Draft Standard Operating Process (SOP)

Document
Pilot Phase Implementation
English, Employability and Entrepreneurship
Program
PMKVY (2016-2020)
Contents

1. Background ......................................................................................................................................... 3
2. Objective ............................................................................................................................................. 3
3. Brief Methodology .............................................................................................................................. 3
4. Details of EEE Module Variants ........................................................................................................... 5
5. Pilot Phase Key modalities .................................................................................................................. 7
6. Grievance readdressal and Help Desk support ................................................................................. 13
6. Impact evaluation ............................................................................................................................. 13
7. Roles and Responsibilities of Key stakeholder .................................................................................. 13
1. Background

As per the 10th Steering committee of PMKVY (2016-2020), in principal approval has been granted for
replacing the existing employability and Entrepreneurship module with a revised module for English,
Employability and Entrepreneurship. It is envisaged that the module should be extended to the whole
skilling ecosystem existing in the country such as ITIs, JSSs, DDU-GKY, NULM and other schemes.

Currently under PMKVY (2016-2020) students are being provided with 40 hours of mandatory
Employability and Entrepreneurship training. This covers Digital Literacy, Financial Literacy,
Employability and Entrepreneurship. MSDE and NSDC identified a need to strengthen the existing
curriculum on Employability and Entrepreneurship and embed an English and soft skills solution into
the vocational training sector to meet the expectations of employers and increase the chances of
employment both in India as well as abroad. This program is to be enhanced and English is to be added
to enhance the employability skills of PMKVY students.

2. Objective
NSDC is introducing English, Employability & Entrepreneurship Module (EEE) on pilot basis for few
batches to gauge the impact on the employability of the PMKVY candidates. These Pilot batches would
be covering EEE module that will be start with job roles for which variant mapping was available.
Emphasis has been given to Job roles which are more technical in nature/customer facing and require
moderate level of English and entrepreneur Skill set.

Management and Entrepreneurship & Professional Skills Council (MEPSC) is envisaged to be nodal
body for the implementation of English, Employability and Entrepreneurship modalities that includes
development of course curriculum, training, assessment & certification.

The objective of the Document is to lay down the standard process and modalities for the Pilot phase
implementation of the EEE

3. Brief Methodology

The current section lays down the brief methodology adopted for the conceptualization of the content
and mapping with the NSQF level.

In order to strengthen the training process and make trainees more suitable for the current
requirements of the corporates the following changes were recommended by the various
Stakeholders involved in the Consultation Workshops and Focus Group Discussions organized under
the leadership and guidance of NSDC and MSDE.

For the English module, a detailed data analysis of 370 job roles was done. A detailed study of various
existing programs in the ecosystem was studied along with other English Language Teaching programs.
The study revealed that a size-fits-all programs would not suffice and hence a program of three
variants of English mapped to Common European Framework for Reference of Languages (CEFR) and
sub-CEFR levels is proposed. The details of developed variants is provided in section 4.
For enhancement of Employability skills, a thorough review of the existing module was carried out
and mapped the same with the curricula of PMGDISHA, DDUGKY, NCERT, DGET, RISE India, and others.
The team at NSDC along with the experts also carried out Industry Need Analysis study to arrive at the
final curriculum consisting of two variants.

For Entrepreneurship, the existing module was based on recommendations of National Institute for
Entrepreneurship and Small Business Development (NIESBUD). To enhance the same, the following
three objectives were considered.

1. To turn trainees into entrepreneurs at the end of the module

2. To inculcate an entrepreneurial mind-set in to the trainee that will help him/her setup a
business in future
3. To provide basic information to the trainees about being an entrepreneur and the
schemes related to it.

It was decided that the objective of modifying the current entrepreneurship module is to achieve both
point 2 and point 3. Hence the new module was devised to help induce an entrepreneurial mind-set
among the trainees and to equip them with the basic information related to entrepreneurship and the
schemes related to it. After a series of intensive research and analysis sessions, the committee arrived
at a curriculum with a single variant.

Further, Multiple workshops were conducted to discuss the enhancement of the existing
Entrepreneurship program and to discuss the development of a new English, Employability and
Entrepreneurship module.

 A panel/committee consisting of experts from MSDE, SSCs, TPs, and organizations such as
BYST (A youth employment generation program using Mentor/mentee relationship) and
NSDC was formed.
 Sub-committees including British Council, Orion Edutech, IL&FS, Oxford University Press &
Wadhwani Foundation were formed to decide the curriculum of all three subjects.

The panel/committee jointly concluded:

 The existing 40-hour module of Employability and Entrepreneurship was limited in extent
and scope for candidates to get exposure to entrepreneurial mind-set.
 Committee also gave the recommendation that content should be revised and duration
should be enhanced from current 40 hours to 125-155 hours, thus giving candidates more
time to work on their soft skills and entrepreneurial mind-set.
 English is to be introduced as an integral part of the module and being the primary
component is to be segregated into 3 different variants.
 Assessment should be conducted for the entire program.
 4. Details of EEE Module Variants

3.1 English NOS’s:

As per the Committee recommendation, three variants of the English NOSs and curriculum were
developed Variant (V1); Variant (V2) and Variant (V3).

The recommended duration of the variants is as follows:

 V1—30 Hours
 V2—45 Hours (V1+15 hours)
 V3—60 Hours (V2+15 hours)

Following are the brief details of the three variants of English module:

Variants for English Module

Heads Sub-Heads Variant 1 (V1) Variant 2 (V2) Variant 3 (V3)
NOS Code MEP/N9991 MEP/N9992 MEP/N9993
Notional Hours 30 Hrs. V1+15=45 Hrs. V2+15=60 Hrs.
40 sessions of
Basic Features & Requirements 20 sessions of 30 sessions of 1.5
1.5 hour each
1.5 hour each hour each (30
Session Duration (30 min. theory,
(30 min. theory, min. theory, 60
60 min.
60 min. practical) min. practical)
practical)
Can follow speech
that is very slow
and carefully
Can recognize
articulated in Can understand
only familiar
areas of phrases and
words and very
immediate expressions
basic phrases
priority (e.g. basic related to areas
concerning
personal and of personal,
themselves, their
Listening family social and
family and
information, professional
immediate
shopping, local domains
workplace
geography, provided
provided the
employment etc.) speech is clearly
Expected Competency Levels speech is very
with long pauses articulated.
slow and clear.
for him/her to
assimilate
meaning.
Can use every
Can use familiar
Can day and
everyday
intermittently workplace
expressions and
use familiar English to
memorized
Speaking everyday words interact with
phrases about
and phrases customers and
needs of a
while speaking in share the
concrete type
mother tongue. required
with frequent use
information
 of the mother verbally as well
tongue. as in written
form.

Can read and

understand
routine
Can read very
information and
short and simple
instructions,
Can read very texts, picking up
and the basic
simple words familiar names
Reading meaning of
that have been and basic phrases
non-routine
taught. one at a time and
information
re-reading as
only in a
required.
familiar area
and re-reading
as required.
Can write short,
simple
messages and
Can write very Can write short, take notes on
simple words simple sentences areas of
Writing
that have been on predictable immediate
taught. topics. priority and can
complete forms
and necessary
paperwork.
Upto 5th for
From 9th to
customer facing From 6th to 8th
12th for
and non- for Customer
customer facing
customer facing facing job roles
Criteria for determining a Educational job roles and
job roles and and from 9th to
Variant qualification 12th above for
From 6th to 8th 12th for non-
customer and
for non- customer facing
non-customer
customer facing job roles
facing job role
job roles

3.2 Employability NOSs:

Two variants of the Employability NOSs and curriculum were developed with the mentioned duration
and distinguished eligibility criteria:

 Variant 1: Employability skills: 75 hours – The domain job roles that require to work on mobile
will be allocated V1.

 Variant 2: Employability skills: 75 hours - The domain job roles that require to work on
computers will be allocated V2.

Following are the brief details of the three variants of Employability module:
 Variants for Employability
Heads Sub-Heads Variant 1 (V1) Variant 2 (V2)
NOS MEP/N9994 MEP/N9995
Basic Features Notional
& Hours 75 Hours 75 Hours
Requirements Educational
Upto 8th Above 8th
Qualification
Word Processing MS Office Package (Word+ XL+ PPT)
Employability
skills Domain job role skills + Domain job role skills + working with
Criteria for
determining a working on Mobile computers and mobiles
Variant To include Financial + To include V1 + problem solving,
Digital Literacy digital literacy, working with others, dealing with
(DL) communication skills + customers, seeking jobs, handling
customer dealing interviews.

3.3 Entrepreneurship
A static variant of entrepreneurship NOS and curriculum were developed with the duration of the
program would be of 20 hours. Following are the brief details of the same:

Entrepreneurship
NOS MEP/N9996
Basic Features Notional
& Hours 20 Hours
Requirements Educational
Applicable for all the job roles
Qualification
NOS NAME NSQF Plan for Basic Entrepreneurial Activity
& Level 3
NOS DESCRIPTI This NOS will be applicable to all PMKVY roles. This is focused
ON towards introducing Entrepreneurship to trainees and orienting
them towards planning and skills requirements for venturing into
entrepreneurial activities

5. Pilot Phase Key modalities

NSDC is introducing English, Employability & Entrepreneurship Module (EEE) on pilot basis for few
batches to gauge the impact on the employability of the PMKVY candidates. These Pilot batches would
be covering EEE module that will be start with job roles for which variant mapping was available.
Emphasis has been given to Job roles which are more technical in nature/customer facing and require
moderate level of English and entrepreneur Skill set.

5.1 Key note on Job Roles: Pilot training will be launched for English, Employability and
Entrepreneurship in all TC locations wherein students are being trained on the 9 Job roles selected for
the pilot spread across 5 SSC’s with the English (V3), Employability (V2) and Entrepreneurship modules
having total 155 training hours. 9 customer facing JR having EEE course content has been selected for
the pilot phase implementation.

List of 9 Job roles across 5 SSC’s identified for EEE pilot launch:

S. No Sector Name Job Role EEE Variants

Electronics and Field Technician -
1 Eng.-V3, Emp.-V2, Ent.
Hardware Computing and Peripherals
2 Healthcare General Duty Assistant Eng.-V3, Emp.-V2, Ent.

3 Retail Distributor Salesman Eng.-V3, Emp.-V2, Ent.

4 Tourism & Hospitality Front Office Associate Eng.-V3, Emp.-V2, Ent.

Field Sales Executive -
5 Telecom Eng.-V3, Emp.-V2, Ent.
Telecom Plans and Services
6 Healthcare Home Health Aide Eng.-V3, Emp.-V2, Ent.

7 Healthcare Pharmacy Assistant Eng.-V3, Emp.-V2, Ent.

8 Healthcare Diabetes Educator Eng.-V3, Emp.-V2, Ent.

Emergency Medical
9 Healthcare Eng.-V3, Emp.-V2, Ent.
Technician-Basic

5.2 Mandatory EEE programme: Under pilot phase, it is mandatory for training centre who have
been allocated target in above mentioned job roles to conduct EEE training, assessment and
certification from the batch creation date on SDMS as 1st February 2019, failing which may impact
future target allocation and/or Pay-outs.

5.3 EEE- LMS: Instructor led training will be imparted on EEE modules through the EEE - Learning
Management system (LMS) leveraging e-learning content developed by MEPSC. The handholding
support on modalities of on boarding batches on EEE- LMS platform and other pre-requisite
process shall be done by the MEPSC.

5.4 Training Fee: Under pilot phase it is proposed that the training fee of additional hours for
EEE module will be same as the category of domain QP, as per the Common Norms and will be
paid to TPs along with tranches of domain QP.

5.5: Query Resolution: MEPSC will undertake the overall implementation of the EEE programme.
TPs/ TC’s or any concerned stakeholder may reach to MEPSC on email id eee.support@mepsc.in for
queries or clarifications.

5.6 Brief Step by Step Process of Pilot Phase Implementation – Training Life cycle

Following is the brief process flow of the training life cycle for the pilot phase implementation:
 1. Batches created in the above shortlisted JR will be shared by NSDC IT Team with MEPSC (as per
the format requested by MEPSC in offline mode through email )
2. MEPSC to reach out all such TC asking for nomination of trainers for EEE module
3. MEPSC to conduct Training of Master Trainer (ToMT) and Training of Trainer (ToT) for selected
EEE modalities for the nominated and qualified trainers
4. EEE- LMS vendor to share the Log in credentials with the successful trainers via email
5. Certified EEE- Trainers to create batches on MEPSC developed EEE- LMS
6. Trainer to conduct stipulated training as per the schedule through EEE - LMS
7. Conduct of Formative and Summative Assessment of candidates through EEE- LMS
8. Issuance of Separate certificate for the successful candidates for EEE by MEPSC

The following diagram depicts the phase wise process flow under pilot phase implementation:

Please note: Due to system non-readiness, under pilot phase various process like sharing of batch
details with MEPSC, certification etc. will happen in offline mode. The learning of the pilot phase to be
included in the conceptualization of EEE module for implementation mode.

5.7 Key Modalities for training life cycle

5.7.1 Modalities for Training of Master Trainers (ToMT) & Training of Trainers (ToT)

Training centres which have been allocated training targets for the above identified 9 job roles have
to nominate Master Trainers (having 5+ years of soft skills training experience) and Trainers (having
3+ years of soft skills training experience) with their profiles and work experience to MEPSC at
eee.tot@mepsc.in. Post initial screening nominated trainers can join the upcoming Training of
Trainers ToMT/ (ToT) as organized by MEPSC:

 The ToMT and ToT will be conducted by MEPSC for the qualified candidates
 Training Partners to nominate the Master Trainers & Trainers for the ToT on Learning
Management System (LMS) of EEE Modules.
 The standard duration of ToMT and ToT will be 12 days and 6 days respectively
 Passing criteria for ToMT and ToT will be same as per the standard criteria
 Only MEPSC certified trainers on EEE - LMS are permitted to deliver the training programme
 MEPSC to ensure timely completion of the ToMT and ToT process for all eligible TC/batches and
shall update the NSDC on the progress on regular basis
 MEPSC will also publish the training calendar on its website for intimation to the training partners
 Certified trainer will be provided a Log in to EEE – LMS through MEPSC

Following is the detailed Step by step process of training life cycle:

STEPS Pilot phase Standard Process Responsibility Proposed Standard Timelines

Training Centre will register the batch
T1 on SDMS for the selected job roles TC
which includes EEE component T
NSDC to share the requisite data
T2 NSDC Daily SDMS Report
(Excel Sheet) with MEPSC
TP to process the batch wise
payment for accessing EEE- LMS
T3 TP T2+7
through Log in credential shared by
EEE- LMS
Post realisation of the payment EEE-
LMS will share the confirmation mail
T4 MEPSC T3+1
along with the proposed assessment
date with the TP/TC and trainer
Trainer to Login through its
T5 credential on EEE - LMS and register Trainer Post completion of ToT
the candidate and create batches
Trainer to orient the candidate to
T6 create EEE - LMS Log in and access Trainer/Trainee Ongoing
the E- Content
Formative assessment to be Ongoing activity throughout the
conducted post each module trainee lifecycle on EEE-LMS
completion. Only on Completion of
MEPSC through
T7 minimum 50% training hrs. on EEE
EEE-LMS
module (through trainer Log in) the
summative assessment link will be
activated
Trainer to input marks of the Project
T8 Trainer
work on the EEE-LMS 7 days prior to EEE assessments
Conduct of Summative Assessment MEPSC through 2 days before the Domain
T9
through EEE- LMS. EEE-LMS assessment
Consolidated candidate marks
(Formative + Project Work +
T10 EEE-LMS
Summative Assessment) and result 3 days from the day of EEE
shared with the MEPSC Assessments
 STEPS Pilot phase Standard Process Responsibility Proposed Standard Timelines
MEPSC to verify EEE results through 7 days from the day of EEE
T11 MEPSC
MEPSC MIS assessments
MEPSC to generate the additional
certificate/mark sheet for EEE for
T12 MEPSC
successful candidates and share with 10 days from the EEE
the TP/TC's assessments

4.3.2. Training Programme Modalities

 EEE NOSs training shall be imparted in conjunction with the Domain Job Role training by the
Training provider (TP).
 Instructor led training will be imparted on EEE modules through the LMS leveraging e-learning
content provided by MEPSC.
 E-content to be made available in an offline mode for areas with poor internet connectivity.
 The necessary infrastructure required to deliver EEE module is:
 Projector
 Internet connection to log in to LMS
 Laptop/Desktop for the classroom training
 Computer Lab for trainees to practice (preferably)

 Trainer Login: The trainer will be provided a unique log in (registered email ID) for EEE- LMS to
teach the module.
 Training Content: Training will be provided through E content which would include videos, role
plays, PPT having all the components highlighted in Session plan (Annex 1) etc.
 Candidate Log In to access E content: Under this unique model, the candidate will also be provided
a log in (registered email ID) to access the E-Content on LMS for self-Learning.

 Minimum training mandate: Only on completion of minimum 50% training modules, the link for
summative assessment will get activated.

 Monitoring of training: MEPSC to monitor the training progress and take corrective actions in case
of delays, non-provision of training etc.

 MEPSC will monitor the performance of the batches/candidates through the LMS
dashboards and through their performance in weekly/monthly evaluations.
 MEPSC also monitoring the candidates progress through frequent visits at the training
centre.
 MEPSC will share the monitoring reports with NSDC team on weekly basis.

 Dashboard Views: The trainer will have the access to view individual training performance and
results of formative assessment to take corrective action. MEPSC also to have access to analytics,
reports on various aspect of EEE implementation

4.3.4 Assessment and Certification

Post completion of the defined training hours LMS enables the beneficiary to appear for the
Summative assessments. Further it is mandatory for the candidate to attempt formative assessment
at the end of each EEE module.

 Assessment Methodology: Under EEE module, the Assessment methodology shall consist of
formative and Summative Assessments:
 Formative Assessments: comprise of the quizzes and role plays after every module/chapter
carrying 20% weightage in order to monitor candidate’s performance. Formative assessment
to be conducted post each chapter completion.
 Project work. Project (write-ups) to be submitted on pre-defined topics before the final
Assessment 20% weightage. Trainer to evaluate candidate wise project rubrics and provide
feedback on the EEE- LMS.
 Summative Assessments: - MCQ based summative theory assessments two days before the
domain assessments 60% weightage

 Question Banks: MEPSC will be jointly designing and validating the Quizzes / Project titles /
Question Bank for assessments with the help of Subject Matter Experts (SME) for all three modules
of EEE.

 Mode of Assessment: It is envisaged that the formative and summative assessment for the EEE
module will be conducted online Via EEE- LMS. LMS will provide for robust assessment mechanism
wherein the role of assessor is minimized. The trainer available at the center would act as a
proctor/invigilator. Student will use their unique login credentials to complete the assessments
online. MEPSC to ensure that authentic candidates appear for the exam.

 Eligibility for Assessment: Only on Completion of minimum 50% of training hrs. (Through trainer
Log in) the summative assessment link will be activated. TP/TC to ensure Minimum 70 % mandatory
attendance for EEE training as per the standard guidelines.

 Timelines for Assessments: Following are the timelines for the assessments.

S. No Parameter Standard Timeline

1 Assessment Date for EEE Course Domain Assessment Date- 2days
2 Assessment Date +7 days
Result Generation Date for EEE course

 Minimum Passing criteria: The pass percentage shall be as per the passing percentage criteria of
PMKVY guidelines, which is 70% of JR level 4 and above and 50% for Job role level 1, 2 and 3.

 Final Marks Consolidation

For calculation of final results the following Assessment criteria will be used:

Type of Assessment Weightage

Formative Assessment 20%
Project Work 20%
 Summative Assessment 60%

 Tracking and Monitoring of Assessment: MEPSC to undertake continuous review of the EEE
progress and take corrective actions on delays at any stage of process. MEPSC to also conduct
monitoring during the assessment and appropriate actions

 Certification and Marksheet: Under the Pilot, results for EEE and domain QP shall be calculated
separately and passing in EEE module shall not be linked/dependent on domain QP.

 Process of generating Certificate: MEPSC to generate the additional certificate/ mark sheet for
successful candidates and should share the same with the respective TP/TC within maximum 10
days of result declaration.

6. Grievance re-addressal system

 MEPSC to be the nodal agency for capacity building and resolution of queries received from various
stakeholders. Following is the escalation matrix for resolution of queries: -

For TOT related queries eee.tot@mepsc.in

For training, assessment and certification or any other queries eee.support@mepsc.in
For escalation to Higher management (Project Manager) rmehra@mepsc.in

 A detailed user manual/ videos and FAQ related to EEE LMS and modalities shall be published on
MEPSC website
 MEPSC to provide helpdesk support for grievances re-addressal

6. Impact evaluation

Trainers as well as students that have undergone EEE modules will be monitored. MEPSC will
be using a combination of quantitative and qualitative methods for learning, monitoring and
evaluation process.

This will be done through online surveys, conduct focus group sessions as well as individual
feedback sessions with trainers and students. MEPSC will also visit stakeholders (trainers,
students, program coordinators, placement heads) while the EEE program, as well as visit
students, post course completion at their workplace to measure the Impact.

7. Roles and Responsibilities of Key stakeholder

7.1 Role of MEPSC

Following is the indicative /non-exhaustive roles and responsibilities of MEPSC:

 1. Designing of the English, Employability & Entrepreneurship modules, along with their
variants.
2. Conducting of ToMT & TOT for the EEE modules.
3. Development of E Learning Content and LMS: MEPSC through its vendor will provide
Employability Skills v2, English v3, and Entrepreneurship content and appropriate platform
for the conduct of training
4. Designing and validating the Quizzes / Project titles / Question Bank for assessments with
the help of Subject Matter Experts (SME) for all three modules of EEE
5. Supervision of the roll out of the training on the EEE- LMS
6. Mid programme review of the training progress
7. Collecting & validating scores of the EEE modules from the LMS vendor.
8. Reports and Assessments: will analyse weekly performance report (batch-wise) for
formative assessments, and final assessments report at the end of the batch. MEPSC to take
corrective action in case of any delays and malpractices
9. Certifying the successful candidates for the EEE modules and sharing certificates with
TP/TC’s
10. MEPSC to provide progress updates to NSDC, MSDE on weekly basis or any other data
requirements
11. Program Management: MEPSC will also manage end to end implementation and progress
of the training programme. Regular filed level monitoring will also be done including field
visits, TPs performance reviews etc.
12. Capacity building and grievance handling of various stakeholders
13. Impact assessment report: MEPSC will provide an impact assessment study at the end of the
program with quantitative and qualitative outcome
14. Others

Role of NSDC
Following is the indicative role of NSDC:
1. Overall progress tracking for the implementation of EEE modalities
2. Support for Information and Mass communication to TP/TC regarding EEE modalities
3. Support MEPSC in finalizing EEE implementation process and guidelines
4. Share requisite data with MEPSC
5. Others

Grievance mechism
8. Annexures
Annex1: Sample mark sheet/ certificate needs to be attached (Approved design to be included)
Annex 2: User Manual for EEE- LMS platform
Section 1: Getting started
Through EEE LMS platform, Trainer has to create and track batches for the modules available to their Training center. Trainer can teach and show videos in
classroom full screen mode. They can add notes along with the course content and much more.

Let’s get you started.

To access the LMS trainer has to visit: mepsc.learnwise.org. Landing page will enable the trainer to carry out below mentioned:

1. Register on the platform.

2. Create a batch for EEE modules listed.
3. Add students.
4. Start teaching.

1. Trainer Registration
Access LMS Platform at mepsc.learnwise.org. Here Trainer can login through the Email ID generated at the time of Training of Trainer
(centreid_trainername@gmail.com for e.g. 13178_Iram@gmail.com)
Trainer should receive an email with login credentials post successful completion of Training of Trainers. To troubleshoot trainers can connect with their Master
trainers. In cases like non receipt of login credentials, unable to login, etc.
 Web Link to access the videos showcasing:

01 Logging In https://youtu.be/HUEzwrFnJII

02 Password Retrieval https://youtu.be/eBBfGqCiFZU

03 Managing Trainer Profile https://youtu.be/YXRurUYoeAc

2. Create a Batch
Once trainer successfully login, he/she will able to see course listings for Training centre(TC) (screenshot below). Every course in your TC is conducted for a batch of
students. For example: 1902PB0337AJHSS/Q5102-00023827.

Trainer has to create a batch for EEE module by clicking on CREATE BATCH Tab > Create new batch.

As screenshot appended, Trainer has to enter the batch details and create a batch. Trainer shall enter exact number of students as per the number reported SDMS
for that particular batch and an estimated batch start date.
 1. Batch Name to be created same as Batch ID allocated by NSDC SDMS for e.g 145447 or 145459.

2. Number of students as per the candidate nos. approved and verfied on NSDC SDMS.

Trainer can modify and re-enter the above information.

3. Add Students
You can optionally enter the student roster at this time. Or you can add them later once you have your list of students.

4. Start Teaching

Access the dashboard to start teaching the course created click on the START button. Dashboard will also enable trainer to track the progress of all the batches
running in particular Training Centre.
Once you click the PLAY the lesson, you will be asked if you are teaching in the classroom. Trainer should choose ‘Yes’ if you are teaching your students in the
classroom. Choose ‘No’ if this is only for your preview and you are preparing for your class.
 TITLES Web Link

Theme -2

Course Initiation and Batch Creation | Batch Management Part 1 https://youtu.be/NJmZnvWOZSw

 Course Initiation and Batch Creation | Batch Management Part 2 https://youtu.be/3r09CRsM-G4

Course Initiation and Batch Creation | Batch Management Part 3 https://youtu.be/9qoaKiaWtTo

Batch Management | Modify https://youtu.be/GY1dc_px-Wc

Batch Management | Add Students Detail https://youtu.be/0mo59HdSxk4

Batch Management | Change Batch Detail https://youtu.be/aHrf2h-KHZs

Batch Management | Delete and Close https://youtu.be/CehSMJJRSXc

Section 2: Frequently asked questions (FAQs)

1. I did not receive the email with my login credentials to access LMS. What should I do?
o Check your inbox of previously registered email
o Check spam or junk folder in your email
o Ask Mentor to resend login credentials email

2. It says my password is incorrect. How do I find my password?

o Please use the login credentials email. Carefully type the password Or, copy the password (make sure you do not copy any extra space characters that may be
after the password).
o You can click on ‘Forgot my password’ and request for a new password.

3. I ran to a problem while using LearnWISE. How do I send you a message to LearnWISE team?
See section 3. On How to report a problem or give feedback. Alternatively problem statement can be sent on eee.support@mepsc.in

4. I am not seeing any courses? What’s happening?

If you are not seeing any courses, please use Feedback to let us know. See section 3. On How to report a problem or give feedback.

5. Can we use LMS platform to teach other content?

No. This platform has been primarily created to offer Employability and skill development content.
6. I have created a Batch to teach a Course. How do I add Students to that Batch?
You can add students to an existing Batch. Go to Manage Batches. Choose the batch to which you wish to update students’ list. Click on MANAGE STUDENTS link to
add students.

7. I have created a test batch. I no longer want it. How do I delete a Batch?
You can delete any of the batches you have created. Go to Manage Batches. Choose the batch to which you wish to update students’ list. Click on delete icon next
to title of the batch.
8. I have created a Batch for a wrong course. I want to change the Course name. How do I do that?
If you have created a Batch for a wrong course, you can delete the batch at Manage Batches. Go to courses tab and choose the course for which you would want to
create a Batch. And Click on Create a Batch. See Create a Batch.

9. How do I close a Batch?

You can close any of the Active batches that you have created. Go to Manage Batches. Choose the batch to which you wish to Close. Click on CLOSE BATCH link.

10. How can I remove a student from my batch?

Access your students list for a batch by going to Manage Batches. Choose the batch and Click on MANAGE STUDENTS link. Here you can choose the student and
RELEASE a student from the Batch.
13. How do I suspend a student from my batch for a temporary period of time?
You can choose the BLOCK student feature to the amount of time you wish for the student to be suspended from your Batch. You can later UNBLOCK the student.

14. I want to skip teaching a lesson. How do I do that (so it reflects correctly on my Dashboard and doesn’t report as incomplete)?
Access you Course plan for a specific batch from Dashboard. Choose the module you wish to skip and select ‘Mark as complete’.

15. I want to send a message to all students in my Batch. How do I do that?

You can use the Chat feature by going to Manage Batches. Choose the batch and Click on Chat.

16. My phone number shown is incorrect. How do I change it?

You can access your profile information on the top right hand corner. Click on down arrow next your profile. Click on Profile. And, use the Pen icon on the right to
edit your information.

17. What is ‘Classroom mode’?

Once you start the lesson video, you will be asked if you are teaching in the classroom. You can choose ‘Yes’ if you are teaching your students in the classroom.
Classroom mode allows you to teach in full screen mode.

ITLES Web Link

Theme 3

Dashboard Part - 1 https://youtu.be/B-1UeYicMcI

Dashboard Part - 2 https://youtu.be/1RM4nuwn_d0

Dashboard Part - 3 https://youtu.be/TeNFOXXoZKc

Section 3: How to report a problem or give feedback

We would love to hear from you. We have made it easy for you to give us feedback, report any issues you encounter or tell us what you like about using LMS. You’ll
find button at the bottom right hand corner of every page. Go to the page where you have a feedback to provide and click on button.
Optionally, use the camera icon to capture the screen you are viewing. This will help us help you better and faster. You can follow instructions to Attach the file.
Annex 3: Session Plan

Session Planning - Employability - Variant II, English Variant III, Entrepreneurship

Total 155 hrs
Sessio
n Session Duration as per MC
Days Hrs Module name Session Name Learning Outcomes
Numb (hours)
er

Describe the importance of effective

1hrs
communication in everyday life.
Day Factors affecting communication
1 Communication Skills Importance of Communication 2
1 Describe aspects of negative communication
1 Hrs
pertaining to facial expressions and body
language.
 Identify the different types of communication
1.30 such as verbal, non-verbal (body language, eye
Hrs contact, facial expression, posture, touch,
Day Verbal Communication
2 space), written, formal, informal etc. 3
2 Non Verbal Communication
Follow verbal and non-verbal communication
1.30
etiquette while communicating in professional
Hrs
and public settings

Explain the importance of listening in effective

1 hrs communication.
• Describe active and passive of listening
Day • Explain the concept of effective active
3 Active Listening 2
3 listening such as such as focusing on the
1 Hrs listener, seeking clarifications, managing
distractions, probing, etc.
• List the common barriers to listening

Explain the importance of communicating

Day 1 Hrs disagreement in a calm, polite, and positive 2
4 Managing Conflict manner.
4
1 Hrs

List and use basic negotiation strategies at work

1 Hrs 1.5
Day and in the marketplace
5 Networking Skills
5 30
Explain the importance of networking
min

Day 1.30
6 Negotiation Basics Use basic conflict resolution techniques 1.5
6 Hrs

Explain the importance of giving positive and

Day
7 1 Hrs Giving & Receiving Feedback constructive feedback and the disadvantages of 1
7
improper feedback
 1 Hrs Give feedback to others in a positive,
Day Dealing Effectively with
8 constructive and supportive way which reflects 2
8 Crticism
1 Hrs current good practice

Digital Devices: Types and Features (identifying

digital devices)
Components of a commonly used digital
devices: Identifying Hardware & Software
Day Digital Technology & Digital
9 1 Hrs components of basic mobile phones and 1
9 Devices
smartphones
Follow effective safety and security measures
related to info sharing on digital devices and
platforms

Components of a basic mobile phone,

smartphone such as main screen, navigation
Introduction to Smartphones
keys, power on/off switch, call buttons,
& Tablets (lesson + PDF)
alphanumeric keypad, charging/ headphone
connection point, battery and SIM slot, etc.
Digital Literacy
1 Hrs basic functionality and features of mobile
phones, smartphones, such as start and
shutdown, lock/unlock, home screen, menu,
setting ringtones, message, gallery, profile
Day settings, clock and alarm settings, camera, and
10 other applications. Recharging by sending sms 2
10
Perform basic operations such as save contacts
in the callbook, make/ receive calls, check call
history, send/receive messages, take pictures,
play radio, use calculator, editing time and date
1 Hrs in the calendar, managing files and folders,
download/delete applications, etc.
Use apps for online payments
Sending SMS/Opening a received SMS/Deleting
SMSs/Recharge Phones
 Identify the parts of a computer such as the
Using a Computer monitor, keyboard, CPU (central processing
Parts of a Computer System unit), mouse, printer, CD drive, pen-drive slot,
1.30 charging points, internet connection point, etc.
Hrs • Illustrate steps to connect a computer
• Identify basic functionality of a computer such
as turn ON/OFF a computer, using mouse to
Day navigate, keyboard to fill in information/data,
11 • Identify the functions of various keys on a 3
11
keyboard
• Use computers for performing the following-
1.30 navigate through the desktop, change
screensaver/ display settings, change date/time in
Hrs
the calendar, identify drives in the computer,
memory, etc.
• Create/ open/ save files and folders in the
drives

World Wide Web

1 Hrs World Wide Web, Searching Information
Web Browsing
Internet in Every Day life--Follow instructions to
Day access info on relevant govt schemes and related
12 documents :Search the internet for accessing 2
12
1 Hrs Internet in Everyday Life - PDF information on important government portals
and schemes like, Aadhar, State employment
portals, Rashtriya Krishi Vikas Yojna,
MGNREG Act, IRCTC, electricity bills, etc.

Explain the importance of electronic mail (e-

mail)
1 Hrs
Day Creating an E mail account • Create an e-mail id and access various features
13 2
13 with Gmail.com of e-mail.
• Write e-mail professionally by following e-mail
1 Hrs
etiquette
 Day Overview of Social Get familiar with social media platforms
14 1 Hrs 1
14 Networking Safe browsing and acceptable online behaviour

Day Follow effective safety & security measures

15 1 Hrs Computer Security & Privacy I 1
15 Explain security guidelines while browsing

Describe the importance and benefits of using

1 Hrs
MS office tools
1 Hrs • Discuss the main applications of MS office
• Describe the various features of MS word-
1 Hrs ribbon, quick access toolbar, title bar,
formatting toolbar, scroll bar, ruler, cursor, etc.
Getting Started With Word • Perform various functions using word
Saving, Closing, Opening & processor: Create/ Save /Edit, insert pictures,
1 Hrs
Printing Word Docs tables, headers, perform spell check, print word
Adding Headers, Footers & documents
Page Numbers - Word Describe main features of MS excel- work area,
Opening, Closing, Saving & quick access toolbar, ribbon, title bar, formula
1 Hrs
Printing Worksheets bar, tab lists, rows and columns, standard
Inserting Rows and Columns toolbar, formatting toolbar, etc.
Day
16 Inserting Pictures, Shapes, • Perform various functions in worksheets- 10
16
Tables & Charts create/ save/ open, insert rows/columns, insert
1 Hrs Entering, Sorting and Filtering data, format text, use basic formulas such as
Data sum, average, maximum, minimum, count, sort
Opening, Closing, Saving & and filter data and print worksheets
Printing Slides • Format the cells of a worksheet by editing
1 Hrs Inserting Pictures, Shapes, data entry
Tables and SmartArt - PPT Describe the various features of MS PowerPoint-
1.30 Adding Themes - PPT ribbon, quick access toolbar, title bar,
Hrs
formatting toolbar, scroll bar, ruler, cursor, etc.
• Perform various functions using PowerPoint:
Creating, saving and editing presentations,
1.30
inserting slides, inserting pictures and tables,
Hrs
running a slide show, performing spell check,
printing slides
 Recognise importance of financial literacy
Day 1 hrs
17 Money Management Diff methods of saving money 2
17
1 hrs Monthly expenditure

Banking :different types of bank accounts such

as savings, current, and joint accounts , the
process of opening a bank account, the process
of linking the bank account with mobile number,
various types of deposits in a bank (fixed, saving
and recurring), post office, and other
1 hrs microfinance institutes available locally
Components of salary: Income tax, ESI, EPFO
Loans and its types: various financial
institutions such as public banks, post offices,
Day Financial Literacy - Lesson +
18 Gramin banks, local reliable vendors, etc., from 2
18 PDF where loans can be availed easily at low rates of
interest
Financial Literacy
Insurance : need, types -health and personal
insurance/govt insurance
Types of investment options such as Kisan Vikas
Patra, National Saving Certificate, Nation
1 hrs Pension Scheme, Pradhan Mantri Jhan Dhan
Yojna, Pradhan Mantri Jeevan Jyoti Bema
Yojna, etc.
E-wallets and their safe usage - UPI, Paytm , etc.

Security guidelines for financial transactions -

method of setting up a one-time password (OTP)
1 hrs Debit card Transactions - PDF while using ATM/Debit or credit cards, the
Day importance of keeping one’s financial 2
19 information safe and secure
19
ATM, Debit cards and credit cards : common
1 hrs
features and use ( PIN setting, etc.)
1hrs State the need for digital transactions 2
 • Identify the different modes of digital
transactions such as e-wallets, debit or credit
cards, net banking, etc.
• Demonstrate the use of e-wallets such as
Unified Payments Interface (UPI), Paytm, etc. for
making digital transactions
1 hrs
• Describe the method of setting up a one-time
password (OTP) while using ATM/Debit or credit
cards

Describe personal qualities and interests,

1 hrs
personality traits.
Day • Illustrate the importance of building healthy
20 Personal Hygiene 2
20 1.30 self-image.
hrs • Maintain good standards of personal and
professional hygiene

Differentiate between positive and negative

emotions such as joy, love, pride, desire,
1 hrs
Day enthusiasm, shyness, rage, despair, aggression,
21 Self Awareness guilt, etc. 2
21
Self Management • Illustrate the importance of positive emotions
1 hrs
on one’s personal and professional life.

Recognize the causes, symptoms, and the ill-

1 hrs effects of stress.
• Describe the methods of relieving stress.
Day • Identify the different responses to anger such
22 Stress Management 2
22 as turning anger inwards and turning anger
1 hrs outwards.
• Explain the methods of effectively dealing with
anger.
 Use basic techniques to remain positive in the
1 hrs
Day face of challenges and difficult circumstances.
23 Positive Attitude 2
23 • Explain the relationship between positive
1 hrs
thinking and good health.

1 hrs Recognize the importance of good work ethics

• Display good work ethics such as honesty,
1 hrs
integrity and punctuality.
1 hrs • Illustrate the importance of time management
Values Integrity • List the methods of managing time effectively
Day
24 Values Discipline such as analyzing time, prioritizing activities, 4
24
Time Management creating a plan etc.
1 hrs • Describe the circumstances that may require
adjustment of one’s own behaviour, work and
lifestyles in order to successfully adapt to these
circumstances.

Identify types of diversity likely to be found at

Day the workplace and its benefits.
25 1 hrs Diversity at Workplace 1
25
Respect the diversity at workplace.

Day Health Environment & Safety Identify norms with the organization and adapt
26 1 hrs 1
26 Awareness accordingly

Explain the importance of goal setting in life by

Day
27 1 hrs Goal Setting setting SMART goals (Specific, Measurable, 1
27
Achievable, Realistic and Time-related)

Define the problem statement accurately,

1 hrs
factors affecting it and its impact
Day Problem Solving • Apply creative and analytical thinking to arrive
28 1 hrs 4
28 Result Orientation at possible solutions to the problems in hand
• Choose the most appropriate solution to
1 hrs
address the problem
 • Use supporting actions or course corrections
to ensure problem gets resolved
• Identify tools and methods to monitor
implementation of solutions to problems
1 hrs identified
• Demonstrate use of tools and methods to
monitor implementation of solutions

Work effectively in teams.

Team skills: contribute ideas, be supportive to
1 hrs
ideas presented by others, show respect
towards colleagues, avoid conflicts
Day Teamwork Demonstrate interpersonal skills at the
29 2
29 workplace such as responsibility, self-discipline,
empathy, flexibility, honesty, punctuality,
1 hrs Working With Others developing trust, listening to others, tolerance,
etc.
• Utilize human resources effectively

List key leadership skills of effective leaders

Day
30 1 hrs Leadership - PDF • Demonstrate practice of key leadership skills 1
30
by taking initiative and responsibility

Identify different types of customers such as

potential customers, new customers, impulsive
customers, loyal customers, etc.
Day Handling Customer
31 1 hrs Demonstrate effective customer handling skills 1
31 Complaints
such as clear communication, patience,
Dealing With Customers attentiveness, product knowledge, time
management, accepting feedback positively.

Explain the importance of customer satisfaction

Day
32 1 hrs Customer Service Skills • Demonstrate techniques of customer 1
32
satisfaction
 Interact effectively with the customer by
practising active listening skills,and resolving
latent needs.

Day State the need to create a professional

33 1 hrs Writing a Resume
33 Curriculum Vitae (CV)
2
Day
34 1 hrs Writing a Cover Letter • Create a professional CV
34

Identify various offline and online job search

services, such as employment exchanges, job
Day 1 hrs
35 Searching for Jobs fairs, recruitment agencies and centres, and 2
35 online job portals
1 hrs Job Seeking & Interview • Explain the concept of keyword search.
Handling
Illustrate the importance of dressing neatly and
presentably for job interviews.
1 hrs • Demonstrate basic etiquette such as greeting
a person and answering politely during the
Day
36 Interview Skills selection process 2
36
• Describe yourself to the interviewer, stating
your strengths and interests.
1 hrs
• Maintain calm, confident, and composed
behavior throughout the interview

Listening
• recognise various formal greetings for times of
the day correctly
Day • recognise greetings used on special occasions
37 1 hrs Greetings Greetings in English correctly 1.5
37
Speaking
• use appropriate formal greetings correctly
various greetings for times of the day
 (Vocabulary: Good morning, good afternoon,
good evening, good night, etc.)
• respond to formal greetings appropriately
• use appropriate greetings for special occasions
in English
(Vocabulary: Happy Holi, Merry Christmas, etc.)
• Use casual greetings
(Vocabulary: Hello, Hi, Bye, Goodbye, etc.)
• pronounce the taught words correctly
30 Reading
Min • recognise letters of the English alphabet
• identify greetings written in English (read
words related to greetings such as good
morning, hello, etc

Listening
• recognise simple personal information when
shared by others (e.g. name, age, place of
residence, origin) in person and over telephone
calls
• recognise basic questions related to personal
information asked in person and over telephone
calls
1 hrs • recognise spoken numbers 1 to 20 English
Day
38 Introduction To Self Talking About Yourself correctly 1.5
38
Speaking
• state their name when asked in English
• state about where they are from:
o name their country
o state their address
• state their date of birth and state their age
30 • state their phone number
min Reading
 • recognise and read aloud one’s name,
recognise and read aloud the name of their
country, state, etc.
• recognise and read aloud the numbers from 1
to 20 correctly in English
Writing
• write basic personal information such as
name, gender, date of birth, ID numbers,
address, nationality, marital status

Listening
• recognise the words for immediate family
members
(Vocabulary: father, mother, brother, sister,
grandfather, grandmother, etc.)
1 hrs • recognise simple personal pronouns
(he/she/we/they)
Speaking
Day
39 Family and Friends Talking About Family • state the names of his or her family members 1.5
39
• respond to simple questions about family and
friends
Reading
• identify kinship words
30
• identify simple personal pronouns
min
Writing
• write kinship words

Listening
• recognise basic vocabulary for parts of the
Day body
40 1 hrs Human Body Visiting a Doctor 1.5
40 • recognise the names of common diseases
Speaking
• say the names of parts of the body
 • say the names of a few common diseases
• learn the plurals: hands, arms, legs and feet.
• use the names of parts of the body in English
even when talking in any vernacular language
• pronounce these words correctly
Reading
30
• identify the names of body parts
Min
• identify the names of common diseases
• identify the plurals of body parts

Listening
• listen and recognise the names of colours
• recognize specific colours when used in the
description of everyday objects
1 hrs Speaking
• say the names of colours
• identify and name common objects based on
their colour
Day Talking About Nature &
41 Colours • ask questions about the colour of objects 1.5
41 Colours
• respond to questions related to the colour of
objects
Reading
30 • identify names of the colours in simple
min sentences
Writing
• write simple sentences specifying the colours
of objects

Listening
Day Home and • recognise simple words related to home and
42 1 hrs Describing My Home & School 1.5
42 Neighbourhood neighbourhood
Speaking
 • Speak in simple sentences where you live
• talk about the places in your neighbourhood
• name the rooms and parts of a house
(Vocabulary: (bedroom, kitchen, hall, toilet,
bathroom, dining room, living room).
Reading
• read and identify words related to home and
30 neighbourhood
min Writing
• frame simple sentences with words related to
home and neighbourhood

• recognize the time of the day, days of week,

month etc
• Recognize the present/past/future tenses in
contextualized speech
Speaking
• ask and speak about the day of the week, time
of the day and date accurately
1 hrs • talk about different activities you performed
during different days of the week
(Sentence structure: I went to work on Monday.
Day I went to the market on Tuesday. etc.)
43 Time and Calendar Telling Time 1.5
43
• talk about mealtimes and bedtime (when they
wake up, everyday activities, etc.)
• name the months
Reading
• identify the days of the week, months in
paragraphs and sentences
30 • read the time correctly by looking at a
Min clock/watch
• identify everyday action words
Writing
 • write simple sentences describing everyday
activities
• write dates, time of the day, name of months

Listening
• recognise the name of seasons
• recognize words related to weather
• recognize names of natural disasters
Speaking
• name different types of weather and use these
words in sentences
1 hrs (Vocabulary: sunny, rainy, windy, cloudy, snowy,
foggy, hot, cold)
• Speak about different natural disasters in
sentences
Day (Vocabulary: flood, drought, earthquake,
44 Weather and Seasons Talking About Weather 1.5
44 landslide, etc)
• Describe about different seasons and their
characteristics
Reading
• read and comprehend weather forecast and
severe weather warnings
• read and comprehend simple sentences about
30 seasons
Min Writing
• write simple sentences using weather words,
seasons and words related to nature and natural
disasters

Listening
Day • recognise the names of common clothing and
45 1 hrs Clothes Clothes You Wear 1.5
45 accessories
Speaking
 • name personal clothing and the clothing of
others
• ask and answer simple questions related to
clothing
• answer questions related to formal and
informal clothing
Reading
• read and identify words related to clothes and
accessories in short sentences and paragraphs
• read and differentiate between formal and
informal clothing
30 Writing
min • frame sentences using words related to
clothing and accessories
• write the names of common clothing

Listening
• recognise the names of common food and
drinks
• recognize the names of the various meals
Speaking
• name words related to food and drinks
• use the names of common food and drinks in
English even when talking in any vernacular
1 hrs
Day language
46 Food Talking About Food 1.5
46 • ask simple questions related to food and
drinks
• identify different kinds of cuisines
Reading
• read and recognise words related to food and
drinks
• read food menus at restaurants
30 • read and identify food vocabulary in simple
Min sentences and paragraphs
 Writing
• spell and write the names of common food
and drinks
• frame simple sentences using words related to
food and drinks

Listening
• recognise basic vocabulary related to
directions
• understand basic direction phrases
(Vocabulary: Turn right/left; Go straight)
• recognise basic words related to
position/location of objects
• follow directions and reach the destination
1 hrs
Speaking
• ask and state directions correctly
• describe routes and directions correctly
Day • use polite expressions and phrases while
47 Directions Asking For Directions 1.5
47 asking for directions
Reading
• read basic words related to direction and
position of landmarks on maps
• locate destinations and identify routes on
maps correctly
• identify traffic signs
30 Writing
min • spell and write very basic words in English to
convey direction
• write the directions to any given place on a
map

48 1 hrs Market Shopping Listening 1.5

 • recognise basic terminology and short phrases
of English, commonly used in the markets and
supermarkets
• recognize the different sections in a
supermarket
• recognise and use ‘these/those’ and ‘this
one/that one’ when making requests
Speaking
• use the names of common food and drinks in
Day simple sentences
48 make requests using ‘Can I have one of
these/this one’
Reading
• read names of products at a market or a
supermarket, or in advertisements
30 • read and understand product description
Min Writing
• write simple sentences in English to describe
products at a market or a super market

Listening
• recognise names of common objects
• recognise different objects by listening to their
description
Speaking
1 hrs • ask questions about the position of everyday
Day Talking About Places and
49 Everyday Objects objects 1.5
49 Things
(Sentence structure: where are the keys?)
• describe different objects
(Parts, Materials, Properties, Functions)
Reading
30 • read the names and the description of
min everyday objects
 Writing
• spell and write simple everyday objects
• write simple sentences describing the parts,
materials, properties, functions of everyday
objects

Listening
• recognise basic words and short phrases of
English, commonly used to identify common
hobbies
Speaking
1 hrs • describe hobbies and leisure activities
• talk about hobbies and sports using related
verbs – singing, collecting, playing, learning, etc
• use the simple present tense to talk about free
Day Talking About Sports & time activities/hobbies
50 Hobbies 1.5
50 Hobbies Reading
• identify and comprehend words related to
hobbies and leisure activities in simple
sentences
• identify and comprehend hobby related verbs
30
– singing, collecting, playing, learning, etc. in
min
sentences
Writing
• write words related to hobbies and leisure
activities

Listening
• recognise words related to modes of
Day transportation and vehicles
51 1 hrs Transport Transport 1.5
51 • simple phrases related to travel and transport
(Vocabulary: get in, jump off, etc)
Speaking
 • ask questions related to travel and transport
• answer questions related to travel and
transport
• use common verbs related to movement of
transport
Reading
• identify and read the names of various modes
of transport read
• identify different kinds of travel documents
(Passports, ticket, boarding pass, etc)
• identify simple phrases related to travel and
30
transport
min
Writing
• write simple sentences using the names of
transportation and vehicles

Listening
• recognise words and phrases words related to
common feelings and emotions
1 hrs
Speaking
• express one’s feelings
Day
52 Feelings and Emotions Talking About Likes & Dislikes Reading 1.5
52
• read and identify words related to feelings and
emotions in simple sentences
30
min Writing
• write simple sentences expressing one’s
feeling

Listening
• recognise words and phrases related to
Day
53 1 hrs Travel Planning a Holiday travelling and travel requirements 1.5
53
• recognise words and phrases related to
holidays and vacations
 Speaking
• talk about holiday plans
• describe holiday experiences
• ask questions related to travelling/holidays
• ask questions related to holiday destinations
Reading
• identify and read words related to travel and
holidays
• read and understand relevant information in
30
travel guides, maps, vacation brochures, etc.
min
Writing
• write short sentences describing
holidays/vacations

Listening
• recognise words related to common
professions/jobs
• recognise
Speaking
1 hrs
• asking about jobs and answering questions
related to jobs/occupations
Day • describes one job/occupation using
54 Professions Describing Your Job 1.5
54 appropriate words
Reading
• read and identify words related to
occupations/jobs
30 • read and understand simple description about
min jobs/occupations
Writing
• write short sentences about jobs/occupations

55 1 hrs Workplace Describing an Office Listening 1.5

 • recognise common words used in the
workplace
• recognize familiar English words used in the
workplace
Speaking
• use work-related/occupation-related
vocabulary in speech
• ask basic questions in areas of immediate
needs at the workplace
• use basic, familiar words and phrases, to
identify accurately and highlight known areas of
Day work, responsibilities and working relationships
55 Reading
• read words and phrases that have been taught
with respect to the workplace
• read critical health, safety, security signage, in
English, at work and public places, or on gadgets
and appliances, when accompanied by related
images or graphics
30
Writing
min
• write short messages/notes related to
workplace issues
• write short instructions related to work to be
done

Listening
• recognise words used to plan actions/activities
Speaking
1 hrs • talk about activities planned for the next
Day
56 Planning Ahead Making Plans day/week/month, etc 1.5
56
• describe career plans/future plans
Reading
30 • read simple sentences describing activities
min planned for the next day/week/month, etc
 Writing
• write about one’s career plans/holiday
plans/future goals

Listening
• recognise words related to
movies/arts/music/theatre etc
• recognize the names of places of
entertainments
1 hrs
Speaking
• use words related to entertainment in speech
Day
57 Entertainment Going to the Movies • describe their likes and dislikes related to 1.5
57
movies/arts/music/theatre etc
Reading
• read very short and simple English texts
related to entertainment
30
Writing
min
• write simple sentences about their favourite
movies/arts/music/theatre etc

Listening
• recognise common festivals, words and
phrases associated with common festivals
• follow simple sentences and questions related
to festivals
Day Describing Holidays &
58 1 hrs Festivals Speaking 1.5
58 Festivals
• use words related to festivals in simple
sentences
• describe their favourite festivals
• ask and answer questions related to festivals
Reading
 • spot and interpret correctly important
information from a letter, card or email related
to festivals and celebrations such as day, date,
time, related time, venue and dress codes
30 • read very short and simple English texts on
min festivals, picking up familiar names and basic
phrases
Writing
• write information or descriptive text in short
paragraphs on festival and celebrations

Listening
• recognise words and phrases associated with
sports
• interpret instructions and rules delivered in
the context of sport
Speaking
• discuss with others in English, on sport
1 hrs
• describe his/her sporting interests, likes and
dislikes
Day
59 Sports Sports Reading 1.5
59
• read and spot information related to sports
and correctly identify specific details regarding
teams, players, scores, results, venues and
timings in notices, flyers, advertisements, etc
• interpret sport and game rules, guidelines and
simple, brief instructions
30 • read short, illustrated narratives about sport
min
Writing
• write short paragraphs on sports and games

60 1 hrs Talking on the Phone Listening 1.5

 • interpret important information (e.g. places
and times) from short, phone conversations
• follow questions in English, on addressed to
him/her, related to own identity and availability
of others, over the phone
Day Talking on the • recognise the phrase: Can I take a message?
60 telephone Speaking
• make a phone call
• answer a phone call
30
min • speak over the phone in an audible manner
• use appropriate greetings, opening and closing
statements

Listening
• recognize basic, expressions used for
requesting actions, expressing and
acknowledging gratitude, agreeing and
1 hrs
disagreeing, requesting and refusing
Speaking
Day Etiquette in Public
61 Professional Etiquette • speak in public places using a socially 1.5
61 Places
appropriate tone, pitch and manner
• use polite word and avoid using expletives
when speaking
30
• use the correct words to expression gratitude,
min
make requests, agree and disagree or refuse
anything offered

Listening
• interpret phrases and expressions related to
likes and dislikes
Day
62 1 hrs Likes and Dislikes Likes and Dislikes • follow questions in English, on likes and 1.5
62
dislikes
Speaking
• describe their interests/likes and dislikes
 • ask and answer questions related to their likes
and dislikes
30 Writing
min
• write messages and online postings as a series
of very short sentences about their likes/dislikes

Listening
• recognize words and phrases describing past
activities
• interpret questions about past activities
Speaking
• use the correct form of action words when
1 hrs
talking about past activities
• use the correct form of action words when
talking about activities that were going on in the
Day
63 Talking about the Past Talking about the Past past 1.5
63
(Vocabulary: past continuous tense of verbs
Sentence structure: He was playing football.)
• ask questions and answer question about
activities in the past
(Sentence structure: Where did you work
30
before? I worked at _______.)
min
Writing
• Write simple sentences describing activities
done in the recent past.

Listening
• recognise instructions related to personal
hygiene/workplace hygiene and cleanliness
Day
64 1 hrs Hygiene and Cleanliness Personal Hygiene • recognise words and phrases related to 1.5
64
personal hygiene/workplace hygiene and
cleanliness
Speaking
 • use every day and workplace English to
interact with customers and share the required
information regarding hygiene and cleanliness
• state the importance of personal and
workplace hygiene
Reading
• read and comprehend information and
30 instructions on hygiene and cleanliness
min Writing
• write information or descriptive text in short
paragraphs on hygiene and cleanliness

Listening
• interpret words and phrases related to the
environment
interpret correctly by listening where something
is, provided the object is in the immediate
1 hrs environment
Speaking
• use words and phrases related to the
Day environment in simple sentences
65 Environment Talking About Nature & Colors 1.5
65 • ask questions and answer question related to
the environment
Reading
• read short, illustrated narratives about the
30 environment
min Writing
• write information or descriptive text in short
paragraphs on the environment

Listening
Day
66 1 hrs Technology Technology • understand phrases and expressions related to 1.5
66
technology
 Speaking
• use words and phrases related to technology
in simple sentences
Reading
• interpret correctly simple, brief instructions
related to technology
Writing
30
min • complete simple online purchase or
application, providing basic personal
information such as name, e-mail address or
telephone number, etc.

1 hrs Writing
Day
67 30 Paragraph Writing Paragraph Writing • write information or descriptive text in short 1.5
67
min paragraphs on various topics

1 hrs Writing
Day
68 30 Taking Notes Taking Notes • write notes as information or descriptive text 1.5
68
min in short paragraphs as required

Reading
• read very simple formal English letters and
correctly interpret them (e.g. information being
1 hrs
provided or asked for, confirmation of
Day
69 Letter Meeting Letter Meeting transactions, etc.) 1.5
69
Writing
• write basic letters in English, with accuracy to
30
communicate the main message and specific
min
details

Reading
Day
70 1 hrs Email Etiquette Writing an Email Message • read very simple formal English emails and 1.5
70
correctly interpret them (e.g. information being
 provided or asked for, confirmation of
transactions, etc.)
Writing
30 • write email in English, using professional
min protocols and following email etiquette

Listening
• listen and understand videos related to job
interviews
Speaking
1 hrs Commonly Asked
Day • develop learners’ vocabulary to talk about jobs
71 Questions in an Interview Skills 1.5
71 and the interview process
Interview
• answer questions related to education, work
experience, likes/dislikes, etc.
30 Writing
min • write a brief description about their last job

Speaking
1 hrs
Day Asking questions in an • ask questions politely to an interviewer
72 Interview Skills 1.5
72 30 Interview
• make polite requests to an interviewer
min

• clarify good practice in interview situations

• identify the do’s and don’ts for job
interviewing
1 hrs
• practice good job interview skills
Day • give information in a job interview about job
73 Mock Interviews Mock Interviews 1.5
73 history
• discuss their own achievements in previous
30 jobs during a job interview
min • describe how to handle themselves in an
interview
 • clarify good practice in interview situations
• identify the do’s and don’ts for job
interviewing
1 hrs
• practice good job interview skills
Day • give information in a job interview about job
74 Mock Interviews Mock Interviews 1.5
74 history
• discuss their own achievements in previous
30 jobs during a job interview
min • describe how to handle themselves in an
interview

1 hrs Writing
Day
75 30 Writing a resume Writing a resume 2 1.5
75 • write a resume
min

Speaking
• discuss the importance of promptly sending a
1 hrs
thank you letter to the interviewer
Day Pre and post interview
76 Accepting a Job Offer Writing 1.5
76 communication
• write a cover letter using the formal
30 conventions of salutations and addresses
min
• write a thank-you note to an interviewer

1 hrs Starting Your Own Business Concept of entrepreneurship, roles and

responsibilities of an entrepreneur, advantages
Day Introduction to
77 30 Micro, Small & Medium of Entrepreneurship, types of entrepreneurship 1.5
77 Entrepreneurship
min Enterprises and enterprises, key entrepreneurial skills and
attitudes

Identification and Differentiate between self- employment and

Day Assessment of Process of Setting Up a entrepreneurship
78 1 hrs 1.75
78 Entrepreneurial Business Identify relevant opportunities for setting up a
Opportunity business
 Follow the steps for identifying opportunities for
potential business
Explain the concept of competition analysis
Apply the principles of competition analysis for
75 assessing opportunities for potential business
Min Select the most suitable business opportunity by
applying the principles of competition analysis

Describe the 4Ps of Marketing- Product, Price,

Day Undertaking Business Place and Promotion
79 1 hrs 4Ps of Marketing - PDF 1
79 Planning Activities Apply the 4Ps of Marketing to the selected
business opportunity

1 hrs Create a resource plan such as human

Day Undertaking Business Business Models & Value
80 resources, raw material, machinery, equipment, 2
80 1 hrs Planning Activities Proposition
tools, etc. for the selected business opportunity

Differentiate between fixed and variable costs

1 hrs
Explain the basic process of accounting
Day Undertaking Business Costs in Entrepreneurship -
81 Recognize basic financial documents such as 2
81 Planning Activities PDF
1 hrs P&L statement, Balance Sheet, etc.
Explain the concept of working capital

Define customer base for the selected business

opportunity
1 hrs
Identify the key value proposition for the
selected customer base
Day Undertaking Business Finding New Customers - Sales
82 Formulate target customer experience for the 2
82 Planning Activities and Marketing
selected customer base
1 hrs Identify the principles governing Customer
Relationship Management for the selected
customer base
 Describe the elements of a good business plan
Create a basic business plan by using the 4Ps of
1 hrs Marketing, resource plan, cost and accounting
Day Undertaking Business
83 Creating a Business Plan principles, and Principles of Customer 2
83 Planning Activities
Relationship Management
Evaluate one’s business plan to assess its
1 hrs
viability

Identify business risks

1 hrs Follow the steps needed to mitigate business
Day Undertaking Business
84 SWOT and Risk Analysis risks 2
84 Planning Activities
Apply risk mitigation strategies to minimize risks
1 hrs
in one’s business plan

Identify sources of funding such as formal

1.30 schemes, loans, personal borrowings, etc. for
Hrs Applicable Sources of funding the selected business opportunity using
Day Undertaking Business
85 and Regulatory and Statutory research 2.75
85 Planning Activities
rules - PDF Identify the regulatory, statutory and other rules
1.45
and guidelines that apply to the selected
hrs
business opportunity

Analyze success and failure stories of other

entrepreneurs to imbibe lessons for one’s self
1 hrs development
Day Analysis of success and failure
86 Compare the key skills involved in the successes
86 stories - PDF
and failures of these entrepreneurs
30 Identify Entrepreneurial Identify the skill gaps in the failure stories of 3
min Skills and Abilities other entrepreneurs
Rate one’s entrepreneurial skills after analyzing
1 hrs Identification of one's one’s skills that are relevant for
Day
87 entrepreneurial skills and entrepreneurship
87
30 knowledge - PDF Identify avenues for the development of
min entrepreneurial skills and knowledge