junior-software-developer-english.pdf

LEARNING OUTCOME BASED VOCATIONAL CURRICULUM JOB ROLE: Junior Software Developer (QUALIFICATION PACK: Ref. Id. SSC/Q0508) SECTOR: IT-ITeS Classes 11 and 12 PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION Shyamla Hills, Bhopal – 462 002 (MP),...

LEARNING OUTCOME BASED VOCATIONAL CURRICULUM JOB ROLE: Junior Software Developer (QUALIFICATION PACK: Ref. Id. SSC/Q0508) SECTOR: IT-ITeS Classes 11 and 12 PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION Shyamla Hills, Bhopal – 462 002 (MP), India www.psscive.ac.in  LEARNING OUTCOME BASED VOCATIONAL CURRICULUM JOB ROLE: Junior Software Developer (QUALIFICATION PACK: Ref. Id. SSC/Q0508) SECTOR: IT-ITeS Classes 11 and 12 PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION Shyamla Hills, Bhopal – 462 002 (MP), India www.psscive.ac.in LEARNING OUTCOME BASED CURRICULUM Junior Software Developer IT-ITeS Sector March, 2020 (First Version) August, 2022 (Revised Version) © PSSCIVE, 2022 http://www.psscive.ac.in No part of this work may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, microfilming, recording or otherwise, without written permission from the Publisher, with the exception of any material supplied specifically for the purpose of being used by the purchaser of the work. The views and opinions expressed in this publication are those of the contributors/ authors and do not necessarily reflect the views and policies of PSS Central Institute of Vocational Education, Bhopal. The PSSCIVE does not guarantee the accuracy of the data included in this publication and accepts no responsibility for any consequence of their use. Published by: Joint Director PSS Central Institute of Vocational Education, NCERT, Shyamla Hills, Bhopal FOREWORD The Pandit Sunderlal Sharma Central Institute of Vocational Education (PSSCIVE) a constituent of the National Council of Educational Research and Training (NCERT) is spearheading the efforts of developing learning outcome based curricula and courseware aimed at integrating both vocational and general qualifications to open pathways of career progression for students. It is a part of Centrally Sponsored Scheme of Vocationalisation of Secondary and Higher Secondary Education (CSSVSHSE) launched by the Ministry of Human Resource Development, Government of India in 2012. The PSS Central Institute of Vocational Education (PSSCIVE) is developing curricula under the project approved by the Project Approval Board (PAB) of Rashtriya Madhyamik Shiksha Abhiyan (RMSA). The main purpose of the competency based curricula is to bring about the improvement in teaching-learning process and working competences through learning outcomes embedded in the vocational subject. It is a matter of great pleasure to introduce this learning outcome based curriculum as part of the vocational training packages for the job role of Junior Software Developer. The curriculum has been developed for the secondary students of vocational education and is aligned to the National Occupation Standards (NOSs) of a job role identified and approved under the National Skill Qualification Framework (NSQF). The curriculum aims to provide children with employability and vocational skills to support occupational mobility and lifelong learning. It will help them to acquire specific occupational skills that meet employers’ immediate needs. The teaching process is to be performed through the interactive sessions in classrooms, practical activities in laboratories and workshops, projects, field visits, and professional experiences. The curriculum has been developed and reviewed by a group of experts and their contributions are greatly acknowledged. The utility of the curriculum will be adjudged by the qualitative improvement that it brings about in teaching-learning. The feedback and suggestions on the content by the teachers and other stakeholders will be of immense value to us in bringing about further improvement in this document. Dinesh Prasad Saklani Director National Council of Educational Research & Training (i) PREFACE India today stands poised at a very exciting juncture in its saga. The potential for achieving inclusive growth are immense and the possibilities are equally exciting. The world is looking at us to deliver sustainable growth and progress. To meet the growing expectations, India will largely depend upon its young workforce. The much-discussed demographic dividend will bring sustaining benefits only if this young workforce is skilled and its potential is channelized in the right direction. In order to fulfill the growing aspirations of our youth and the demand of skilled human resource, the Ministry of Human Resource Development (MHRD), Government of India introduced the revised Centrally Sponsored Scheme of Vocationalisation of Secondary and Higher Secondary Education that aims to provide for the diversification of educational opportunities so as to enhance individual employability, reduce the mismatch between demand and supply of skilled manpower and provide an alternative for those pursuing higher education. For spearheading the scheme, the PSS Central Institute of Vocational Education (PSSCIVE) was entrusted the responsibility to develop learning outcome based curricula, student workbooks, teacher handbooks and e-learning materials for the job roles in various sectors, with growth potential for employment. The PSSCIVE firmly believes that the Vocationalisation of education in the nation need to be established on a strong footing of philosophical, cultural and sociological traditions and it should aptly address the needs and aspirations of the students besides meeting the skill demands of the industry. The curriculum, therefore, aims at developing the desired professional, managerial and communication skills to fulfill the needs of the society and the world of work. In order to honor its commitment to the nation, the PSSCIVE has initiated the work on developing learning outcome based curricula with the involvement of faculty members and leading experts in respective fields. It is being done through the concerted efforts of leading academicians, professionals, policy makers, partner institutions, Vocational Education and Training experts, industry representatives, and teachers. The expert group through a series of consultations, working group meetings and use of reference materials develops a National Curriculum. Currently, the Institute is working on developing curricula and course-ware for over 100 job roles in various sectors. We extend our gratitude to all the contributors for selflessly sharing their precious knowledge, acclaimed expertise, and valuable time and positively responding to our request for development of curriculum. We are grateful to MHRD and NCERT for the financial support and cooperation in realising the objective of providing learning outcome based modular curricula and course-ware to the States and other stakeholders under the PAB (Project Approval Board) approved project of Rashtriya Madhyamik Shiksa Abhiyan (RMSA) of MHRD. Finally, for transforming the proposed curriculum design into a vibrant reality of implementation, all the institutions involved in the delivery system shall have to come together with a firm commitment and they should secure optimal community support. The success of this curriculum depends upon its effective implementation and it is expected that the managers of vocational education and training system, including subject teachers will make efforts to create better facilities, develop linkages with the world of work and foster a conducive environment as per the content of the curriculum document. The PSSCIVE, Bhopal remains committed in bringing about reforms in the vocational education and training system through the learner-centric curricula and course-ware. We hope that this document will prove useful in turning out more competent Indian workforce for the 21 st Century. Deepak Paliwal Joint Director PSS Central Institute of Vocational Education (ii) ACKNOWLEDGMENT On behalf of the team at the PSS Central Institute of Vocational Education (PSSCIVE) we are grateful to the members of the Project Approval Board (PAB) of Rashtriya Madhyamik Shiksha Abhiyan (RMSA) and the officials of the Ministry of Human Resource Development (MHRD), Government of India for the financial support to the project for development of curricula. We are grateful to the Director, NCERT for his support and guidance. We also acknowledge the contributions of our colleagues at the Technical Support Group of RMSA, MHRD, RMSA Cell at the National Council of Educational Research and Training (NCERT), National Skill Development Agency (NSDA) and National Skill Development Corporation (NSDC) and IT-ITeS Sector Skill Council of Indian (NASSCOM) for their academic support and cooperation. We are grateful to the expert contributors and Deepak D. Shudhalwar, Professor (CSE), PSSCIVE, for their earnest effort and contributions in the development of this learning outcome based curriculum. Their contributions are duly acknowledged. The contributions made by Vinay Swarup Mehrotra, Professor and Head, Curriculum Development and Evaluation Centre (CDEC), Vipin Kumar Jain, Associate Professor and Head, Programme Planning and Monitoring Cell (PPMC) and Deepak D. Shudhalwar, Professor (CSE) and Head, Computer Centre, PSSCIVE in development of the curriculum for the employability skills are duly acknowledged. We are also grateful to the Course Coordinator Deepak D. Shudhalwar, Professor (CSE), Head, Department of Engineering and Technology, PSSCIVE, for bringing out this curriculum in the final form. PSSCIVE Team (iii) CONTENTS Sn. Title Page No. Foreword i Preface ii Acknowledgment iii 1 Course Overview 1 2 Scheme of Units and Assessment 2 3 Teaching/ Training Activities 4 4 Assessment and Certification 4 5 Unit Content Class 11 7 Part A Employability Skills 7 Unit 1 Communication Skills – III 7 Unit 2 Self-management Skills – III 7 Unit 3 Basic ICT Skills – III 8 Unit 4 Entrepreneurial Skills – III 9 Unit 5 Green Skills – III 10 Part B Vocational Skills 10 Unit 1 Software Construction Essentials 10 Unit 2 Operating System and Computer Network 11 Unit 3 Python Programming 13 Unit 4 Data Structure 13 Class 12 16 Part A Employability Skills Unit 1 Communication Skills – IV 16 Unit 2 Self-management Skills – IV 16 Unit 3 Basic ICT Skills – IV 17 Unit 4 Entrepreneurial Skills – IV 18 Unit 5 Green Skills – IV 19 Part B Vocational Skills 19 Unit 1 Relational Database Management System – MySQL 19 Unit 2 Advanced Python Programming 20 Unit 3 Software Engineering 22 Unit 4 Emerging Trends and Social Impact 24 6 Organization of Filed Visits 24 7 List of Equipment and Materials 24 8 Teacher’s Qualification 25 9 List of Contributors 27 Curriculum : Junior Software Developer 1. COURSE OVERVIEW COURSE TITLE: Junior Software Developer Individuals in this job are assigned one of the many entry level roles in the software industry including support and help desk, testing, user interaction design, maintenance, enhancement, development and documentation. They are responsible for assisting in performing the key activities and tasks involved in the assigned role. This job requires the individual to be flexible and operate under supervision for the area of work he/she is aligned to. The individual should have the necessary technical competency and be able to communicate effectively and work collaboratively. He/she should also have a willingness to learn and undertake a desk job entailing long hours COURSE OUTCOMES: On completion of the course, students should be able to:  Apply effective oral and written communication skills to interact with people and customers; Identify the principal components of a computer system; Demonstrate the basic skills of using computer; Demonstrate self-management skills; Demonstrate the ability to provide a self-analysis in context of entrepreneurial skills and abilities;  Demonstrate the knowledge of the importance of green skills in meeting the challenges of sustainable development and environment protection;  Manage the work to meet requirements;  Maintain a healthy, safe and secure working environment  Assist in performing software construction and software testing entry-level tasks in the IT  Services industry  Demonstrate basic computer operations  Demonstrate to use operating system, browser, and internet,  Demonstrate aptitude for analyzing information and making logical conclusions.  Demonstrate knowledge of the foundational mathematical concepts in computing.  Design algorithms to solve problems and convert them into code using the appropriate programming language constructs.  Read and execute a test case and record the outcome in the appropriate.  Demonstrate self and work management.  Demonstrate working and communicating in team.  Manage Health and Safety measures at workplace.  Manage Data and Information.  Apply new knowledge and skills in the workplace, under supervision and perform self development. COURSE REQUIREMENTS: The learner should have basic knowledge of science. COURSE LEVEL: This course can be taken up at Intermediate level in Class 11 and Class 12. COURSE DURATION: Total : 600 hrs Class 11 : 300 hrs Class 12 : 300 hrs © PSS Central Institute of Vocational Education Page| 1 Curriculum : Junior Software Developer 2. SCHEME OF UNITS AND ASSESSMENT This course is a planned sequence of instructions consisting of Units meant for developing employability and vocational competencies of students of Class 11 and 12 opting for vocational subject along with general education subjects. The unit-wise distribution of hours and marks for Class 11 is as follows: CLASS 11 Units No. of Hours for Max. Marks for Theory and Theory and Practical Practical 300 100 Part A Employability Skills Unit 1 Communication Skills – III 15 10 Unit 2 Self-management Skills – III 15 Unit 3 Basic ICT Skills – III 15 Unit 4 Entrepreneurial Skills – III 15 Unit 5 Green Skills – III 15 Sub Total 75 10 Part B Vocational Skills Unit 1 Software Construction Essentials 40 40 Unit 2 Operating System and Computer Network 40 Unit 3 Python Programming 60 Unit 4 Data Structure 35 Sub Total 175 40 Part C On-the-Job Training 50 10 Part D Practical Examination 40 Practical File/ Student Portfolio 10 Written and Piratical Test 20 Viva Voce 10 Sub Total 40 Total 300 100 © PSS Central Institute of Vocational Education Page| 2 Curriculum : Junior Software Developer The unit-wise distribution of hours and marks for Class 12 is as follows: CLASS 12 Units No. of Hours Max. Marks for for Theory and Theory and Practical Practical 300 100 Part A Employability Skills Unit 1 Communication Skills – IV 15 10 Unit 2 Self-management Skills – IV 15 Unit 3 Basic ICT Skills – IV 15 Unit 4 Entrepreneurial Skills – IV 15 Unit 5 Green Skills – IV 15 Sub Total 75 10 Part B Vocational Skills Unit 1 Relational Database Management System – MySQL 50 40 Unit 2 Advanced Python Programming 60 Unit 3 Software Engineering 45 Unit 4 Emerging Trends and Social Impact 20 Sub Total 175 40 Part C On-the-Job Training and Field Visit 50 10 Part D Practical Examination 40 Practical File/ Student Portfolio 10 Written and Piratical Test 20 Viva Voce 10 Sub Total 40 Total 300 100 © PSS Central Institute of Vocational Education Page| 3 Curriculum : Junior Software Developer 3. TEACHING/TRAINING ACTIVITIES The teaching and training activities have to be conducted in classroom, laboratory/ workshops and field visits. Students should be taken to field visits for interaction with experts and to expose them to the various tools, equipment, materials, procedures and operations in the workplace. Special emphasis should be laid on the occupational safety, health and hygiene during the training and field visits. CLASSROOM ACTIVITIES Classroom activities are an integral part of this course and interactive lecture sessions, followed by discussions should be conducted by trained vocational teachers. Vocational teachers should make effective use of a variety of instructional aids, such as audio-video materials, colour slides, charts, diagrams, models, exhibits, hand-outs, online teaching materials, etc. to transmit knowledge and impart training to the students. PRACTICAL WORK IN LABORATORY/WORKSHOP Practical work may include but not limited to hands-on-training, simulated training, role play, case based studies, exercises, etc. Equipment and supplies should be provided to enhance hands-on learning experience of students. Only trained personnel should teach specialized techniques. A training plan that reflects tools, equipment, materials, skills and activities to be performed by the students should be submitted by the vocational teacher to the Head of the Institution. FIELD VISITS/ EDUCATIONAL TOUR In field visits, children will go outside the classroom to obtain specific information from experts or to make observations of the activities. A checklist of observations to be made by the students during the field visits should be developed by the Vocational Teachers for systematic collection of information by the students on the various aspects. Principals and Teachers should identify the different opportunities for field visits within a short distance from the school and make necessary arrangements for the visits. At least three field visits should be conducted in a year. 4. ASSESSMENT AND CERTIFICATION Upon successful completion of the course by the candidate, the Central/ State Examination Board for Secondary Education and the respective Sector Skill Council will certify the competencies. The National Skills Qualifications Framework (NSQF) is based on outcomes referenced to the National Occupation Standards (NOSs), rather than inputs. The NSQF level descriptors, which are the learning outcomes for each level, include the process, professional knowledge, professional skills, core skills and responsibility. The assessment is to be undertaken to verify that individuals have the knowledge and skills needed to perform a particular job and that the learning programme undertaken has delivered education at a given standard. It should be closely linked to certification so that the individual and the employer could come to know the competencies acquired through the vocational subject or course. The assessment should be reliable, valid, flexible, convenient, cost effective and above all it should be fair and transparent. Standardized assessment tools should be used for assessment of knowledge of students. Necessary arrangements should be made for using technology in assessment of students. KNOWLEDGE ASSESSMENT (THEORY) Knowledge Assessment should include two components: one comprising of internal assessment and second an external examination, including theory examination to be conducted by the Board. The assessment tools shall contain components for testing the knowledge and application of knowledge. The knowledge test can be objective paper based test or short structured questions based on the content of the curriculum. © PSS Central Institute of Vocational Education Page| 4 Curriculum : Junior Software Developer WRITTEN TEST It allows candidates to demonstrate that they have the knowledge and understanding of a given topic. Theory question paper for the vocational subject should be prepared by the subject experts comprising group of experts of academicians, experts from existing vocational subject experts/teachers, and subject experts from university/colleges or industry. The respective Sector Skill Council should be consulted by the Central/State Board for preparing the panel of experts for question paper setting and conducting the examinations. The blue print for the question paper may be as follows: Duration: 3 hrs Max. Mark: 40 No. of Questions Very Short Short Answer Long Answer Typology of Question Answer (2 Marks) (3 Marks) Marks (1 mark) 1. Remembering – (Knowledge based simple recall questions, to know specific facts, terms, 3 2 2 13 concepts, principles, or theories; identify, define or recite, information) 2. Understanding – (Comprehension – to be familiar with meaning and to understand 2 3 2 14 conceptually, interpret, compare, contrast, explain, paraphrase, or interpret information) 3. Application – (Use abstract information in concrete situation, to apply knowledge to new situations: Use given content to interpret a 0 2 1 07 situation, private an example, or solve a problem) 4. High Order Thinking Skills – (Analysis & Synthesis – Classify, compare, contrast, or differentiate between different pieces of information; 0 2 0 04 Organize and/ or integrate unique pieces of information from a variety of sources) 5. Evaluation – (Appraise, judge, and/or justify the value or worth of a decision or 0 1 0 02 outcome, or to predict outcomes based on values) Total 5x1=5 10x2=20 5x3=15 40 (20 Ques.) SKILL ASSESSMENT (PRACTICAL) Assessment of skills by the students should be done by the assessors/examiners on the basis of practical demonstration of skills by the candidate, using a competency checklist. The competency checklist should be developed as per the National Occupation Standards (NOSs) given in the Qualification Pack for the Job Role to bring about necessary consistency in the quality of assessment across different sectors and Institutions. The student has to demonstrate competency against the performance criteria defined in the National Occupation Standards and the assessment will indicate that they are 'competent', or are 'not yet competent'. The assessors assessing the skills of the students should possess a current experience in the industry and should have undergone an effective training in assessment principles and practices. The Sector Skill Councils should ensure that the assessors are provided with the training on the assessment of competencies. © PSS Central Institute of Vocational Education Page| 5 Curriculum : Junior Software Developer Practical examination allows candidates to demonstrate that they have the knowledge and understanding of performing a task. This will include hands-on practical exam and viva voce. For practical, there should be a team of two evaluators – the subject teacher and the expert from the relevant industry certified by the Board or concerned Sector Skill Council. The same team of examiners will conduct the viva voce. Project Work (individual or group project) is a great way to assess the practical skills on a certain time period or timeline. Project work should be given on the basis of the capability of the individual to perform the tasks or activities involved in the project. Projects should be discussed in the class and the teacher should periodically monitor the progress of the project and provide feedback for improvement and innovation. Field visits should be organised as part of the project work. Field visits can be followed by a small-group work/project work. When the class returns from the field visit, each group might be asked to use the information that they have gathered to prepare presentations or reports of their observations. Project work should be assessed on the basis of practical file or student portfolio. Student Portfolio is a compilation of documents that supports the candidate’s claim of competence. Documents may include reports, articles, photos of products prepared by students in relation to the unit of competency. Viva voce allows candidates to demonstrate communication skills and content knowledge. Audio or video recording can be done at the time of viva voce. The number of external examiners would be decided as per the existing norms of the Board and these norms should be suitably adopted/adapted as per the specific requirements of the vocational subject. Viva voce should also be conducted to obtain feedback on the student’s experiences and learning during the project work/field visits. CONTINUOUS AND COMPREHENSIVE EVALUATION Continuous and Comprehensive Evaluation (CCE) refers to a system of school-based evaluation of students that covers all aspects of student’s development. In this scheme, the term `continuous' is meant to emphasize that evaluation of identified aspects of students `growth and development' is a continuous process rather than an event, built into the total teaching-learning process and spread over the entire span of academic session. The second term `comprehensive' means that the scheme attempts to cover both the scholastic and the co-scholastic aspects of students' growth and development. For details, the CCE manual of Central Board of Secondary Education (CBSE) or the guidelines issued by the State Boards on the procedure for CCE should be followed by the Institutions. © PSS Central Institute of Vocational Education Page| 6 Curriculum : Junior Software Developer 5. UNIT CONTENTS CLASS 11 Part A: Employability Skills Unit No. Unit Name Duration in Hours Unit 1 Communication Skills – III 15 Unit 2 Self-management Skills – III 15 Unit 3 Basic ICT Skills – III 15 Unit 4 Entrepreneurial Skills – III 15 Unit 5 Green Skills – III 15 Total 75 Unit 1: Communication Skills – III Sn Learning Outcome Theory Practical 15 (10 Hours) (15 Hours) Hrs 1. Demonstrate  Methods of communication  Writing pros and cons of 05 knowledge of  Verbal written, verbal and non-verbal various methods of  Non-verbal communication communication  Visual  Listing do’s and don’ts for avoiding common body language mistakes 2. Identify specific  Communication styles-  Observing and sharing 05 communication assertive, aggressive, passive- communication styles of styles aggressive, submissive, etc. friends, teachers and family members and adapting the best practices  Role plays on communication styles. 3. Demonstrate basic  Writing skills to the following:  Demonstration and practice of 05 writing skills  Sentence writing sentences and  Phrase paragraphs on topics related  Kinds of Sentences to the subject  Parts of Sentence  Parts of Speech  Articles  Construction of a Paragraph Total Duration in Hours 15 Unit 2: Self-management Skills – III Sn Learning Outcome Theory Practical 15 (07 Hours) (08 Hours) Hrs 1. Demonstrate  Describe the importance of  Demonstration of impressive 05 © PSS Central Institute of Vocational Education Page| 7 Curriculum : Junior Software Developer impressive dressing appropriately, looking appearance and groomed appearance and decent and positive body personality. grooming language.  Demonstration of the ability to  Describe the term grooming self- explore.  Prepare a personal grooming checklist.  Describe the techniques of self- exploration. 2. Demonstrate team  Describe the important factors  Group discussion on qualities of 05 work skills that influence in team building. a good team.  Describe factors influencing  Group discussion on strategies team work. that are adopted for team building and team work. 3. Apply time  Meaning and importance of  Game on time management. 05 management time management – setting  Checklist preparation. strategies and and prioritizing goals, creating  To-do-list preparation. techniques a schedule, making lists of tasks, balancing work and leisure, using different optimization tools to break large tasks into smaller tasks. Total Duration in Hours 15 Unit 3: Basic ICT Skills – III Sn Learning Outcome Theory Practical 15 (05 Hours) (10 Hours) Hrs 1. Create a document  Introduction to word  Demonstration and practice of 05 on word processor processing. the following:  Software packages for word  Listing the features of word processing. processing,  Opening and exiting the word  Listing the software packages processor. for word processing,  Creating a document  Opening and exit the word processor,  Creating a document 2. Edit, save and print  Editing text  Demonstration and practicing 05 a document in  Wrapping and aligning the text the following: word processor  Font size, type and face.  Editing the text  Header and Footer  Word wrapping and alignment,  Auto correct  Changing font type, size and  Numbering and bullet face,  Creating table  Inserting header and footer,  Find and replace  Removing header and footer,  Page numbering.  Using auto-correct option,  Printing document.  Insert page numbers and bullet,  Saving a document in various  Save and print a document. formats Total Duration in Hours 15 © PSS Central Institute of Vocational Education Page| 8 Curriculum : Junior Software Developer Unit 4: Entrepreneurial Skills – III Sn Learning Outcome Theory Practical 15 (07 Hours) (08 Hours) Hrs 1. Describe the  Values in general and  Listing of entrepreneurial values 07 significance of entrepreneurial values. by the students. entrepreneurial Entrepreneurial value  Group work on identification of values and attitude. orientation with respect to entrepreneurial values and inattentiveness, independence, their roles after listing or reading outstanding performance and 2-3 stories of successful respect for work. entrepreneur.  Exhibiting entrepreneurial values in Ice breaking, rapport building, group work and home assignments. 2. Demonstrate the  Attitudes in general and  Preparing a list of factors that 08 knowledge of entrepreneurial attitudes influence attitude in general attitudinal changes  Using imagination/ intuition and entrepreneurial attitude. required to become  Tendency to take moderate risk  Demonstrating and identifying an entrepreneur.  Enjoying freedom of expression own entrepreneurial attitudes and action during the following micro lab  Looking for economic activities like thematic opportunities appreciation test.  Believing that we can change  Preparing a short write-up on the environment “who am I”.  Analyzing situation and  Take up a product and suggest planning action how its features can be  Involving in activity improved.  Group activity for suggesting brand names, names of enterprises, etc. Total Duration in Hours 15 Unit 5: Green Skills – III Sn Learning Outcome Theory Practical 15 (07 Hours) (08 Hours) Hrs 1. Describe importance  Main sectors of green economy- E-  Preparing a poster on any one of 08 of main sector of waste management, green the sectors of green economy. green economy transportation, renewal  Writing a two-page essay on energy,green construction, water important initiatives taken in India management. for promoting green economy.  Policy initiatives for greening economy in India. 2. Describe the major  Stakeholders in green economy.  Preparing posters on green 07 green Sectors/ Areas  Role of government and private Sectors/Areas: cities, buildings, and the role of various agencies in greening cities, tourism, industry, transport, stakeholder in green buildings, tourism, industry, renewable energy, waste economy transport, renewable energy, management, agriculture, water, waste management, agriculture, forests and fisheries. water, forests and fisheries. Total Duration in Hours 15 © PSS Central Institute of Vocational Education Page| 9 Curriculum : Junior Software Developer Part B: Vocational Skills Class XI Unit No. Unit Name Duration in Hours Unit 1 Software Construction Essentials 50 Unit 2 Operating System and Computer Network 40 Unit 3 Python Programming 60 Unit 4 Data Structure 25 Total Duration 175 Unit 1: Software Construction Essentials Sn Learning Outcome Theory Practical 40 (20 Hours) (20 Hours) Hrs 1. Describe computer  Introduction to computer,  Identify the various parts of 08 system architecture  Internal components of computer system, computer system,  Draw the block diagram of  Input/Output devices computer system  Computer memory and its  Identify the internal types, components of computer  Input/ Output devices, system,  Storage devices,  Observe the memory size in  Introduction to digital different computing device, electronics – Number systems  Identify and name the various and binary codes input devices,  Data representation  Identify and name the various output devices  Identify and name the various storage devices 2. Describe data  Concept of data and  Identify data types for the 08 representation in Information, given data values, computer  Data representation in  Visualise the data using bar computer and measurement graph, pi chart and line graph, units,  List the data measurement  Coding systems – BCD, EBCDIC, units, ASCII, Unicode  Demonstrate to convert the  Number system – decimal, number and character values binary, octal, hexadecimal, into different coding system,  Number systems conversion  Demonstrate to convert the given number from one number system to other, 3. Describe the basic  Basic discrete mathematics  Demonstrate to perform various 10 concepts of  Concepts of sets, relations and set operations, Mathematics and functions  Draw the Venn diagram for the Statistics  Mathematical logic given set operation,  Group theory  Demonstrate the various logic  Boolean Algebra operations using truth table,  Statistical methods: mean,  Identify the various key terms in © PSS Central Institute of Vocational Education Page| 10 Curriculum : Junior Software Developer median, mode, standard the given graph, deviation, variance;  Compute the adjacency matrix  Data interpretation; for the given graph, visualization of data.  State and prove laws of Boolean algebra,  Computer mean, median, mode, standard deviation and variance for the given data,  Draw the bar graph and pie chart graph fro the given data 4. Solve the problem  Introduction to problem  Draw flowchart of problem 07 using problem Solving: problem solving cycle - solving cycle, solving method analyzing a problem, designing  Write algorithm for algorithm, implementation computation of Fibonacci through coding, testing the series, solution,  Draw flowchart for the given  Algorithms : need of algorithm algorithm, in problem solving,  Write algorithm for swapping of characteristics of algorithm, two numbers, representation of algorithm  Draw flowchart for the given using flowchart, pseudo-code algorithm. 5. Describe  Concept of a program, need  Write the steps for solving a 07 programming for writing programs, process of given problem, language concepts conceptualizing a solution to a  Draw flowchart for selection problem and moving from and iteration structure, algorithm to programming,  Differentiate between compiler  Programming Constructs: and interpreter, Sequence, Selection and  Differentiate between Iteration; procedure oriented and object  Introduction to compiler and oriented languages, interpreter,  Select the programming  Programming approaches – language based on the procedural oriented and requirement of project, object oriented programming  Demonstrate to use various languages program coding environment  Selection of programming tools. language,  Introduction to coding environment. Total Duration in Hours 40 Unit 2: Operating System and Computer Network Sn Learning Outcome Theory Practical 40 (20 Hours) (20 Hours) Hrs 1. Describe the basic  Concept of operating system,  List the names of operating 10 concepts of  Tasks/ jobs performed by the system, operating system operating system  List the functions of operating  Functions of operating system, system,  Types of operating system,  Observe the various functions  Examples of operating system, performed by operating system  Working with operating system, using tools, © PSS Central Institute of Vocational Education Page| 11 Curriculum : Junior Software Developer  Execute the commands of operating system to perform given task. 2. Describe computer  Basic concepts of networking,  Identify the types of network 10 networks  Types of network – LAN, PAN, and draw the labeled diagram MAN, WAN,  Identify and list the network  Network devices – Modem, devices and their applications, Ethernet Card, RJ45  Identify and name types of connector, Repeater, Hub, network topology, Switch, Router, Gateway.  Draw the diagram of client  Network Topology – Bus, Ring, server network, Star, Mesh, Tree  Fetch MAC and IP address of  Concept of client and server. the system using OS commands  Basics of MAC and IP Address 3. Describe network  Wireless Technologies –  Demonstrate the use of wireless 10 protocol Bluetooth, WiFi, WLAN, devices in a network,  Wireless Transmission Media –  Demonstrate the features of Radio Waves, Microwave, HTTP and HTTPS protocol in the Infrared, given website,  Mobile Telecommunication  Demonstrate the use of Technologies protocol in email application,  Network Protocol – Need for  Demonstrate the use of FTP Protocol, Categorization protocol to transfer files.  Examples of protocol, HTTP, FTP, IP, PPP, SMTP, POP (email services). 4. Describe the  Threats and prevention: Viruses,  Identify and list various threats 10 features of network security,  List the preventive processes to security  Concept of Network security, tackle threats,  Types of Cyber attacks,  Clean your computer using  Malware attacks – Virus, antivirus or defender, Worms, Ransomware, Trojan,  List the various network security Spyware, Adware, Key-loggers, attacks and ways to prevent Spam these attacks,  Antivirus software,  Identify the various firewall  Network security attacks – operations, Denial of Service (DoS), Buffer  Identify and list the security Overflows, Ping Attacks, SYN issues and threats in Email Flood, DNS Amplification, Back communication. Door, Spoofing Attack, TCP/IP Hijacking, Man In The Middle Attacks,  Wireless attacks – Data Emanation, Jamming, Bluetooth Vulnerabilities, Near- Field Communication, Evil Twin, Packet Sniffing and Eavesdropping, Replay Attacks (Wireless), WPS attacks, WAP2 attacks,  Firewall and its types,  Cookies and threats due to cookies, © PSS Central Institute of Vocational Education Page| 12 Curriculum : Junior Software Developer  Hackers and Crackers – White hats: Ethical hacker, Black hats: Crackers, Grey hats  Security Issues and Threats in Email communication Total Duration in Hours 40 Unit 3: Python Programming Sn Learning Outcome Theory Practical 60 (12 Hours) (18 Hours) Hrs 1. Code and execute  Basics of Python programming,  Install the python compiler 10 simple programs in  Working with Python interpreter (binaries) Python using Python in interactive  List the various components of mode and script mode, python interface,  Structure of a program,  Draw the diagram of structure debugging-errors, of python program,  Identifiers, keywords, constants,  Write, compile and execute a variables, simple program in python,  Types of operators,  Write the rules for identifiers, precedence of operators, constants and variables,  Data types, mutable and  Write, compile and execute immutable data types, simple programs in python that  Statements, expressions, uses constants, variables, evaluation and comments, operators and I/O statements  Input and output statements,  Write, compile and execute  Data type conversion, programs for data type debugging conversion in python. 2. Code and execute  Control structures: Sequence,  Write, compile and execute 10 programs using selection (decision) and programs using sequence control structures in repetition (iteration) selection and repetition, Python  Selection: if, if-else, and nested  Write, compile and execute if statement, indentation programs using if, if-else, and  Repetition: for, while, and nested if statement, nested loops, break, continue;  Write, compile and execute programs using for, while, and nested loops, break, continue. 3. Code and execute  Introduction to functions, need  Write, compile and execute 10 programs using of functions programs using functions, functions in Python  User defined functions: passing  Write, compile and execute arguments to a function, programs using user defined returning values from functions, functions, scope of variables,  Write, compile and execute  Standard library: using built-in programs by passing functions, importing modules- arguments to a function and math, random, statistics, returning values from functions, creating and importing user  Write, compile and execute defined module programs by using built-in functions. 4. Code and  Strings: initializing strings and  Write, compile and execute 10 execute python accessing strings, the programs in python by © PSS Central Institute of Vocational Education Page| 13 Curriculum : Junior Software Developer programs using  String operations, using built in functions for Strings  Built-in functions for string strings, manipulation,  Write, compile and execute  String traversal, the programs in python by  String as argument to function using built in functions for String operations,  Write, compile and execute the programs in python by using built in functions for for string manipulation,  Write, compile and execute the programs in python by using built in functions for String traversal,  Write, compile and execute the programs in python by using built in functions for String as argument to function 5. Code and  List, list operations – creating,  Write, compile and execute 10 execute python initializing, traversing and the programs in python for programs using manipulating lists, list methods, operations – creating, List  Built-in functions, nested lists, list initializing, traversing and as argument to a function manipulating lists,  Write, compile and execute the programs in python for built-in functions for list,  Write, compile and execute the programs in python for nested lists,  Write, compile and execute the programs in python for list as argument to a function 6. Code and  Tuples: Creating, initializing,  Write, compile and execute 10 execute python accessing elements, tuple the programs in python for programs using assignment,  Creating, initializing, accessing Tuples and  Operations on tuples, elements and tuple Dictionary  Tuple methods and built-in assignment, functions, nested tuples.  Write, compile and execute  Dictionary: concept of key- the programs in python for value pair, mutability, creating, performing operations on initializing, traversing, updating tuples, and deleting elements;  Write, compile and execute  Dictionary methods and built-in the programs in python for functions. built-in functions,  Write, compile and execute the programs in python for nested tuples,  Write, compile and execute the programs in python for creating, initializing, traversing, updating and deleting elements from a dictionary;  Write, compile and execute © PSS Central Institute of Vocational Education Page| 14 Curriculum : Junior Software Developer the programs in python by using built-in functions for operations on dictionary. Total Duration in Hours 60 Unit 4: Data Structure Sn Learning Outcome Theory Practical 35 (15 Hours) (20 Hours) Hrs 1. Describe the  Introduction to data structure  Give the examples of Primitive 04 concepts of  Basic terminology – Primitive data items, Group data items, data structure and Group data items, Entities Entities,  Elementary data organisation –  Give the examples of Field, Field, Record, File Record, File  Data structure and its  List the various data structures operations  List the various operations  Different data structures – performed on data structure Arrays, Stack, Queue, Linked List, Tree, Graph 2. Describe array and  Concept of array,  Draw the diagram to represent 06 its operation  Representing array in memory, array in memory,  Operations on Array  Write a algorithm for traversing  Traversing Linear Array a linear array,  Inserting an element in array  Write a algorithm for insertion of  Deleting an element in array element in a linear array  Searching in array – linear and  Write a algorithm for deleting binary search an element in array  Write a algorithm for binary search 3. Describe linked list  Concept of linked list,  Give an example of linked list 06 and its operation  Types of linked list – singly and  Write a algorithm for Traversing doubly linked list a linked list,  Representation of linked list in  Write a algorithm for Insertion in the memory the linked list,  Operations performed on  Write a algorithm for Insertion of linked list, element at the beginning of  Traversing a linked list, the linked list,  Insertion of element in linked  Write a algorithm for Insertion of list – at the beginning, at the element at the end of the end, at a specific location linked list  Write a algorithm for Insertion of element into the linked list at a specific location 4. Describe Stack and  Concept of Stack,  Give an example of stack, 04 its operation  Representation of stack in  Write a algorithm for inserting memory, element in stack (Push)  Creation of stack using linked operation list,  Write a algorithm for deleting  Operations on stack – Push and an element from stack (Pop) Pop. operation 5. Describe Queue  Concept of Queue,  Give an example of Queue, 05 © PSS Central Institute of Vocational Education Page| 15 Curriculum : Junior Software Developer and its operation  Representation of Queue,  Write a algorithm for inserting  Representation of queue using element in Queue Linked List,  Write a algorithm for deleting  Representation of queue using an element from Queue array,  Insertion operation on Queue,  Deletion operation on Queue,  D Queue and Priority Queue 6. Describe Tree and  Concept of Tree and Binary  Give an example of Queue, 05 its operation Tree  Write a algorithm for Pre-order  Representation of Binary Tree in (NLR) traversing of binary tree, Memory  Write a algorithm for Pre-order  Types of Binary Tree – Full binary (LNR) traversing of binary tree, tree, Complete binary tree,  Write a algorithm for Post-order Perfect binary tree, Balanced (LRN) traversing of binary tree, binary tree, Degenerate binary tree,  Traversing of Binary Tree – Pre- order, post order and in order. 7. Describe Graph and  Concept of Graph,  Give an example of Graph, 05 its operation  Terminologies related to Graph  Draw a diagram of Graph – Vertex, Edge, Adjacency, showing edges and vertices Loop, Path, Connected Graph,  Draw a diagram of undirected, Degree of vertex, cyclic and directed Graph  Types of Graph – undirected,  Draw a diagram of sequential cyclic and directed Graph, representation of Graph,  Representation of Graph,  Draw a diagram of linked  Operations of Graph, representation of Graph, Total Duration in Hours 35 © PSS Central Institute of Vocational Education Page| 16 Curriculum : Junior Software Developer CLASS 12 Part A: Employability Skills Unit No. Unit Name Duration in Hours Unit 1 Communication Skills – IV 15 Unit 1 Self-management Skills – IV 15 Unit 1 Basic ICT Skills – IV 15 Unit 1 Entrepreneurial Skills – IV 15 Unit 1 Green Skills – IV 15 Total 75 Unit 1: Communication Skills – IV Sn Learning Outcome Theory Practical 15 (07 Hours) (08 Hours) Hrs 1. Describe the steps  Importance of active listening  Demonstration of the key 07 to active listening at workplace aspects of becoming active skills  Steps to active listening. listener.  Preparing posters of steps for active listening. 2. Demonstrate basic  Writing skills to the following:  Demonstration and practice of 08 writing skills  Sentence writing sentences and  Phrase paragraphs on topics related  Kinds of Sentences to the subject.  Parts of Sentence  Parts of Speech  Articles  Construction of a Paragraph Total Duration in Hours 15 Unit 2: Self-management Skills – IV Sn Learning Outcome Theory Practical 15 (07 Hours) (08 Hours) Hrs 1. Describe the  Finding and listing motives  Group discussion on identifying various factors (needs and desires); needs and desire. 07 influencing self-  Finding sources of motivation  Discussion on sources of motivation and inspiration (music, books, motivation and inspiration. activities); expansive thoughts; living fully in the present moment; dreaming big. 2. Describe the basic  Describe the meaning of  Demonstrate the knowledge of 08 personality traits, personality. different personality types. types and disorders  Describe how personality influence others. © PSS Central Institute of Vocational Education Page| 17 Curriculum : Junior Software Developer  Describe basic personality traits.  Describe common personality disorders- paranoid, antisocial, schizoid, borderline, narcissistic, avoidant, dependent and obsessive. Total Duration in Hours 25 Unit 3: Basic ICT Skills – IV Sn Learning Outcome Theory Practical 15 (06 Hours) (08 Hours) Hrs 1. Perform tabulation  Introduction to spreadsheet  Demonstration and practice on 07 using spreadsheet application, the following: application  Spreadsheet applications,  Introduction to the spreadsheet  Creating a new worksheet, application,  Opening workbook and  Listing the spreadsheet entering text, applications,  Resizing fonts and styles,  Creating a new worksheet,  Copying and moving,  Opening the workbook and  Filter and sorting, enter text,  Formulas and functions,  Resizing fonts and styles,  Password protection,  Copying and move the cell  Printing a spreadsheet, data,  Saving a spreadsheet in various  Sorting and Filter the data, formats.  Applying elementary formulas and functions,  Protecting the spreadsheet with password,  Printing a spreadsheet,  Saving the spreadsheet in various formats. 2. Prepare  Introduction to presentation,  Demonstration and practice on 08 presentation using  Software packages for the following: presentation presentation,  Listing the software packages application  Creating a new presentation, for presentation,  Adding a slide,  Explaining the features of  Deleting a slide, presentation,  Entering and editing text,  Creating a new presentation,  Formatting text,  Adding a slide to presentation,  Inserting clipart and images,  Deleting a slide,  Slide layout,  Entering and edit text,  Saving a presentation,  Formatting text,  Printing a presentation  Inserting clipart and images, document.  Sliding layout,  Saving a presentation,  Printing a presentation document. Total Duration in Hours 15 © PSS Central Institute of Vocational Education Page| 18 Curriculum : Junior Software Developer Unit 4: Entrepreneurial Skills – IV Sn Learning Outcome Theory Practical 15 (07 Hours) (08 Hours) Hrs 1. Identify the general  Barriers to becoming  Administering self-rating 07 and entrepreneurial entrepreneur. questionnaire and score behavioral  Behavioral and entrepreneurial responses on each of the competencies competencies – competencies. adaptability/decisiveness,  Collect small story/ anecdote initiative/perseverance, of prominent successful interpersonal skills, entrepreneurs. organizational skills, stress  Identify entrepreneurial management, valuing service competencies reflected in and diversity. each story and connect it to the definition of behavioral competencies.  Preparation of competency profile of students. 2. Demonstrate the  Entrepreneurial competency  Games and exercises on 08 knowledge of self- in particular: self-confidence, changing entrepreneurial assessment of initiative, seeing and acting on behavior and development of behavioral opportunities, concern for competencies for enhancing competencies quality, goal setting and risk self-confidence, problem taking, problem solving and solving, goal setting, creativity, systematic planning information seeking, team and efficiency, information building and creativity. seeking, persistence, influencing and negotiating, team building. Total Duration in Hours 15 Unit 5: Green Skills – IV Sn Learning Outcome Theory Practical 15 (05 Hours) (10 Hours) Hrs 1. Identify the role and  Role of green jobs in toxin-free  Listing of green jobs and 15 importance of homes. preparation of posters on green jobs in  Green organic gardening, green job profiles. different sectors public transport and energy  Prepare posters on green jobs. conservation,  Green jobs in water conservation.  Green jobs in solar and wind power, waste reduction, reuse and recycling of wastes,  Green jobs in green tourism  Green jobs in building and construction.  Green jobs in appropriate technology.  Role of green jobs in Improving energy and raw materials use © PSS Central Institute of Vocational Education Page| 19 Curriculum : Junior Software Developer  Role of green jobs in limiting greenhouse gas emissions  Role of green jobs minimizing waste and pollution  Role of green jobs in protecting and restoring ecosystems  Role of green jobs in support adaptation to the effects of climate change Total Duration in Hours 15 Class XII, Part B: Vocational Skills Unit No. Units Duration in Hours Unit 1 Relational Database Management System - MySQL 50 Unit 2 Advanced Python Programming 60 Unit 3 Software Engineering 45 Unit 4 Emerging Trends and Social Impact 20 Total Duration 175 Unit 1: Relational Database Management System – MySQL Sn Learning Outcome Theory Practical 50 (20 Hours) (30 Hours) Hrs 1. Describe the  Introduction to database  List the requirement of 15 database systems, database system, management  File system and its limitations  List and compare the the concepts  Database management various DBMS systems (DBMS),  List the uses of DBMS in real life,  Limitations, advantages and  Prepare the database table of disadvantages of DBMS, real life examples – relatives,  Comparison of DBMS with File friends, classmates, telephone, System,  Identify the fields and records  Concepts in DBMS, in the database table,  Relational data model,  Identify the primary key and  Keys in Relational database – other keys in the database Candidate key, Primary key, table, Composite Primary Key, Foreign Key 2. Describe  Structured Query Language  List and identify different data 20 Structured Query (SQL) types in SQL, Language  Installing RDBMS package  List and identify various (MySQL), constraints in data table,  Data Types and Constraints in  Use DDL commands to create MySQL Database, Table, View,  Types of SQL – DDL, DML, DQL,  Use Alter command to modify TCL, DCL table structure,  Data Definition Language  Use Drop and Truncate (DDL) commands, command on Table,  Data Manipulation Language  Use DML commands to insert © PSS Central Institute of Vocational Education Page| 20 Curriculum : Junior Software Developer (DML) commands, data records in Table,  Data Query Language (DQL)  Use Update and Delete commands, command to modify the data  Data Control Language (DCL) records, commands,  Use DCL command Select to  Transaction Control Language retrieve data records, (TCL) commands.  Use DCL command Grant and Revoke to authorise and withdraw privileges for data operation,  Use TCL command Commit to save, Rollback and SavePoint command to undo the data transaction in Table 3. Use functions in SQL  SQL functions - Single Row  List the various Single Row 15 Functions and Aggregate Functions and Aggregate functions, functions,  Single Row Functions – Math  Demonstrate to use math Functions, String Functions, functions, Date and Time Functions,  Demonstrate to use string  Aggregate Functions functions,  GROUP BY clause in SQL  Demonstrate to use Date and  Operations on Relations – Time functions, Union, Intersect, Minus,  Demonstrate to use Aggregate Cartesian Product functions in SQL  Using two relations in a query -  Demonstrate to join two tables JOIN on two tables, in SQL Total Duration in Hours 50 Unit 2: Advanced Python Programming Sn Learning Outcome Theory Practical 60 (20 Hours) (40 Hours) Hrs 1. Use GUI framework  Introduction to GUI,  Install Tkinter 16 for python  Python libraries to create GUI,  Identify various panels and  Tkinter Widgets – Label, button, tools used in Tkinter canvas, check button, combo  Configure database box, radio, menu bar, connection with GUI notebook, list box, frame,  Write, compile and execute frame button, entry, spin box, the programs in python using message box GUI interfaces  Layout Management – pack, grid, place  Organizing Layout and Widgets 2. Use File handling in  Concept of File.  Write, compile and execute 12 Python  Types of File – text file and the programs in python to binary file, create a text file and binary  File handling – open and close file, files,  Write, compile and execute  Reading and writing text files, the programs in python to read  Reading and writing binary the contents of existing file and files, to write the new contents in the © PSS Central Institute of Vocational Education Page| 21 Curriculum : Junior Software Developer  File access modes, text file,  Setting offsets in a file,  Write, compile and execute  Creating and traversing a text the programs in python to read file, the contents of existing file and  The Pickle module, to write the new contents in the  File handling using Pickle binary file, module. 3. Handle Exception  Exception Handling – syntax  Write, compile and execute 12 and File in Python errors, exceptions, need of the programs in python to exception handling, handle exceptions,  User-defined exceptions,  Write, compile and execute  Raising exceptions, the programs in python by  Handling exceptions, using Try - except – else clause,  Catching exceptions,  Write, compile and execute  Try - except – else clause, the programs in python by  Try - finally clause, using Try - finally clause,