci l i t i es consi st i ng of accommodat i on, workshop, t ool s,
equi pment , raw mat eri al s, et c.
2. Teacher expert i se consi st i ng of speci al i zed t eachers and ot her
subj ect t eachers wi t h proper ori ent at i on and t rai ni ng i n concept ,
15
phi l osophy and met hodol ogy of Work Educat i on f or speci f i c
act i vi t i es.
Use of Communi ty Resources
Communi t y resources may be ut i l i zed f or ef f ect i ve i mpl ement at i on of t he
Work Educat i on programme, but school s shoul d al so have f unds t o
al l ocat e mi ni mum resources. School ss al so t ake advant age of l ocal
busi ness ent erpri ses, workshops and work cent res f or work- si t e t rai ni ng.
I nstructi onal Strategi es
A vari et y of i nst ruct i onal st rat egi es and met hods shoul d be adopt ed t o
ef f ect i vel y communi cat e t he message t o t he st udent s. The met hod
adopt ed shoul d be chi l d-cent red, pract i cal , i nvest i gat i ve and f aci l i t at e
rei nf orcement of l i vi ng ski l l s. I t shoul d permi t shari ng of i deas, devel op
i n-dept h knowl edge, underst andi ng and ski l l s and hel p i n acqui si t i on of
posi t i ve at t i t ude and val ues. I t shoul d al so serve as a t ool f or bri ngi ng out
creat i ve expressi ons. Probl em sol vi ng approach can be ut i l i zed t o
devel op anal yt i cal and mani pul at i ve ski l l s, especi al l y at hi gher
educat i onal st age.
I nstructi onal Materi al
Nat i onal Counci l of Educat i onal Research and Trai ni ng (NCERT) has
prepared i nst ruct i onal mat eri al s i n t he f orm of curri cul um gui des,
handbooks, source books, manual s, exempl ar mat eri al s et c. School s may
adopt / adapt t hese i nst ruct i onal mat eri al s af t er necessary modi f i cat i ons t o
sui t t hei r needs.
The syl l abus gui del i nes i n Core and El ect i ve areas wi l l enabl e t he
t eachers t o i mpl ement Work Educat i on wi t h real concept ual
i nt erpret at i ons.
I nstructi onal Methods
New and dynami c met hods, i ncl udi ng t he use of el ect i ve medi a are t o be
adopt ed wi t h a vi ew t o i ncul cat e among st udent s curi osi t y, encouragi ng
sel f -st udy and nurt ure probl em-sol vi ng abi l i t i es.
(a). Met hods i nvol vi ng const ruct i on and creat i ve act i vi t i es
Drawi ng
Sket ches
Cart oons
Post ers
Di agrams
16
Graphs
Chart s
Fl annel Board
Model s
Col l age
Speci men
Scrap books
(b). Met hods i nvol vi ng part i ci pat i on and observat i on
Pl ays
Puppet ry
Dance
Drama
Songs
Mi mes
Poems
Games
Excursi ons
I nt ervi ews
St udy t ours
Fi el d vi si t s
I nt er-school vi si t s
Experi ment s
Demonst rat i ons
Di scussi ons
Brai nst ormi ng
Lect urers
Debat es
St ory Tel l i ng
Newspaper readi ng
Sl i de shows
Vi deo Fi l m shows
Radi o programmes
Audi o recordi ng & programmes
Comput er-ai ded i nst ruct i on
Surveys
Qui z
Medi a anal ysi s

Vi si t to Vocati onal Trai ni ng I nstituti ons
The school aut hori t i es may organi ze vi si t t o Vocat i onal Trai ni ng Cent res
or Product i on-cum-t rai ni ng Cent res t o sensi t i ze and mot i vat e st udents
and enabl e t hem t o pract i ce t he vari ous act i vi t i es and expl ore t he vari ous
17
career opt i ons. The ski l l ed personnel of t hese i nst i t ut i ons may be
i nvol ved i n curri cul um t ransact i on, as guest speakers f rom t i me-t o-t i me.
The VTCs and PTCs wi l l al so serve as a resource cent re f or ent erpri se
educat i on.
Camps
Organi zat i on of camps of st udent s can provi de an opport uni t y t o t he
st udent s t o l i ve i n a communi t y l i f e, away f rom t hei r homes i norder t o
l earn l i vi ng t oget her, eat i ng t oget her, pl ayi ng t oget her and worki ng
t oget her, f or some speci f i c common educat i onal cause. They may l earn
many soci al processes, whi ch ot herwi se, t hey do not get i n t hei r f ami l y
set -up. Responsi bi l i t y of organi zi ng camps, deci di ng t he mai n ai ms and
obj ect i ves of camps, properl y sel ect i ng t he act i vi t i es, sel ect i ng t he camp
si t es, durat i on of camp and arrangi ng vari ous physi cal f aci l i t i es et c. wi l l
be t he responsi bi l i t y of t he school aut hori t i es. I nst i t ut i ons can seek t he
support and assi st ance f rom t he communi t y l eaders. The f ol l owi ng
act i vi t i es may be undert aken duri ng camps:
Li t eracy campai gn Each one t each one
Pl ant at i on dri ve
Cl eanl i ness and sani t at i on dri ve
Organi zat i on of cul t ural , recreat i onal , educat i onal programme duri ng
eveni ng hours, ai mi ng at ext endi ng some soci al and educat i onal
messages.
Part i ci pat i on i n vari ous awareness dri ves organi zed by vari ous
depart ment s and organi zat i ons.

18
UNIT V
Strategies for promotion of Work Education Programme

Syst emat i c and i nt ensi ve ef f ort s are necessary f or promot i on of t he Work
Educat i on Programme. The f ol l owi ng course of act i on may be undert aken
f or t hi s purpose:
I nvol vement of Community
For ef f ect i ve i mpl ement at i on of Work Educat i on i n school s, communi t y
support and part i ci pat i on i s necessary. A mechani sm f or i nvol vement and
creat i ng a sense of awareness among t he l ocal peopl e i s t o be
devel oped. Prof essi onal s and l earned members of t he communi t y may be
i nvol ved as guest speaker f or expl ai ni ng t he l ocal speci f i c WE act i vi t i es.
The school shoul d est abl i sh l i nkages wi t h Government i nst i t ut i ons,
art i sans, and prof essi onal s, busi ness ent erpri ses, work cent res,
workshops et c. i n t he communi t y and shoul d t ake advant age of t hei r
expert i se i n t he promot i on and i mpl ement at i on of WE Programme.
Awareness and Popul ari sati on Programmes
The school shoul d organi ze awareness and popul ari sat i on programmes i n
t he communi t y f or t he WE act i vi t i es of f ered i n t he school . The members
of communi t y may come f orward t o hel p t he school i n t hei r respect i ve
f i el ds of expert i se and encourage t he chi l dren. Exhi bi t i on of WE product s
may be organi sed as a medi a f or popul ari sat i on of WE act i vi t i es. These
programmes wi l l al so hel p t he school i n t he sel ect i on and revi si on of WE
act i vi t i es as per communi t y needs.
Ori entation of Parents and Community
Parent s need ori ent at i on wi t h regard t o t he Work Educat i on programme,
i t s pri nci pl es, val ues, phi l osophy, need, et c. Thi s i s requi red f or ensuri ng
co-operat i on f rom t hem. Speci al communi t y cont act programmes and
bri ef i ngs at t he t i me of school f unct i ons may al so be undert aken.
Ori entati on of Teachers
Work Educat i on i n vari ous areas as per communi t y needs may be
perf ormed bot h by t he work educat i on t eacher and ot her t eachers i n t he
school . The Headmast er / Pri nci pal of t he school may work as a
co-ordi nat or f or t hi s purpose.
19
Counsel l i ng of Students
The st udent s at di f f erent l evel s/ cl asses shoul d be counsel l ed about t he
career opt i ons, keepi ng i n vi ew t he vari et y of i nt erest s, apt i t ude and
needs of t he i ndi vi dual s. St udent s al so need ori ent at i on bef ore ent eri ng
i nt o vari ous pre-vocat i onal courses. Career t al k, group gui dance and
career conf erence may be organi sed t o f aci l i t at e t he sel ect i on of WE
act i vi t i es by t he st udent s.
School Commi ttee
A commi t t ee consi st i ng of Head of I nst i t ut i on, ent erpri si ng and
ent husi ast i c t eachers, represent at i ves of st udent s, parent s and
ent erpri ses shoul d be const i t ut ed f or provi di ng necessary i nput i n
ef f ect i ve i mpl ement at i on and f urt herance of WEP i n school s.
Recogni ti on of Teachers for Outstandi ng Contri buti on i n Work
Educati on.
The t eachers who si gni f i cant l y cont ri but e f or t he cause of WE i n a
part i cul ar sessi on shoul d be gi ven due recogni t i on at t he t i me of annual
f unct i on. The cont ri but i on shoul d f i nd pl ace of appreci at i on i n school
magazi ne. Cert ai n awards may al so be t hought of dependi ng upon t he
avai l abi l i t y of resources.
Exhi bition-cum-sal e of Products
Some t angi bl e goods are produced i n cert ai n WE act i vi t i es whi ch requi re
a sui t abl e source of di sposal . The product s may be di sposed of t hrough
t he co-operat i ve st ores of t he school or a st al l may be arranged at t he
t i me of annual f unct i on f or exhi bi t i on cum-sal e of product s. I ncome
generat ed t hrough t he sal e of product s or servi ces may be di st ri but ed
among t he Head of t he I nst i t ut i on, t eachers and st udent s as an i ncent i ve
f or t hei r ef f ort s.
Rol e of State Educati on Department
The st at e depart ment of educat i on t hrough i t s zonal and di st ri ct
educat i onal aut hori t i es may st art awareness programme f or soundi ng t he
general masses, school t eachers and st udent s regardi ng t he i mport ance
of work educat i on programme as envi saged at t he nat i onal l evel f rom
t i me t o t i me. The Depart ment of Educat i on shoul d prepare handout s,
brochures and post ers i ndi cat i ng t he sal i ent f eat ures of work educat i on.
Fol l owi ng depart ment s and agenci es may be al so approached f or seeki ng
educat i onal assi st ance, servi ces and l i nkage wi t h educat i onal i nst i t ut i ons
i n maki ng work educat i on programme successf ul :
20
Muni ci pal Corporat i on
General hospi t al s
LI C Branch
Hospi t al servi ces
Agri cul t ure/ Ani mal
Di st ri ct I ndust ri es Of f i cers
Husbandry Of f i cers
Soci al Servi ce Depart ment
Di st ri ct / Di vi si onal Level
Local I ndust ri es / Mi l l s
Forest Of f i cer
Local Post mast er
St at e Road Transport
Publ i c Park & Zoo
Food Corporat i on of I ndi a Lt d.

21
UNIT VI
Evaluation of Work Education
I n t he Scheme of Exami nat i ons prepared by t he Board, t he eval uat i on of
Work Educat i on of al l cl asses has been l ef t t o t he school s. However, t he
Grades as awarded by t he school s i n cl asses X and XI I wi l l be ref l ect ed
i n t he Board Cert i f i cat es. I t i s, t heref ore, i ncumbent on t he school s t o
draw good sci ent i f i c programmes f or t he eval uat i on of Work Educat i on.

Programmes pl anned by t he school s f or t he eval uat i on of Work Educat i on
shoul d be:
1. Obj ect i ve based
2. Comprehensi ve
3. Cont i nuous
4. Dynami c
To f ul f i l l t hese f our requi rement s of eval uat i on t he school s must keep i n
vi ew t he obj ect i ves of t eachi ng Work Educat i on l i st ed earl i er and t ry t o
make an assessment i n respect of al l of t hem. More especi al l y t he f ocus
must be on t he i mport ant bahavi oural changes expect ed t hrough Work
Educat i on.
Eval uati on
Learner s eval uat i on i s a process of col l ect i ng, anal ysi ng and i nt erpret i ng
evi dence t o j udge t he l evel of achi evement acqui red by an i ndi vi dual
l earner or a group of l earners i n cogni t i ve and non-cogni t i ve domai ns f or
maki ng vari et y of deci si ons. The vari ous basi c pri nci pl es, whi ch shoul d
be consi dered whi l e eval uat i ng t he st udent s duri ng and on compl et i on of
t he act i vi t i es are gi ven bel ow.
Gui di ng Pri nci pl es
Eval uat i on t o be done accordi ng t o t he obj ect i ves of t eachi ng (wel l -
def i ned i n t hei r behavi oral t erms) as wel l as t he l earni ng experi ence
provi ded.
Eval uat i on shoul d be comprehensi ve, as f ar as possi bl e, and must be
cont i nuous (each act i vi t y/ proj ect / uni t must be eval uat ed i mmedi at el y
af t er i t s compl et i on).
I n t he process of eval uat i on, as many t ool s and t echni ques as
possi bl e, shoul d be empl oyed.
22
Eval uat i on must be done based on a det ai l ed pre-drawn pl an and pre-
det ermi ned i ndi cat ors.
The process of eval uat i on shoul d provi de necessary f eedback t owards
subsequent and gradual i mprovement i n mast ery of ski l l s and
perf ect i on i n process.
Consi deri ng t hat t he process of eval uat i on i n work educat i on i s a
di f f i cul t and del i cat e t ask and t he t eachers t hemsel ves requi re
at t ai ni ng experi ence gradual l y t hrough t he process, one shoul d not be
over ambi t i ous, but must be si ncerel y f orward l ooki ng i n hi s works.
Eval uati on Procedure
The st age-wi se eval uat i on procedure, st art i ng f rom pre-pri mary t o
secondary st age shoul d st ress on bot h f ormat i ve and summat i ve
eval uat i on wi t h t he mai n f ocus on ski l l f ormat i on.
Basis of Evaluation
The basi s of eval uat i on can be :
Process
Product
Eval uati on Tool s
The eval uat i on t ool s, whi ch can be used i ncl ude :
1. Observat i on
2. Vi va/ I nt ervi ew/ Oral t est
3. Group Di scussi on and Debat e
4. Wri t t en t est (Obj ect i ve t ype quest i ons)
5. Report s
6. Work Book
7. Feedback Sheet s
8. At t i t ude Scal es
9. Pract i cal Exerci ses
10. Checkl i st
Some suggested i ndi cators for assessment of Cognitive and
Non-cogni ti ve Learni ng Outcomes
1. Assessment of a product
a. Ut i l i t y
b. Durabi l i t y
c. Beaut y
23
2. Assessment of t he processes
a. Regul ari t y and punct ual i t y
b. Orderl i ness
c. Team spi ri t and cooperat i veness
d. Pat i ence and t ol erance
e. Pl anned and syst emat i c work
f . Use of appropri at e t ool s and mat eri al s
g. Care of t ool s and l eavi ng t hem i n proper pl ace af t er work
h. Sust ai nabl e resource ut i l i zat i on
i . Neat ness and cl eanl i ness i n work
j . Posi t i ve at t i t ude
k. Devot i on and honest ef f ort i n work
l . Perseverance and zeal f or perf ect i on
m. Sel f -ef f ort and probl em sol vi ng spi ri t
n. Workmanshi p and ski l l i n t he perf ormance of work
o. I magi nat i on and creat i vi t y
The cri t eri a, as l i st ed above, are l arge i n number and vari ed as
many cogni t i ve and non-cogni t i ve capaci t i es t hat are requi red t o be
devel oped and i ncul cat ed among t he chi l dren f or t hei r overal l personal i t y
devel opment and prof essi onal growt h. However, t hi s does not mean t hat
al l are t o be t aken i nt o consi derat i on f or an assessment . Furt her, a
t eacher requi res suf f i ci ent expert i se i n conduct i ng assessment . I t wi l l
event ual l y be t he di scret i on, j udgement and f reedom of t he t eacher t o
sel ect and consi der part i cul ar i ndi cat or f or assessi ng t he process of a
part i cul ar work uni t or proj ect . Thi s wi l l depend upon t he degree of
t eacher s own growt h and expert i se, t he nat ure and t ype of t he work
process, t he l evel of mat uri t y of t he l earners and t he l earni ng si t uat i on
provi ded t o t he st udent s. I t i s hoped t hat t eachers wi l l st ri ve t o grow
prof essi onal l y t o handl e wi t h ease t he assessment of t he process of t he
work uni t s or t he proj ect s. Ul t i mat el y, an ent erpri si ng and prof essi onal l y
commi t t ed t eacher i s t he onl y key t o t he success of t he work educat i on
programme.
Indicators for assessment of students during visit to a place of work
(Occupational exploration programme)
a. Di sci pl i ne and orderl y behavi our.
b. Seri ousness i n t he purpose of t he vi si t .
c. I nt erest and i nqui si t i veness.
24
d. Maki ng rel evant and probi ng queri es.
e. Tact f ul ness i n el i ci t i ng i nf ormat i on.
f . Avoi dance of put t i ng embarrassi ng quest i ons and maki ng
humi l i at i ng or derogat ory comment s.
g. Showi ng proper court esy, respect and di gni t y t o t he peopl e,
part i cul arl y, t he workers of t he pl ace of vi si t .
h. Avoi dance of repet i t i veness i n maki ng queri es.
I ndi cators for assessment of a post visit di scussion / debate
a. Sensi t i vi t y and i nsi ght devel oped
b. Soci al awareness ref l ect ed
c. Underst andi ng t he i mport ance of t he economi c act i vi t i es
d. Underst andi ng t he si mpl e and basi c f act s of l i f e and l i vi ng t hrough
mut ual co-operat i on, part i ci pat i on and cont ri but i on.
e. Pat i ent l y l i st eni ng and al l owi ng t o ot hers poi nt of vi ew.
f . Present i ng own poi nt of vi ew.
g. Observance of proper et i quet t e, court esy and respect whi l e
i nt eract i ng wi t h ot hers.
Indicators for assessment of a report of a visit to a place of production-
cum-service centre
a. Det ai l ed, t horough, correct and syst emat i c present at i on.
b. Underst andi ng of t he i mport ance of t he rol e pl ayed and cont ri but i on
made by t he cent re vi si t ed (product i on or servi ces) f or t he
i ndi vi dual s as wel l as t he soci et y as a whol e.
c. Sensi t i vi t y ref l ect ed
d. Ref l ect i ve t hi nki ng and f eel i ng devel oped.
e. Care, si nceri t y and seri ousness i n prepari ng t he report .
f . Underst andi ng of how vari ous economi c act i vi t i es and publ i c
servi ces are goi ng on t hrough t he process of t hei r necessary
i nt erdependence i n t he worl d of work as wel l as t hei r
i ndi spensabi l i t y i ndi vi dual , soci et y and nat i onal l i f e.
I ndi cators for assessment of a Work Book
a. Det ai l ed and syst emat i c keepi ng of records.
b. Care and neat ness i n mai nt ai ni ng t he work-book .
25
c. Regul ari t y i n mai nt ai ni ng t he work-book and get t i ng regul arl y
checked up by t he t eacher.
Performa for keeping records
The records may be mai nt ai ned under t he f ol l owi ng heads and t he
workbook shoul d be checked dai l y as t he assessment of t he work done on
dai l y basi s.
1. Name of t he Work/ Proj ect
2. Use of t he product .
3. Obj ect i ve/ purpose of t he work.
4. Tool s and equi pment used. (Name, Nos. , Source of avai l abi l i t y)
5. Raw mat eri al s used
6. Procedure f ol l owed
7. Precaut i ons f ol l owed i n t he process of execut i on.
8. Di f f i cul t i es f aced i n t he process and how t o overcome.
9. Cost i ng of t he product
10. Suggest i ons f or f urt her i mprovement
11. Sel f -eval uat i on and l earni ng out come.
Gradi ng
I t i s wi del y f el t t hat i f numeri cal marks are awarded i nst ead of grades
af t er eval uat i on, t he seri ousness t owards i mpl ement at i on of t he WEP and
expect ed l evel s of at t ai nment by t he st udent s wi l l be enhanced. Thi s
i ssue has been debat ed t i me and agai n and has been expl i ci t l y deal t i n a
document ent i t l ed Gradi ng i n School s brought out by t he NCERT
(2000b). The Work Educat i on act i vi t i es have mul t i pl e di mensi ons-
i nt el l ect ual , emot i onal , spi ri t ual , et hi cal , aest het i c, physi cal , et c. , whi ch
can be broadl y cat egori zed i nt o cogni t i ve and non-cogni t i ve capaci t i es.
Assi gni ng marks t o t he l earni ng out comes i n al l t hese di mensi ons wi l l be
cumbersome and a di f f i cul t t ask f or an eval uat or. I t i s, t heref ore,
suggest ed t hat t he assessment of cogni t i ve and non-cogni t i ve l earni ng
out comes may be carri ed out by t he i nst i t ut i on and f or awardi ng grades,
t he met hod of di rect gradi ng may be empl oyed.
Grades awarded by t he school s i n Cl asses X and XI I wi l l be
ref l ect ed i n t he Board Cert i f i cat es. I t i s, t heref ore, i ncumbent on t he
school s t o draw a good sci ent i f i c programme f or t he eval uat i on of Work
Educat i on.
26
Grades shoul d be al l ot t ed on a 9 poi nt scal e as gi ven i n t he CBSE
gradi ng syst em as : -

A1 Fi rst 1/ 8
t h
of pass candi dat es
A2 Next 1/ 8
t h
B1 Next 1/ 8
t h
B2 Next 1/ 8
t h
C1 Next 1/ 8
t h
C2 Next 1/ 8
t h
D1 Next 1/ 8
t h
D2 Next 1/ 8
t h
E Fai l ed

27

COMPULSORY COMPONENT

Work may be descri bed as purposi ve and meani ngf ul
manual work, desi gned t o prepare t he pupi l s i n produci ng
ei t her goods or servi ces whi ch are usef ul t o t he
communi t y.

28
UNIT VII
CORE AND ELECTIVE AREAS OF WORK EDUCATION
WORK EDUCATION
CORE
ELECTIVE
Commercial Art
Craft Work
Preparation of Specific items & their value addition
Computer Applications
Typewriting
Book Keeping
Office Routine and Practices
Repair & maintenance of Electrical Gadgets
Repair & maintenance of Simple Electronic Devices
Gardening and Vermicomposting
Meal Planning and Preparation
Food Processing and Catering Management
Home Management and Interior decoration
Child Care and Creche Management
Textile Designing
Elements of Dress Designing
Nutrition Education
Health Education
Population Education
Culture and Recreation
Value Development
Media and Mass Communication
Consumer Education
Environment
Information Technology

29
CORE AREAS

Core Areas Sub- Elements Suggestive Activities in School
1. Nutrition
Education
Food- Sources and Functions
5 Food groups
Nutrition
Concept of balanced diet
Deficiency diseases and their
dietary management
Factors affecting food choices
Food borne diseases
Selection and Storage of food
Good eating habits
Nutritional status
Common nutritional problems of
school going children Their
awareness
Poster making
Cooking competitions
Height and weight check up
Canteen Management
Nutrition and Health Quiz
Visits to catering units
Nutrition news bulletin board,
Articles in magazines written by
students
Lectures and talks by
Nutritionists, involving students
and their parents
Nutritious packed lunch parties

2. Health
Education
Concept of health (Physical,
Social, Mental)
Communicable and non
communicable diseases
Prevention and cure of common
childhood diseases
Personal and community
hygiene
First aid and safety measures
Physical fitness through P.T.,
Yoga and Meditation exercises
Health check-ups by doctors
Posters and hoarding
competitions
Provision of vaccinations
against childhood diseases
Stage shows/ nukkad
nataks/skits by students related
to health problems and
diseases like Malaria, Plague,
Dengue, T.B, personal hygiene
etc.
Puppet shows for small
children.
30
Medical check-ups

Documentary films/ Slide shows
for senior students
Quiz
Awareness and encouragement
of students to watch health
shows on Television
Inter School and Intra School
Sports Competitions including
Yoga, Aerobics, Meditation.
3. Population
Education
Facts and figures regarding
population
Adverse effects of over
population (Poverty, Illiteracy,
Pollution)
Population explosion- its causes
Population control and
management
Poor status of girl child

A school clock can be
maintained depicting rising
population
Bulletin boards
Stage shows/ nukkad nataks /
Skits by students
T.V advertisement competitions
Poster making
Year books can be used to
maintain demographic data. It
can be displayed in the school.
4. Culture and
Recreation
Vocal music
Instrumental music
Sports
Drawing and painting
Trips and tours
Celebration of festivals and
culture appreciation
Inter- school and Intra-
school competitions
Picnics
Educational trips and
excursions
Sports day
Different cultural programmes
on T.V can be shown
5.Value
Development
Community service
Social service
Adult Education
Non formal education
Adult education project can be
taken up by the school linking it
with a nearby slum or rural area
Literacy campaign under Each
one Teach one Project
School can link with
31
Sensitization for problems of old
age, child labour, drug addiction,
delinquency, corruption etc.
Development of feeling of
patriotism, preparing children
against social discrimination
organizations like Rotary Club
Visit to Old age homes and
Destitute children homes

6. Media & Mass
Communication
Newspapers
Audio visual aids
Exposure to educational
channels, Distance education
programmes
Advertising
Satellite television

NIE/ PACE project by
newspapers
Scrap books/ bulletin boards
with newspaper cuttings
Printing of school magazine and
periodicals
Dramas and debates on
different issues
Educational film shows using
projectors.

7. Information
Technology
Computer literacy - knowledge of
different parts of a computer
Use of Internet
Use of websites
Solving problems through
computers
Slide shows
Power point presentation
competitions
Computer Quiz
Home assignments based on
internet exploration
CD libraries can be maintained
8. Consumer
Education
Definition of a consumer
Problems of a consumer
Inculcating wise buying
practices
Standardization and quality of
products
Label reading
Consumer laws
Lectures
Visits to departmental stores,
Quality testing laboratories,
Consumer forum
Literature can be distributed to
students on Consumer
Redressal and Standardization
marks.
32
Consumer rights and
responsibilities
9. Environment Environmental sanitation
Pollution and its health hazards
Awareness about pollution
management
Concept of reuse and recycle
and reduced consumption
Management of resources - fuel,
water, electricity
Emphasis on alternative sources
of energy
A council of students can be
created where students can be
assigned monitoring jobs like
monitoring cleanliness in school
campus ground, class rooms,
canteen etc.
Facts and figures on community
resources can be displayed on
bulletin boards
Class wise competitions can be
arranged for cleanliness
Best out of waste competitions
Models (Working and non
working) display
Visits to concerned places for
awareness generation.

These are onl y a few suggested acti vi ti es. The school s are free
to take any other appropri ate acti vi ti es of thei r choi ce.
I mpl ementati on of Core areas i n school :-
1. The ent i re st rengt h of st udent s can be di vi ded i nt o vari ous Houses/
Squads.
2. Each house can be f urt her di vi ded i nt o Sub-groups and act i vi t i es of
core areas can be al l ot t ed t o t hem.
3. These act i vi t i es can be carri ed out as I nt er-school and I nt ra-school
compet i t i ons.
The compet i t i ons can be t aken up separat el y f or each sub el ement of t he
core area.
33
ELECTIVE AREAS

MEAL PLANNING AND PREPARATION

Need of the communi ty :
Food i s t he basi c need of l i f e. Cooki ng of f ood st art ed when t he earl y
man di scovered f i re. Si nce t hen, ci vi l i zat i ons have undergone f ood
changes many t i mes. The changes i n t he t ast e, accept ance and
avai l abi l i t y of f ood i n di f f erent communi t i es has creat ed an urge f or meal
pl anni ng and preparat i on.
Meal pl anni ng i s t he i mpl ement at i on of t he pri nci pl es of nut ri t i on i n one s
dai l y di et i n an appet i zi ng way. I t hel ps t o pl an t he meal s consi deri ng t he
nut ri t i onal needs of t he f ami l y, wi t hi n t hei r budget . I t hel ps t o save t i me,
energy and f uel . Fami l y members l i kes and di sl i kes can be consi dered
t oo.
Food can be prepared usi ng a number of met hods whi ch i mpart di f f erent
appearance, t ast e and nut ri t i ve val ue t o i t . Each met hod has i t s own
advant ages and di sadvant ages. I t i s a common sayi ng t hat one eat s f i rst
wi t h hi s eyes and t hen wi t h hi s mout h. Hence, meal pl anni ng i s
i ncompl et e wi t hout servi ng a wel l garni shed meal .
FI G-1
34
Learni ng Outcomes :
Learni ng how t o pl an and prepare t he meal s, t he st udent s wi l l be abl e t o ;
1. Sel ect f ood i ngredi ent s sui t abl e f or prepari ng a di sh.
2. Sel ect di shes accordi ng t o t he f ami l y needs and i nt erest s.
3. Expl ai n f unct i ons and sources of f ood nut ri ent s-prot ei ns, carbo-
hydrat es, f at s, vi t ami ns and mi neral s.
4. Pl an meal s f or di f f erent age groups, accordi ng t o t hei r
requi rement s, i ncome group.
5. Prepare f oods usi ng di f f erent met hods of cooki ng l i ke boi l i ng,
st eami ng, roast i ng, baki ng, f ryi ng, gri l l i ng et c.
6. I ncrease t he nut ri t i ve val ue of f ood by germi nat i on, f erment at i on,
combi nat i on.
7. Prepare a vari et y of snacks, di shes, dessert s et c accordi ng t o
di f f erent cui si nes-I ndi an, Mughl ai , Chi nese, I t al i an, Cont i nent al et c.
8. Prepare and serve meal s t o peopl e wi t h speci al di et ary
requi rement s l i ke pregnant , mot her, l act at i ng mot her, i nf ant ,
adol escent , ol d peopl e.
9. Sel ect l ow cal ori e f oods sui t abl e f or peopl e on a reduci ng di et .
10. Serve meal s i n an at t ract i ve manner (wi t h proper garni shi ng) t o an
i ndi vi dual or group, i n a seat i ng arrangement or a buf f et .
11. Have an i dea of t he market di f f erent raw and processed f oods;
t hei r pri ces and avai l abi l i t y.
DETAILS OF ACTIVITIES (CLASS VI XII)
Cl ass VI
1. To know t he Hi ndi t o Engl i sh names of f ood st uf f s
2. Preparat i on of mi nt ade/ l emonade
3. Preparat i on of j al j eera
4. Preparat i on of mi l k shakes mango/ banana/ chi ckoo.
5. Preparat i on of veget abl e sandwi ch
35
6. Preparat i on of coconut l addoo
7. Preparat i on of f rui t cream
8. Preparat i on of sprout ed dal chat
9. Preparat i on of f rui t / veget abl e sal ad
10. Preparat i on of bhel puri
11. Scrap book Past e pi ct ures of j unk f oods vs whol esome f ood
(Bal anced di et ).
Cl ass VI I
1. Underst andi ng si mpl e cookery t erms
2. Preparat i on of t i kki
3. Preparat i on of chowmei n
4. Preparat i on of pot at o and peas chat
5. Preparat i on of mi xed veget abl e pakoras
6. Preparat i on of French f ri es
7. Preparat i on of poha
8. Preparat i on of f rui t punch
9. Preparat i on of col d cof f ee/ i ced t ea
10. Preparat i on of cust ard
11. Scrap book Past i ng of pi ct ures of Food Advert i sement s.
Cl ass VI I I
1. Underst andi ng t he def i ni t i ons of f ood, heal t h, di sease, nut ri ent s,
nut ri t i on. 5 f ood groups.
2. Preparat i on of soup-t omat o/ mi xed veget abl e/ sweet corn
3. Preparat i on of eggs-poached, omel l et t e, scrambl ed
4. Preparat i on of mango panna
5. Preparat i on of sago cut l et s
6. Preparat i on of rai nbow/ ri bbon sandwi ch
7. Preparat i on of past a/ macaroni
8. Preparat i on of corn bhel
9. Preparat i on of i ce cream shakes
10. Preparat i ons usi ng condensed mi l k (l i ke shahi t ukra / kheer/
chocol at e rol l s)
11. Scrap book Past i ng of pi ct ures of f ood nut ri ent s and f ood groups.
36
Cl ass I X
1. Underst andi ng t he f unct i ons of f ood
2. Def i ni t i on of a bal anced di et
3. Measuri ng dry and l i qui d f ood st uf f s t hrough st andardi zed and
househol d measures
4. Preparat i on of Nort h I ndi an snacks - cut l et s, burger, pot at o bondas,
paneer t i kka, samosa
5. Preparat i on of Sout h I ndi an snacks - i dl i , vada, upma
6. Preparat i on of pao bhaj i
7. Preparat i on of carrot hal wa
8. Preparat i on of I ce creams
9. Preparat i on of cheese bal l s/ paneer rol l s
10. Preparat i on of cake (wi t h egg/ eggl ess)
11. Underst andi ng how t o serve f ood and dri nks i n a t ray?
(Wi t h proper menu card, f l ower arrangement , crockery, cut l ery,
napki n hol der et c).
12. Market survey To f i nd t he cost , qual i t y, brand names of di f f erent
f ood st uf f s (f resh and processed).
Cl ass X
1. Ut i l i zi ng t he process of germi nat i on t o i ncrease t he nut ri t i ve val ue
of f ood preparat i on of sprout ed dal parant ha / rai t a / hal wa.
2. Ut i l i zi ng t he process of f erment at i on t o i ncrease t he nut ri t i ve val ue
of f ood preparat i on of dosa/ bhat ura
3. Ut i l i zi ng t he process of combi nat i on t o i ncrease t he nut ri t i ve val ue
of f ood preparat i on of pul ao, sambhar
4. Preparat i on of one di sh meal -mi xed veget abl e pul ao/ st uf f ed
parant ha wi t h rai t a
5. Preparat i on of Breakf ast / Packed l unch f or l ow, mi ddl e and hi gh
i ncome group person.
6. Preparat i on of chocol at e/ pi neappl e/ bl ack f orest i ci ng of cake.
7. Preparat i on of bread and but t er puddi ng
8. Preparat i on of dhokl a / khandvi
9. Preparat i on of hal wa suj i / wheat f l our/ besan/ dal
37
Cl ass XI
1. To f i nd out t he rol e of di f f erent nut ri ent s (prot ei ns, carbo-hydrat es,
f at s, vi t ami n A, B Compl ex, C, D, E and K, mi neral s - I ron, I odi ne
and Cal ci um) i n t he body. Preparat i on of any one di sh/ snack ri ch i n
each nut ri ent .
2. Preparat i on of snacks and di shes f or chi l dren l i ke coconut mi ce,
chocol at e bi scui t s, sandwi ches, shakes, burgers et c.
3. Preparat i on of di f f erent mockt ai l s
4. Pl anni ng and preparat i on of one meal (breakf ast , l unch, t ea t i me,
di nner) f or adol escent , ol d person, pregnant and l act at i ng mot her.
5. Preparat i on of I t al i an cui si ne pi zza, past as
6. Preparat i on of Chi nese cui si ne noodl es, chopsuey, manchuri an,
spri ng rol l s, f ri ed ri ce.
7. Preparat i on of dahi vada/ chat pakori
8. Preparat i on of bi scui t s (sweet / sal t y)
9. Scrap book Past i ng of nut ri t i on and heal t h art i cl es, reci pes f rom
magazi nes and newspapers.
10. Report wri t i ng on T. V. cooki ng and heal t h shows.
Cl ass XI I
1. Pl anni ng and preparat i on of l ow cal ori e di shes/ snacks/ dri nks.
2. Pl anni ng and Preparat i on of di shes f or i nf ant s porri dge / dal i a /
khi chri / soups.
3. Preparat i on of Mughl ai cui si ne bi ryani , kof t as, dal makhani , dum
al oo, naan et c.
4. Preparat i on of Cont i nent al cui si ne- macaroni cheese pi e, souf f l
et c.
5. Preparat i on of burf i -coconut / chocol at e/ carrot / besan
6. Pl anni ng f or a part y Preparat i on of pul ao, baked veget abl es,
paneer di shes, pul ses, kof t a, any dessert l i ke phi rni / gul ab
j amun/ puddi ng et c.
8. Underst andi ng how t o set a t abl e f or t ea t i me, l unch/ di nner (seat i ng
and buf f et arrangement ). Di f f erent t echni ques of napki n f ol di ng and
f l ower arrangement s.
38
Suggesti ve Laboratory Equi pment :
Gas st oves, ut ensi l s, oven, ref ri gerat or, mi xer gri nder, sui t abl e
i ngredi ent s accordi ng t o t he reci pe, crockery, cut l ery, t abl e l i nen.
Theory port i on shoul d be support ed wi t h t eachi ng ai ds l i ke chart s,
model s, di agrams, books showi ng rel evant pi ct ures. Sl i des and
t ransparenci es can be prepared wherever possi bl e.
Quali fi cati on of the Teacher :
Teacher wi t h a Mast er s/ Bachel or s degree i n Home Sci ence or a
Di pl oma i n Home Sci ence f rom a recogni zed uni versi t y or pol yt echni c i s
most el i gi bl e f or t aki ng t he subj ect .
Product outcome :
Al l pract i cal s i nvol vi ng cooki ng wi l l resul t i n t he product i on of
di shes/ snacks et c. The cooked i t ems may be f i rst j udged by t he t eacher
and t hen ci rcul at ed i n t he school t o get f eed back. However, t i me t o t i me
t hese f ood product s may be put on sal e or exhi bi t i on of t hese goods may
be hel d i n t he school .
Record work :
A proper Meal Pl anni ng f i l e shoul d be mai nt ai ned t o record t he
t heoret i cal det ai l s and reci pes of di shes prepared. The f i l e shoul d be wel l
decorat ed wi t h sui t abl e pi ct ures. These f i l es may al so be di spl ayed i n t he
exhi bi t i on. Rel evant chart s and model s can be prepared f or di f f erent
t opi cs whi ch can be di spl ayed t oo i n t he home sci ence l aborat ory.
Eval uati on :
Each cooki ng pract i cal shoul d be eval uat ed t here and t hen. Grades may
be al l ot t ed t o t he st udent s based on t hei r pl anni ng, preparat i on, cooki ng
and servi ng. Grades may be on a 9 poi nt scal e rat i ng as A1, A2, B1, B2,
C1, C2, D1, D2, E (as per prescri bed CBSE gradi ng syst em)
The f i l e may be eval uat ed si de by si de Eval uat i on has t o be
cont i nuous, obj ect i ve based, comprehensi ve and dynami c. Fi nal
eval uat i on shoul d be based on bot h pract i cal grades and f i l e assessment .
Cumul at i ve records shoul d be met i cul ousl y mai nt ai ned f or al l t he
st udent s.
39
FOOD PROCESSING AND CATERING
MANAGEMENT
Need of the Communi ty :
Wi t h so much of economi c and soci al devel opment , ri si ng i ndust ri al i zat i on
and urbani zat i on, f ood has al so undergone a l ot of change. That i s more
demand of f ood whi ch i s avai l abl e i n l ess t i me at conveni ence. Twent y
f i rst cent ury has wi t nessed a l arge number of worki ng women. Food
processi ng has opened t he doors of conveni ence f or everyone havi ng
l ess t i me and energy t o spend on cooki ng f or a part y or a smal l gat heri ng
or cooki ng f or f est i val s et c, t heref ore t he rol e of cat eri ng i ndust ry came
i nt o exi st ence. We al l have more i nst ances of eat i ng out or orderi ng f ood
f rom out si de now as compared t o t he past because f ood i s readi l y
avai l abl e at each and every corner of our col ony. Thi s has l ed t o t he
mushroomi ng of a number of eat i ng out l et s, f ast f ood cent res, rest aurant s
et c.
Work educat i on must of f er st udent s an opport uni t y t o l earn f ood
processi ng and cat eri ng management i n seni or cl asses so t hat t hey can
f i nd t hemsel ves associ at ed wi t h t hese areas i n f ut ure and can t ake t hese
areas f urt her ei t her as a mai n st ream, si de st ream as a vocat i on or f or
f ami l y use et c.
Learni ng Outcomes :-
The st udent wi l l be : -
1. Underst and vari ous met hods of f ood preservat i on at home. Prepare
and st ore preserves.
2. Underst and and l earn di f f erent met hods of f ood processi ng.
3. Underst and vari ous f ood groups and t hei r nut ri t i ve cont ri but i on i n
t he di et .
4. Do menu pl anni ng i n det ai l s f or a day f or meal , f or a si mpl e
person/ f ami l y, f or I ndi an/ I nt ernat i onal groups, f or di f f erent i ncome
groups.
5. Devel op ski l l s i n purchasi ng and st orage of quant i t y f ood.
6. Devel op knowl edge and ski l l i n quant i t y f ood product i on.
7. Ser ve f ood i n var i ous st yl es ( Tr adi t i onal and Moder n) eg: Buf f et , i n t ray
et c.
40
8. Underst and physi cal f aci l i t i es of a cat eri ng uni t wi t h sani t at i on and
saf et y requi rement .
9. Devel op ski l l s of set t i ng up a f ood processi ng uni t .
10. Underst and t he probl em of f ood adul t erat i on, i t s heal t h hazards,
ways of t est i ng f ood adul t erat i on.
11. I dent i f y and sel ect packages of mat eri al f or processed f ood.
12. Read t he l abel on f ood mat eri al s and eval uat e t hem.
13. Underst and di f f erent f ood l aws and government regul at i ons f or
qual i t y cont rol of product s.
DETAILS OF ACTIVITIES (CLASS IX XII)
Cl ass I X
1. Underst and what i s f ood processi ng and cat eri ng management ?
2. a. Col l ect di f f erent l abel s of processed f oods.
b. Read t he l abel s and eval uat e t hem.
c. Desi gn a compl et e l abel f or any f ood product .
3. Food preservat i on I t s concept s, pri nci pl es.
4. Preparat i on of Jams (appl e / pl um, mi xed) and Squashes
(l emon/ mango/ orange). Pack, l abel and st ore i t .
5. Sundry f rui t s and veget abl es, prepare f rozen peas. Gi ve t he st eps
i nvol ved.
6. Market survey t o i dent i f y t he processed f oods avai l abl e i n t he
market di f f erent brands, cost and avai l abi l i t y.
7. Cooki ng of soups, sal ads and snacks. (vari ous t ypes)
8. Scrap book- Col l ect and past e vari ous ori gi nal l abel s wi t h t hei r
dupl i cat e l abel s.
9. Vi si t a cant een t o st udy how wel l i t i s managed?
Cl ass X
1. Food adul t erat i on I t s def i ni t i on, vari ous adul t erant s used,
hazards caused due t o f ood adul t erat i on. St udy of vari ous f ood
l aws t o prot ect agai nst f ood adul t erat i on. Test s t o i dent i f y f ood
adul t erat i on.
41
2. Def i ne f ood saf et y, f act ors causi ng f ood spoi l age(mi crobes, t oxi ns,
f ood addi t i ves, chemi cal s and pest i ci des).
3. Met hods of f ood preservat i on at househol d l evel dehydrat i on, sun
dryi ng, ref ri gerat i on, use of oi l and spi ces, use of chemi cal
preservat i ves.
4. Preparat i on of t omat o ket chup, chut ney (t omat o/ mango), t omat o
puree. Pack, l abel and st ore i t .
5. Learn t he art of servi ng f ood -Tradi t i onal and Modern, servi ng i n a
t ray.
6. Pl an, prepare and pack a l unch wi t h dri nk t o be suppl i ed i n an
of f i ce.
7. Underst and di f f erent f ood l aws and Government regul at i ons f or
qual i t y cont rol of product s. (PFA, I SI , FPO, AGMARK).
8. Cooki ng of cereal s, pul ses and beverages (vari ous t ypes).
9. Vi si t a f ast f ood rest aurant t o see how i t i s managed?
Cl ass XI
1. Market survey and observat i ons on packagi ng mat eri al s /
cont ai ners used f or packi ng f rui t s and veget abl es. Anal yse vari ous
packagi ng mat eri al s f or preserved f oods.
2. Preparat i on of Pi ckl es (l emon, mango, mi xed veget abl e). Pack,
l abel and st ore i t .
3. Processi ng of di f f erent f oods cereal s, l egumes, f at s and oi l s.
4. Underst and t he concept of pl anni ng meal s f or di f f erent age groups
i nf ant , a school goi ng chi l d, adol escent , adul t , ol d person. Pl an a
si ngl e meal f or t hem. Cook and serve properl y.
5. Learn t abl e set t i ng f or breakf ast / t ea t i me, l unch / di nner- both
seat i ng and buf f et arrangement s.
6. Underst and 5 f ood groups and t hei r nut ri t i ve cont ri but i on t o t he
di et .
7. Pl an and prepare a meal f or quant i t y cooki ng of 25 peopl e. Serve
meal appropri at el y.
8. Cooki ng of veget abl es, sandwi ches, dessert s (vari ous t ypes).
9. Vi si t a packagi ng uni t / bot t l i ng and canni ng pl ant t o get f ami l i ar
wi t h t he process of packagi ng.
42
Cl ass XI I
1. Preparat i on of Jel l y (guava) and marmal ade (orange). Pack, l abel
and st ore i t .
2. Processi ng of di f f erent f oods Mi l k and mi l k product s, t ea and
cof f ee, sugar and j aggery.
3. Pl an a day s meal f or an I ndi an f ami l y (wi t h di f f erent i ncome groups
LI G, MI G, HI G). Cook any one di sh f rom t he pl anned meal .
4. Pl an a si ngl e meal I t al i an, Chi nese, Cont i nent al , Mughl ai . Cook
and serve di shes and snacks.
5. Devel op ski l l s of set t i ng up a Food Processi ng Uni t (Theory onl y).
Underst and t he physi cal f aci l i t i es of a cat eri ng uni t wi t h sani t at i on
and saf et y requi rement s.
8. Cooki ng of accompani ment s (Curd Preparat i ons, st art ers), bakery
i t ems, i ce creams (vari ous t ypes).
9. Vi si t a bakery / conf ect i onary uni t .
Suggesti ve l aboratory Equi pment:
Gas st oves, ut ensi l s, crockery, cut l ery, t abl e l i nen, menu card, f l ower
arrangement , ref ri gerat or, oven, i ngredi ent s accordi ng t o t he reci pe, t est
t ubes, chemi cal s f or f ood adul t erat i on t est s (l i ke di l HCl , di l HNO
3
,
Carbon t et rachl ori de, i odi ne, et her et c. )
Qual i fi cati on of the teacher :
The t eacher wi t h a Mast er s / Bachel or s degree i n Home Sci ence or a
Di pl oma i n Food Processi ng and Cat eri ng Management i s most el i gi bl e t o
t ake t he subj ect .
Product Outcome:
A vari et y of di shes and snacks wi l l be prepared whi ch can be eval uat ed
t here and t hen. They can be ci rcul at ed t o ot hers t o get a f eedback.
Quant i t y cooki ng can be organi zed i n t he school duri ng any meet i ng
(Semi nar / any smal l gat heri ng). The eval uat i on may be done by al l t he
guest s.
43
Record Work :
A record f i l e shoul d be mai nt ai ned t o record reci pes, report s of vi si t s,
pl anni ng work and ot her t heoret i cal det ai l s. A market survey f i l e / scrap
book shoul d be prepared separat el y wherever ment i oned. Al l t he f i l e
records shoul d be wel l decorat ed and present abl e. Cert ai n chart s and
model s can be prepared f or t opi cs l i ke f ood adul t erat i on t est s, set t i ng up
of a f ood processi ng uni t .
Eval uati on :
Each cooki ng pract i cal shoul d be eval uat ed t here and t hen. Grades
shoul d be al l ot t ed t o t he st udent s based on t hei r pl anni ng, preparat i on,
cooki ng and servi ng. Grades shoul d be al l ot t ed on a 9 poi nt scal e as per
CBSE gradi ng syst em.
The f i l es may be eval uat ed si de by si de and gradi ng done. Fi nal
eval uat i on shoul d be based on bot h pract i cal grades and f i l e assessment .

44
HOME MANAGEMENT AND
INTERIOR DECORATION

Need of the communi ty :
Wi t h t he f ast devel opment of t he economy, women have st epped out of
home. Wi t h i ncreasi ng pressures at home and at work pl ace, t here i s a
need f or t he st udent s - bot h mal e and f emal e t o l earn home management .
I ndi a whi ch i s a devel opi ng count ry i s provi di ng i t s ci t i zens a l ot of
chance t o change t hei r l i f e st yl es and wi t h t he changed l i f e st yl es, i t i s
very i mport ant t o mai nt ai n t he i nt eri ors of home whi ch i s t he crux f or
f ami l y s happi ness.
Thi s el ect i ve area of Work Educat i on i . e. Home Management and I nt eri or
Decorat i on has been desi gned t o make st udent s excel l ent home makers
so t hat t hey l earn proper ut i l i zat i on of resources and deci si on maki ng.
Thi s course hel ps t hem not onl y t o be t he desi gners of t hei r own home
but t o be excel l ent i n prof essi onal l i f e i f t hey f urt her l i nk up t o t he
concerned vocat i onal areas.
Af t er l earni ng Home Management and I nt eri or Decorat i on, t he st udent wi l l
be abl e t o ;
FI G-2
45
1. Underst and t he el ement s and pri nci pl es of art .
2. Have knowl edge of t he pri nci pl es of housi ng.
3. Acqui re ski l l s t o do house pl anni ng on paper wi t h speci al emphasi s
on t he act i vi t y areas l i ke ki t chen, l i vi ng room, l aundry, i roni ng area,
di ni ng area et c.
4. Acqui re ski l l s of f l oor decorat i on (Rangol i ) and f l ower arrangement
(I kebana).
5. Have knowl edge of care and mai nt enance of cl ot hes and househol d
equi pment s.
6. Make some t rendy pai nt i ngs and l i ght i ng f i xures.
7. Underst and f urni t ure and f urni shi ng sel ect i on and pl anni ng.
8. Acqui re ski l l s of l andscapi ng.
9. I ncul cat e ski l l s of comput er ai ded desi gni ng i n hi gher cl asses (i f
possi bl e).
10. Have concept devel opment about vari ous st yl es of i nt eri ors.
11. Learn t echni ques t o cl ean and pol i sh art i cl es made out of di f f erent
met al s.

DETAILS OF ACTIVITIES (CLASS IX- XII )
Cl ass I X
1. Survey and vi si t s t o expl ore househol d equi pment s, decorat i ve
accessori es, f urni t ure and f urni shi ngs wi t h t hei r arrangement (onl y
pi ct ures). Mai nt ai n a proper record.
2. Underst and t he Col our Wheel Pri mary, Secondary, Tert i ary
col ours. Di mensi ons of col our hue, val ue, i nt ensi t y.
3. Prepari ng any one pai nt i ng f or Drawi ng room (whi ch i s i n t rend).
4. Underst and t he st eps of l aundry (onl y t heory). St archi ng of cot t on
cl ot hes.
5. Pl anni ng of st udy cent re / di ni ng area / hobby cent re (di mensi ons of
f urni t ure, arrangement of goods i n t he f orm of a rough paper pl an).
6. Maki ng art i f i ci al f l owers usi ng dupl ex or crepe paper, vel vet or sat i n
cl ot h or any t hi ng el se.
7. Preparat i on of a gl ass pai nt i ng work (on wi ndow pane, mi rror /
crockery / bul bs et c).
8. Tabl e set t i ng and manners.
9 Cl eani ng and pol i shi ng of si l verware.
10. Vi si t t o a rest aurant / any cat eri ng uni t .
46
Cl ass X
1 Survey and vi si t s t o not e t he l andscapi ng and pl anni ng of houses
(LI G, MI G, HI G f l at s, i ndependent ) and eval uat e t hem on t he
pri nci pl es of housi ng. Mai nt ai n a proper record.
2 Underst and Col our Schemes- Rel at ed and Cont rast i ng.
3. Maki ng f l oor decorat i on- f rom di f f erent st at es, usi ng di f f erent i t ems
l i ke col oured powder, saw dust , f l ower pet al s, post er col ours et c.
4. St archi ng of si l k cl ot hes.
5. Pl anni ng of a l aundry cent re i n t he house.
6. Preparat i on of a wal l hangi ng wi t h embroi dery work / pat ch work /
appl i qu work / mi rror work / pai nt i ngs.
7. Cl eani ng and pol i shi ng of brass art i cl e.
8. Vi si t t o a bout i que / garment i ndust ry.
Cl ass XI
1. Survey and vi si t s t o not e down di f f erent st yl es of i nt eri ors i n
homes. Mai nt ai n a proper record.
2. Maki ng f l oor pl ans of houses showi ng ki t chen, bed room, st udy
room, drawi ng room, verandah et c. Decorat i on wi t h col our
schemes.
3. Maki ng f l ower arrangement s and I kebana (Usi ng f resh f l owers).
4. Washi ng and i roni ng of wool .
5. Pest cont rol measures cockroach, ant , l i zard, housef l i es, rat s et c.
6. Market survey- Col l ect sampl es of carpet s, curt ai n cl ot h, sof a cl ot h,
gl ass, wood, sunmi ca, bed l i nen et c. wi t h t hei r cost .
7. Preparat i on of Gel candl es.
8. Cl eani ng and pol i shi ng of cerami cs and t i l es.
9. Vi si t t o a dry cl eaner s shop.
Cl ass XI I
1. Survey and vi si t s t o not e down di f ferent st yl es of i nt eri ors i n hot el s,
rest aurant s, rest houses, of f i ces et c.
2. Maki ng f l oor pl ans of rooms wi t h col our schemes f or di f f erent age
groups (ol d/ young) and act i vi t y areas (ki t chen / l obby / bed room /
st udy room et c).
3. Underst andi ng el ement s and pri nci pl es of art .
4. Maki ng of l i ght i ng f i xure (Lamp shade). St udy of househol d l i ght i ng-
di rect / i ndi rect , nat ural / art i f i ci al .
47
5. Preparat i on of pi l l ow covers/ cushi on covers usi ng f abri c pai nt i ng/
bl ock pri nt i ng/ screen pri nt i ng.
6. Cl eani ng and pol i shi ng of l eat her goods.
7. St udy of st orage areas i n t he home (rooms, ki t chen). Suggest
i mprovement s. Prepare rough sket ches.
8. Vi si t t o a l aundry uni t / weavi ng uni t .
Depends on t he sel ect i on of t he t opi c and t he deci si on of t he t eacher.
Qualification of the teacher :
Teacher wi t h a Mast er s / Bachel or s Degree i n Home Sci ence or a
Di pl oma i n Home Sci ence f rom a recogni zed uni versi t y or pol yt echni c i s
most el i gi bl e f or t aki ng t he subj ect .
Product outcome :
Al l assi gnment s shoul d be eval uat ed i ndi vi dual l y based on t he ef f ort s put
i n t o prepare t hem and t he product prepared. The goods may be t hen
di spl ayed i n t he school .
Record Work :
A proper record f i l e shoul d be mai nt ai ned f or survey work, f l oor pl ans and
ot her t heoret i cal port i ons. Pai nt i ngs / f i xures / wal l hangi ngs et c.
prepared have t o be submi t t ed f or eval uat i on.
Eval uati on :
Each assi gnment has t o be eval uat ed si de by si de i n t erms of t he product
prepared. Fi l e work shoul d al so be eval uat ed and gradi ng done, as per
CBSE gradi ng syst em. Fi nal eval uat i on t erm wi se shoul d be based on
bot h product s prepared and f i l e assessment .
48
CHILD CARE AND CRCHE MANAGEMENT
Need of the Communi ty:
Twent i et h cent ury has wi t nessed women worki ng not onl y at t he home
f ront but al so worki ng out f or a career. Though t he women have become
career ori ent ed, t he f ami l y has been t hei r f i rst pri ori t y al ways. Once a
woman l eaves her home, her chi l dren become her f i rst l i abi l i t y t o be
l ooked by ot her subst i t ut es. Here ari ses t he need of t rai ned peopl e f or
chi l d care and crche management . I f Work Educat i on i n school s coul d
t rai n some st udent s f or t he same, i t woul d be a great cont ri but i on f or a
bal anced and heal t hy soci et y. These t rai nees can prove t o be excel l ent
subst i t ut es i n t he absence of t he mot her. I t woul d al so be wonderf ul
experi ence f or st udent s f or preparat i on of t hei r own f ami l y l i f e i n t he
f ut ure. Crche i s an i nst i t ut e where chi l dren bet ween 0-6 years are
prof essi onal l y l ooked af t er ef f i ci ent l y i n t he absence of t hei r mot her.
Learni ng Outcomes:
The st udent wi l l be abl e t o;
1. Devel op knowl edge of t he pri nci pl es of growt h and devel opment of
t he chi l d f rom 0-6 years.
2. Devel op underst andi ng of t he mi l est ones of chi l d s physi cal ,
ment al , soci al , cogni t i ve, l anguage, mot or devel opment .
3. Underst and t he requi rement s of an i deal crche.
4. I ncul cat e i n t hemsel ves t he ski l l s of chi l d reari ng l i ke f eedi ng t he
chi l d, bat hi ng t he chi l d, keepi ng hi m cl ean, pl ayi ng with the child etc.
5. Underst and t he nut ri t i onal requi rement s of chi l dren. Devel op ski l l s
i n prepari ng f ood f or t hem (mi l k and weani ng f oods f or i nf ant s,
snacks and si mpl e meal s f or chi l dren).
6. Acqui re knowl edge of f i rst ai d and medi cal f aci l i t i es t o be gi ven t o
t he chi l dren i n case of emergenci es.
7. Underst and t he i mport ance of hygi ene and sani t at i on i n t he crche.
8. Devel op ski l l s i n arrangi ng pl ay act i vi t i es f or chi l dren of di f f erent
age groups.
9. Underst and t he common chi l dhood di seases and t hei r care and
management .
10. Devel op knowl edge of ways of prevent i ng t he di seases wi t h speci al
emphasi s on i mmuni sat i on.
11. Educat e t he chi l dren by a pl ay-way t echni que.
12. Acqui re ski l l s of crche management wi t h cust omer sat i sf act i on.
13. Have a knowl edge of keepi ng account s, mai nt ai ni ng budget s
(i ncome and expendi t ure record) f or ef f i ci ent crche management .
49
DETAILS OF ACTIVITIES (Class XI-XII)
Cl ass XI
1. Underst and t he pri nci pl es of chi l d s growt h and devel opment . Past e
rel evant pi ct ures.
2. Learni ng mi l est ones of vari ous devel opment s l i ke physi cal ment al ,
mot or, l anguage, cogni t i ve, soci al . Observe a chi l d (0-2 years) at
home / i n nei ghbourhood t o j udge hi s devel opment .
3. Prepare an al bum (phot o al bum or pi ct ure al bum) t o show di f f erent
aspect s of devel opment i n a chi l d (0-2 years).
4. Maki ng st udent s aware of vari ous chi l dhood probl ems l i ke f ood
j ags, aggressi on et c.
5. Prepare Food and Nut ri t i on requi rement (RDA val ues) t abl e f or a
chi l d f rom 0-6 years of age.
6. Underst and t he concept of weani ng f oods t hei r i mport ance and
t ypes. Prepare weani ng f oods f or an i nf ant l i ke dal i a, porri dge,
khi chri , soups, premi xes.
7. Make f l ash cards/ f l i p book depi ct i ng a short st ory f or a preschool
chi l d.
8. Observe a chi l d at home / i n t he nei ghbourhood t o t he t rai ned f or
chi l d s cl eani ng, bat hi ng and f eedi ng.
9. I dent i f y t he common chi l dhood di seases t hei r prevent i on, care
and management , cont rol .
10. a) Prepare an i mmuni sat i on chart f or a chi l d f rom 0-5 years.
b) Col l ect i mmuni zat i on chart s / cards f rom vari ous nursi ng
homes. Past e t hem i n t he f i l e.
11. Vi si t a crche/ day care cent re and record t he vari ous f aci l i t i es
of f ered by i t . Take phot ographs and prepare a report .
Cl ass XI I
1. Observe a preschool er (2-7 years) at home/ i n nei ghbourhood and
j udge vari ous aspect s of hi s devel opment Physi cal , ment al ,
mot or, l anguage, cogni t i ve, soci al .
2. Pl an f ew f i ne mot or ski l l s and gross mot or ski l l s act i vi t i es f or a
preschool chi l d.
3. Devel op an educat i onal game f or a preschool chi l d based on hi s
devel opment l evel .
4. Underst and t he f ood and nut ri ent requi rement s f or a preschool
chi l d. Prepare f ew snacks and di shes f or hi m (sandwi ches, shakes,
poha, upma, st uf f ed, parant has, bread pakora et c). Learni ng how t o
serve meal s t o t hem so t hat t he chi l d i s t empt ed t o eat f ood.
50
5. Pl an a l ayout of a crche on paper/ graph, wi t h speci al emphasi s on
vari ous act i vi t y areas (cooki ng area, sl eepi ng area, pl ay area,
st udy area, washi ng area et c).
6. Make an appropri at e model (Thermacol e/ Pl ywood) of an i deal
crche wi t h al l i t s act i vi t y areas.
7. Learni ng t he management of a crche Arrangi ng vari ous
f aci l i t i es, mai nt ai ni ng cl eanl i ness, arrangi ng ayas/ mai ds, keepi ng
budget s, organi zi ng out door act i vi t i es/ t ri ps/ pi cni cs.
8. Wat ch vari ous document ari es/ cart oon f i l ms/ heal t h shows f or
chi l dren. Anal yse t hem and devel op pl ay-way met hods of educat i ng
smal l chi l dren. You can pl an act i vi t i es bot h i ndoor (wi t h bl ocks,
al phabet games, col l age work of f rui t s and veget abl es et c) and
out door (wi t h bal l s, on swi ngs et c).
Suggesti ve Equi pment :
A nei ghbourhood crche or a preschool / day care cent re can be used f or
observi ng chi l dren.
Mat eri al s requi red f or devel opi ng games, model s, phot o/ pi ct ure al bums,
f l ash cards / f l i p books depends on t he act i vi t y chosen. Cooki ng
pract i cal s requi re gas st ove, ut ensi l s, i ngredi ent s, crockery and cut l ery
f or chi l dren.
A t eacher wi t h a Mast er s/ Bachel or s degree i n Home Sci ence or Nursery
t eacher s t rai ni ng f rom a recogni sed Uni versi t y / I nst i t ut i on i s el i gi bl e t o
t ake t he subj ect .
Product Outcome :
Cert ai n educat i onal games, f l ash cards/ f l i p books, phot o/ pi ct ure al bums
wi l l be devel oped. A worki ng/ non worki ng model of an i deal crche can
be devel oped by st udent s i n a group. Al l mat eri al devel oped can be put
on di spl ay.
Record Work:
A record f i l e has t o be mai nt ai ned t o record al l t he act i vi t i es done wi t h
chi l dren. Report wri t i ng of t he vi si t shoul d be done. Phot o al bum/ pi ct ure
al bum, f l ash cards/ f l i p book, games ki t have al so t o be prepared. The
f i l es shoul d be made col ourf ul and at t ract i ve by pi ct ures, real chi l dren
phot ographs, di agrams, col l age work by chi l dren et c. Reci pes of weani ng
f oods and ot her di shes f or chi l dren may be recorded on reci pe cards.
51
Eval uati on :
The record f i l e, phot o al bum/ pi ct ure al bum, f l ash cards/ f l i p book, model ,
reci pe cards and al l ot her t hi ngs shoul d be eval uat ed separat el y and
grades al l ot t ed t o t hem as per CBSE 9 poi nt gradi ng syst em. Eval uat i on
has t o be dynami c and cont i nuous. Cumul at i ve records shoul d be
mai nt ai ned f or al l st udent s. Fi nal eval uat i on shoul d be done on t he basi s
of t he st udent s i nvol vement wi t h t he chi l dren i n t he f i el d, and hi s record
work.
52
TEXTILE DESIGNING
Cl ot hes have been t he means of enhanci ng personal i t y and gi vi ng
i dent i f i cat i on, a way of sel f expressi on f or a very l ong t i me may be f rom
t he begi nni ng of ci vi l i zat i on. I n good ol den t i mes, veget abl e dyes were
used t o desi gn f abri cs. Pi ct ures of ani mal s and nat ural scenes were
depi ct ed on cl ot hes. Al l i mport ant eras of hi st ory have t hei r charact eri st i c
t ext i l e desi gni ng. I n t oday s worl d, t ext i l e desi gni ng has been
revol ut i oni zed by vari ous t echni ques of mi l l dyei ng, pri nt i ng and f i ni shi ng.
St udent s can al so t ake up some t ext i l e desi gni ng act i vi t i es not onl y f or
beaut i f i cat i on of t hei r own cl ot hes but al so as an i ncome generat i ng
act i vi t y. Thi s course i ncl udes di f f erent sub part s l i ke Ti e and dye, Bl ock
pri nt i ng, Screen pri nt i ng and Fabri c pai nt i ng.
The st udent wi l l be abl e t o ;
1. Sel ect dyes appropri at e t o t he cl ot hes eg. Di rect dyes can be used
onl y f or cot t on.
2. I dent i f y and underst and al l t ypes of col our pi gment s, dyes, bi nders,
f i xers and ot her chemi cal s appropri at e f or di f f erent t ypes of t ext i l e
desi gni ng.
3. Prepare l ayout , draw and sel ect col our schemes f or t wo or more
col ours f or di f f erent t ext i l e desi gni ng met hods.
4. Sel ect ri ght ki nds of bl ocks, prepare t hem and use t hem f or bl ock
pri nt i ng. They shoul d be abl e t o prepare t abl e f or bl ock pri nt i ng.
5. Wei gh dyes, f abri cs and underst and t he chemi cal react i on i n dyei ng.
6. Ti e cl ot hes usi ng di f f erent t echni ques and mat eri al s, t o depi ct
creat i vi t y.
7. Underst and how t o f i x col ours t o make t hem permanent .
8. Trace or draw desi gn f or f abri c pai nt i ng usi ng but t er paper, bl ues
and mi neral oi l t echni que.
9. Do di f f erent ki nds of shadi ng i n one or more col ours.
10. Prepare one or more col our screens, set t hem on cl ot h and do
screen pri nt i ng.
53
11. Devel op ski l l s t o use hot wax f or proper shade, l i ght and t onal val ue
of dye f or bat i k pri nt i ng.
12. Underst and di f f erent heat t reat ment s t o be gi ven f or di f f erent
pri nt i ng t echni ques
13. Desi gn apparel , pi l l ow covers, t abl e cl ot h, cushi on covers et c usi ng
di f f erent pri nt i ng t echni ques.
14. Devel op sel f est eem t hrough achi evement s i n product i ve work.
Cl ass VI
1. Fabri c Pai nti ng
Col l ect t raci ngs of f l owers, l eaves, geomet ri cal desi gns.
Trace t hem on handkerchi ef s wi t h t he hel p of carbon paper.
Learn t he use of acryl i c col ours, di f f erent brushes.
Learn how t o st roke col our wi t h brushes
Pai nt handkerchi ef s usi ng si ngl e col ours
Pai nt a t ray cover usi ng t wo col ours
2. Bl ock Pri nti ng Pri nt book mark, book cover/ f i l e cover, greet i ng
cards usi ng veget abl e bl ocks, f eat hers, nai l s et c. Decorat e wi t h
gl i t t ers.

FI G-3
54
3. Scrap Book Past e sampl es / pi ct ures of f abri cs wi t h f abri c
pai nt i ng or bl ock pri nt i ng.
Cl ass VI I
Trace cart oon f i gures and ot her geomet ri cal f i gures on t abl e cl ot h
and t abl e mat s.
Pai nt t abl e cl ot h and t abl e mat s usi ng t wo or t hree col ours
Learn t he t echni que of shadi ng usi ng di f f erent f rames
Underst and t he concept of col our wheel Pri mary, secondary,
t ert i ary col ours
2. Bl ock Pri nti ng
Usi ng wooden bl ocks and ready t o use col ours, pri nt a set of si x
handkerchi ef s (si ngl e col our)
Pri nt a dut ches set usi ng wooden bl ocks (wi t h border desi gn and
cent ral mot i f s).
Make own cut desi gn st enci l and spray col our on t he cut area.
Cl ass VI I I
Trace di f f erent f i gures/ desi gns usi ng but t er paper and bl ue / used
dry cel l and mi neral oi l .
Pai nt 2 pi l l ow covers, musi c syst em cover.
Learn how t o mi x-mat ch col ours and prepare new col ours wi t h
col our schemes.
2. Bl ock Pri nti ng Usi ng wooden bl ocks and ready t o use col ours,
pri nt a TV cover/ Tabl e cl ot h i n 2 t o 3 col ours. Make a border on t he
cl ot h wi t h bl ocks.
3. Ti e and dye Underst and t he di f f erent t echni ques of t i ei ng t he
f abri c l i ke f ol di ng, bandhani , marbel l i ng, knot t i ng, l aheri a, t ri t i k et c.
Underst and how t o prepare t he dye.
Ti e and dye cot t on handkerchi ef s i n si ngl e col our.
Fi x t he col our so t hat i t becomes permanent .
55

Cl ass I X

1. Fabri c Pai nti ng ; -
Draw / t race a pai nt i ng/ wal l hangi ng 1 f eet X 1 f eet and pai nt i t wi t h
proper shadi ng.
Underst and rel at ed and cont rast ed col our schemes and i ncorporat ed
t hem i n t hei r pai nt i ng.
Pai nt a j ut e shoppi ng bag.
2. Bl ock Pri nti ng
Learn how t o set up t he t abl e wi t h paddi ng f or bl ock pri nt i ng.
Learn t o prepare own col our wi t h bi nder, f i xer, acrami ne dyes.
Prepare a cushi oned f i l e cover/ magazi ne rack usi ng bl ock pri nt i ng
t echni que.
Provi de sui t abl e heat t reat ment t o t he f abri cs.
3. Ti e and Dye
Ti e and dye a cot t on dupat t a i n t wo col ours.
Ti e and dye a bandhanwar f or t he ent rance of a puj a room. Decorat e
i t wi t h shel l s, dori s, mi rrors et c.
FI G-4
56
4. Screen pri nti ng
Learn how t o prepare own col our wi t h bi nder, f i xer, acrami ne dyes.
Learn how t o use a screen.
Usi ng readymade screens, pri nt a cot t on T-Shi rt i n one col our.
5. Bati k

Learn t he use of hot wax i n si ngl e col our
Underst and t he col d dyei ng process.
Pri nt handkerchi ef s usi ng bat i k t echni que.
Dewaxi ng of t he cl ot h.
6. Vi si t Bl ock pri nt i ng uni t / Dyei ng uni t .
Cl ass X
Prepare t he Prang s col our chart / wheel .
Underst and di f f erent t ypes of rel at ed and cont rast i ng col our
schemes.
Pai nt a di ni ng t abl e sheet (usi ng drawi ngs/ t raci ngs of f rui t s and
veget abl es pi ct ures).
FI G-5
57
2. Bl ock Pri nti ng - Pri nt a set of si x t abl e mat s and si x napki ns f or a
di ni ng t abl e. Use doubl e bl ocks.
3. Ti e and dye
Ti e and dye cushi on/ pi l l ow covers i n 2 t o 3 col ours.
Ti e and dye a cot t on shi rt / T-shi rt usi ng t ri t i k t echni que.
4. Screen Pri nti ng Usi ng readymade screens, pri nt a cover f or a
musi c syst em/ ref ri gerat or t op.
5. Bati k - Prepare a wal l hangi ng (hori zont al / vert i cal ) usi ng t wo
col ours.
6. Vi si t a Bout i que t o l earn about vari ous t ext i l e desi gni ng t echni ques.
Cl ass XI
1. Fabri c Pai nti ng Pai nt a doubl e bed sheet usi ng f abri c col ours.
Use f rame, wherever necessary. Proper out l i ne of t he desi gn shoul d
be done. Beaut i f y t he desi gn usi ng gol d/ si l ver dust .
2. Bl ock Pri nti ng Pri nt a sui t wi t h dupat t a usi ng bl ocks.
3. Ti e and Dye Underst and t he vari ed col ours used f or dyei ng si l k
and cot t on separat el y.
Ti e and dye a cot t on saree.
Ti e and dye a si l k scarf .
4. Screen Pri nti ng Learn how t o prepare own screen i n a si ngl e
col our.
Pri nt t hree t owel s of di f f erent si zes.
5. Bati k Prepare a wal l hangi ng wi t h ani mal / human f i gure usi ng
t hree col ours.
Prepare a hand bag wi t h bat i k pri nt i ng.
6. Vi si t a Screen pri nt i ng workshop/ Weaver s cent re.
Cl ass XI I
1. Fabri c pai nti ng Pai nt a sui t and dupat t a. Shade usi ng gol den and
si l ver col our. Frol i ca may be used f or beaut i f i cat i on.
2. Bl ock pri nti ng Pri nt a bed sheet f or dewan wi t h t wo bol st er
covers.
3. Ti e and Dye Underst and t he t ype of col ours used t o dye wool .
58
Ti e and dye a wool l en muf f l er.
Ti e and dye an ol d and f aded sweat er / wool en baby bl anket .
4. Screen pri nti ng Prepare 2 t o 3 col our screens.
Pri nt pi l l ow covers/ cushi on covers i n 2 t o 3 col ours.
5. Bati k Pri nt a l adi es t op/ Kurt a i n t wo col ours.
Pri nt a f abri c f or l ampshade
6. Vi si t Text i l es/ Handi craf t exhi bi t i on.
Fabri c, f rames, t abl e, l i ght source, pai nt s, brushes, wat er, Ti e and
dye/ bl ock pri nt i ng/ screen pri nt i ng/ bat i k col ours, bi nder, wax, must ard oi l ,
paddi ngs, ol d newspaper sheet s, f oam, j ut e cl ot h, bl ocks (wooden/
met al l i c), gas st ove, cont ai ners, wooden spoon, screens, squeeze.
Teacher wi t h a Mast er s/ Bachel or s degree i n Home Sci ence or a Di pl oma
i n Text i l e Desi gni ng f rom a reput ed uni versi t y or pol yt echni c i s most
el i gi bl e f or t aki ng t he subj ect .
Product outcome :
A vari et y of apparel s, wal l hangi ngs and t abl e l i nen wi l l be prepared
usi ng di f f erent pri nt i ng t echni ques. Ti me t o t i me t hese product s can be
put on exhi bi t i on or sal e i n t he school .
Record Work : A record f i l e shoul d be prepared t o record t heoret i cal
det ai l s on col ours and pri nt i ng t echni que procedures. Smal l sampl es of
each f abri c t echni que may be past ed i n t he f i l e. Report of vi si t s done i n
t he year may be recorded t oo.
Eval uati on :
The record f i l e shoul d be assessed f rom t i me t o t i me and gradi ng can be
done as per CBSE gradi ng syst em. The product s prepared usi ng di f f erent
t echni ques shoul d be eval uat ed si de by si de and gradi ng done. Work
shoul d be eval uat ed based on desi gn, neat ness, col our combi nat i on and
product out l ook.
59
ELEMENTS OF DRESS DESIGNING
(Cutting, Tailoring, Knitting and Embroidery)
Cl ot hes happen t o be our pri mary needs whet her t hey are meant f or
prot ect i ng us agai nst heat , weat her, rai n or provi di ng us comf ort . We
need cl ot hes f or sel f expressi on and personal i t y devel opment . They
provi de us i dent i t y hence t here i s a need f or devel opment of i nt erest and
ski l l s among st udent s f or cut t i ng, t ai l ori ng, kni t t i ng and embroi dery i . e.
Dress Desi gni ng. I f t aken seri ousl y, some of t hese ski l l s can be enhanced
and t aken up as a vocat i on ahead.
Thi ngs l i ke embroi dery and ot her needl e work has been a passi on among
women f or communi cat i ng t hei r l ove and emot i ons f or ot hers. These
ski l l s provi de a source of personal sat i sf act i on besi des provi di ng a career
ahead.

1. I dent i f y t ool s requi red f or cut t i ng, t ai l ori ng, kni t t i ng and embroi dery.
Underst and part s of a sewi ng machi ne.
FI G-6
60
2. Prepare sampl es of basi c st i t ches.
3. Draf t , cut and st i t ch si mpl e art i cl es l i ke chi l d s bi b, j habl a.
4. Devel op ski l l of maki ng a paper draf t and i t s use i n maki ng
garment s l i ke baby f rock.
5. Draf t , cut , st i t ch and decorat e wi t h pi pi ng, l ace, or embroi dery an
apron.
6. Devel op ski l l of measuri ng and cut t i ng of mat eri al s, f i ni shi ng raw
edges.
7. Embroi der art i cl es usi ng di f f erent st i t ches l i ke cross st i t ch, l azy
dai zy, sat i n st i t ch, shadow work et c.
8. Sel ect proper desi gns f or embroi dery and mi rror work, wi t h
appropri at e col our schemes.
9. Underst and and use kni t t i ng abbrevi at i ons and i nst ruct i ons.
10. Devel op ski l l of cast i ng on and cast i ng of f t he st i t ches.
11. Learn how t o i ncrease or decrease st i t ches and st i t chi ng of kni t t ed
art i cl es.
12. Devel op t he ski l l and abi l i t y t o read, underst and and copy t he
kni t t ed pat t erns f rom a book or a magazi ne.
13. Learn how t o repai r garment s usi ng darni ng.
14. Col l ect i deas f rom t he envi ronment f or desi gni ng and st i t chi ng of
cl ot hes.
15. Eval uat e t he workmanshi p of a readymade garment .
Cl ass VI
1. I dent i f i cat i on of t ool s requi red f or t ai l ori ng
2. Preparat i on of sampl es of basi c st i t ches l i ke even t acki ng, uneven
t acki ng, runni ng st i t ch, hemmi ng.
3. I dent i f i cat i on and use of t ool s requi red f or embroi dery work.
61
4. Maki ng si x handkerchi ef s wi t h si mpl e embroi dery st i t ches l i ke l azy-
dai zy, st em st i t ch, chai n st i t ch, herri ngbone st i t ch.
5. Maki ng a t ray cover usi ng herri ngbone st i t ch.
6. I dent i f i cat i on and use of kni t t i ng t ool s.
7. Cast i ng on and cast i ng of f of st i t ches.
8. Kni t t i ng of a scarf / muf f l er.
Cl ass VI I
1. Use of Sewi ng machi ne and i t s mai nt enance.
2. St i t chi ng of si mpl e st rai ght l ong ropes t o gi ve pract i ce of st rai ght
st i t chi ng.
3. Preparat i on of sampl es of pi pi ng, f aci ng.
4. Preparat i on of sampl es of seams-pl ai n seam, run and f el l seam,
f rench seam.
5. Draf t i ng, cut t i ng and st i t chi ng of a chi l d s bi b usi ng seams, f i ni shi ng
wi t h pi pi ng. Si mpl e embroi dery may be done on t he bi b.
6. Embroi der t abl e mat s wi t h chai n st i t ch, f eat her st i t ch, but t on hol e
st i t ch.
7. Kni t t i ng of boot i es f or a baby.
Cl ass VI I I
1. Preparat i on of sampl es of di f f erent t ypes of but t ons wi t h but t on
hol es, l ace f i xi ng.
2. Underst and t he part s of a sewi ng machi ne, t hreadi ng of machi ne
and use of machi ne.
3. Draf t i ng, cut t i ng and st i t chi ng of an apron and decorat e i t wi t h l ace.
4. Embroi der t wo pi l l ow covers usi ng di f f erent st i t ches
5. Preparat i on of a wal l hangi ng usi ng cross st i t ch.
6. Preparat i on of kni t t i ng desi gns usi ng books.
7. Kni t t i ng of Baby Bani yan f or a chi l d usi ng si mpl e kni t t ed desi gn.
62
Cl ass I X
1. Preparat i on of sampl es of gat hers, pl eat s, t ucks.
2. Draf t i ng, cut t i ng and st i t chi ng of a j habl a f or a chi l d. Decorat i ng i t
wi t h pi pi ng, l ace and embroi dery. Al so put t i ng a pat ch on i t s pocket .
3. Embroi der a TV cover on mat t i e/ casement f abri c.
4. Kni t t i ng of a sweat er, usi ng t wo col ours.
5. Scrap book Past e pi ct ures of chi l dren garment s and embroi dery
desi gns.
Cl ass X
1. Draf t i ng and cut t i ng of a chi l d s bodi ce bl ock on paper.
2. Adapt at i on of chi l d s bodi ce bl ock t o an A l i ne f rock on paper.
Cut t i ng and st i t chi ng of A l i ne f rock. Decorat i ng i t wi t h di f f erent
embroi dery st i t ches.
3. To eval uat e t he workmanshi p of a readymade garment .
4. Embroi der a t abl e runner (usi ng vari ed st i t ches).
5. Kni t t i ng of f ront open Baby set . Put t i ng of f ancy but t ons and maki ng
but t on hol es.
Cl ass XI
1. Draf t i ng of adul t s bodi ce bl ock.
2. Adapt at i on of adul t s bodi ce bl ock t o a l adi es shi rt . Cut t i ng and
st i t chi ng of shi rt .
3. Draf t i ng, cut t i ng and st i t chi ng of sal war / churi dar pyj ama.
4. Embroi der a dut chess set of organdi e usi ng kant ha work.
5. Learni ng t o read and underst and t he abbrevi at i ons used i n pat t ern
books f or kni t t i ng. Preparat i on of sampl es of di f f erent kni t t i ng
desi gns.
6. Scrap book- Past e pi ct ures of kni t t i ng desi gns, di f f erent neckl i nes
and col l ar desi gns.
7. Vi si t a f ashi on house t o l earn about di f f erent t echni ques of dress
desi gni ng.
63
Cl ass XI I
1. Preparat i on of sampl es of smocki ng.
2. Draf t i ng, cut t i ng and st i t chi ng of ni ght y or house coat . Decorat e wi t h
smocki ng.
3. Preparat i on of sampl es of darni ng.
4. Embroi der cushi on covers wi t h mi rrors.
5. Kni t t i ng of baby s f rock/ ski rt usi ng desi gns and col ours.
6. Demonst rat i on of machi ne embroi dery/ machi ne kni t t i ng by vari ous
sewi ng machi ne/ kni t t i ng machi ne compani es.
Fabri c, sewi ng machi ne, kni t t i ng needl es, wool , st i t chi ng needl es, t hread,
embroi dery t hreads, f rame, paper, sci ssors, embroi dery and kni t t i ng
books.
Teacher wi t h a Mast er s / Bachel or s degree i n Home Sci ence or a
Di pl oma i n Dress Desi gni ng (cut t i ng, t ai l ori ng) f rom a reput ed uni versi t y
or pol yt echni c i s most el i gi bl e f or t aki ng t he subj ect .
Product outcome :
A vari et y of st i t ched, embroi dered and kni t t ed garment s wi l l be prepared.
These garment s can be put on di spl ay or even sal e.
Record Work :
A record f i l e shoul d be prepared t o record t he bodi ce bl ocks; past e
sampl es of st i t ches, embroi dery desi gns, kni t t i ng. Report of vi si t s and
demonst rat i on seen may be recorded t oo.
Eval uati on :
The record f i l e shoul d be assessed regul arl y and gradi ng done as per
CBSE gradi ng syst em.
The garment s prepared by st i t chi ng, embroi dery and kni t t i ng shoul d be
assessed separat el y on compl et i on and grades al l ot t ed t o each.
Fi nal gradi ng wi l l be based on t he sum t ot al of grades gi ven t o t he f i l e
and al l garment s.
64
COMMERCIAL ART

Art (Vi z pai nt i ng, drawi ng, cut t i ng and past i ng et c) i s t he earl i est f orm of
expressi on t hat a chi l d uses, even bef ore l earni ng t o communi cat e
t hrough vocal and wri t t en l anguage. Even t hough he cannot speak, he
can t el l you how, he f eel s or what he want s t o say t hrough drawi ng.
Art i s al so a common l anguage f or t he peopl e of t he worl d. Peopl e of t he
some count ry wi t h di f f erent l anguages and f rom di f f erent cul t ures depi ct
t hei r f eel i ngs t hrough art . We may not be abl e t o underst and t hem, t hei r
i deas and t hought s t hrough words, but we def i ni t el y can f eel t hem
t hrough t hei r works of art . Art i nf act , i s t he best and most conveni ent
f orm of expressi on. You real l y don t have t o be a great art i st t o do i t , art
i s a part of every human bei ng one or t he ot her way.
Underst andi ng and appreci at i on of art devel ops our aest het i c sense. I t
keeps al i ve t he gl ory of our count ry, of man ki nd and our cul t ure. To
summari ze, i t wi dens our vi si on.
Af t er l earni ng commerci al art , t he st udent can become an art i st , desi gner
et c.
FI G-7
65
Learni ng Outcomes
1. Handl e di f f erent penci l s i . e. 2B, 4B, 6B et c; pens, bamboo pens and
charcoal et c.
2. Handl e di f f erent t ypes of brushes.
3. Devel op hi s col our sense.
4. Wri t e i n a decorat i ve way wi t h proper spaci ng.
5. I mprove observat i on t hrough sket chi ng f rom nat ure and human
bei ngs.
6. Use di f f erent t ypes of paper.
DETAILS OF ACTIVITIES (CLASS IX - XII)
Cl ass I X
1. Wri t i ng al phabet s and numbers i n gat hi c st yl e wi t h measurement s
i n penci l and f i l l wi t h col ours.
2. Wri t i ng Engl i sh, Hi ndi or regi onal l anguage al phabet s wi t h a bamboo
st i ck pen (Freehand).
3. Acqui ri ng ski l l s of sket chi ng movi ng human f i gure wi t h shadi ng.
4. Copyi ng monograms, symbol s and t rademarks of di f f erent
compani es and product s.
5. Prepari ng a press ad i n penci l or monot one (Bl ack onl y).
Cl ass X
1. Wri t i ng al phabet s Roman st yl e wi t h penci l .
2. Wri t i ng quot at i ons i n any st yl e (Gat hi c or Roman) i n any medi um.
3. Prepari ng post er l ayout s i n col our.
4. Sket chi ng human f i gure and f ol i age.
5. Learni ng perspect i ve, rat i os and l i ght and shade i n st i l l l i f e.
Cl ass XI
1. Furt her pract i ci ng st i l l l i f e, f ol i age and human f i gure.
2. Prepare a post er i n any medi a (i . e. penci l shadi ng, col l ages and
col our).
3. Devel op ski l l s of port rai t st udy (det ai l f ace anat omy).
66
4. Drawi ng creat i ve composi t i on (i l l ust rat i on) i n col our.
5. Prepari ng book covers i n col our or col l age.
Cl ass XI I
1. Pract i ci ng st i l l l i f e wi t h drapery i n penci l shadi ng or col our.
2. Learni ng Packagi ng (cart oon or wrapper desi gni ng).
3. Prepari ng st ory i l l ust rat i on i n col our.
4. Obj ect drawi ng i n monot one (si ngl e col our).
5. Desi gni ng magazi ne cover or advert i sement .
6. Graphi c desi gni ng (l i no pai nt i ng or pri nt i ng).
Equi pment Requi red :
Brushes, col our, rubber, penci l , col oured paper, chart Fevi col , t abl e,
donkey chai rs, model s, enough l i ght i ng.
Qual i fi cati on and ski l l of the teacher :
Teacher wi t h a Bachel or s Degree i n Fi ne Art s (BFA) / Commerci al Art or
a f i ve year di pl oma hol der f rom any recogni zed i nst i t ut e i s most el i gi bl e
f or t aki ng t he subj ect .
Product Outcome :
Each assi gnment wi l l come as a pai nt i ng or a pi ece of art whi ch can be
put on di spl ay i n t he school exhi bi t i on and school premi ses.
Record Work :
Dai l y assi gnment s shoul d be done i n a drawi ng f i l e and sket ch f i l e.
Cert ai n pi eces of work (l arge si ze) may be done on sheet s and f ol ders of
t hese shoul d be mai nt ai ned.
Eval uati on :
Each assi gnment of commerci al Art shoul d be graded separat el y i n each
t erm. A combi ned or comprehensi ve grade shoul d be gi ven (as gi ven i n
t he CBSE gradi ng syst em) based on t he f i l es and ot her pi eces of work.

67
CRAFT WORK

I ndi a i s a l and of art i sans and craf t smen. I ndi an popul at i on has a
l ot of i nheri t ed pot ent i al and capabi l i t i es whi ch t hey proj ect out t hrough
t hei r craf t work. I t i s one ski l l t hrough whi ch st udent s can proj ect t hei r
hi dden t al ent s. Craf t work not onl y keeps t hem busy but gi ves t hem
sat i sf act i on al so. Moreover, wi t h changi ng l i f e pat t erns, t here as a ri si ng
demand of handi craf t i t ems. I ndi an handi craf t s are l uri ng t he west t oo i s
t here i s a f usi on of east wi t h west . These product s are i n great demand
abroad as wel l as i n t he count ry. Peopl e pref er t he t radi t i onal set t i ngs
di spl ay at homes, of f i ces, hot el s et c. The t rend i s t owards hand
pai nt i ngs, mural work, papi er mache work, art i st i c pot t ery, bread craf t i ng,
cl ay model l i ng et c. Gone are t he days when t hese craf t s were rest ri ct ed
t o rural areas. They have reached now t he cl asses and t he masses.
The l earni ng of craf t work begi ns wi t h j uni or cl asses but i f t aken i n
det ai l s l at er t oo, t he seni ors can show excel l ent craf t smanshi p. Thi s can
become a good source of appreci at i on f or t hem, t hereby enhanci ng t hei r
personal i t y and hel pi ng t hem t o choose a vocat i on ahead.
1. Devel op aest het i c sense by doi ng vari ous ki nds of craf t work.
FI G-8
68
2. Acqui re knowl edge and ski l l of mat chi ng col ours and col our
schemes.
3. Use paper and make at t ract i ve and usef ul i t ems usi ng i t .
4. Acqui re ski l l s of maki ng art i cl es l i ke f rui t s, veget abl es, ani mal s,
bi rds, decorat i ve pi eces usi ng papi er mache.
5. Acqui re t echni que of varni shi ng papi er mache art i cl es t o mai nt ai n
t hei r f reshness and durabi l i t y.
6. I dent i f y cl ay soi l used f or cl ay model l i ng.
7. Prepare wet soi l and use pl ast er of pari s f or cl ay model l i ng.
8. Devel op ski l l s t o const ruct di f f erent t ypes of knot s i n j ut e, nyl on
and cot t on t hreads f or macram work.
9. Use t he knot s gi ven t o t hreads t o gi ve di f f erent shapes t hereby
creat i ng di f f erent desi gns i n macram work.
10. Sel ect appropri at e f abri cs, t ool s and mat eri al s f or maki ng di f f erent
st uf f ed t oys and dol l s.
11. Devel op sense of neat ness, accuracy and proport i on whi l e cut t i ng
di f f erent part s of t he body of a dol l or a st uf f ed t oy.
12. Devel op ski l l s of prepari ng wal l hangi ngs keepi ng t hei r aest het i c
val ue and creat i vi t y.
13. I dent i f y and prepare cert ai n usef ul product s f or home use l i ke
l aundry bag, T. V. cover, ref ri gerat or t op cover.
DETAILS OF ACTIVITIES (CLASS VI-XII)
Cl ass VI
1. Paper Work
a) Prepare di f f erent t ypes of f l owers usi ng paper (crepe/ dupl ex).
b) Prepare a bunch / bouquet of f l owers.
c) Maki ng a book cover wi t h hand made sheet of paper.
2. Papi er Mache
a) Preparat i on of papi er mache cl ay f or moul di ng.
b) Moul di ng of coni cal shape and round shape veget abl e and f rui t .
c) Prepare a pen hol der usi ng papi er mache.
3. Cl ay Model l i ng
Prepare any t wo f l owers, any t wo f rui t s and any t wo veget abl es
usi ng cl ay.

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4. Dol l Maki ng
a. Make a Sant a Cl aus usi ng egg shel l , paper, cot t on, wool , card
board, f evi col .
b) Make a st andi ng dol l / cl own, usi ng empt y t al cum powder cont ai ner,
vel vet paper, sponge, sat i n, mi rrors, got a-ki nari et c.
Cl ass VI I
1. Paper work
a) Prepare a paper bag usi ng hand made paper.
b) Make paper envel opes (of di f f erent si zes).
c) Prepare a wast e paper basket by past i ng papers.
2. Papi er Mache Prepare wal l hangi ngs by f i xi ng ot her t hi ngs l i ke
st ones, broken t i l es, met al pi eces.

3. Cl ay Model l i ng- Prepare any 2 masks and any 2 pot t ery i t ems
usi ng cl ay.
4. Dol l Maki ng
a) Make a dol l usi ng shut t l e cock/ any bot t l e.
b) Make a cat usi ng ol d wool , cardboard, t hread, needl e, pi n et c.

FI G-9
70
Cl ass VI I I
1. Paper work
a) Prepare masks (ani mal / human)
b) Prepare puppet wi t h paper.
2. Papi er Mache
a) Prepare a bi rd/ ani mal usi ng t hi s t echni que.
b) Prepare a f l ower vase usi ng papi er mache.
3. Cl ay Model l i ng
a) Prepare a f l ower pot , decorat e i t wi t h cl ay carvi ng.
b) Prepare cl ay model s of f ace of a man or a woman.

4. Dol l Maki ng
Make a pai r of dol l s Bri de and bri degroom of any one st at e of
I ndi a out of socks.
Cl ass I X
1. Paper Work
a). Underst and di f f erent t echni ques of paper napki n f ol di ng.
b). Prepare a X-Mas t ree usi ng chart paper and t i ssue paper.
FI G-10
71
FI G-11
2. Dol l Maki ng
Prepare a pai r of dol l s depi ct i ng a man and a woman wi t h di f f erent
hai r st yl es and cl ot hi ng or kni t t ed dol l s and t hei r cl ot hi ng.
3. Soft Toys
a) Make a bear / l eopard / rabbi t / any ani mal .
b) Make a parrot / crow / any bi rd.

4. Macrame Work
a) Const ruct i on of di f f erent t ypes of knot s i n j ut e, cot t on and nyl on
t hreads.
b) Learn t o use t hese knot s t o gi ve di f f erent shapes.
c) Prepare t abl e mat s usi ng nyl on or pl ast i c t hread and j ut e t hread.
5. Prepare smal l money purse usi ng f l annel cl ot h, beads, mi rrors et c.
Cl ass X
1. Paper Work- Prepare f ace of a ki ng/ queen usi ng handmade paper.
2. Dol l maki ng Prepare a banj aran dol l , Mi rabai dol l / any coupl e.
3. Soft Toys Make a pengui n / Donal d duck / Mi cky mouse.
4. Macram work
a) Prepare a f l oor mat usi ng nyl on or pl ast i c or j ut e t hreads.
72
b) Make a t oy such as an ani mal or a f l ower usi ng pl ast i c wi re, pi pe,
beads, gl ass pi eces, gl ass pi pes et c.
5. Prepare a l aundry bag usi ng j ut e/ f l annel / casement f abri c.

Cl ass XI
1. Paper work Make an i nvi t at i on/ greet i ng card wi t h envel ope.
2. Soft toys
a) Make a dog f aced/ ki t t en f aced smal l bag.
b) Make a hen f ami l y- One hen wi t h t hree chi ckens.
3. Macrame Work Prepare f l ower pot hol ders/ hangi ngs usi ng
pl ast i c or nyl on t hreads.

4. Prepare a saree cover/ shi rt cover usi ng cl ot hes. Gi ve a qui l t ed
ef f ect . Decorat e wi t h a pat ch.
5. Decorat e a st eel t hal i f or puj a purpose (wi t h got a, ki nari , mi rrors,
net , dori et c).
6. Make a bi g wal l hangi ng usi ng broken bangl e pi eces past ed on a
pl yboard. Decorat e i t usi ng mi rrors, beads of di f f erent col ours et c.
Cl ass XI I
1. Paper work
a) Make and desi gn a t abl e/ wal l cal endar.
FI G-12
73
b) Prepare di f f erent ki nds of papers usi ng ordi nary papers l i ke by
past i ng f l ower pet al s, by shadi ng and col ouri ng et c.
2. Soft Toys
a) Make any 2 puppet s - hand/ gl ove/ st ri ng.
b) Make an appl e/ st rawberry/ t omat o et c. shaped pi l l ow f or a chi l d.
3. Macrame Work Prepare smal l bags l i ke hangi ng bag/ shoppi ng
bag/ hand bag usi ng j ut e, hemp cot t on, pl ast i c or nyl on.
4. Prepare T. V. cover / ref ri gerat or t op cover usi ng net , l aces,
cl ot hes. Decorat e i t .
5. Make a bi g wal l hangi ng usi ng saw dust (dyed i n di f f erent col ours)
past ed on a pl yboard. Decorat e i t wi t h ot her t hi ngs.
NOTE : The t eacher i s advi sed t o t ake up any handi craf t act i vi t y (l i ke
dari maki ng, cane work, basket weavi ng et c. ) usi ng l ocal l y
avai l abl e raw-mat eri al s and demand i n t he communi t y.
Equi pment Requi red :
Di f f erent t ypes of paper l i ke crepe paper, dupl ex paper, i vory sheet , hand
made paper, chart paper, gl azed paper, vel vet paper, cart ri dge sheet ,
t i ssue paper. Sci ssors, gum, f evi col , mi rrors, beads, broken bangl es,
ri bbons, sat i n, col ours, brushes, sponge, empt y bot t l es, wool , di f f erent
t hreads, di f f erent t ypes of cl ot hes, got a-ki nari , dori , wi res, j ut e, nyl on,
cot t on t hread f or macram, smal l j ewel l ery f or dol l s, f l annel cl ot h, f ur,
cot t on, cl ay, pl ast er of pari s, measuri ng t ape.
Teacher wi t h a Bachel or s Degree i n Appl i ed Art (BFA) or a 5 year
Di pl oma i n Fi ne Art s / Appl i ed Art i s el i gi bl e t o t ake t he subj ect .
Product outcome :
A number of craf t work i t ems l i ke pai nt i ngs, t oys, wal l hangi ngs, papi er
mache product s, dol l s, pot t ery i t ems et c. wi l l be prepared by t he st udent s
whi ch have t o be kept i nt act and di spl ayed i n t he school duri ng
exhi bi t i ons.
Record work:
A record f i l e may be mai nt ai ned t o record t he procedures of prepari ng
di f f erent art i cl es. I t may be decorat ed wi t h pi ct ures of t he concerned
art i cl es.
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Eval uati on :
Each art i cl e prepared under craf t work i s very t i me consumi ng and
i nvol ves a l ot of l abour. Hence t he assessment has t o be regul ar and
cont i nuousl y done t o see t he chi l d s i nput and t hen t he out put product .
Grades shoul d be al l ot t ed t o al l i t ems as per t he CBSE gradi ng syst em.
Fi nal eval uat i on has t o be t he sum t ot al of al l grades gi ven f or di f f erent
i t ems. Record f i l e may al so be consi dered whi l e doi ng t he f i nal
eval uat i on.
75
PREPARATION OF SPECIFIC ITEMS
AND THEIR VALUE ADDITION

Need of the communi ty:
There are vari ous obj ect s whi ch are requi red i n our dai l y l i f e and can be
easi l y prepared by t he st udent s t hemsel ves usi ng t hei r ski l l s and
i magi nat i on. Thi s can t hen become a very good source of i ncome
generat i on i f t he proj ect i s t aken up on a l arger scal e. Smal l t hi ngs l i ke
gi f t wrappi ng and creat i ng best out of wast e product s are good hobbi es
and a source of ent ert ai nment as l ei sure t i me act i vi t i es. Obj ect s l i ke
candl es and Terracot a product s can be made duri ng f est i val seasons and
t hey are very good source f or enhanci ng creat i vi t y among t he st udent s.
These i t ems can be gi f t ed by t he st udent s t o t hei r f ri ends and rel at i ves
and t hey can express t hei r emot i ons t hrough t hem. Hence t he obj ect i ve of
Work Educat i on i . e, t rai ni ng hand as wel l as mi nd i s t ot al l y f ul f i l l ed here.
Learni ng Outcomes:
1. Sel ect appropri at e wast e mat eri al s. Make best use of wast e and
make ut i l i t y product s wi t h t hem.
FI G-13
76
2. Prepare di f f erent t ypes of candl es or wi t h or wi t hout usi ng moul ds.
3. Devel op ski l l s of wrappi ng gi f t s at t ract i vel y.
4. Underst and t he composi t i on of vari ous soaps and det ergent s; and
prepare t hem i n t he l aborat ory.
5. Devel op t he ski l l s of pai nt i ng and decorat i ng di f f erent t ypes of pot s/
Terracot a i t ems.
6. Prepare di f f erent t ypes of l i ght i ng f i xures wi t h vari ed bases -
wooden/ cerami c/ pl ast i c/ met al .
7. Prepare di f f erent t ypes of masal as chana masal a, chat masal a,
raj ma masal as, j al j eera powder, pao bhaj i masal a, garam masal a,
sambhar masal a et c.
DETAILS OF ACTIVITIES (CLASS VI-XII)
Cl ass VI
1. Gi ft wrappi ng
a. Maki ng of ri bbon bows and f ri l l s of vari ous ki nds.
b. Packagi ng of bi rt hday gi f t s f or chi l dren.
c. Packagi ng of t oys f or gi f t i ng.
d. Use of gl i t t ers, sparkl es and ot her decorat i ve i t ems.
2. Best out of waste
a. Use of wast e mat eri al s l i ke rakhi , st i ckers, pi ct ures, boxes, cans
et c. t o prepare dust bi ns / pen st ands / st at i onery hol ders.
b. Use wast e bot t l es and ot her di sposabl e i t ems f or growi ng cact us/
i ndoor pl ant s. Decorat e t he base.
Cl ass VI I
1. Gi ft wrappi ng
a. Maki ng paper and cl ot h f l owers wi t h craf t work. Use of di f f erent
t ypes of cl ot hes l i ke si l k, sat i n, vel vet , net .
b. Gi f t wrappi ng of a chi l d s dress.
c. Wrappi ng of a pack of greet i ng cards.
d. Wrappi ng t of f ees, f rui t s, f rui t y packs, Jam and pi ckl e bot t l es.
77
a. Usi ng broken gl ass or t i l es prepare cerami c pai nt i ng and mural s.
b. Usi ng ol d pi ct ures, st i ckers, cards; prepare book marks and
cal endar.
Cl ass VI I I
1. Gi ft wrappi ng
a. Use of wast e mat eri al i n gi f t wrappi ng l i ke ol d rakhi s, dori s, mi rrors
bangl es et c.
b. Maki ng envel opes f or shagun.
c. Packagi ng Di wal i gi f t s, Hol i gi f t s, Chri st mas gi f t s, New year gi f t s.
d. Packi ng a chi l d s st at i onery ki t .
a. Maki ng puppet s wi t h broken dol l s f ace.
b. Usi ng ol d marri age cards, greet i ng cards and gi f t papers; prepare
shoppi ng bags.
Cl ass I X
1. Gi ft wrappi ng
a. Maki ng of gi f t wrappi ng paper wi t h l eaf pai nt i ng, f rui t pai nt i ng, bl ock
pri nt i ng.
b. Preparat i on of puj a t hal i and coconut f or puj a.
c. Wrappi ng of sweet and dry f rui t packs.
d. Wrappi ng bi g packs of bot t l es, bakery i t ems, f rui t s et c.
e. Wrappi ng of accessori es l i ke bangl es, cosmet i cs, j ewel l ery i t ems i n
pouches.
a. Usi ng cl ot h cut t i ngs, prepare a cushi on cover or a handbag.
b. Used embroi dered f abri cs can be used t o make pat ch f or a dress/
apron.
c. Use ol d crockery f or prepari ng gel candl e.
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3. Preparati on of soaps f or di f f erent purposes such as washi ng,
bat hi ng et c. (sol i d and l i qui d bot h)
a. For bat hi ng soap: Mahua oi l -500 gm, caust i c soda-100 gm, coconut
oi l -500 gm, caust i c pot ash-140 gm, Green col our-2 gm, Aonl a
essence-5 gm.
b. For washi ng soap: Mahua oi l - 1 kg, caust i c soda- 250 gm, si l i cat e-
250 gm, wat er-1. 5l .
c. For l i qui d soap; Aci d. (sl at i hard )- 500gm, sal ari (sl at i sof t )-500gm,
caust i c soda-200 gm, Urea-500 gm, T. S. P. -200 gm.
Cl ass X
1. Gi ft wrappi ng - Di f f erent wrappi ng t echni ques l i ke packi ng a
round gi f t , square gi f t , rect angul ar gi f t , t of f ee shape, mel ody
shape.
a. Wrappi ng a gi f t f or man/ woman / chi l d.
b. Wrappi ng wi t h perf umes and art i f i ci al f l owers.
c. Wrappi ng of bri dal cl ot hes l i ke l ehanga, heavy sarees wi t h pal l oo,
ordi nary sarees, sui t wi t h dupat t a.
a. Usi ng ol d cl ot hes whi ch have become usel ess or are burnt or cut
somewhere (l i ke ol d saree, dupat t a, j eans), prepare magazi ne
hol der/ bag/ saree cover.
b. Usi ng wast e pol yt henes or bags or ol d socks, prepare a mat / dari .
3. Preparation of Detergent powder and Shampoo
a. For det ergent powder: - I odat e powder-1 kg, soda ash-700 gm, TSP-
100gm, reet ha ext ract -200 gm, col our-5 gm.
b. For shampoo: - bat hi ng soap-100gm, gl yceri ne-25 gm, aonl a-250
gm, wat er-5 l , reet ha-250 gm, col our-5 gm, shi kakai -250 gm,
essence-25 gm.
Cl ass XI
1. Candle Making
a. I nt roduct i on t o mat eri al s used f or candl e maki ng l i ke paraf f i n,
col our, wi cks, moul ds, gel et c.
b. Col l ect i on of pi ct ures and shapes of vari ous candl es
79
c. Prepari ng paraf f i n candl es i n pot t ery/ di yas/ ani mal shapes et c.
d. Prepari ng bi rt hday candl es, Di wal i candl es, Chri st mas candl es
e. Learni ng packagi ng of candl es f or gi f t i ng, cost i ng of candl es f or
sal e.
f . Take a candl e maki ng proj ect f or handi caps, sl um dwel l ers, mahi l a
mandal s et c.
2. Terracota (Val ue Addi ti on)
Thi ngs l i ke readymade t erracot t a product s whi ch are wi del y avai l abl e i n
t he market can be purchased at a very nomi nal pri ce and t hey can be
pai nt ed i n di f f erent col ours and di f f erent decorat i ve i t ems can al so be
used t o add val ue t o t hem. They can be f i xed i n pl ast er of pari s on a
board or di rect l y on wal l i n t he l obby, i n t he garden or i n t he t empl e et c.
Terracot a pot s can be used as t he base f or l i ght i ng f i xt ures al so.
3. Maki ng a l i ghti ng fi xure (l amp)-
a. To get an i dea of di rect and i ndi rect l i ght .
b. Survey and pi ct ure col l ect i on of a vari et y of f i xures avai l abl e i n t he
market .
c. I dent i f yi ng t he area of t he house where di f f erent l i ght i ng f i xures
can be i nst al l ed.
d. Sel ect i ng a l amp base f or eg. -
i ) Wooden (eg. St at ue, l og of t ree et c. )
i i ) Wrought i ron / pi pe moul di ngs
i i i ) Gl ass (eg. bot t l es, t oys et c)
i v) Terracot a (eg. pot st at ue et c)
e. Get t i ng t he wi re, pl ug and l amp hol der f i xed i n t he base wi t h t he
hel p of an el ect ri ci an.
f . Sel ect i ng a l amp shade (l at est i n t rend) ei t her f rom t he market and
enhanci ng t hem by pai nt and brush and di f f erent decorat i ve i t ems
or usi ng a f rame and coveri ng i t by any mat eri al of your choi ce t o
make a l ampshade.
g. Sel ect i ng t he ri ght ki nd of bul b.
h. Eval uat i ng t he l amp desi gn f or i t s f unct i onal ef f i ci ency.
80
Cl ass XI I
1. Candle making-
a. Prepari ng decorat i ve candl es f or New year (i n di f f erent si zes and
shapes).
b. Prepari ng gel candl es (f l oat i ng and scent ed) i n gl ass crockery.
d. Decorat i on of ordi nary candl es usi ng sparkl es, mi rrors, gl i t t er et c.
2. Terracota (Val ue addi ti on)
Faces of di f f erent Gods l i ke sun, Ganesha et c. i n t he f orm of f ace masks,
wal l hangi ngs, t erracot t a i dol s; t oys, pot s, kul l ars, f ount ai ns, cont ai ners,
st at ues, vases et c can be enhanced i n t hei r val ue by creat i vel y pai nt i ng
or decorat i ng t hem usi ng Acryl i c col ours, gl i t t ers, met al l i c col ours,
kundan st ones and ot her decorat i ve st ones, met al j ewel l ery and ot her
accessori es l i ke mi rror, dori , sequi ns et c.
3. Masal a preparati on
To prepare di f f erent t ypes of powdered masal as l i ke chana masal a, chat
masal a, raj ma masal a, j al j eera powder, pao bhaj i masal a, garam masal a,
sambhar masal a et c.
Suggesti ve Equi pment :
Some speci f i c equi pment s requi red f or di f f erent act i vi t i es have been
l i st ed al ong wi t h t he product t o be made. Remai ni ng mat eri al s requi red
can be deci ded by t he t eacher.
Teacher wi t h a Bachel or s Degree i n Home Sci ence or Fi ne Art s (BFA) or
a f i ve year Di pl oma i n Fi ne Art s / Appl i ed Art s f rom any recogni zed
i nst i t ut e i s el i gi bl e f or t aki ng most of t he t opi cs i n t he subj ect . For f ew
t opi cs l i ke soap and det ergent preparat i on, masal a maki ng; hel p may be
sought f rom t he concerned subj ect t eacher.
Product Outcome :
Al l product s need a l ot of t i me and l abour. Each act i vi t y wi l l produce
di f f erent t ypes of f i ni shed product s l i ke Terracot a pot s, l i ght i ng f i xures,
soaps, det ergent s, masal as of di f f erent ki nds, candl es et c.
81
Record Work :
Though most of t he work wi l l come as f i ni shed product , t he t heoret i cal
port i on can be recorded i n a f i l e.
Eval uati on :
Each i ndi vi dual product shoul d be eval uat ed separat el y and cont i nuousl y.
Grades shoul d be awarded, accordi ng t o CBSE gradi ng syst em. Gradi ngs
f or al l product s and f i l es shoul d be combi ned t o gi ve t he f i nal grades.

82
COMPUTER APPLICATIONS

Two l et t er word I T i e. I nf ormat i on Technol ogy has spread i t s wi ngs i n
each and every sphere of our l i ves. I t has become ut most i mport ant t o
l earn t hi s f ast growi ng t echnol ogy i n order t o keep pace wi t h t he
communi t y.
The st udent wi l l be abl e t o;
1. Appreci at e t he ut i l i t y of I T i n t hei r f ut ure prof essi ons.
2. Underst and t he f undament al concept s of I T t o f ace aut omat ed
envi ronment wi t h conf i dence.
3. Appreci at e t he rol e of comput er i n dai l y l i f e.
4. Recogni ze di f f erent part s of comput er.
5. Devel op t he ski l l s t o operat e keys on keyboard.
6. Fami l i ari ze wi t h vari ous commands on comput er.
7. Acqui re ski l l s t o operat e on wi ndows
FI G-14
83
8. Appreci at e t he use of t ool , MS-Word, t o assi st t hem i n t hei r work,
be i t wri t i ng essays, books, l et t ers, art i cl es et c.
9. Appreci at e t he concept of el ect roni c dat a processi ng. Acqui re ski l l s
t o make use of a very conveni ent t ool MS-Excel , f or prepari ng
budget , annual report s, port f ol i o anal ysi s, product i on schedul e,
i ncome st at ement and scores of ot her t hi ngs.
10. Creat e present at i on sl i des t hat combi ne t ext , chart s, graphs,
drawi ngs and cl i p art graphi cs.
11. Become f ami l i ar wi t h dat abase management . A capabl e Foxpro
programmer can sol ve a wi de range of probl ems i n busi ness,
f i nance, admi ni st rat i on, sci ence and ot her areas.
12. Get exposed t o t he new and i mport ant area of emergi ng
t echnol ogy. The i nt ernet creat e an i nt erest i n t hemsel ves t o ut i l i ze
t hei r creat i ve powers whi l e i mpl ement i ng t he HTML code and
t hereby creat e a great websi t e.
13. To underst and t he appl i cat i on devel opment envi ronment . Use SQL
f or st ori ng and ret ri evi ng dat a f rom t he RDBMS. Devel op abi l i t y t o
arri ve at a normal i zed desi gn of t abl es and ot her dat abase obj ect s
i n RDBMS.
14. Be exposed t o t he pri nci pl es of good programmi ng pract i ce as wel l
as t he speci f i c rul es of C.
Acqui re t he ski l l s t o underst and t he probl em st at ement and devel op
l ogi c f or probl em sol vi ng.
The f ocus i s on equi ppi ng t he st udent t o f ace t he chal l enges posed by t he
f ast growi ng i nf ormat i on t echnol ogy envi ronment engul f i ng t he work
pl aces, by t he t i me he/ she f i ni shes cl ass XI I .
Cl ass VI
1. Computer Overvi ew
Hardware
Sof t ware
Dat a
I nf ormat i on
84
I nst ruct i ons
I nput process Out put cycl e
I nput and Out put Devi ces
St orage devi ces
Funct i onal component s of a comput er
2. I ntroducti on To Wi ndows 95/ 98
Menus and Commands
Openi ng and cl osi ng t he appl i cat i on of wi ndow
Managi ng f i l es and f ol ders
Fami l i ari zat i on wi t h wi ndows expl orer
Swi t chi ng bet ween programs
Fami l i ari zat i on and worki ng wi t h accessori es
Games
Cal cul at or
Pai nt brush
Not epad
Medi a pl ayer
3. An I ntroducti on To MS-Word
The word Appl i cat i on and Document Wi ndows
The basi cs of ent eri ng t ext
Edi t i ng a document
Savi ng a document
Creat i ng a new document
Exi t i ng word
4. Navi gati ng i n word
Scrol l i ng and movi ng t hrough a document .
5. Edi ti ng text
Techni ques f or sel ect i ng t ext
Usi ng f i nd and repl ace
Movi ng and copyi ng t ext
Usi ng undo and redo f eat ures
85
6. Formatti ng text
Appl yi ng f ont st yl es
Set t i ng i ndent s, l i ne breaks, paragraph al i gnment , l i ne spaci ng,
margi ns.
Creat i ng headers and f oot ers.
7. Worki ng wi th tabl es
Creat i ng t abl es
Enhanci ng t abl es
8. Worki ng wi th graphi cs
I nsert i ng, si zi ng and movi ng a graphi c
Addi ng a border t o a graphi c
9. Proofing Documents
Checki ng t he spel l i ng of t he document s
Usi ng t he t hesaurus t o f i nd al t ernat i ve words.
Checki ng t he grammar and st yl e of your document s.
Cl ass VI I
1. I nt roduct i on t o Operat i ng Syst em
2. Execut i ng some essent i al i nt ernal and ext ernal commands of DOS.
3. I mpl ement at i on of DOS commands on t he syst em.
4. MS-Excel and i t s f eat ures.
5. How t o l oad Excel ?
6. The Workbook
7. The Worksheet
8. Movi ng around the workbook
Wi t h t he Keyboard
Wi t h t he mouse
9. Sel ect i ng cel l s
10. Underst andi ng Ranges
11. Creat i ng a Workbook
12. Edi t i ng dat a
13. I nsert i ng / Del et i ng Cel l s, Rows & Col umns
86
14. Savi ng a Workbook
15. Openi ng an exi st i ng Workbook
16. Exi t i ng Excel
17. Formul ae i n Excel
18. Usi ng Aut o sum
19. Formatti ng a Worksheet.
The f ormat menu
The f ormat t i ng t ool bar
20. Changi ng col umn-wi dt hs and row-hei ght s
21. Pri nt i ng a Workbook
22. Generati ng charts / graphi cs i n Excel .
Chart el ement s
Chart t ypes
23. Prot ect i ng a Workbook.
Cl ass VI I I
1. St art i ng Power Poi nt
2. Powerpoi nt Screen El ements
The mai n power poi nt wi ndow
Tool bars
The present at i on wi ndow
3. Power poi nt wi zards and t empl at es
4. Openi ng and cl osi ng a present at i on f i l e
5. Exi t i ng a power poi nt .
6. Openi ng new, bl ank present at i on
7. Di f f erent t ypes of aut o l ayout s
8. Creat i ng sl i des and ent eri ng t ext i n sl i de vi ew,
9. Savi ng a new present at i on
10. Spel l -checki ng a present at i on
11. Drawi ng obj ect s and addi ng cl i p art on t o sl i des.
12. Worki ng wi t h organi zat i on, col umns and pi e chart s
87
13. Addi ng t ransi t i ons and bui l ds t o t he present at i on
14. Ani mati ng the drawi ng obj ects
Preset ani mat i on
Cust om ani mat i on
15. Runni ng a sl i de show.
Cl ass I X

1. I ntroducti on To Foxpro
I nt roduct i on t o DBMS
Feat ures of Foxpro
User i nt erf ace cat al og manager
- Menu Syst em
- Command wi ndow
Dat abase creat i on
Addi ng records
Openi ng and cl osi ng t abl es
2. Mani pul ati ng Data
Command synt ax
Operat ors
Record poi nt er
Vi ewi ng t he records- Li st , Di spl ay, browse
Repl ace command
Searchi ng f or dat a Locat e, cont i nue
Del et e, pack and recal l commands
3. Ordering Records
Sort i ng
I ndexi ng [ Advant ages]
- Creat i ng an i ndex
- Types of i ndexes
Sort i ng v/ s i ndexi ng
88
4. Managi ng Fil es
Modi f yi ng t abl e st ruct ure
Fi l e management
- Copy, renami ng, erasi ng
Mul t i pl e f i l e handl i ng
Set t i ng rel at i ons
5. Programmi ng I n Foxpro
Foxpro t ext edi t or
Creat i ng a si mpl e program
Execut i ng and compi l i ng a program
Memory vari abl es
Comment s i n a programm
I nput -Out put i n Foxpro
St ori ng val ues READ command
6. Creati ng reports
7. Screen Bui l der
Creat i on
Generat e and execut e
8. Desi gni ng menus
Hori zont al bar menus
Component s popups
9. Generati ng tabl e i n Foxpro
Cl ass X
1. An i ntroducti on to the internet
Hi st ory of i nt ernet
Advant ages of t he i nt ernet
Feat ures of t he i nt ernet
I ndi a and t he i nt ernet
89
2. An i ntroducti on to HTML
Part s of an HTML document
St eps t o creat e HTML document s
Maki ng changes i n HTML document
HTML headi ngs
Usage of vari ous t ags
Addi ng col our/ pi ct ures t o HTML document s
Li nki ng of web pages
3. Tabl es and Anchors
Creat i ng a t abl e
Usage of anchors
4. Forms
Di f f erent i nt erf ace el ement s
I nput t ag
Sel ect t ag
Text area t ag
5. Cascadi ng styl e sheet
Use of CSS
3 ways t o add st yl es t o your web pages
By embeddi ng
By Li nki ng
By I nl i ne
6. Cascadi ng styl e sheet -I I
Col our and background-col our propert i es
Worki ng wi t h f ont s
Format t i ng of t ext
Margi ns, paddi ng and border
Groupi ng st yl e sheet s
Assi gni ng cl asses
7. I ntroducti on to Mi crosoft front page
90
Cl ass XI
1. i) Introducti on to Databases
Ent i t y Rel at i onshi p Di agram
At t ri but es
Normal i zat i on
Rel at i onshi p
i i ) Keys
Pri mary key
Forei gn key
Candi dat e key
Al t ernat e key
Composi t e key
i i i ) Data I ntegri ty
Ent i t y I nt egri t y
Domai n I nt egri t y
Ref erent i al I nt egri t y
User-def i ned I nt egri t y
2. Microsoft Access
Creat i ng Dat abase
Creat i ng Tabl e
I nsert i ng, modi f yi ng and del et i ng dat a i n t he t abl e.
Rel at i ng t abl es
Enf orci ng Ref erent i al I nt egri t y
Degree of Rel at i onshi ps
3. SQL Server
I nt roduct i on What i s SQL ?
Queryi ng Dat abase Tabl es
Orderi ng t he resul t s of a Query
Condi t i onal Ret ri eval of Rows
91
Aggregat e Funct i ons
Groupi ng t he Resul t s of Query

4. Tabl es and Joi ns
Feat ures and desi gni ng of SQL Server Tabl es
Creat i ng t abl es
Appl yi ng col umn const rai nt s
I nsert i ng val ues i n a t abl e
Removi ng a t abl e
Types of j oi ns Equi
- Cart esi an
- Out er
5. I ndexes
Gui del i nes f or creat i ng i ndexes
Types of I ndexes
Cl ust ered I ndex
Non-cl ust ered I ndex
Uni que I ndex
Composi t e I ndex
6. I ntroducti on to Vi ews
Creat i ng a vi ew
Advant ages of a vi ew
Droppi ng vi ews
Renami ng vi ews
Mai nt ai ni ng dat a usi ng vi ews
Cl ass XI I (C Language)
1. Fundamental s & Data Types
The begi nni ng of C
When and why i s C used
The C program st ruct ure
92
The C l i brary
Compi l i ng i n C
Dat a Types i n C
I dent i f i er Names
Vari abl es
Decl ari ng Vari abl es
2. Consol e I nput and Output
Preprocessor Di rect i ves
Readi ng / Wri t i ng charact ers
St ri ng I / O operat i ons
Format t ed consol e I / O
Pri nt ( )
Scan ( )
3. Ari thmeti c i n C
Assi gnment Operat or
Mul t i pl e Assi gnment s
Ar i t hmet i c Oper at ors
Bi nar y Oper at ors
Unar y Oper at ors
I ncr ement and decrement oper at ors
Ar i t hmet i c Expr essi ons
Precedence of operat ors
Rel at i onal and l ogi cal oper at ors
The ? operat or
The comma operat or
4. Program Control Statements
Sel ect i on const ruct s
- I f st at ement and i t s vari ant s
- Swi t ch st at ement
I t erat i on Cost ruct s
93
- For l oop and i t s vari ant s
- Whi l e l oop
- Do whi l e l oop
Jump St at ement s
- Ret urn
- Got o
- Break
- Cont i nue
Exi t ( ) Funct i on
5. Functi ons
What f unct i ons do
The f unct i on st ruct ure
Argument s of a f unct i on
Ret urn f rom t he f unct i on and ret urn f rom mai n ( )
Types of a f unct i on
Funct i on decl arat i on
Funct i on Prot ot ypes
Vari abl es
- Local vari abl es
- Formal paramet ers
- Gl obal vari abl es
Cal l i ng t he f unct i on
- Cal l by val ue
- Cal l by ref erence
Scope rul es f or a f unct i on
Recursi ve f unct i ons
6. Arrays
Def i ni ng an Array
Array Handl i ng i n C
Array I ni t i al i sat i on
94
St ri ngs / charact er arrays
Two-di mensi onal arrays
I ni t i al i sat i on of mul t i -di mensi onal arrays
Arrays as argument s t o f unct i ons
7. Pointers
What i s a poi nt er ?
Why are poi nt ers used ?
Poi nt er vari abl es
The poi nt er operat ors
Assi gni ng val ues t o poi nt ers
Poi nt er Ari t hmet i c
Poi nt er compari sons
Poi nt er as f unct i on argument s
Poi nt ers and st ri ngs
Al l ocat i ng memory
Array of poi nt ers
Poi nt er arrays f or st ri ngs
Mul t i pl e i ndi rect i on
Poi nt er t o f unct i ons
8. Structures
Def i ni t i on and decl arat i on of a st ruct ure
Accessi ng st ruct ure el ement s
I ni t i al i si ng st ruct ures
Assi gnment st at ement s used wi t h st ruct ures
St ruct ures wi t hi n st ruct ures
Passi ng st ruct ures as argument s
Arrays of st ruct ures
I ni t i al i sat i on of st ruct ure arrays
Poi nt ers t o st ruct ures
St ruct ure poi nt ers as argument s
95
9. I ntroduci ng Li nked Li st
Def i ni ng and decl ari ng l i nked l i st
Represent i ng l i nked l i st s i n memory
Traversi ng and searchi ng a l i nked l i st
I nsert i on and del et i on of Nodes f rom a l i nked l i st
10. Fi l e I nput / Output
St reams and f i l es
The f error ( ) f unct i on
Erasi ng f i l es
Fl ushi ng st reams
The st andard st reams
f read ( ) and f wri t e ( )
Command l i ne argument s
f pri nt f ( ) and f scanf ( )
Redi rect i on
I ndi cat i ng end of f i l e
Suggesti ve Laboratory Equi pment:
1. Comput er syst em
2. Mai n power suppl y, UPS/ CVT
3. Comput er syst em wi t h wi ndows 95/ 98/ XP
4. Comput er syst em wi t h Di sk operat i ng syst em
5. I nput devi ces keyboard, mouse, j oyst i ck, scanner, l i ght pen
6. Out put devi ces pri nt er, moni t or
7. St orage devi ces Fl oppy di sk, CD-Rom, Hard di sk
8. Syst em wi t h MS-word, MS-Excel & MS-Power Poi nt
9. Syst em wi t h Foxpro package
10. Syst em equi pped wi t h SQL and C l anguages
11. Syst em wi t h I nt ernet Connect i on
96
Teacher wi t h a Mast er s / Bachel or s degree i n comput er sci ence f rom a
recogni zed uni versi t y i s most el i gi bl e f or t aki ng t he subj ect .
Product Outcome :
St udent s wi l l be abl e t o wri t e t hei r own l et t ers, bi o-dat as, art i cl es or even
books. One can mai nt ai n t hei r buj get s or report cards can be generat ed
present at i on sl i des can be prepared. Surf i ng on I nt ernet , Emai l f aci l i t y,
ecommerce t ermi nol ogy can be expl ored and upgrade t he same.
Record Work :
A proper f i l e shoul d be mai nt ai ned t o record t he t heoret i cal det ai l s and
programs of vari ous probl ems. The f i l e shoul d cont ai n vari ous f l ow
chart s, dat a f l ow di agrams, l ogi cal deduct i ons wherever requi red. The
sof t ware devel oped can be appl i ed i n vari ous areas.
Eval uati on :
Sof t ware devel oped by t he st udent s shoul d be eval uat ed based upon t he
l ogi c used i n t hei r programs. Check whet her proper i ndent at i on and
comment s have been used. The packages devel oped are error f ree and
are user f ri endl y. Grades may be on a 9 poi nt scal e rat i ng as A1, A2,
B1, B2, C1, C2, D1, D2, E (as per prescri bed CBSE gradi ng syst em)
Eval uat i on has t o be comprehensi ve, and dynami c. Fi nal eval uat i on
shoul d be based on bot h pract i cal grades and f i l e assessment .
Cumul at i ve records shoul d be met i cul ousl y mai nt ai ned f or al l t he
st udent s.

97
TYPEWRITING (English/Hindi)

Typewri t i ng i s an essent i al ski l l whi ch shoul d be mast ered by everybody.
I t hel ps i n every wal k of l i f e. I t i ncreases t he ef f i ci ency and speed of
t ypi ng by t he user, t hereby, accel erat i ng qui ck compl et i on of any t ask. I t
opens vari ous avenues f or empl oyment t hus i ncreasi ng t hei r i ncome
whi ch l eads t o t he upgradat i on of t he economy.
The st udent wi l l be abl e t o :
Comprehend t he use of t ypewri t er and i t s i mport ance.
Underst and t he i mport ant mechani sm and part s of t he t ypewri t er.
Fol l ow t he correct si t t i ng post ure whi l e t ypi ng.
Use t he correct met hod of i nsert i on and adj ust ment of paper i n t he
t ypewri t er.
Operat e t he keyboard ef f i ci ent l y and qui ckl y.
FI G-15
98
Devel op speed and accuracy by pract i ci ng dai l y t hrough manual /
el ect roni c / comput er.
Organi se and t ype si mpl e l et t ers, t abl es and manuscri pt s.
Perf orm st enci l cut t i ng and dupl i cat i ng.
Mai nt ai n t he t ypewri t er by regul ar cl eani ng and peri odi cal
overhaul i ng of t he t ypewri t er.
DETAILS OF ACTIVITIES (CLASS IX X)
Cl ass I X
1. Si t t i ng post ure
How t o pl ace t he t ypewri t er on t he t abl e.
Posi t i on of chai r and t abl e.
Si t t i ng post ure of t he t ypi st .
2. Si mpl e mechani sm of t he t ypewri t er
Knowi ng and underst andi ng t he overal l f unct i on.
Paper cont rol s
Wri t i ng devi ces
I nki ng devi ces
3. Preparat i on f or t ypi ng
I nsert i on of t he paper i n t he t ypewri t er.
Adj ust ment of margi ns (t op, l ef t , ri ght and bot t om)
Readi ness f or t ypewri t i ng.
Removal of paper f rom t he t ypewri t er.
4. Keyboard operat i on
Underst andi ng and appl i cat i on of t ouch syst em.
Pract i si ng home keys, upper row, bot t om row, number row,
t op row.
Pract i si ng adj ust ment keys.
5. Exerci se i n t ypewri t i ng.
Typi ng l ong sent ences, si mpl e paragraphs.
Typi ng f rom si mpl e t ext .
99
Typi ng f rom exerci ses whi ch are graded and count ed i n
st ri ker.
Typi ng at sl ow and moderat e speed but wi t h accuracy.
Cl ass X
1. Speed devel opment
Typi ng wi t h speed f rom runni ng mat t er.
Typi ng wi t h proper cent eri ng, rul es of di spl ay, syl l abi f i cat i on,
punct uat i on marks, et c.
Typi ng f rom t i med exerci se.
How t o cal cul at e speed (runni ng and net speed).
Checki ng of errors bef ore removal of paper f rom t he
t ypewri t er.
Correct i on of errors on si ngl e sheet s and carbon copi es.
2. Carbon man f ol di ng :
Pl aci ng of carbon i n bet ween t he t wo papers properl y and
caref ul l y.
Quant i t y of carbons t o be used f or a part i cul ar number of
copi es.
Usi ng pressure gauge f or produci ng more t han t hree copi es.
Heavy and l i ght t ouch, wherever requi red.
Carbon economy
Carbon papers (t ypi ng)
3. Care and upkeep of t he t ypewri t er.
Pl aci ng t he t ypewri t er properl y i n t he cent re of t he t abl e and
coveri ng t he same when not i n use.
Usi ng machi ne cushi on bel ow t he t ypewri t er.
Regul ar servi ci ng, oi l i ng, cl eani ng and peri odi cal overhaul i ng
of t he t ypewri t er.
Keepi ng t he t ypewri t er ri bbon on one spool when t he
t ypewri t er i s not t o be used f or l onger durat i on.
Avoi di ng unnecessary t ransport at i on of t he t ypewri t er and
t aki ng al l precaut i ons duri ng t ransport at i on.
Usi ng backi ng sheet whi l e t ypi ng.
100
Ensuri ng proper mechani cal f unct i ons of t he t ypewri t er.
Duri ng erasers movi ng t he carri age f ul l y t o t he l ef t or ri ght so
as t o avoi d f al l i ng of eraser-dust i nt o t he carri age ways.
4. How t o mai nt ai n
El ect roni c t ypewri t er and comput er.
5. St enci l cut t i ng and dupl i cat i ng
Knowi ng about t he st enci l paper and i t s gui de marks.
I nsert i on and removal of st enci l paper and pl aci ng of carbon
paper f or produci ng addi t i onal copy.
Cut t i ng t he st enci l by di sengagi ng t he ri bbon wi t h t he hel p of
Bi chrome swi t ch.
Correct i on or errors and use of correct i ng f l ui d.
Knowi ng about t he dupl i cat i ng machi ne and i t s operat i on.
Observi ng dupl i cat i ng process and see how t he cycl ost yl ed
copi es are rol l ed and t aken out of t he dupl i cat i ng machi ne.
1. Typewri t er (manual / el ect roni c / comput er), t abl e, chai r, st at i onery,
copy hol der / paper wei ght s.
2. A vi sual chart di spl ayi ng t he part s of t he t ypewri t er and f unct i ons of
t he same.
3. Mat t er t o be t yped / exerci se mat eri al s.
4. Typi ng Sof t ware f or pract i ce on t he comput er.
5. A col oured wal l chart i ndi cat i ng al l ot ment of keys t o vari ous f i nders
on t he keyboard of t ypewri t i ng machi ne.
6. A chart i ndi cat i ng al l t he f i ngers of bot h t he hands showi ng
al l ot ment of l et t er t o be st ruck by each f i nger on t he keyboard f or
al l t he rows.
7. Exerci se Mat eri al s (art i cl es f rom Magazi nes, Newspapers, et c. )
8. A book of t ypewri t i ng graded speed passages, Eraser, Whi t e
correct i ng f l ui d, Types, dust removi ng brush.
9. Carbon paper, pen, Typewri t er cover and cushi on.
10. Addi t i onal t ypi ng sheet t o be used as backi ng sheet .

101
Teacher wi t h a Bachel or s Degree i n any st ream and a course or a
di pl oma i n Typi ng and Secret ari al Pract i ces f rom a recogni zed uni versi t y
or pol yt echni c i s most el i gi bl e f or t aki ng t he subj ect .
Product Outcome :
The t i med exerci se done by t he st udent wi l l be j udged by t he t eacher. An
error f ree report can be publ i shed i n t he school magazi ne.
Record Work :
A proper f i l e shoul d be mai nt ai ned i n whi ch al l t he papers shoul d be f i l ed
f rom t he very f i rst day. One can rect i f y t he errors and see t he di f f erence
i n accuracy and speed bet ween t he f i rst day and say af t er 2-3 mont hs.
Even t he pract i ce papers whi ch may be f ul l of errors shoul d al so be
encl osed wi t hi n t he f i l e. Ti me and agai n t he t i med exerci se shoul d be
done f rom si mpl e t ext t o t he runni ng one and t he same shoul d be pl aced
i n t he f i l e.
Eval uati on :
Each t i med or non-t i med exerci se shoul d be eval uat ed t here and t hen.
Grades may be al l ot t ed t o t he st udent s based on t hei r speed, accuracy
and ef f i ci ency. Grades may be on a 9 poi nt scal e rat i ng as A1, A2, B1,
B2, C1, C2, D1, D2, W (as per prescri bed CBSE gradi ng syst em).
The f i l e may be eval uat ed si de by si de wi t h each exerci se gi ven.
Eval uat i on has t o be cont i nuous, obj ect i ve based, comprehensi ve and
dynami c. Fi nal eval uat i on shoul d be based on bot h pract i cal grades and
f i l e assessment . Cumul at i ve records shoul d be mai nt ai ned met i cul ousl y
f or al l t he st udent s.

102
BOOK-KEEPING

I n t he changi ng scenari o of t oday s busi ness, one shoul d devel op and
enhance t he f eat ures of book-keepi ng. Wi t h l i beral i zat i on and
gl obal i sat i on bri ngi ng sweepi ng changes i n t he concept of doi ng busi ness
i n t he new cent ury, t here has been a spurt of act i vi t y t owards eval uat i on
and val i di t y of goal s, concept s and pract i ces bot h i n commerci al and
prof essi onal area.
The st udent wi l l be abl e t o :
Devel op an i nt erest i n book-keepi ng.
Acqui re knowl edge of t he t erms, pri nci pl es and procedures used i n
book-keepi ng.
Appl y t he pri nci pl es and procedure of book-keepi ng i n di f f erent
si t uat i ons.
Devel op rel evant ari t hmet i cal and comput at i onal ski l l s, and
Devel op t he ri ght at t i t ude f or cl ean and at t ract i ve work.
FI G-16
103
Wri t e cash books and ot her day books, j ournal s, l edger, et c.
Prepare t radi ng and prof i t and l oss account .
Cl ass I X
1. Expl anat i on of t he t erms used i n Busi ness
Busi ness, Transact i ons, Goods
Purchases, sal es, purchase ret urns and sal es ret urns
St ock, Asset s, Li abi l i t i es, Capi t al
Debt ors, credi t ors
Account -Current A/ c, Savi ngs A/ c
2. Mai nt enance of Cash book
Types of t ransact i ons recorded
I ni t i al document s used as source
Recordi ng of di scount s
Bal anci ng t he cash book
3. Handl i ng pet t y cash
Purpose and ut i l i t y
I mpress syst em
Pet t y cash payment s
Maki ng ent ri es i n pet t y cash book
Bal anci ng t he pet t y cash book
4. Transact i ons rel at ed t o purchase
General procedure f or t he purchase of goods
Requi si t i on
Purchase Order
Record t he goods i n t he goods recei ved book and st ock
regi st er.
Trade di scount
Recordi ng t he credi t purchase i n t he purchase day book.
Payment s made
104
5. Transact i ons rel at ed t o Sal es
Cash and credi t sal es
I nvoi ce, Del i very Not e, Trade Di scount .
Del i very Not e
Trade di scount
Recordi ng credi t sal es i n t he sal es day book
St at ement of account s
Payment recei ved
I ssue of recei pt s
6. Operat i on of t he bank t ransact i ons
Openi ng an account
Maki ng a deposi t
Wi t hdrawi ng of money
Maki ng payment s t hrough bank cheques and draf t s
7. Vi si t t o any nearby bank woul d creat e a proper pi ct ure of t he
f unct i oni ng of a bank.
8. Use of t he f ol l owi ng of f i ce equi pment
Cal cul at or, Dat e St amp, ready reckoner
Punchi ng machi ne, St apl i ng machi ne
Typewri t er, Comput er
Cl ass X
1. Recordi ng of f i nanci al t ransact i ons i n basi c books of account s
Journal
Journal paper
Recordi ng di f f erent t ypes of t ransact i ons i n j ournal paper
Debi t post and credi t post of t ransact i ons
Wri t i ng narrat i on
2. Recordi ng i n subsi di ary books
Purchase day book, Purchase Ret urn book
Sal es day book, Sal es ret urns book
Bi l l s recei vabl e book, Bi l l s payabl e book
105
3. Post i ng of t ransact i ons i n l edger account s f rom subsi di ary books
Post i ng f rom purchases book, purchases ret urns book
Post i ng f rom purchases sal es book, purchases sal es ret urns
book
Post i ng f rom purchases cash book
4. Bal anci ng t he l edger account s
Account
Ki nds of account s
Bal anci ng personal , real and nomi nal account s
5. Preparat i on of t ri al bal ance
Meani ng of t ri al bal ance
Met hods f or prepari ng t ri al bal ance
a. Tot al met hod
b. Bal ance met hod
St eps t o be t aken i f t ri al bal ance does not agree.
I s t ri al bal ance a concl usi ve proof of t he accuracy of t he
work of book keeper.
Errors di scl osed i n Tri al Bal ance.
6. Preparat i on of Tradi ng and Prof i t and Loss Account
I t em t o be i ncl uded i n t radi ng account .
I t em t o be i ncl uded i n prof i t and l oss account .
7. Creat i on of a Budget f or home/ of f i ce/ shop woul d hel p i n
underst andi ng t he concept of book-keepi ng.
1. Bl ack-board, chal ks and chart s, comput er.
2. Recei pt s, Cash book
3. St ock record cards, Requi si t i on sl i ps, Purchase order f orms, St ock
regi st er, Purchase day book.
4. Perf orma of i nvoi ce, Recei pt s, Del i very not e.
5. Appl i cat i on f orm f or openi ng t he account , Pay-i n-sl i p, Cheques,
Draf t s, Pass book.
106
6. Dat e st amp, Cal cul at or, Ready reckoner, Type-wri t er, Punchi ng
machi ne, St apl i ng machi ne, Comput er.
7. Journal proper book, Vouchers
8. Vouchers, Subsi di ary books, Purchases book, Purchase ret urns
book, Sal es book, Sal es ret urns book, Bi l l s recei vabl e book, Bi l l s
payabl e book.
9. Ledgers
10. Ledger book wi t h recorded account s.
11. Out l i ne chart s of t ri al bal ance and t radi ng and prof i t and l oss
account .
Teacher wi t h a Mast er s / Bachel or s degree i n Commerce f rom a
recogni zed uni versi t y i s most el i gi bl e f or t aki ng t he subj ect .
Product Outcome :
A st udent can mai nt ai n hi s home/ of f i ce budget i n a rat i onal manner. One
can underst and t he f unct i oni ng of vari ous f i nanci al i nst i t ut i ons l i ke banks,
post of f i ce, et c. and t hus operat e comf ort abl y.
Record Work :
A proper Book keepi ng f i l e shoul d be mai nt ai ned i n whi ch t he revenue
and expendi t ure rel at ed mat t ers shoul d be mai nt ai ned ei t her weekl y or
mont hl y. The st udent can t ry hands on t he comput er wi t h t he hel p of
Tal l y account i ng package. A report of some company can be made whi ch
coul d i ncl ude t he t ri al bal ance, prof i t and l oss st at ement , bal ance sheet
and vari ous ot her document s. The same can be handed over t o t he
company f or a pri ce.
Eval uati on :
The report shoul d be eval uat ed t here and t hen. Grades may be al l ot t ed
t o t he st udent s based on t hei r report . Grades may be on a 9 poi nt scal e
rat i ng as A1, A2, B1, B2, C1, C2, D1, D2, W (as per prescri bed CBSE
gradi ng syst em).
The f i l e may be eval uat ed si de by si de. Eval uat i on has t o be cont i nuous,
rat i onal , obj ect i ve-based comprehensi ve and dynami c. Fi nal eval uat i on
shoul d be based on bot h f i nal report and f i l e assessment . Cumul at i ve
records shoul d be mai nt ai ned met i cul ousl y f or al l t he st udent s.
107
OFFICE ROUTINE AND PRACTICES

For any busi ness t o be a success, t he worki ng at mosphere and ambi ence
of t he of f i ce shoul d be upt o t he mark. Servi ces rendered shoul d be
upgraded and carri ed out wi t h f ul l caut i on f or t he sat i sf act i on of t he
cust omer. I n t hi s manner, t he product i vi t y chart of any busi ness can ri se
and be f rui t f ul f or t he same.
The st udent wi l l be abl e t o,
1. Set t he envi ronment and ambi ence accordi ng t o t he need of t he office.
2. I dent i f y vari ous records kept i n t he of f i ce.
3. Recogni se t he i t ems di spl ayed and t he procedure f ol l owed.
4. Deposi t and wi t hdraw money f rom bank account .
5. Di st i ngui sh i nward and out ward mai l , i nl and and f orei gn mai l et c.
6. Use of f i ce t ool s and equi pment .
7. Mai nt ai n personal f i l es, of f i ce f i l es and i t s i ndexi ng.
8. Use of f i ce machi nes, i ncl udi ng comput er.
FI G-17
108
Cl ass I X
1. General awareness about the offi ce and busi ness envi ronment.
i . Educat i onal i nst i t ut i ons and servi ces.
a) Types of records vi z. , st udent s, t eachers, admi ni st rat i ve st af f .
b) Assembl i ng, punchi ng and st apl i ng of of f i ce papers, records,
recei pt s et c.
c) Fi l i ng of papers on day-t o-day, weekl y, mont hl y, or yearl y basi s.
d) Need and i mport ance of records. Arrange t he records accordi ng t o
t he pri ori t y. Mai nt ai n t he records i n order i . e. , arrange t hem year-
wi se or name-wi se accordi ngl y.
e) To know t he procedural aspect s, norms and regul at i ons and
f ami l i ari t y wi t h of f i ce personnel , envi ronment et c.
The above ment i oned cri t eri a st ands t rue f or vari ous ot her organi zat i ons
as wel l . Eg. Cl i ni cs, hospi t al s, nursi ng homes chari t abl e t rust s and
wel f are organi zat i ons, heal t h cl ubs / f i t ness cent res, et c.
i i . Of f i ces whi ch mai nt ai n st ock -
Ki nds of goods
Modes of di spl ay
Sal es procedure
Warehouse f aci l i t i es provi ded
Re-order l evel gauge
Upgradat i on of t he st ock wi t h l at est product s.
Some exampl es of busi ness / of f i ces whi ch come under t hi s cri t eri a are
a) El ect roni c or el ect ri cal goods
b) Furni t ure shop
c) Aut omobi l e
d) Export House
e) Cel l ul ar Phones
f ) Comput ers Hardware, st at i onery et c.
g) Fabri c shops
h) Packagi ng j ob work
i ) Depart ment al st ores (peri shabl e / non peri shabl e goods).
109
i i i . Fi nanci al I nst i t ut i ons l i ke BANK
a) Nat ure and servi ces rendered by t he bank.
b) Deposi t s, wi t hdrawal s, l oans
c) Anci l l ary servi ces (i ncl udi ng l at est servi ces l i ke ATM, credi t cards,
debi t cards, smart cards, et c. )
i v. Servi ces rendered by vari ous agenci es and consul t ant s :
a) Nat ure of servi ces t o be gi ven
b) Who i s t he t arget ? To whom t he servi ces have t o be rendered ?
c) Surveys and i nvest i gat i ons t o be conduct ed.
d) Techni ques and i nnovat i ve i deas t o be i ncul cat ed i n t he prof essi on.
e) Avai l abi l i t y of t he personnel round t he cl ock and awareness of
l at est market t rends.
2. Handl i ng of Mai l :
i . I nward and out ward mai l :
a) Unrecorded del i very eg. Post card, i nl and, aerogramme, envel ope
et c.
b) Recorded del i very eg. Regi st ered l et t ers, under cert i f i cat e of
post i ng, book post et c.
c) Cent ral i sed and decent ral i zed correspondence.
i i . Mai l regi st er (i nward and out ward)
a) Recei pt Regi st er
b) Despat ch Regi st er
c) Peon book
d) Envel opes
i i i . Post al communi cat i on t hrough l at est t echni ques:
a) Tel egram, Phonogram
b) Money order and post al order
c) Tel ex and f ax
d) E-mai l f aci l i t y t hrough i nt ernet
e) Vi deo conf erenci ng and news
110
Cl ass X
1. Offi ce Equi pment and tools :
i . Purchasi ng and st apl i ng machi nes
a) Si ngl e Punch Machi ne
b) Doubl e Punch Machi ne
c) St apl er, st apl i ng pi ns, Pokers, Tags
d) Al l pi ns and cl i ps
i i . Operat i on of t ypewri t i ng machi ne
a) El ect ri c Typewri t er
b) El ect roni c Typewri t er
c) Manual Typewri t er
i i i . Operat i on of Addressi ng Machi nes Franki ng Machi nes
i v. Operat i on of Mul t i Copyi ng Machi nes
a) Dupl i cat i ng Machi nes
b) Phot ocopi er
v. Operat i on of Communi cat i on Equi pment
a) Ordi nary
b) EPABX / PBX Syst em
c) Mobi l e Phone
vi . Use of f i l i ng equi pment
a) Fi l i ng cabi net s
b) Fi l e Covers
c) Tags / f i l i ng cl i ps
vi i . Comput i ng Machi nes
a) Addi ng and l i st i ng machi nes
b) Cal cul at ors
c) Comput ers
vi i i . Communi cat i on Machi nes
a) Fax (ordi nary / t hrough comput er)
b) E-mai l
111
2. Offi ce servi ces
i . Record Keepi ng
a) Fi l i ng
b) I ndexi ng
i i . Typi ng servi ces (Manual / el ect roni c / comput er)
a) Typi ng sampl e mat t ers
b) Typi ng f rom manuscri pt s
c) Typi ng of t abul at i on
d) Typi ng si mpl e l et t ers
e) St enci l l i ng
i i i . Reprographi c Servi ces
a) Prepari ng mul t i pl e copi es of l et t ers, ci rcul ars, document s et c.
b) Dupl i cat i ng
c) Carbon Copyi ng
d) Phot ocopyi ng
i v. Tel ephone handl i ng
a) Recei vi ng cal l s
b) Answeri ng cal l s
c) Recordi ng message
d) Pl aci ng cal l s
Di f f erent Types of Fi l es, Punchi ng and st apl i ng machi ne, cash memos,
packagi ng mat eri al s, di f f erent bank f orms, post cards, st amps, envel opes,
i nl and l et t ers, di ary regi st er, despat ch regi st er,
Peon book, t el egram f orm, t el ephone, t el ephone di rect ory, mobi l e phone,
manual / el ect ri c / el ect roni c t ypewri t er, f ranki ng machi ne, dupl i cat i ng
machi ne, phot ocopi er, EPABX / PBX Syst ems, comput er, cal cul at or, f ax
machi ne, f i l i ng cabi net , f i l es, t ags, papers, cl i ps, et c.
Teacher wi t h a Bachel or s Degree i n any st ream (i f possi bl e, B. Com.
Hons. ) Cl ubbed wi t h MBA i . e. , Mast er s i n busi ness admi ni st rat i on degree
or Di pl oma i n Busi ness manager f rom a recogni zed uni versi t y i s el i gi bl e
f or t aki ng t he subj ect .
112
Product Outcome :
One can set up t he of f i ce wi t h al l requi si t e equi pment s and f aci l i t i es
t hereby creat i ng an ambi ence i n t he work pl ace. Handl i ng of al l t ypes of
t ransact i ons can be done wi t h ease. Management of personnel at al l
l evel s i s done wi t h f ul l ef f i ci ency and dynami sm.
Record Work :
A proper f i l e shoul d be mai nt ai ned t o cover t he det ai l s of each t ype of
of f i ce set up. The f i l e shoul d be support ed wi t h sui t abl e pi ct ures and
i l l ust rat i ons.
Eval uati on :
The pract i cal f i l e can be eval uat ed and gradi ng done as per CBSE
gradi ng syst em. St udent s overal l perf ormance i n t he cl ass shoul d be
observed and grades al l ot t ed accordi ng t o t hei r cal i ber and work out put .
113
REPAIR AND MAINTENANCE OF
ELECTRICAL GADGETS

Every modern house i s equi pped wi t h a number of el ect ri cal devi ces
whi ch need proper repai r and mai nt enance. Learni ng how t o repai r t hese
el ect ri cal gadget s i s very usef ul i n our real l i f e si t uat i ons. I t woul d make
our day t o day l i f e easi er as i f duri ng odd hours, some f aul t t akes pl ace i n
any househol d el ect ri cal devi ce and t here i s no chance of cal l i ng t he
el ect ri ci an / t echni ci an, t hen t hi s repai ri ng can be done by t he grown up
chi l d who has undergone t hi s course.
Bei ng equi pped wi t h t hi s knowl edge, one can easi l y cope up wi t h t he
changi ng demands of t he soci et y. Devel opi ng t he pract i cal ski l l s wi l l hel p
t he st udent s t o cope up wi t h prof essi onal courses t o be chosen as a
career ahead. Thi s course hel ps t o devel op an underst andi ng of t he
need and necessi t y of domest i c appl i ances; and how t o mai nt ai n t hem.

FI G-18
114

1. Devel op pract i cal ski l l s, probl em sol vi ng ski l l s, experi ment al ski l l s
i n hi m.
2. Get exposed t o di f f erent processes / met hods used i n el ect ri cal /
el ect roni c devi ces.
3. Devel op creat i ve t hi nki ng f or prepari ng new el ect ri cal devi ces.
4. Di smant l e and assembl e el ect ri cal / el ect roni c devi ces.
5. Locat e f aul t s i n t hese devi ces and repai r t hem.
6. Underst and t he basi c el ect ri cal quant i t i es.
7. Recal l saf et y precaut i ons duri ng el ect ri cal operat i ons.
8. Rewi re t he f use.
9. Underst and t he pri nci pl es of f unct i oni ng of el ect ri cal appl i ances.
10. Measure vari ous el ect ri cal quant i t i es.
DETAILS OF ACTIVITIES (CLASS IX XII)
Cl ass I X
1. To i dent i f y t he el ect ri cal accessori es f rom demonst rat i on board and
know t he appl i cat i ons.
2. To st udy t he si gn and symbol of el ect ri cal gadget s and
accessori es.
3. Def i ni t i ons of basi c el ect ri cal quant i t y - El ect ri ci t y, charge, current ,
vol t age, resi st ance and power f ormul ae and cal cul at i ons usi ng
si mpl e ci rcui t s.
4. I nt roduct i on t o Hand-t ool s, t hei r care and mai nt enance.
5. Present at i on and t reat ment of shock cause and ef f ect . To
perf orm an exerci se on art i f i ci al respi rat i on. To remove person
f rom el ect ri cal cont act .
6. Def i ni t i on of A. C. and D. C. - Si mi l ari t i es and di ssi mi l ari t i es.
I dent i f i cat i on of A. C. and D. C. suppl y
a. Observat i on Test
b. Neon Test
115
c. Usi ng ammet er
7. Descri pt i on of domest i c el ect ri c suppl y I t s speci f i cat i on vol t age,
current , capaci t y, number of wi res, number of phases, f requency.
8. Heat i ng ef f ect of current I t s f ormul a and demonst rat i on,
cal cul at i on of el ect ri ci t y energy consumpt i on and commerci al uni t
of energy, i dea of el ect ri ci t y bi l l .
9. I dent i f i cat i on of di f f erent f eedi ng wi res i n domest i c suppl y
si gni f i cance of eart hi ng and i t s syst em, t est i ng of eart h connect i on
i n socket .
10. Const ruct i on of a t est l amp and heat er / el ect ri c i ron cord, usi ng
eart hi ng.
11. Test i ng of si mpl e appl i ances Heat er, Non-aut o i ron, Non-aut o
oven, Non-aut o t oast er.
12. To di smant l e and assembl e t he f ol l owi ng el ect ri cal accessori es
bed swi t ch, push but t on swi t ch, bat t en hol der, angl e hol der, 3 pi n
pl ug, t wo / t hree pi n socket .
13. Di f f erent t ypes of Ci rcui t s Open and cl osed, normal and short
resi st ance of vari ous t ypes of ci rcui t s.
14. Seri es t est i ng board Worki ng, use and const ruct i on.
Cl ass X
1. I nt roduct i on, use, t ype (based on worki ng / const ruct i on)
connect i ons of Amperemet er, vol t met er and wat t met er.
2. Maki ng a si mpl e movi ng coi l ammet er, l ocat i ng and repai ri ng f aul t s.
3. Fuse Wi re sel ect i on, t ype, t est i ng whet her t he f use i s i n or
bl own, repl acement of f use wi re.
4. a. I nt roduct i on t o mul t i met er and met hod of i t s uses.
b. Test i ng of el ect ri cal appl i ances usi ng mul t i met er.
5. Pri nci pl e of f aul t l ocat i on and demonst rat i on usi ng mul t i met er.
6. To di smant l e and assembl e t he el ect ri cal appl i ances -
Heat er, ket t l e, i mmersi on rod, hot pl at e, t oast er, el ect ri c i ron,
geyser.
7. To f i nd t he f aul t i n above el ect ri cal appl i ances and rect i f y t hem.
8. Const ruct i on of si mpl e el ect ri c mot or t o run a f an.
116
9. Make a swi t ch board f or one room set consi st i ng of f our poi nt s
Bul b, t ube-l i ght , cei l i ng f an and socket on t he board.
10. Arrangement of bul bs f or a decorat i ve seri es used i n f est i val s.
11. Maki ng of el ect ri cal bel l and buzzer.
Cl ass XI
1. Pl an a l ayout of Mai n-board f or domest i c suppl y Drawi ng
connect i on di agram, t raci ng connect i ons.
2. Draw a wi ri ng di agram of a 2 room set consi st i ng of f our poi nt s
Bul b, t ube l i ght , cei l i ng f an and t hree pi n pl ug. Make a swi t ch
board.
3. Faul t l ocat i on and repai r of el ect ri cal appl i ances l i ke el ect ri c ket t l e,
room heat er, bel l , mosqui t o repel l ent , aquaguard wat er puri f i er,
heat cool er, regul at or of f an, el ect ri c i ron, t oast er, hot pl at e, heat
convect or.
4. St udy of f l uorescent t ube l i ght
a. Worki ng pri nci pl e, component s and ci rcui t di agram.
b. Traci ng t he ci rcui t .
c. Funct i ons of choke.
5. Seri es and paral l el connect i on of el ect ri cal component s.
a. Met hod of seri es and paral l el connect i on Propert i es and
f ormul as.
b. Pract i cal Maki ng seri es paral l el connect i on of t hree
component s and veri f yi ng propert i es.
6. Chargi ng and di schargi ng of cel l s Bat t eri es of i nvert ers and cars
t hei r worki ng pri nci pl e and mai nt enance.
7. St udy of Meggar (I nsul at i on Test er)
a. Pri nci pl e of worki ng and use.
b. Pract i cal Eart h and l eakage t est usi ng Meggar.
8. St udy of si ngl e phase t ransf ormer worki ng pri nci pl e, t ypes,
mat eri al used, const ruct i on, t est i ng and speci f i cat i ons.
9. St udy of Manual Vol t age St abi l i zer
a. Pri nci pl e of worki ng, ci rcui t di agram.
b. Pract i cal Traci ng t he connect i on, t est i ng and appl i cat i on.
117
Cl ass XI I
1. To t est whet her t he suppl y i s A. C. or D. C. Pri nci pl e of t est i ng and
ci rcui t s.
Pract i cal To t est t he suppl y i f A. C. / D. C.
2. Conversi on of A. C. i nt o D. C. Concept of rect i f i cat i on. Hal f wave
and f ul l wave rect i f i ers wi t h f i l t er ci rcui t s.
Pract i cal Assembl i ng of an el i mi nat or.
3. El ect ri cal Mot ors -
a. What i s a mot or. P, basi c pri nci pl e, worki ng, general const ruct i on.
b. Types of mot ors A. C. / D. C.
c. Types of A. C. mot ors I nduct i on / Seri es mot or (Uni versal ).
d. Faul t s and t est i ng of mot ors.
e. Mi nor repai ri ng of a mot or.
4. To st udy const ruct i on, t est i ng, di smant l i ng and reassembl i ng of t he
f ol l owi ng appl i ances havi ng I nduct i on mot or
a. Tabl e f an
b. Cei l i ng f an
c. Exhaust f an
d. Room cool er
e. Heat convect or
5. To st udy t he const ruct i on, t est i ng, di smant l i ng and reassembl i ng
of f ol l owi ng appl i ances havi ng D. C mot ors / Uni versal mot ors.
a. Tape recorder
b. Hai r Dryer
c. Hand mi xer gri nder
d. Food processor
6. Worki ng, pri nci pl e of f ans, regul at or.
Pract i cal To st udy part s of f ans and regul at or, t est i ng and
repai rs.
7. To st udy t he const ruct i on, t est i ng, di smant l i ng and reassembl i ng
of f ol l owi ng appl i ances havi ng A. C. seri es mot or -
a. Cool er pump (shaded pol e)
118
b. Boost er pump (i nduct i on t ype)
8. To st udy t he const ruct i on, worki ng and mai nt enance of heat pumps
(Ai r condi t i oner / Ref ri gerat or)
9. El ement ary i dea about A. C. generat or Di st ri but i on of el ect ri cal
energy, t ransmi ssi on at hi gh vol t age, energy l osses duri ng
t ransmi ssi on.
10. Out l i ne t he pri nci pl es of worki ng of Washi ng Machi ne and l ocat i ng
f aul t s.
11. Mi crowave Out l i ne t he worki ng pri nci pl e and mai nt enance of a
mi crowave.
El ect ri cal appl i ances, wi res, hol ders, vol t met er, ammet er, sol ar cel l s,
sol deri ng machi ne, t hree pi n socket , f use, f use wi re, bat t ery, screw
dri ver, vol t age st abi l i zer, t ransf ormer, resi st ors, dry cel l s, rheost at , key.
Di f f erent act i vi t i es need speci f i c el ect roni c gadget s whi ch i s l ef t t o t he
di scret i on of t he t eacher.
Teacher wi t h a B. Sc. (Hons. ) i n El ect roni cs or B. Sc. wi t h El ect roni cs as
a subj ect or an equi val ent Di pl oma f rom a recogni sed Uni versi t y or
I nst i t ut e i s el i gi bl e f or t aki ng t he subj ect .
Product Outcome :
The st udent s wi l l prepare cert ai n el ect ri cal devi ces l i ke el ect ri c bel l ,
si mpl e swi t ch board et c. They wi l l al so repai r a vari et y of di f f erent
product s.
Record Work :
The st udent s shoul d prepare an act i vi t y f i l e t o record t he procedures and
ci rcui t di agrams. A proj ect f i l e on a rel at ed t opi c may al so be prepared.
Eval uati on :
The di f f erent el ect ri cal devi ces repai red or prepared shoul d be assessed
mi nut el y f or t hei r worki ng ef f i ci ency and use. Grades shoul d be al l ot t ed
t o t he st udent s as per CBSE gui del i nes. The act i vi t y f i l e and proj ect f i l e
shoul d be assessed f rom t i me t o t i me and gradi ng done. Fi nal gradi ng
t erm wi se shoul d be based on t he f i l es and el ect ri cal devi ces repai red /
prepared.
119
REPAIR AND MAINTENANCE OF SIMPLE
ELECTRONIC DEVICES

Wi t h t he advancement of sci ence and t echnol ogy we are usi ng more and
more el ect roni c devi ces whi ch need repai r as wel l as mai nt enance. Work
Educat i on must gi ve t hi s area of act i vi t y t o st udent s so t hat t hey can
devel op t hei r i nt erest and creat i vi t y. The knowl edge i n t hi s area i s of
great use not onl y f or home and f ami l y but f or career al so i f st udent s l i nk
i t up f urt her i n t hei r educat i on.
1. Devel op pract i cal ski l l s i n repai ri ng, mai nt ai ni ng and maki ng
el ect roni c devi ces used i n day t o day l i f e.
2. Devel op probl em sol vi ng ski l l s rel at ed t o el ect roni c devi ces.
3. Devel op creat i ve t hi nki ng i n t he area of el ect roni cs.
4. Devel op underst andi ng of basi c el ect ri cal sci ence.
5. I dent i f y and t est el ect roni c component s.
6. Measure el ect ri cal quant i t i es.
7. Devel op ski l l of sol deri ng t o const ruct el ect roni c devi ces.
FI G-19
120
8. Locat e f aul t of el ect roni c devi ces by vari ous met hods i . e.
i . Test i ng i ndi vi dual component s
i i . By si gnal f l ow met hod
i i i . By measuri ng vol t ages at t est i ng poi nt s
i v. I nst al l and use P. A. syst em.
DETAILS OF ACTIVITIES (Class IX XII)
Cl ass I X
1. Hand Tool s : - t hei r nomencl at ure and proper use.
eg: screw dri ver, cut t er et c.
2. Di st i ngui sh bet ween A. C. and D. C. -I dent i f i cat i on of A. C. and D. C.
suppl y, si mpl e experi ment t o measure A. C. vol t age and current
t hrough a coi l .
3. Use of Mul t i met er (Anal ogue and Di gi t al ) t o measure vol t age
(A. C/ D. C), current (A. C/ D. C) and resi st ance.
4. Col our code f or resi st ance and capaci t ors.
5. St udy of el ect roni c component s-si gn and symbol s recogni t i on,
speci f i cat i on and t est i ng of component s l i ke resi st ors, capaci t ors
coi l , di ode, t ransi st or, zener di ode, phot o di ode, LED, sol ar cel l ,
P. C. Board, I . C. (I nt egrat ed ci rcui t s) usi ng mul t i met er.
6. Worki ng pri nci pl e, use, speci f i cat i on and t est i ng met hod f or
mi crophone, l oud speaker et c.
7. Sol deri ng Pri nci pl e, met hod and mat eri al s.
Pract i ce of sol deri ng.
8. Assembl i ng of ext ensi on board usi ng 3-pi n socket and f use.
9. Saf et y precaut i ons duri ng el ect roni c works devi ces used f or
personal saf et y, shock t reat ment . Rescue and f i rst ai d.
10. Si gni f i cance of eart hi ng i n el ect roni c ci rcui t s, recogni t i on of l i ve
and neut ral wi re.
11. Const ruct i on of 8 L. E. D. di sco l i ght (Draw ci rcui t di agram)
12. Test i ng of di sco l i ght checki ng i ndi vi dual component s.
13. Const ruct i on of bat t ery el i mi nat or. (usi ng hal f wave/ f ul l wave ci rcui t
di agram) (draw ci rcui t di agram).
14. Test i ng of bat t ery el i mi nat or, checki ng i ndi vi dual component s.
15. Si mpl e const ruct i on of f i re al arm (usi ng phot ocel l ).
Cl ass X
1. Seri es and paral l el connect i on of el ect roni c component s. Met hod of
connect i on, use, f ormul ae [ Pract i cal - To connect at l east t hree
component s i n paral l el / seri es and mi xed group measuri ng
vol t ages across each.
121
2. Const ruct i on, worki ng pri nci pl e of A. C. and D. C. ampere met er,
vol t met er.
3. Out l i ne pri nci pl e of t ransi st or as an ampl i f i er and osci l l at or
(common base/ common emi t t er ci rcui t s). Cal cul at i on of vol t age and
power gai n f or an ampl i f i er.
4. Const ruct i on of audi o ampl i f i er.
5. Const ruct i on of osci l l at or.
6. Const ruct i on of Musi cal bel l .
7. Const ruct i on of Si mpl e emergency l i ght .
8. Test i ng of musi cal bel l , emergency l i ght , ampl i f i er and osci l l at or by
measuri ng vol t ages.
9. Const ruct i on of l i ght operat ed swi t ch.
10. Const ruct i on of sound operat ed swi t ch.
11. Const ruct i on of t ouch operat ed swi t ch.
12. Met hods f or f aul t f i ndi ng of above devi ces and t hei r veri f i cat i on.
13. Cal cul at i on of L, C, R & Z of a coi l at l i ght f requency usi ng A. C.
vol t met er and ammet er.
14. PAS (Publ i c Address Syst em)-
(a) Component s of PAS and t hei r speci f i cat i on.
(b) Demonst rat i on I nst al l at i on
(c) Connect ors used wi t h mi crophones
(d) I mpedance mat chi ng cal cul at i ons f or speaker.
(e) Locat i ng and repai ri ng of mi nor f aul t s i n PAS
15. Tuni ng ci rcui t of TV, Transi st or and Radi o-vari abl e, capaci t or and
i nduct or. I dea of resonant f requency.

Cl ass XI
1. Concept of bl ock di agram drawi ng si mpl e bl ock di agrams of
power ampl i f i ers (audi o), radi o, ampl i f i ers, osci l l at ors, t ape
recorder.
2. I nt egrat ed ci rcui t s f abri cat i on Advant ages and l i mi t at i ons (I . C)
3. Feedback ci rcui t s Cl assi f i cat i on of osci l l at or on t he basi s of f eed
back.
4. To st udy t he ef f ect of posi t i ve and negat i ve f eedback on t he
perf ormance of an audi o ampl i f i er.
5. Assembl i ng of 3-st age audi o power ampl i f i er.
6. Assembl y of 3-st age I . C. based power ampl i f i er.
122
7. Assembl y of 3-st age t ape recorder pl at e.
8. Test i ng f aul t l ocat i on and repai r of above devi ces.
9. Locat i ng t he f aul t i n mechani cal syst em of t ape recorder and
rect i f i cat i on.
10. To check t he mot or, change t he bel t , cl ean/ change pi nch-rol l er of
t ape recorder.
11. Check and change t he head of t ape recorder.
12. Assembl i ng di mmer usi ng SCR.
i . Worki ng pri nci pl e and ci rcui t di agram.
i i . To const ruct a di mmer.
13. Assembl i ng El ect roni c emergency l i ght -
i . Worki ng pri nci pl e and ci rcui t
i i . To const ruct emergency l i ght
14. Si ngl e phase t ransf ormer:
i . Worki ng pri nci pl e, t ypes, mat eri al s used, connect i ons
t est i ng and speci f i cat i ons.
i i . Const ruct i on of vari ous t ypes of t ransf ormers.
Cl ass XI I
1. Manual vol t age st abi l i zer Worki ng pri nci pl e, ci rcui t t raci ng,
connect i on and t est i ng, repai ri ng.
2. Aut omat i c vol t age st abi l i zer- Worki ng pri nci pl e, ci rcui t t raci ng,
connect i on and t est i ng, repai ri ng.
3. Communi cat i on Li ne-space and opt i cal . Out l i ne pri nci pl e
i ncl udi ng t ype of t ransmi t t ers, recei vers and communi cat i on
channel .
4. Underst andi ng of t he pri nci pl e, const ruct i on of t wi st ed pai r of
wi res, coaxi al cabl e wi re, opt i cal f i bre.
5. Desi gni ng of si mpl e l aser di ode (Penci l beam/ t orch).
6. Worki ng of f ax, modem- Connect i ons, t est i ng and repai ri ng.
7. Assembl i ng t he Transi st or recei ver-
a. Descri pt i on of ci rcui t of t ransi st or pl at e.
b. Assembl i ng t he out put st age.
c. Assembl i ng t he I . F. st age.
d. Assembl i ng t he mi xer st age
e. Al i gnment
8. To l ocat e f aul t s i n Transi st or recei ver ci rcui t .
123
9. Pri nci pl e of Bl ack and Whi t e/ Col our t el evi si on: C. R. T. concept of
scanni ng, f ormat i on of pi ct ure, synchroni zat i on. Bl ock di agram of
Tel evi si on. Prepari ng i ndi vi dual chart s.
10. Pri nci pl e and met hod of t uni ng of T. V. recei ver (B/ W, col our).
11. Tuni ng and adj ust ment of T. V.
12. I nst al l at i on of T. V. ant enna : - Di pol e, di sh di f f erence i n t ransmi t t i ng
and recei vi ng ant enna i n t erms of act i on and ef f i ci ency.
13. Tel ephone Locat i ng f aul t , socket connect i ons, worki ng pri nci pl es.
Laboratory equi pment requi red ;
Chart of symbol s and uni t s, col our chart s. Demonst rat i on board
cont ai ni ng vari ous accessori es, vol t met er, bat t ery/ cel l wi res, di gi t al
mul t i met er, connect i ng wi res, resi st ance of assort ed val ues and ot her
passi ve component s. e. g. resi st or, capaci t or, i nduct ors, act i ve
component s, t ube devi ces, semi conduct ors, sol deri ng i ron, sol deri ng
wi re, f l ux, cut t er, sand paper, PCB, t ool s, ammet er, vol t met er, dry cel l s,
power suppl y, rheost at , connect i ng wi re, ampl i f i er, t ransf ormer, spares
of t ransf ormer t ool s, al l el ect roni c devi ces whi ch are t aken i n t he act i vi t y.
Teacher wi t h a B. Sc (Hons) i n El ect roni cs or B. Sc wi t h El ect roni cs as a
subj ect or an equi val ent Di pl oma f rom a recogni zed uni versi t y or i nst i t ut e
i s el i gi bl e.
Product outcome:
Repai red el ect roni c devi ces and record f i l e wi l l be produced. Ot her
el ect roni c devi ces wi l l be made i n t he cl ass.
Record work :
A proper f i l e shoul d be mai nt ai ned t o record ci rcui t s, di agrams and
experi ment s. The ent i re t heoret i cal aspect s of el ect roni c devi ces st udi ed
shoul d be recorded.
Eval uati on :
The el ect roni c devi ces f i l e shoul d be eval uat ed f rom t i me t o t i me and
gradi ng done as per CBSE gradi ng syst em. The worki ng ef f i ci ency of t he
st udent i n t he l aborat ory shoul d al so be assessed and gradi ng done.
Fi nal eval uat i on shoul d be on t he overal l worki ng and f i l e work.
124
GARDENING AND VERMICOMPOSTING

Human ci vi l i zat i on has di st urbed t he ecol ogi cal bal ance so much t hat
t here i s a need t o i ncul cat e habi t s of gardeni ng among st udent s whi ch
can hel p t hem i n not onl y mai nt ai ni ng t he l andscapi ng f or t he beaut y of
t hei r house, but school and communi t y gardens al so. St udent s wi l l l earn
t o appreci at e nat ure by t aki ng up t hi s act i vi t y. Mai nt ai ni ng a ki t chen
garden i s a very good physi cal exerci se and hobby as wel l as a source of
ent ert ai nment al so. Hence, t aki ng up t hi s act i vi t y wi l l be t he accompl i sh-
ment of t he goal s of work educat i on i n t rue sense.
Wast e Management i s a cruci al probl em i n I ndi a. Organi c wast e whi ch i s
bi odegradabl e can easi l y be used f or Vermi compost i ng whi ch can be
f urt her used f or t he purpose of gardeni ng and agri cul t ure. Househol d
wast e can be easi l y managed by t hi s process.
The st udent wi l l be abl e t o,
1. I dent i f y di f f erent t ool s and i mpl ement s used i n gardeni ng and t hei r
use.
FI G-20
125
2. Devel op ski l l f or sel ect i on of mat eri al s f or pot f i l l i ng and seed
sowi ng.
3. Devel op at t i t ude regardi ng economi c use of wat er whi l e i rri gat i ng
pl ant s.
4. I dent i f y common pl ant s i n t he garden.
5. Expl ai n t he ut i l i t y of prepari ng a good nursery-bed, seed bed.
6. Pl an pl ant i ng of hedge.
7. I dent i f y shrubs and ornament al t rees.
8. Propagat e t he pl ant s by cut t i ng, graf t i ng, l ayeri ng, bud-graf t i ng and
by usi ng bul bs.
9. I dent i f y t he di f f erent t ypes of organi c manures.
10. Devel op ski l l s f or t he sel ect i on, procurement and arrangement of
sapl i ngs and mat eri al s f or di f f erent f orms of product i on work.
11. Recal l t he habi t at and habi t s of eart hworms.
12. Recal l t he growt h requi rement s and f eedi ng habi t s of eart hworms.
13. Sel ect sui t abl e speci es of eart hworms f or vermi compost
preparat i on.
14. Sel ect t he mat eri al s used f or preparat i on of vermi compost .
15. Prepare, pack and st ore vermi compost .
16. Appl y vermi compost i n nursery and orchards.
17. Appreci at e t he di gni t y of l abour.
Cl ass VI
1. I dent i f i cat i on of di f f erent di ggi ng i mpl ement s and t o f i nd out their uses.
2. I dent i f i cat i on of wat eri ng can and i t s appl i cat i on.
3. Handi ng and care of t ool s and i mpl ement s.
4. Pot f i l l i ng.
5. Sowi ng of seeds of seasonal f l owers i n pot s.
6. Wat eri ng of pot s, seed beds and garden.
7. I dent i f i cat i on of common pl ant s.
8. I dent i f i cat i on of seeds of common f l oweri ng, ornament al and
garden pl ant s.
9. Prepare a scrap book on Agri cul t ural t ool s and i mpl ement s.
126
Cl ass VI I
1. I dent i f i cat i on of cut t i ng i mpl ement s.
2. Depot t i ng and repot t i ng of pl ant s.
3. Preparat i on of seed beds and f l ower beds.
4. Sowi ng of seeds i n beds.
5. Wat eri ng of pot s, seedbeds and garden.
6. Vi si t a garden wi t h t he t eacher f or an i nt roduct i on t o pl ant s.
Cl ass VI I I
1. I dent i f i cat i on of sprayi ng and dust i ng machi nes.
2. Handl i ng and care of t ool s and i mpl ement s.
3. Sowi ng of seeds i n pot and bed.
4. Sowi ng of seeds i n nursery beds f or t ranspl ant at i on.
5. Transpl ant at i on of seedl i ngs.
6. Weedi ng and t hi nni ng by khurpi .
7. Wat eri ng of pot s and garden.
8. Wat eri ng of seed beds.
9. I dent i f i cat i on of herbs, shrubs and t rees.
10. Prepare a scrap book on l ocal l y avai l abl e herbs, f l oweri ng pl ant s,
l eaves. (Herbari um)
Cl ass I X
1. I dent i f i cat i on of seasonal f l owers and seeds of seasonal f l owers.
2. Rai si ng of seedl i ngs f rom seeds of seasonal f l owers i n t he nursery
beds/ pot s.
3. Weedi ng of l awn.
4. Manuri ng of l awn.
5. Mowi ng or cut t i ng of l awn.
6. Maki ng of hedge and edge.
7. Wri t e a report on T. V. and Radi o programmes rel at ed t o Agri cul t ure
or Gardeni ng.
127
8. Vermi composting
a. St udy of habi t at and habi t of eart hworms.
b. St udy of cocoon.
c. Sel ect i on of eart hworm f or vermi cul t ure and vermi compost
preparat i on.
d. Sel ect i on of wast e mat eri al s f or vermi compost preparat i on.
Cl ass X
1. I dent i f i cat i on of shrubs and ornament al t rees.
2. Propagat i on of pl ant s by cut t i ng and l ayeri ng.
3. I dent i f i cat i on of organi c manure.
4. Layout and preparat i on of l awns.
5. Pl ant at i on of sapl i ngs.
6. Preparat i on of a record havi ng ei t her pi ct ures or sampl es (t hei r
l eaves, branches, f l owers, seeds) of shrubs and ornament al t rees.
7. Vermi composting
a. Cul t i vat i on of eart hworms on wast e mat eri al s.
b. Preparat i on of vermi compost .
c. Pack and st ore vermi compost .
d. Appl y vermi compost i n pest s, nursery and orchards.
Cl ass XI
1. I dent i f i cat i on of cl i mbers and creepers.
2. Propagat i on of pl ant s by graf t i ng and by bul bs.
3. I dent i f i cat i on and appl i cat i on of di f f erent f ert i l i zers.
4. Layout and devel opment of a ki t chen garden.
5. Pruni ng and t ri mmi ng of hedges, edges and borders.
6. Use of i nsect i ci des and pest i ci des.
7. Pl ant at i on of sapl i ng.
8. Vi si t a ki t chen garden and report .
9. Vi si t a Nursery and report .
128
Cl ass XI I
1. I dent i f i cat i on of orchi ds, f ern, cact us and ornament al f ol i age.
2. Propagat i on of pl ant s by buddi ng.
3. I dent i f i cat i on and appl i cat i on of f ert i l i zers.
4. Mai nt enance of ki t chen garden.
5. Pruni ng and t rai ni ng of f rui t t rees and ornament al t rees.
6. I dent i f i cat i on and use of pest i ci des.
7. Pl ant at i on of sapl i ng.
8. Vi si t a bot ani cal garden and report i t s di f f erent component s i n
det ai l s.
Suggesti ve Laboratory Equi pment:
Di f f erent pl ant s, t hei r seeds, sapl i ngs. Agri cul t ural t ool s and i mpl ement s,
measuri ng t ape, pol yt hene sheet , sci ssors, wat eri ng can, pruni ng kni f e,
chemi cal f ert i l i zers, pot s, bucket , hose pi pe, manures, measuri ng
cont ai ners, i nsect i ci des, pest i ci des.
Teacher wi t h a Mast er s / Bachel or s Degree i n Bi ol ogy f rom a recogni zed
uni versi t y i s most el i gi bl e f or t aki ng t he subj ect .
Product Outcome :
Some pl ant s wi l l be grown i n t he pot s and garden of t he school . Al l t he
act i vi t i es may be t aken up i n groups.
Record Work :
A proper f i l e shoul d be mai nt ai ned wi t h drawi ng sheet s and rul ed sheet s.
Al l experi ment s shoul d be recorded on sheet s and support ed by rel evant
drawi ngs. Scrap books / Herbari um shoul d be prepared wherever
ment i oned.
Eval uati on :
The record f i l e and scrap book / herbari um shoul d be graded as per
CBSE gradi ng syst em. The st udent s shoul d be awarded grades based on
t hei r f i l es and i nvol vement i n t he f i el d pract i cal s.
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