CBSE | DEPARTMENT OF SKILL EDUCATION

CURRICULUM FOR SESSION 2023-2024

INFORMATION TECHNOLOGY (SUB. CODE – 402)

JOB ROLE: DOMESTIC DATA ENTRY OPERATOR

CLASS – IX

COURSE OVERVIEW:

A Data Entry Operator/Analyst is a person who is responsible for entering data into different
applications and computer databases, manage and maintain effective record keeping. In addition,
S/he is responsible for organizing files, collecting and managing data to be entered into the
computer. S/he is also responsible for security of data and safeguard of the computer network.

With every office and organization seeking to become computerized, the demand for data entry
operators/analysts is on a rise. Data entry operators/analysts usually work in an indoor, office
setting using a computer and other electronic machines. To be in the profession of data
entry/analysis, one has to have computer literacy, high typing speed, organization skills,
concentration skills, communication skills and an ability to sit for long periods of time entering and
computing data.

OBJECTIVES OF THE COURSE:

In this course, the students will be introduced to the fundamental concepts of digital
documentation, digital spreadsheet, digital presentation, database management and internet
security.

The following are the main objectives of this course:

• To familiarize the students with the world of IT and IT enabled services.

• To provide an in-depth training in use of data entry, internet and internet tools.
• To develop practical knowledge of digital documentation, spreadsheets and presentation.

• To enable the students to understand database management system and have updated
knowledge about digital record keeping.

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 • To make the students capable of getting employment in Private Sector, Public Sector,
Ministries, Courts, House of Parliament and State Legislative Assemblies.

• To develop the following skills:

o Data Entry and Keyboarding skills
o The concept of Digital Documentation
o The concept of Digital Presentation
o The concept of Electronic Spreadsheet
o The concept of Databases
o Internet Technologies

SALIENT FEATURES

To be a data entry operator/analyst, one requires a lot of hard work and practical hands-on experience.
One should have an intensive knowledge of Office applications, computer operations, and knowledge
of clerical, administrative techniques and data analysis. Along with this, as a data entry
operator/analyst, you will be expected to have fast typing speed, accuracy, and efficiency to perform
tasks.

As a data entry operator/analyst, one should improve their computer skills, numerical and literacy skills.
These skills can help one expand into a new career path in the future.

SCHEME OF UNITS

This course is a planned sequence of instructions consisting of units meant for developing
employability and vocational competencies of students of Class IX opting for skill subject along
with other education subjects. The unit-wise distribution of hours and marks for class IX is as
follows:

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 INFORMATION TECHNOLOGY (SUBJECT CODE - 402)
CLASS – IX (Session 2023-2024)
Total Marks: 100 (Theory-50 + Practical-50)

NO. OF HOURS MAX. MARKS

UNITS for Theory for Theory and
and Practical Practical

Employability Skills
Unit 1 : Communication Skills-I 10 2
Part A

Unit 2 : Self-Management Skills-I 10 3

Unit 3 : ICT Skills-I 10 1
Unit 4 : Entrepreneurial Skills-I 15 3
Unit 5 : Green Skills-I 05 1
Total 50 10

Subject Specific Skills Theory Practical Marks

Unit 1: Introduction to IT- ITeS
2 4 4
industry
Unit 2: Data Entry & Keyboarding
4 10 6
Skills
Unit 3: Digital Documentation 10 26 10
Unit 4:Electronic Spreadsheet 18 35 10
Unit 5: Digital Presentation 10 31 10
Total 44 106 40

Practical Work

Practical Examination 15
Written Test 10
Viva Voce 10
Total 35
Project Work/ Field Visit

Practical File/ Student Portfolio 10

Viva Voce 05
Total 15

GRAND TOTAL 200 100

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 DETAILED CURRICULUM/TOPICS:

Part-A: EMPLOYABILITY SKILLS

S. No. Units Duration in Hours

1. Unit 1: Communication Skills-I 10

2. Unit 2: Self-Management Skills-I 10

3. Unit 3: Basic Information and Communication Technology Skills-I 10

4. Unit 4: Entrepreneurial Skills-I 15

5. Unit 5: Green Skills-I 05

TOTAL 50

NOTE: Detailed Curriculum/ Topics to be covered under Part A: Employability Skills can
be downloaded from CBSE website.

Part-B – SUBJECT SPECIFIC SKILLS

• Unit 1: Introduction to IT- ITeS industry

• Unit 2: Data Entry & Keyboarding Skills

• Unit 3: Digital Documentation

• Unit 4: Electronic Spreadsheet

• Unit 5: Digital Presentation

UNIT 1: INTRODUCTION TO IT–ITeS INDUSTRY

S. LEARNING
THEORY PRACTICAL
No. OUTCOMES
1 Appreciate the • Introduction to IT and ITeS, BPO - Identify and list the
applications of IT services, various IT enabled
• BPM industry in India, services, Observe the
• Structure of the IT-BPM industry, application of IT in
• Applications of IT in home computing, various areas.
everyday life, library, workplace,
education, entertainment,
communication, business, science and
engineering, banking, insurance,
marketing, health care, IT in the
government and public service

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 UNIT 2: DATA ENTRY AND KEYBOARDING SKILLS

S. LEARNING
No. OUTCOMES THEORY PRACTICAL

1. Use keyboard • Keyboarding Skills, • Identify the keys and its use on the
and mouse for • Types of keys on keyboard, keyboard,
data entry Numeric keypad, • Demonstrate to use various keys on
• Home keys, Guide keys, the keyboard,
• Typing and deleting text, • Demonstrate to type the text,
• Typing ergonomics, numbers, special character using
• Positioning of fingers on the appropriate keys on the keyboard,
keyboard, Allocation of keys to • Practice the correct typing
fingers on four different rows, ergonomics,
• Pointing device – Mouse, • Practice to place fingers on correct
Mouse operations. key in four different row
of keyboard,
• Practice various mouse operations.

2. Use typing • Introduction to Rapid Typing • Identify the user interface of

software Tutor, • typing tutor,
• Touch typing technique, • Practice to type text in typing tutor
• User interface of Typing Tutor, software and interpret the results,
• Typing text and interpret • Practice to work in lesson editor,
results, • Calculate the typing speed
• Working with lesson editor, • Practice to improve typing
• Calculating typing speed, • Using typing tutor software.
• Typing rhythm.

UNIT 3: DIGITAL DOCUMENTATION

S. LEARNING
THEORY PRACTICAL
No. OUTCOMES
1. Create a • Introduction to word processing, • List the available word processing
document using a • Word processing applications, applications.
word processor • Introduction to Word • Introduce with the parts of the
Processing tool main window.
• Creating a document, Parts of a • Change document views.
Word Processor Window, • Start a new document.
• Open an existing document.
• Save a document.
• Close a document.

2. Apply Editing • Text editing – Undo and Redo, • Editing of text in a document
features • Moving and copying text, • Demonstrate to use undo and
• Copy and Paste, redo option,
• Selecting text, • Use the keyboard and mouse
• Selection criteria, options to select, cut, copy, paste,
and move text.

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 S. LEARNING
THEORY PRACTICAL
No. OUTCOMES
• Selecting non-consecutive text • Demonstrate to select
items, nonconsecutive text items, vertical
• Selecting a vertical block of block of text,
• text, • Search and replace text in a
• Find and replace option, document.

• Jumping to the page number, • Jump to the given page number in

a document,
• Non-printing characters,
• Insert non-printing characters in a
• Checking spelling and grammar,
document,
• Using Synonyms and Thesaurus.
• Apply Spelling and grammar
option of document.
• Demonstrate to use Synonyms
and Thesaurus.
3. Apply formatting • Page style dialog • Apply various text formatting
features • Formatting text – Removing options for the text,
manual formatting, Common text • Demonstrate to format paragraphs
formatting, Changing text case, – indent/align paragraphs, assign
Superscript and Subscript font colour, highlighting, and
• Formatting paragraph – Indenting background colour,
paragraphs, Aligning paragraphs, • Assign number or bullets to the
Font colour, highlighting, and lists items
background colour, Using bullets • Demonstrate to assign colour,
and numbering, Assigning colour, border and background to
border and background to paragraph
paragraph. • Demonstrate the page formatting
• Page formatting – setting up – set up basic page layout using
basic page layout using styles, styles,
Inserting page break, Creating • Insert page break, Create
header/footer and page numbers, header/footer and page numbers
• Defining borders and • Define borders and backgrounds
backgrounds, Inserting images
• Insert images, shapes, special
shapes, special characters in a
characters in a document
document, Dividing page into
columns, Formatting the shape or • Divide page into columns,
image. • Format the shape or image.
4. Create and work • Creating table in Word • Demonstrate and do the following
with tables Processor in Word Processor:
• Inserting row and column in a • Create table,
table • Insert and delete rows and column
• Deleting rows and columns in a table,
• Splitting and merging tables • Split and merge tables,
• Deleting a table • Delete a table,
• Copying a table • Copy or move from one location
• Moving a table. to another location of document.

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 S. LEARNING
THEORY PRACTICAL
No. OUTCOMES
5. Use Print Options • Printing options in Word • Demonstrate to print the
Processor. document, selected pages in the
• Print preview, document
• Controlling printing, • Print the document with various
• Printing all pages, single and options,
multiple pages. • Preview pages before printing.
6. Understand and • Introduction to mail merge • Demonstrate to print the letters
apply mail merge • Concept of data source for mail using mail merge,
merge. • Do the following to achieve
• Create a main document,
• Create the data source,
• Enter data in the fields,
• Merge the data source with main
document,
• Edit individual document,
• Print the merged letter,
• Save the merged letter.

UNIT 4: ELECTRONIC SPREADSHEET

LEARNING
S. No. THEORY PRACTICAL
OUTCOMES
1. Create a • Introduction to spreadsheet • Start the spreadsheet,
Spreadsheet application • Identify the parts of Calc,
• Starting a spreadsheet • Identify the rows number,
• Parts of a spreadsheet column number, cell address,
• Worksheet – Rows and • Define the range of cell,
Columns, Cell and Cell Address, • Identify row range, column
• Range of cells – column range, range, row & column range
row range, row and column
range.
2. Apply formula • Different types of data, • Demonstrate to enter the
and functions in • Entering data – Label, Values, text, numeric data in a cell,
spreadsheet Formula • Identify the label, values and
• Formula, how to enter formula, formula in the cell,
• Mathematical operators used in • Demonstrate to enter formula
formulae, in a cell,
• Simple calculations using values • Construct the formula using
and operators, mathematical operators,
• Formulae with cell addresses • Identify formulae with cell
and operators, addresses and operators,
• Commonly used basic functions • Identify the correct syntax of
in a spreadsheet – SUM, formula,
AVERAGE, MAX, MIN, Count • Use the basic functions to
• Use of functions to do perform calculations on data.
calculations.

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 LEARNING
S. No. THEORY PRACTICAL
OUTCOMES
3. Format data in • Formatting tool, • Identify the formatting tool,
the spreadsheet • Use of dialog boxes to format • Demonstrate to use of dialog
values, boxes to format values,
• Formatting a range of cells with • Demonstrate to format range of
decimal places, cells with decimal places,
• Formatting a range of cells to be • Demonstrate to format a range
seen as labels, of cells to labels,
• Formatting of a cell range as • Demonstrate to format of a cell
scientific, range as scientific,
• Formatting a range of cells to • Demonstrate to format a range
display times, of cells to display time,
• Formatting alignment of a cell • Demonstrate to align cell data
range, range,
• Speeding up data entry using the • Demonstrate to create
fill handle, • number series using fill handle,
• Uses of fill handle to copy • Copy formula by dragging the
formulae. formula using fill handle.
4. Understand and • Concept of referencing, • Demonstrate to use Relative
apply • Relative referencing, referencing in spreadsheet,
Referencing • Mixed referencing, • Demonstrate to use Mixed
• Absolute referencing. referencing in spreadsheet,
• Demonstrate to use Absolute
referencing in spreadsheet.
5. Create and • Importance of chart in • Create different types of charts
insert different spreadsheet supported by a spreadsheet,
types of • Types of chart • Illustrate the example of chart
charts in a in a spreadsheet.
spreadsheet

UNIT 5: DIGITAL PRESENTATION

S. LEARNING
THEORY PRACTICAL
No. OUTCOMES
1. Understand • Concept of presentation, • Identify and list the elements of
features of an • Elements of presentation, presentation,
effective • Characteristics of an effective • List the characteristics of an
presentation presentation effective presentation.
2. Create a • Introduction to presentation • Start the presentation application
presentation software, • various components of main
• Opening a presentation software Impress window
• Parts of presentation window,
• Observe the different workspace
• Closing a presentation
views.
• Creating a presentation using
template, • Create a new presentation using
• Selecting slide layout, wizard.
• Saving a presentation, • Run the presentation,
• Running a slide show, • Save the presentation,
• Save a presentation in PDF, • Close the presentation,
• Closing a presentation,
• Demonstrate to use Help in
• Using Help.
presentation.

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 S. LEARNING
THEORY PRACTICAL
No. OUTCOMES
3. Work with • Inserting a duplicate slide, • Demonstrate to insert a new slide
slides • Inserting new slides, and duplicate slide in a
• Slide layout, presentation,
• Copying and moving slides, • Change the slide layout,
• Deleting and renaming slides • Demonstrate to copy and move
slides in the presentation,
• Copying, moving and deleting
contents of slide, • Demonstrate to copy, move and
delete contents of the slide,
• View a presentation,
• Demonstrate to view a
• Controlling the size of the view, presentation in different views.
• Workspace views – Normal,
Outline, Notes, Slide sorter
view.
4. Format text • Formatting toolbar, • Identify and list the various
and apply • Various formatting features, options in formatting toolbar,
animations • Text alignment, • Apply the appropriate formatting
• Bullets and numbering. option
• Custom Animation • Align the text in presentation,
• Apply bullets and numbering to
the list items in presentation.
Apply Animation
5. Create and use • Inserting tables in presentation, Demonstrate the following:
tables • Entering and editing data in a • Insert table in presentation,
table, • Enter and edit data in a table,
• Selecting a cell, row, column, • Select a cell, row, column, table,
table, • Adjust column width and row
• Adjusting column width and height,
row height, • Assign table borders and
• Table borders and background background.
6. Insert and • Inserting an image from a file, • Demonstrate to insert an image
format image • Inserting an image from the from file, gallery in presentation,
in presentation gallery, • Apply formatting options to image
• Formatting images, in presentation,
• Moving images, • Demonstrate to move, resize and
• Resizing images, rotate images,
• Rotating images, • Apply formatting options of Image
toolbar,
• Formatting using the Image
toolbar, • Drawing line, shapes using
graphic objects,
• Drawing graphic objects – line,
shapes, Demonstrate to group and ungroup
objects.
• Grouping and un-grouping
objects
7. Work with slide • Slide masters, • Create the slide masters,
master • Creating the slide masters, • Apply the slide masters to the
• Applying the slide masters to all • presentation,
slide, • Add transitions to presentation.
• Adding transitions.

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LIST OF EQUIPMENT/ MATERIALS:
The list given below is suggestive and an exhaustive list should be compiled by the teacher(s) teaching
the subject. Only basic tools, equipment and accessories should be procured by the Institution so that
the routine tasks can be performed by the students regularly for practice and acquiring adequate
practical experience.

S. No. ITEM NAME, DESCRIPTION & SPECIFICATION QUANTITY

A HARDWARE
Computer with latest configuration or minimum Pentium Processor with
1. minimum 2GB RAM, 512 GB HDD, 17” LED Monitor, NIC Card, 3 button 15
Mouse, 105 keys key board and built-in speakers and mic.
2. Laser Printer - Black 01
3. Inkjet Printers (Colour & Black) 01
4. Scanner 01
5. Online UPS 5 KVA 01
6. 16 Port Switches 01
7. Air Conditioner 1.5 tonne 02
8. Telephone line (For Internet) 01
9. Fire extinguisher 01
B SOFTWARE
1. Operating System Linux and Windows
2. Anti-Virus Latest version
3. Productivity Suite, Example –Libre Office
C FURNITURE
1. Class room chairs and desks 25
2. Computer Tables 15
3. Straight back revolving & adjustable chairs (Computer Chairs) 15
4. Printer Tables 02
5. Trainers Table 01
6. Trainers Chair 01
7. Steel cupboards drawer type 02
8. Cabinet with drawer 01
9. Steel Almira - big size 01
10. Steel Almira- small size 01

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TEACHER’S/ TRAINER’S QUALIFICATIONS:
Qualification and other requirements for appointment of teachers/trainers for teaching this subject, on
contractual basis should be decided by the State/ UT. The suggestive qualifications and minimum
competencies for the teacher should be as follows:
Qualification Minimum Competencies Age Limit
Diploma in Computer Science/ • The candidate should • 18-37 years (as on
Information Technology have a minimum of 1 Jan. 01 (year))
OR year of work experience
Bachelor Degree in Computer in the same job role. • Age relaxation to
Application/ Science/ Information be provided as per
Technology (BCA, B.Sc. Computer • S/he should be able to Govt. rules
Science/ Information communicate in English
Technology) and local language.
OR
Graduate with PGDCA OR DOEACC • S/he should have
A Level Certificate. knowledge of
The suggested qualification is the equipment, tools,
minimum criteria. However higher material, Safety, Health
qualifications will also be acceptable. & Hygiene.

Teachers/Trainers form the backbone of Skill (Vocational) Education being imparted as an integral
part of Rashtriya Madhyamik Shiksha Abhiyan (RMSA). They are directly involved in teaching of Skill
(vocational) subjects and also serve as a link between the industry and the schools for arranging
industry visits, On-the-Job Training (OJT) and placement.
These guidelines have been prepared with an aim to help and guide the States in engaging quality
Teachers/Trainers in the schools. Various parameters that need to be looked into while engaging the
Vocational Teachers/Trainers are mode and procedure of selection of Teachers/ Trainers,
Educational Qualifications, Industry Experience, and Certification/ Accreditation.
The State may engage Teachers/Trainers in schools approved under the component of scheme of
Vocationalisation of Secondary and Higher Secondary Education under RMSA in following ways:
(i) Directly as per the prescribed qualifications and industry experience suggested by the PSS
Central Institute of Vocational Education (PSSCIVE), NCERT or the respective Sector Skill
Council (SSC).
OR
(ii) Through accredited Vocational Training Providers accredited under the National Quality
Assurance Framework (NQAF*) approved by the National Skill Qualification Committee on
21.07.2016. If the State is engaging Vocational Teachers/Trainers through the Vocational
Training Provider (VTP), it should ensure that VTP should have been accredited at NQAF Level
2 or higher.

* The National Quality Assurance Framework (NQAF) provides the benchmarks or quality criteria
which the different organizations involved in education and training must meet in order to be
accredited by competent bodies to provide government- funded education and training/skills
activities. This is applicable to all organizations offering NSQF-compliant qualifications.

The educational qualifications required for being a Teacher/Trainer for a particular job role are clearly
mentioned in the curriculum for the particular NSQF compliant job role. The State should ensure that
teachers/ trainers deployed in the schools have relevant technical competencies for the NSQF
qualification being delivered. Teachers/Trainers preferably should be certified by the concerned
Sector Skill Council for the particular Qualification Pack/Job role which he will be teaching. Copies of
relevant certificates and/or record of experience of the teacher/trainer in the industry should be kept
as record.

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 To ensure the quality of the Teachers/Trainers, the State should ensure that a standardized procedure
for selection of (Vocational) Teachers/Trainers is followed. The selection procedure should consist of
the following:
(i) Written test for the technical/domain specific knowledge related to the sector;
(ii) Interview for assessing the knowledge, interests and aptitude of trainer through a panel of
experts from the field and state representatives; and (iii) Practical test/mock test in
classroom/workshop/laboratory.
In case of appointment through VTPs, the selection may be done based on the above procedure by
a committee having representatives of both the State Government and the VTP.
The State should ensure that the Teachers/ Trainers who are recruited should undergo induction
training of 20 days for understanding the scheme, NSQF framework and Vocational Pedagogy before
being deployed in the schools.
The State should ensure that the existing trainers undergo in-service training of 5 days every year to
make them aware of the relevant and new techniques/approaches in their sector and understand the
latest trends and policy reforms in vocational education.
The Head Master/Principal of the school where the scheme is being implemented should facilitate
and ensure that the (Vocational) Teachers/Trainers:
• Prepare session plans and deliver sessions which have a clear and relevant purpose and which
engage the students;
• Deliver education and training activities to students, based on the curriculum to achieve the
learning outcomes;
• Make effective use of learning aids and ICT tools during the classroom sessions;
• Engage students in learning activities, which include a mix of different methodologies, such as
project based work, team work, practical and simulation based learning experiences;
• Work with the institution’s management to organise skill demonstrations, site visits, on job
trainings, and presentations for students in cooperation with industry, enterprises and other
workplaces;
• Identify the weaknesses of students and assist them in up-gradation of competency;
• Cater to different learning styles and level of ability of students;
• Assess the learning needs and abilities, when working with students with different abilities
• Identify any additional support the student may need and help to make special arrangements for
that support;
• Provide placement assistance
Assessment and evaluation of (Vocational) Teachers/Trainers is very critical for making them aware
of their performance and for suggesting corrective actions. The States/UTs should ensure that the
performance of the (Vocational) Teachers/Trainers is appraised annually. Performance based
appraisal in relation to certain pre-established criteria and objectives should be done periodically to
ensure the quality of the (Vocational) Teachers/Trainers.
Following parameters may be considered during the appraisal process:
• Participation in guidance and counseling activities conducted at Institutional, District and State
level;
• Adoption of innovative teaching and training methods;
• Improvement in result of vocational students of Class X or Class XII;
• Continuous up-gradation of knowledge and skills related to the vocational pedagogy,
communication skills and vocational subject;
• Membership of professional society at District, State, Regional, National and International level;
• Development of teaching-learning materials in the subject area;
• Efforts made in developing linkages with the Industry/Establishments;
• Efforts made towards involving the local community in Vocational Education
• Publication of papers in National and International Journals;
• Organization of activities for promotion of vocational subjects;
• Involvement in placement of students/student support services.

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