DRAFT

LEARNING OUTCOME
BASED
VOCATIONAL CURRICULUM

JOB ROLE: CEREAL CROP GROWER

(QUALIFICATION PACK: Ref. Id. AGR/Q0105)

SECTOR: AGRICULTURE
Grades 9 and 10

PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION

Shyamla Hills, Bhopal- 462 002, M.P., India
www.psscive.ac.in
 DRAFT

LEARNING OUTCOME
BASED
VOCATIONAL CURRICULUM

JOB ROLE: CEREAL CROP GROWER

(QUALIFICATION PACK: Ref. Id. AGR/Q0105)

SECTOR: AGRICULTURE
Grades 9 and 10

PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION

Shyamla Hills, Bhopal- 462 002, M.P., India
LEARNING OUTCOME BASED VOCATIONAL
CURRICULUM
Cereal Crop Grower
October, 2023

© PSSCIVE, 2023

http://www.psscive.ac.in

PATRONS

Dr. Deepak Paliwal

Joint Director,
PSS Central Institute of Vocational
No part of this work may be reproduced, Education, Bhopal
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
COURSE COORDINATOR
Vocational Education, Bhopal. The PSSCIVE
does not guarantee the accuracy of the
Dr. Rajiv Kumar Pathak
data included in this publication and
Professor & Head
accepts no responsibility for any Dept. of Agriculture & Animal Husbandry
consequence of their use. PSS Central Institute of Vocational
Education, Bhopal

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 (now Ministry of Education), 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 Samagra
Shiksha. The main purpose of the learning outcome-based curricula is to bring about the
improvement in teaching-learning process and working competencies 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 Cereal Crop Grower. 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.

Prof. DINESH PRASAD SAKLANI

Director
National Council of Education Research and 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 fulfil the growing aspirations of our youth and the demand of skilled human
resource, the Ministry of Education (MoE), 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 fulfil the needs of the society and the
world of work. In order to honour its commitment to the nation, the PSSSCIVE 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 courseware 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 MoE and NCERT for the financial
support and cooperation in realising the objective of providing learning outcome based
modular curricula and courseware to the States and other stakeholders under the PAB
(Project Approval Board) approved project of Samagra Shiksha of MoE.

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.

ii
The PSSCIVE, Bhopal remains committed in bringing about reforms in the vocational
education and training system through the learner-centric curricula and courseware. We
hope that this document will prove useful in turning out more competent Indian workforce
for the 21st Century.

Dr. Deepak Paliwal

Joint Director
PSS Central Institute of Vocational Education

iii
ACKNOWLEDGEMENTS
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 Samagra Shiksha and
the officials of the Ministry of Education (MoE), Government of India for the financial
support to the project for development of learning outcome-based 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 SS,
MoE, Samagra Shiksha Cell at the National Council of Educational Research and Training
(NCERT), National Skill Development Agency (NSDA), National Skill Development
Corporation (NSDC) and Agriculture Skill Council of India for their academic support and
cooperation.

We are also grateful to Dr. Rajiv Pathak, Course Coordinator, Department of Agriculture
and Animal Husbandry, PSSCIVE, Bhopal for the contributions and for the untiring efforts in
contributions towards the development of this learning outcome-based curriculum.

The contributions made by Dr. Vinay Swarup Mehrotra, Professor and Head, Curriculum
Development and Evaluation Centre (CDEC), Dr. Vipin Kumar Jain, Associate Professor
and Dr. Dipak Shudhalwar, Professor, Department of Engineering and Technology,
PSSCIVE in the development of the curriculum for employability skills are duly
acknowledged.

The assistance provided by Dr. Ankita Sharma and Ms. Pooja Sharma, Assistant Professor
(Contractual), Department of Agriculture and Animal Husbandry, PSSCIVE in drafting the
document is duly acknowledged.

PSSCIVE Team

iv
 CONTENTS
S.No. Title Page No.
Foreword (i)
Preface (ii)
Acknowledgement (iv)
1. Course Overview 1
2. Scheme of Units 2
3. Teaching/Training Activities 3
4. Assessment and Certification 4
5. Unit Content CLASS 9
Part A Employability Skills
Unit 1: Communication Skills – I 7
Unit 2: Self-management Skills – I 9
Unit 3: Information and Communication 10
Technology Skills – I
Unit 4: Entrepreneurial Skills – I 12
Unit 5: Green Skills – I 14
Part B Vocational Skills
Unit 1: Introduction to Cereal Crops 15
Unit 2: Field preparation for cereal crops 15
cultivation
Unit 3: Seed production of cereals 16
Unit 4: Integrated Nutrient management in 16
cereal crops
Unit 5: Irrigation management in Cereal crops 17
Unit 6: Maintain health and safety measures at 17
work place
CLASS 10
Part A Employability Skills
Unit 1: Communication Skills – II 18
Unit 2: Self-management Skills – II 20
Unit 3: Information and Communication 21
Technology Skills – II
Unit 4: Entrepreneurial Skills – II 22
Unit 5: Green Skills – II 23
Part B Vocational Skills
Unit 1: Integrated Weed management in 24
cereal crops
Unit 2: Integrated insect-pest and disease 25
management in cereal crops
Unit 3: Package and practices of cereal 25
crops production
Unit 4: Harvest and post-harvest 26
management of cereal crops
Unit 5: Basics of farm management and 26
marketing
6. Organisation of Field Visits 27
7. List of Equipment and Materials 27
8. Vocational Teacher’s/ Trainer’s Qualification and Guidelines 28
9. List of Contributors 30
© PSS Central Institute of Vocational Education

1. COURSE OVERVIEW
COURSE TITLE: Cereal Crop Grower

A Cereal Crop Grower cultivates varieties of cereal crops as per the package of
practices recommended for a particular cereal crop and agro climate zone to achieve yields
as per the genetic potential of a given variety. The individual at work undertakes the
cultivation of cereals at the farm level. The individual is also responsible for harvesting the
cereals. The cereal crop grower needs to adapt recommended practices for a particular
agro-climate zone, type of soil, rainfall pattern and climatic conditions to achieve the best
possible yield. The job requires the cereal crop grower to work industriously to produce high
yield cereals with the application of the latest techniques of farming. In addition, the cereal
crop grower needs to possess decision making skills that have to be used in the cereals
cultivation process and also have ability to interface with all concerned stakeholders. The
individual is also responsible for harvesting and marketing the produce.

COURSE OUTCOMES: On completion of the course, students should be able to:

Apply effective oral and written communication skills to interact with people;
Demonstrate the basic skills of using computer;
Demonstrate self-management skills;
Demonstrate the ability to provide a self-analysis of entrepreneurial skills and
abilities;
Provide preventive care to dairy animals as per guideline of veterinarian:
Implement preventive care measures e.g. vaccination, deworming, bio-
security, etc;
Demonstrate the knowledge of the importance of green skills in meeting the
challenges of sustainable development and environment protection;
Select and prepare the site and sow the cereal seeds
Carry out macro and micronutrient management of cereal crops
Manage weed growth in cereal crop fields
Perform integrated pest and disease management for cereal crop
Perform irrigation management for field crops
Carry out harvesting, post-harvest management and marketing of cereals
Undertake basic entrepreneurial activities for small Enterprise
Follow the relevant employability and entrepreneurial practices
Engage in collective farming/activity
Demonstrate health and safety at work place
Carry out cultivation of Wheat, Rice, Maize and Millets

COURSE REQUIREMENTS: The learner should have the basic knowledge of science.

COURSE LEVEL: This is a beginner level course. On completion of this course, a student can take
up a vocational course for a job role in Cereal Crop Grower in Class XI and Class XII.

COURSE DURATION: 400 hrs

Class 9: 200 hrs
Class 10: 200 hrs
Total: 400 hrs

CURRICULUM: CEREAL CROP GROWER Page | 1

© PSS Central Institute of Vocational Education

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 9 and 10 opting for
vocational subject along with general education subjects.
The unit-wise distribution of hours and marks for Class 9 is as follows:

CLASS 9
No. of Hours for Max. Marks for
Theory and Theory and
Units
Practical Practical
200 100
Employability Skills
Unit 1: Communication Skills – I 20
Unit 2: Self-management Skills – I 10
Unit 3: Information and Communication
Part A 20 10
Technology Skills – I
Unit 4: Entrepreneurial Skills – I 15
Unit 5: Green Skills – I 10
Total 75 10
Vocational Skills
Unit 1: Introduction to Cereal Crops 10

Unit 2: Field preparation for cereal crops 20

cultivation
Unit 3: Seed production of cereals 20 30
Part B Unit 4: Integrated Nutrient management in 20
cereal crops
Unit 5: Irrigation management in Cereal 10
crops
Unit 6: Maintain health and safety 15
measures at work place
Total 95 30
Practical Work
Practical Examination 06 15
Part C Written Test 01 10
Viva Voce 03 10
Total 10 35
Project Work/Field Visit
Practical File/Student Portfolio 10 10
Part D
Viva Voce 05 05
Total 15 15
Continuous and Comprehensive Evaluation (CCE)
Part E
Total 05 10
Grand Total 200 100

The unit-wise distribution of hours and marks for Class 10 is as follows

CURRICULUM: CEREAL CROP GROWER Page | 2

© PSS Central Institute of Vocational Education

CLASS 10
No. of Hours Max. Marks for
for Theory and Theory and
Units
Practical Practical
200 100
Employability Skills
Unit 1: Communication Skills – II 20
Unit 2: Self-management Skills – II 10
Unit 3: Information and Communication 20
Part A 10
Technology Skills – II
Unit 4: Entrepreneurial Skills – II 15
Unit 5: Green Skills – II 10
Total 75 10
Vocational Skills
Unit 1: Weed management in cereal crops 15
Unit 2: Integrated disease and pest 15
management in cereal crops
Unit 3: Package and practices of cereal crops 28
Part B production
Unit 4: Harvest and post-harvest management 17
of cereal crops
Unit 5: Basics of farm management and 20
marketing
Total 95 30
Practical Work
Practical Examination 06 15
Part C Written Test 01 10
Viva Voce 03 10
Total 10 35
Project Work/Field Visit
Practical File/Student Portfolio 10 10
Part D
Viva Voce 05 05
Total 15 15
Continuous and Comprehensive Evaluation (CCE)
Part E
Total 05 10
Grand Total 200 100

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,

CURRICULUM: CEREAL CROP GROWER Page | 3

© PSS Central Institute of Vocational Education

followed by discussions should be conducted by trained vocational teachers. Vocational

teachers should make effective use of a variety of instructional or teaching 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

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.

WRITTEN TEST:

CURRICULUM: CEREAL CROP GROWER Page | 4

© PSS Central Institute of Vocational Education

It allows candidates to demonstrate that they have the knowledge and understanding of a
given topic. Question paper for the vocational subject may 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 recommended by
the respective Sector Skill Council. The Central/State Examination Board will use the services
of the relevant experts for setting up the question papers and conducting the examinations.
The blue print for the question paper may be as follows:

Duration: 3 hrs Maximum Marks: 30

No. of Questions
Very Short Short Long
S. No. Typology of Question
Answer Answer Answer Marks
(1 mark) (2 Marks) (3 Marks)
Remembering – (Knowledge based simple recall
questions, to know specific facts, terms, concepts,
1.
principles, or theories; identify, define or recite,
2 1 2 10
information)
Understanding – (Comprehension – to be familiar with
meaning and to understand conceptually, interpret,
2.
compare, contrast, explain, paraphrase, or interpret 1 2 2 11
information)
Application – (Use abstract information in concrete
situation, to apply knowledge to new situations: Use given
3. 0 1 1 05
content to interpret a situation, private an example, or
solve a problem)

High Order Thinking Skills – (Analysis and Synthesis –

Classify, compare, contrast, or differentiate between
4. different pieces of information; Organize and/ or 0 1 0 02
integrate unique pieces of information from a variety of
sources)

Evaluation – (Appraise, judge, and/or justify the value or

5. worth of a decision or outcome, or to predict outcomes 0 1 0 02
based on values)

30
Total 3x1=3 6x2=12 5x3=15 (14
questions)

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.

CURRICULUM: CEREAL CROP GROWER Page | 5

© PSS Central Institute of Vocational Education

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.

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.

Project Work (individual or group projects) are 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. After
the field visit, each group might be asked to use the information to prepare presentations or
reports, based on 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, and photographs of products
prepared by students in relation to the unit of competency.

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 emphasise 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, please refer to the
CCE manual of Central Board of Secondary Education (CBSE).

CURRICULUM: CEREAL CROP GROWER Page | 6

© PSS Central Institute of Vocational Education

5. UNIT CONTENTS

CLASS 9
Part A: Employability Skills
S.No. Units Duration (hrs)

1. Communication Skills – I 20
2. Self-management Skills – I 10
3. Information and Communication Technology Skills-I 20
4. Entrepreneurship Skills – I 15
5. Green Skills – I 10
Total 75

UNIT 1: COMMUNICATION SKILLS – I

Theory (08 Practical (12 Duration
Learning Outcome
hrs) hrs) (20 hrs)
1. Demonstrate the 1. Introduction to 1. Role play on the
knowledge of communication communication
importance, 2. Importance of process
elements and communication 2. Group discussion and
perspectives in 3. Elements of communication sharing of
communication 4. Perspectives in experiences on
communication factors affecting
5. Effective communication perspectives in
communication
3. Asking students to write
02
examples of 7Cs (i.e.
Clear, Concise,
Concrete, Correct,
Coherent, Courteous
and Complete) of
effective
communication
4. Preparing charts for
elements of
communication
2. Demonstrate the 1. Verbal communication 1. Role play of a phone
knowledge of 2. Types of verbal conversation
verbal communication 2. Delivering speech
communication 3. Advantages and and practicing
disadvantages of verbal public speaking by 02
communication using 3P’s
4. Public speaking

CURRICULUM: CEREAL CROP GROWER Page | 7

© PSS Central Institute of Vocational Education

3. Demonstrate the 1. Non-verbal communication 1. Role play on non-

knowledge of non- 2. Importance of non- verbal verbal
verbal communication communication
communication 3. Types of non-verbal 2. Group discussion
communication and demonstration
4. Visual communication of Do’s and Don’ts 02
to avoid body
language mistakes
3. Group discussion on
three methods of
communication
4. Demonstrate the 1. Writing skills: Parts of speech 1. Reading paragraph
knowledge of 2. Using capitals and sentences and
basic writing skills 3. Punctuation identifying parts of
4. Basic parts of speech speech
2. Constructing and
writing sentences by 02
using parts of speech
3. Identifying nouns by
guessing the name,
place, animal, and
thing
5. Describe the parts 1. Writing skills: Sentences 1. Making and writing
and types of 2. Parts of a sentence sentences using
sentences 3. Types of objects direct and indirect
4. Types of sentences – Active objects
and Passive 2. Writing a paragraph
5. Types of sentences, by using active and
according to their purpose passive voice 02
6. Paragraphs 3. Writing different
types of sentences
(i.e., declarative,
exclamatory,
interrogative and
imperative)
6. Demonstrate the 1. Pronunciation Basics 1. Pronouncing words
knowledge of 2. Speaking correctly and identifying
pronunciation 3. Phonetics vowels, diphthongs
basics 4. Types of sounds and consonants 02
2. Practicing the
pronunciation of
words
7. Demonstrate how to 1. Greetings and Introductions 1. Role-play on Formal
greet and introduce 2. Greetings and informal greetings
self 3. Types of greetings 2. Role-play on
4. Introducing yourself and introducing someone
02
Others 3. Practicing and
discussing on how to
greet different
people.
8. Answer questions 1. Talking about self 1. Practicing on
that others ask 2. Talking about yourself introducing yourself
about you 3. Filling a form and filling forms
02
2. Practicing on how
to talk about
yourself

CURRICULUM: CEREAL CROP GROWER Page | 8

© PSS Central Institute of Vocational Education

9. Asking questions 1. Asking questions, I 1. Framing and writing

according to a 2. Need for asking questions questions (using
situation 3. Method for asking questions Who, Where, When,
What, Why and
How)
2. Framing and writing
questions (based 02
on purpose of the
question)
3. Discussing and
guessing the
personality using
framed questions
10. Use the correct 1. Asking questions II 1. Framing and
question words to 2. Types of questions writing open-ended
ask open-ended 3. Framing questions and close-ended
02
and close-ended questions.
questions 2. Group practice on
framing questions
Total 20

UNIT 2: SELF-MANAGEMENT SKILLS – I

Theory Practical Duration
Learning Outcome
(07 hrs) (03 hrs) (10 hrs)

1. Describe the 1. Introduction to self- 1. Group discussion

meaning and management on self-management
importance of self- 2. Self-awareness skills
management 3. Self-confidence 2. Performing
4. Self-motivation activities to know
5. Positive thinking how much self-
6. Self-control aware are you
7. Problem solving about yourself. 01
8. Personal hygiene and
grooming
9. Team work
10. Time management
11. Goal setting
2. Identifying 1. Strength and weakness 1. Group discussion
strength and analysis on aim and goal in
weakness 2. Knowing yourself life
analysis 3. Strength and Weakness 2. Group discussion on
analysis interests and abilities 01
4. Difference between
interests and abilities
3. Build self- 1. Self–confidence 1. Role play on building
confidence 2. Qualities of self-confident self-confidence
people 2. Performing activities
02
3. Building self-confidence on building
confidence through
positive words

CURRICULUM: CEREAL CROP GROWER Page | 9

© PSS Central Institute of Vocational Education

4. Building the 1. Positive thinking 1. Storytelling

concept on 2. Positive thinking and its 2. Role-play on following
positive thinking importance the class rules
3. How to keep your thinking 3. Practicing to say
positive? positive words
4. Making a list of steps
(self-reflection) on
how you will follow
02
positive attitude
practices
5. Home activity on
helping others,
community service
and social work
5. Describe the 1. Personal hygiene 1. Role-play on using
concept and 2. Three steps of personal personal hygiene
aspects of hygiene steps
personal hygiene • Care 2. Discussion and follow
• Wash up on personal
02
• Avoid hygiene practices
3. Essential steps of
handwashing
6. Follow the 1. Grooming 1. Role play on
guidelines for 2. Grooming and its dressing and
dressing and importance grooming standards
02
personal grooming 3. Guidelines for dressing and 2. Self-reflection on
grooming – clothes, hair, dressing and
face grooming well
Total 10

UNIT 3: INFORMATION AND COMMUNICATION TECHNOLOGY SKILLS – I

Theory Practical Duration
Learning Outcome
(06 hrs) (14 hrs) (20 hrs)
1. Explain the role of 1. Introduction to 1. Group discussion on
Information and Information and past, present, and
Communication Communication future use of ICT
02
Technology (ICT) in Technology (ICT) 2. Preparations of posters
day-to-day life and the 2. ICT at workplace on applications of ICT
workplace 3. ICT at home
2. Differentiate between 1. ICT tools smartphones 1. Performing activities to
the ICT tools and use of and tablets I get familiar with
mobile apps 2. Smartphones mobile devices
3. Tablets 02
4. TV and Radio
5. Application or
apps

CURRICULUM: CEREAL CROP GROWER Page | 10

© PSS Central Institute of Vocational Education

3. Differentiate between 1. ICT tools -smartphone 1. Performing activities

smartphones and and tablets II to get familiar with
tablets 2. Mobile device layout the mobile device –
3. Basic features of a use and applications
02
mobile device
4. Home screen of
mobile device
5. Basic gestures used
4. Describe the parts of 1. Parts of a computer 1. Preparation of charts
computer and the and peripherals on components of
computer peripherals 2. Parts of a computer computer
3. Input devices 2. Group practice on
4. Output devices connecting devices
5. Peripherals devices to a computer
and their functions
6. Central Processing
Unit (CPU) 02
7. Understanding
Random Access
Memory (RAM) and
Read Only Memory
(ROM)
8. Motherboard
9. Ports and
connections
5. Demonstrate basic 1. Basic computer 1. Group practice on
computer operations operations use of computer
2. Computer hardware 2. Group practice on
and software using the keyboard
3. Starting a computer
02
4. Log in and log out
5. Shutting down
computer
6. Using the keyboard
7. Using a mouse
6. Perform basic file 1. Performing Basic file 1. Group practice on
computer operations operations creating a file.
2. Need to perform basic
file operations.
02
3. Files and folders -
creating a file and
using text editor
Ubuntu
7. Demonstrate the 1. Communication and 1. Group discussion on
knowledge of internet Networking -Basics of the uses of the
and networking Internet internet
02
2. Use of the Internet
3. Connecting to the
Internet

CURRICULUM: CEREAL CROP GROWER Page | 11

© PSS Central Institute of Vocational Education

• Types of connection
• Bandwidth
• Internet browser
8. Perform internet 1. Communication and 1. Group practice on
browsing Networking – Internet web browsing
Browsing
02
2. World Wide Web
3. Web page
4. Web browsers
9. Apply the knowledge 1. Communication and 1. Group discussion on
of communication Networking – using E-mail and its
networking Introductions to E-Mail advantages
2. How does the E-mail 01
work?
3. Email Id or address
• Advantages of E-mail
10. Create an Email 1. Communication and 1. Group practice on
account Networking – Creating creating and
an E-mail account operating an e-mail
2. Creating an E-mail 01
account
account
3. Steps to open an E-
mail account on Gmail
11. Write an Email 1. Communication and 1. Group practice on
Networking – Writing writing an e-mail
an E-mail
2. Writing an E-mail 01
3. Attaching a file to an
E-mail
4. Managing folders
12. Reply an Email 1. Communication and 1. Group practice on
Networking – receiving and
Receiving and replying to an e-mail.
Replying an E-mail
2. Receiving Email 01
3. Replying to an Email
4. Forwarding Email
5. Deleting Email
Total 20

UNIT 4: ENTREPRENEURSHIP SKILLS – I

Theory Practical Duration
Learning Outcome
(06 hrs) (09 hrs) (15 hrs)
1. Describe the concept 1. What is 1. Group activity on
of Entrepreneurship skills Entrepreneurship? guessing the
04
2. Entrepreneurship Entrepreneur
3. Enterprise

CURRICULUM: CEREAL CROP GROWER Page | 12

© PSS Central Institute of Vocational Education

2. Describe the role of 1. Role of 1. Group discussion on

entrepreneurship Entrepreneurship “A world without
2. Economic Entrepreneurs”
development
3. Social development
4. Improved standard
of living
5. Optimal use of 03
resources
6. More benefits at
lower prices -
products and
services at
competitive prices
3. Describe the qualities 1. Qualities of a 1. Role-play on
of a successful successful appearing for an
entrepreneur entrepreneur interview
2. Patience 2. Group activities on
3. Positivity interactions with
4. Hardworking entrepreneurs
02
5. Confidence
6. Open to trial and
error
7. Creativity and
innovation
4. State the 1. Distinguishing 1. Group activity on
characteristics of characteristics of identifying
entrepreneurship entrepreneurship characteristics of
and wage enterprise
employment 2. Discussion on
2. Characteristics of advantages of 03
entrepreneurship entrepreneurship over
3. Wage employment wage employment
4. Benefits of
entrepreneurship
5. Identify the type of 1. Types of business 1. Group activity on
business activity activities identifying different
2. Product business types of products and 01
3. Service business services
4. Hybrid business
6. Differentiate between 1. Product, Service, 1. Poster making on
the product, service, and Hybrid Businesses business activities
and hybrid businesses 2. Types of product- around us
based business 01
3. Manufacturing
businesses
4. Trade businesses
7. Describe the 1. Entrepreneurship 1. Group activity on
01
entrepreneurship Development Make-and-Sell business

CURRICULUM: CEREAL CROP GROWER Page | 13

© PSS Central Institute of Vocational Education

development process Process

2. Steps of starting a
business
• Idea generation
• Getting money and
material
• Understanding
customer needs
• Improving product/
service
Total 15

UNIT 5: GREEN SKILLS – I

Theory Practical Duration
Learning Outcome
(07 hrs) (03 hrs) (10 hrs)
1. Demonstrate the 1. Society and 1. Group activity on
knowledge of Environment listing the factors
society and 2. Natural resources influencing the
environment 3. Renewable and Non- environment
renewable resources 2. Group activity on
4. Types of pollutions listing the steps one
5. Climate change can take to save
6. Harmful radiation the environment
05
7. Natural disaster
8. Saving the
environment: What
can you do?
9. Reduce, reuse and
recycle
10. Actions for saving the
environment
2. Describe the 1. Conserving natural 1. Group discussion on
meaning and resources various ways of
importance of 2. Soil conservation conserving natural
conserving natural 3. Water conservation resources 02
resources 4. Energy conservation
5. Food conservation
6. Forest conservation
3. Describe the 1. Sustainable 1. Group discussion
meaning and scope Development and on importance of
of sustainable Green Economy green skills
development and 2. Sustainable 2. Poster making on
green economy Development importance of 03
3. Sustainable green economy
Development
4. Goals (SDGs)
5. Green growth

CURRICULUM: CEREAL CROP GROWER Page | 14

© PSS Central Institute of Vocational Education

6. Green economy
7. Components of green
economy
8. Skill development for
the green economy
9. Green skills
10. Green jobs
11. Green projects
Total 10

Part B : Vocational Skills

S. No. Units Duration (Hrs)

1. Introduction to Cereal Crops 10

2. Field preparation for cereal crops cultivation 20
3. Seed production of cereals 20
4. Integrated Nutrient management in cereal crops 20
5. Irrigation management in Cereal crops 10
6. Maintain health and safety measures at work place 15
Total 95

UNIT 1: Introduction to Cereal Crops

Theory Practical Duration
Learning Outcome
(3 hrs) (7 hrs) (10 Hrs)
1.Importance and 1. Describe Importance 1. Prepare a pie 06
scope of Cereal and scope of Cereal chart/ bar diagram,
Crop grower Crop grower depicting the
2. Economic importance production of
of Cereals cereals producing
States in India
1. Classify Cereal 1. Classification of 1. Identification of 04
crops Cereal crops Cereal crops in
different seasons
Total 10

UNIT 2: Field preparation for cereal crops cultivation

Theory Practical Duration
Learning Outcome
(07 hrs) (13 hrs) (20 Hrs)
1. Prepare field for 1. Describe field 1. Demonstration of 12
Cereals cultivation preparation for Cereal field preparation
crops
I. Ploughing
II. Harrowing
III. Levelling

CURRICULUM: CEREAL CROP GROWER Page | 15

© PSS Central Institute of Vocational Education

2. Explain the Soil and 1. Describe soil suitable for 1. Collection and 4
Climate Cereals cultivation Identification of
requirement 2. Explain the climate soil in nearby
requirement for Cereals school vicinity
cultivation
3. Identify the tools 1. Describe the types of 1. Identification of 4
and implement tools and implements various tools and
used in field used in field preparation implements for
preparation of field preparation
Cereal crops
cultivation
Total 20

UNIT 3: SEED PRODUCTION OF CEREALS

Theory Practical Duration
Learning Outcome
(8 hrs) (12 hrs) (20 Hrs)
1. Criteria for seed 1. Define seed 1. Identification of 08
selection 2. Types of seed seed tag
3. Criteria for seed 2. Identification of
selection different Cereals
seed
2. Selection of 1. Define Variety 1. Enlist the 06
suitable varieties 2. Importance of variety important
selection varieties of
3. Explain varieties of Cereals
Cereal crops
3. Demonstrate 1. Seed treatments with 1. Demonstration 06
Seed production i. Fungicides of the procedure
ii. Biofertilizers of Seed
2. Explain the methods treatment
of seed sowing 2. Demonstration
3. Process of seed of seed sowing
production of Cereals

Total 20

Unit 4: Integrated Nutrient Management in Cereal Crops

Learning Outcome Theory Practical Duration

(8 hrs) (12 hrs) (20 Hrs)

CURRICULUM: CEREAL CROP GROWER Page | 16

© PSS Central Institute of Vocational Education

1. Explain Plant 1. Describes plant nutrients 1. Identification of 08

nutrients 2. Classification of Plant plant nutrients
nutrients deficiency
I. Macro nutrients symptoms
a. Primary nutrients 2. Enlist the macro and
b. Secondary nutrients micro nutrients
II. Micro nutrients
3. Deficiency symptoms and
its corrective measures
2. Demonstrate Soil 1. Importance of soil testing 1. Demonstration of 06
sampling 2. Procedure of Soil sampling soil sampling
3. Interpretation of data procedure
3. Apply manures 1. Types of Manure and 1. Identification of 06
and fertilisers to fertilisers manures and
cereal crops 2. Applications of manures fertilisers
and fertilisers

Total 20

Unit 5: Irrigation management in Cereal crops

Theory Practical Duration

Learning Outcome
(4 hrs) (6 hrs) (10 Hrs)
1. Apply irrigation by using 1. Define irrigation 1. Visit nearby Cereal
different methods 2. Importance of irrigation growing field and
3. Irrigation requirement for observe methods of
10
Cereals irrigation
4. Methods and
applications of irrigation
Total 10

Unit 6: Maintain Health and safety measures at work place

Theory Practical Duration

Learning Outcome
(7hrs) (8 hrs) (15 Hrs)

1. Prevent Hazardous 1. Describe the Hazard 1. Prepare a flow

Conditions at 2. Types of Hazard chart on types of
Workplace 3. Toxicity label of hazards at a
chemical workplace 07
4. Explain the risk

2. First Aid, Treatment 1. Write about First aid, 1. Demonstration of

and Safety Treatment and Safety safety devices
08
Equipment equipment and measures to
be followed

CURRICULUM: CEREAL CROP GROWER Page | 17

© PSS Central Institute of Vocational Education

2. Chemical poisoning
and first aid measures
3. Safety and protective
devices
4. General health and
safety measures
5. Amenities and
environment
6. Emergency response
7. Manual tasks
8. Chemicals and
hazardous substances
9. Electricity
10. Precautions to be taken
in a farm
Total 15

CLASS 10
Part A: Employability Skills
Duration
S.No. Units
(Hrs)
1. Communication Skills – II 20
2. Self-management Skills – II 10
3. Information and Communication Technology Skills – II 20
4. Entrepreneurial Skills – II 15
5. Green Skills – II 10
Total 75

UNIT 1: COMMUNICATION SKILLS – II

Theory Practical Duration
Learning Outcome
(12 hrs) (08 hrs) (20 hrs)
1. Demonstrate the 1. Methods of 1. Role play on
knowledge of communication communication
various methods of 2. Communication process process
communication and elements 2. Group discussion on
05
3. Methods of the effects of
Communication elements of
communication
cycle

CURRICULUM: CEREAL CROP GROWER Page | 18

© PSS Central Institute of Vocational Education

2. Describe the types 1. Verbal communication 1. Role plays of a

of verbal 2. Types of verbal telephonic
communication communication conversation
3. Advantages and 2. Group practice on
02
disadvantages of Verbal delivering speech
communication and practicing
4. Mastering Verbal public speaking
communication
3. Demonstrate the 1. Non-verbal 1. Role plays on non-
knowledge of non- communication verbal
verbal 2. Importance of Non– communication
communication verbal communication 2. Group discussion
3. Types of non-verbal and practice on
02
communication how to avoid body
4. Visual communication language mistakes
3. Group discussion on
three methods of
communication
4. Describe the 1. Communication cycle 1. Role play on
communication and importance of providing feedback
cycle and feedback 2. Group practice on
importance of 2. Feedback constructive 02
feedback 3. Types of feedback feedback
4. Importance of
feedback
5. Identify the barriers 1. Barriers to Effective 1. Role play on barriers
to effective communication to effective
communication 2. Effective communication
communication 2. Group practice on
3. Barriers to effective overcoming barriers
communication to effective
• Physical barriers communication 04
• Linguistic barrier
• Interpersonal barriers
• Organizational barriers
• Culture barriers
4. Ways to overcome
barriers to effective
communication
6. Demonstrate the 1. Writing skills – Parts of 1. Reading paragraph
knowledge of parts speech and sentences and
of speech 2. Capitalization identifying parts of
3. Punctuations speech
4. Basics of parts of speech 2. Group practice on
5. Supporting parts of sentence 03
speech construction
• Article 3. Identifying nouns by
• Conjunctions guessing the name,
• Prepositions place, animal, or
• Interjections
thing

CURRICULUM: CEREAL CROP GROWER Page | 19

© PSS Central Institute of Vocational Education

7. Write sentences 1. Writing Skills - Sentences 1. Making sentences

2. Parts of sentence using direct and
3. Types of objects indirect objects
4. Types of sentences 2. Writing a paragraph
• Active using active and
• Passive passive voice
5. Paragraphs 02
3. Writing different
types of sentences
(i.e., declarative,
exclamatory,
interrogative and
imperative)
Total 20

UNIT 2: SELF-MANAGEMENT SKILLS – II

Theory Practical Duration
Learning Outcome
(05 hrs) (05 hrs) (10 hrs)
1. Apply stress 1. Stress management 1. Role Play on avoiding
management 2. Stress and Stress stressful situation
techniques management 2. Activity on listing the
techniques stressful situations and
3. Management discussing the stress
02
technique management
4. Ability to work techniques like yoga,
independently deep breathing
5. Emotional exercises etc.
intelligence
2. Identify strengths and 1. Self-Awareness – 1. Group discussion on
weaknesses of self Strength and aim and goal in life
Weakness Analysis 2. Group discussion on
2. Knowing yourself interests and abilities
3. Strength and
weakness analysis 02
4. Techniques for
identifying strengths
and weaknesses
5. Difference between
interests and abilities
3. Demonstrate the 1. Self-Motivation 1. Group discussion on
knowledge of self – 2. Types of motivation staying motivated
motivation 3. Qualities of self- 2. Activity on listing
02
motivated people the ways to
4. Building self – motivate oneself
motivation

CURRICULUM: CEREAL CROP GROWER Page | 20

© PSS Central Institute of Vocational Education

4. Set SMART goals 1. Self-Regulation – 1. Group activity on

Goal Setting setting SMART goals
2. Goals and Setting 2. Writing long- term and
SMART goals short -term goals
3. How to set goals 3. Activity on listing the
02
• Specific ways to surely set
• Measurable SMART goals
• Achievable
• Realistic
• Time bound
5. Demonstrate the 1. Self-Regulation – 1. Preparing a list of
knowledge of time Time Management activities to learn time
management 2. Time management management
and its importance 2. Discussion on how to
3. Example and non- manage time to
example of time reach school on time
management
4. Four steps for
effective time
02
management
• Organise
• Prioritise
• Control
• Track
5. Tips for practicing the
four steps of
effective time
management
Total 10

UNIT 3: INFORMATION AND COMMUNICATION TECHNOLOGY SKILLS – II

Theory Practical Duration
Learning Outcome
(08 hrs) (12 hrs) (20 hrs)
1. Perform basic 1. Basics computer 1. Demonstration on use
computer operations operations of computers
2. Computer hardware 2. Group practice on
and software using the keyboard
3. Starting a computer
4. Shutting down a
computer 12
5. Using keyboard
6. Using a mouse
• Roll over or hover
• Point and click
• Drag and drop
• Double click

CURRICULUM: CEREAL CROP GROWER Page | 21

© PSS Central Institute of Vocational Education

2. Apply basic file 1. Performing basic file 1. Group practice on

operations operations creating a folder
2. Basic File Operations
02
3. Files and folders
• Creating a file
• Creating a folder
3. Demonstrate 1. Computer care and 1. Group activity on
computer care and Maintenance preparing a chart on
maintenance 2. Importance of care care and
and maintenance of maintenance of
computers computer
3. Basic tips for taking
care of devices
• Cleaning computer
devices 03
• Preparing
maintenance
schedule for
computers
• Taking backup data
• Scanning and
cleaning viruses
• Removing SPAM files
4. Describe the 1. Computer security 1. Group activity on
importance of and privacy preparing a chart of
maintaining computer 2. Computer security computer security and
security and privacy deals with protecting privacy
computer
03
• Reasons for security
breach
• Threats to computer
• Protecting your
data
Total 20

UNIT 4: ENTREPRENEURIAL SKILLS – II

Theory Practical Duration
Learning Outcome
(06 hrs) (09 hrs) (15 hrs)
1. Describe the meaning 1. Entrepreneurship and 1. Group work on
of entrepreneurship society finding the
2. Activities of problems in school
entrepreneurs: campus and
• Fulfil customer needs turning it to business
• Use local materials opportunities 05
• Help society
• Create job
• Share wealth
• Lower price product

CURRICULUM: CEREAL CROP GROWER Page | 22

© PSS Central Institute of Vocational Education

2. Identify the qualities 1. Qualities and 1. Activity on self-

and functions of an functions of an assessment of
entrepreneur entrepreneur entrepreneurial
2. Qualities of qualities
entrepreneur 2. Activity on solving a 03
problem in their
area
3. Taking an interview
of an entrepreneur
3. Describe the myths 1. Misconceptions and 1. Group activity on
and realities about myths about identifying
entrepreneurship entrepreneurship everyday heroes
2. Activity on talking
to entrepreneurs
04
and taking their
interview
3. Group activity on
making items and
selling to someone
4. Describe 1. Entrepreneurship as a 1. Talking about
entrepreneurship as a career option entrepreneurship
career option 2. Meaning of career as a life option
• Ways of earning a 2. Group activity on
living presenting about
• Self-employment the power of
03
3. Wage employment entrepreneurship
4. Entrepreneur career
process
• Enter
• Survive
• Grow
Total 15

UNIT 5: GREEN SKILLS – II

Theory Practical Duration
Learning Outcome
(07 hrs) (03 hrs) (10 hrs)
1. Demonstrate the 1. Sustainable Development 1. Group activity on
knowledge of green 2. Importance of sustainable creating garden
skills development in the school or
3. Problems related to planting tree
sustainable development saplings
05
4. Sustainable development 2. Group discussion
Goals on “How to
5. Sustainable development prevent
initiatives wastage”
6. Sustainable process
2. Describe the role of 1. Our role in sustainable 1. Group discussion
self in sustainable development on 05

CURRICULUM: CEREAL CROP GROWER Page | 23

© PSS Central Institute of Vocational Education

development 2. Our role towards conservation

Sustainable and protection
Development of environment
• Quality education 2. Group activity
• Clean water and on organizing an
sanitation art project using
• Affordable and clean waste
energy
• Decent work and
economic growth
• Reducing inequalities
• Creating sustainable
cities and communities
• Responsible consumers
and producers
• Protect life below
water
• Protect life on land
Total 10

Part B: Vocational Skills

S. No. Units Duration
(Hrs)
1. Integrated Weed management in cereal crops 15
2. Integrated disease and pest management in cereal crops 15
3. Package and practices of cereal crops production 28
4. Harvest and post-harvest management of cereal crops 17
5. Basics of farm management and marketing 20
Total 95

Unit 1: Integrated Weed Management in Cereal Crops

Learning Outcome Theory Practical Duration

(6 hrs) (9 hrs) (15 Hrs)

1. Identify common 1. Describe weed 1. Collection and

weeds of Cereal 2. Importance of weed Identification of
crops management weeds in Cereal 07
3. Classification of Weeds crops and prepare
herbarium

CURRICULUM: CEREAL CROP GROWER Page | 24

© PSS Central Institute of Vocational Education

2. Demonstrate 1. Describe integrated 1. Demonstration of

integrated weed weed management cultural method of
management in 2. Describe the methods weed control
Cereal crops of integrated weed 2. Demonstration of 08
management the application of
3. Precautions to be taken weedicides
during application of
weedicides

Total 15

Unit 2: Integrated Insect-Pest and Disease Management in Cereal Crops

Learning Outcome Theory Practical Duration
(7 hrs) (8 hrs) (15 hrs)
1. Identify major 1. Describe major insect- 1. Identification of the
Insect-pests of pests of Cereal crops damage caused
Cereal crops and 2. Insect-pests damage by insect-pests
their control symptoms 2. Demonstration of 07
measures 3. Integrated insect-pests chemical control
management measures in
Cereals
2. Identify diseases of 1. Important diseases of 1. Identification of
Cereal crops and Cereal crops the symptoms of
their control 2. Symptoms of different different disease in
measures Cereals diseases Cereals 08
3. Integrated disease 2. Demonstration of
management fungicide spray

Total 15

Unit 3: Package and Practices of Cereal Crops Production

Learning Outcome Theory Practical Duration
(10 hrs) (14 hrs) (28 hrs)
1. Cultivation 1. Package and practices of 1. Identification of 28
technique of Cereal crops namely different Cereal
different Cereal Wheat, Rice, Maize and crops
crops Millets 2. Identification of
i. Climate locally available
ii. Soil millets seeds
iii. Varieties 3. Demonstration
iv. Seed rate of cultivation
v. Sowing and sowing time practices of
vi. Application of manures given cereal
and fertilisers crops
vii. Irrigation
viii. weed management
ix. Crop management
x. Harvest and post-
harvest management

CURRICULUM: CEREAL CROP GROWER Page | 25

© PSS Central Institute of Vocational Education

Total 28

Unit 4: Harvest and Post-harvest Management of Cereal Crops

Theory Practical Duration
Learning Outcome
(7 hrs) (10 hrs) (17 Hrs)
1. Demonstrate 1. Describe methods of 1. Visit the farmer 05
Harvesting and harvesting and threshing field and
threshing observe the
harvesting and
threshing
2. Explain 1. Define post-harvest 1. Enlist the post- 06
Importance of management harvest losses
Post-harvest 2. Describe post-harvest
management losses in Cereals
3. Management of post-
harvest losses

3. Demonstrate the 1. Methods of storage 1. Identification of 06

methods of 2. Storage grain pests storage pest
storage 3. Rodents 2. Demonstration
4. Identify and 4. Bruchids of the control of
control of storage 5. Control measures of storage pest
pests storage pest
Total 17

Unit 6: Basics of Farm Management and Marketing

Theory Practical Duration
Learning Outcome
(8 hrs) (12 hrs) (20 hrs)
1. Farm Management 1. Describe farm 2. Visit nearby
of Cereal grower management farmer field and
2. Farm resources note down 05
requirement
management
3. Crop Planning
practices
2. Cropping system 1. Cropping system 2. Demonstration
and financial I. Intercropping of preparing
management II. Crop rotation farm record for
2. Financial management administrative 05
I. Input and output and financial
requirement
management
II. Cost benefit ratio
3. Farm Record Keeping
3. Classify markets and 1. Describe markets and its 1. Visit nearby fruit
marketing channels classification market and
2. Describe marketing observe 05
channels different
mechanism
Total 20

CURRICULUM: CEREAL CROP GROWER Page | 26

© PSS Central Institute of Vocational Education

6. ORGANIZATION OF FIELD VISITS

In a year, at least 3 field visits/educational tours should be organised for the students to expose
them to the activities in the workplace.
Visit a Cereal Farm and observe the following: Location, Site, Office building, Store, Pot yard,
Packing Yard, Seed bed, Water tank/Tube well. During the visit, students should obtain the
following information from the owner or the supervisor of the Cereal Farm:

1. Area under Cultivation and its layout

2. Types of Cereals
3. Name of varieties grown
4. Total production of Cereal grown annually
5. Sale procedure
6. Manpower engaged
7. Total expenditure of growing Cereals
8. Total annual income
9. Profit/Loss (Annual)
10. Any other information

7. LIST OF EQUIPMENT AND MATERIALS

The list given below is suggestive and an exhaustive list should be prepared by the vocational
teacher. 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.

1. Auger
2. Disc Harrow (on hiring basis)
3. Farmyard Manure
4. Fertilisers
5. Digging Spade
6. Hoe
7. Knapsack Sprayer
8. Levelers
9. Long Handle Hoes
10. Plastics Baskets
11. Plough (on hiring basis)
12. Pump sets
13. Rigid Tillers
14. Rotary Tiller (on hiring basis)
15. Seed Treating Equipment
16. Seed-cum-Fertilizer Drill (on hiring basis)
17. Straw Reaper (on hiring basis)
18. Tractor (on hiring basis)
19. Trowels
20. Soil testing kit
21. Measuring cylinder, pesticides.
22. Pheromone traps
23. Power sprayer
24. Weighing machine

CURRICULUM: CEREAL CROP GROWER Page | 27

© PSS Central Institute of Vocational Education

25. Moisture meter

The expensive tools can be taken on hiring basis.

8. VOCATIONAL TEACHER’S/ TRAINER’S

QUALIFICATION AND GUIDELINES
Qualification and other requirements for appointment of vocational teachers/trainers on
contractual basis should be decided by the State/UT. The suggestive qualifications and
minimum competencies for the vocational teacher should be as follows:

Qualification Minimum Competencies Age Limit

Post-graduation in Agriculture/ • Effective 18-37 years (as on Jan. 01
Agronomy from a recognized communication skills (year))
Institute/ University, with at least (Oral and written) Age relaxation to be
• Basic computing skills.
1-year work experience. provided as per Govt. rules

Vocational Teachers/ Trainers form the backbone of Vocational Education being imparted as
an integral part of Samagra Shiksha. They are directly involved in teaching of 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 Vocational 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 Vocational Teachers/ Trainers, Educational Qualifications, Industry Experience,
and Certification/ Accreditation.

The State may engage Vocational Teachers/Trainers in schools approved under the
component of Vocationalisation of Secondary and Higher Secondary Education under
Samagra Shiksha in the 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 organisations 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 Vocational 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. The Vocational Teachers/Trainers

CURRICULUM: CEREAL CROP GROWER Page | 28

© PSS Central Institute of Vocational Education

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.

To ensure the quality of the Vocational 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 Vocational 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:

(i) Prepare session plans and deliver sessions which have a clear and relevant purpose
and which engage the students;
(ii) Deliver education and training activities to students, based on the curriculum to
achieve the learning outcomes;
(iii) Make effective use of learning aids and ICT tools during the classroom sessions;
(iv) 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;
(v) 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;
(vi) Identify the weaknesses of students and assist them in upgradation of competency;
(vii) Cater to different learning styles and level of ability of students;
(viii) Assess the learning needs and abilities, when working with students with different
abilities
(ix) Identify any additional support the student may need and help to make special
arrangements for that support;
(x) 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:
1. Participation in guidance and counselling activities conducted at Institutional, District
and State level;
2. Adoption of innovative teaching and training methods;
3. Improvement in result of vocational students of Class X or Class XII;

CURRICULUM: CEREAL CROP GROWER Page | 29

© PSS Central Institute of Vocational Education

4. Continuous upgradation of knowledge and skills related to the vocational pedagogy,

communication skills and vocational subject;
5. Membership of professional society at District, State, Regional, National and
International level;
6. Development of teaching-learning materials in the subject area;
7. Efforts made in developing linkages with the Industry/Establishments;
8. Efforts made towards involving the local community in Vocational Education
9. Publication of papers in National and International Journals;
10. Organisation of activities for promotion of vocational subjects;
11. Involvement in placement of students/student support services.

9. LIST OF CONTRIBUTORS
1. Dr. Rajiv Kumar Pathak
Professor
Department of Agriculture and Animal Husbandry
PSS Central Institute of Vocational Education, NCERT, Shyamla Hills, Bhopal- 462 013

2. Dr. Ankita Sharma

Assistant Professor (Contractual)
Department of Agriculture and Animal Husbandry
PSS Central Institute of Vocational Education, NCERT, Shyamla Hills, Bhopal- 462 013

3. Pooja Sharma
Assistant Professor (Education)
Department of Agriculture and Animal Husbandry
PSS Central Institute of Vocational Education, NCERT, Shyamla Hills, Bhopal- 462 013

10. LIST OF REVIEWERS

Draft To be reviewed.

11. LIST OF REFERENCES

• Balasubramaniyan, P. (2002). Principles and Practices of Agronomy. Jodhpur: Agrobios
(India).

• Chakraverty, A. (2020). Post Harvest technology of cereals, pulses and oilseeds. New Delhi:
Oxford and IBH Publishing Co. Pvt. Ltd.

• Das, P. (2005). Pulse Crops of India. Kalyani Publications.

• Joshi, M. (2019). Textbook of Field Crops. Delhi: PHI learning Pvt Ltd.

• Majumdar, D. K. (2017). Irrigation Water Management: Principles and Practise. Delhi: PHI
Learning Pvt Ltd.

• Reddy, S. (2019). Agronomy of field crops. Andhra Pradesh: Kalyani Publishers.

CURRICULUM: CEREAL CROP GROWER Page | 30

PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION
Shyamla Hills, Bhopal- 462 002, M.P., India
www.psscive.ac.in