CBSE | DEPARTMENT OF SKILL EDUCATION

CURRICULUM FOR SESSION 2020-2021

INFORMATION TECHNOLOGY (CODE – 402)
JOB ROLE: DOMESTIC DATA ENTRY OPERATOR
CLASS – X

COURSE TITLE: Domestic Data Entry Operator

Domestic Data Entry Operator in the IT-ITeS Industry is also known as Data Entry Operator.
Individuals are responsible to provide daily work reports and work on daily hour bases. The
individual is responsible for electronic entry of data from the client side to the office site or vice-
versa. Individual tasks vary depending on the size and structure of the organization. This job
requires the individual to have thorough knowledge of various technology trends and processes
as well as have updated knowledge about database management systems and IT initiatives. The
individual should have fast and accurate typing/data encoding. This job involves working in a
personal computer, and appropriate software to enter accurate data regarding different issues
like retrieving data from a computer or to a computer

COURSE OUTCOME:

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;
 Work safely on computer.
 Start the computer.
 Open and use the related software.
 Exit from the software.
 Shut down the computer.
 Use the computer for data entry process.
 Collect all necessary information about the query.
 Log any decision about the query on the data entry tracking form.
 Follow Rules and guidelines for data entry.
 Handle queries.
 Undertake data entry with speed and accuracy.

Page 1 of 15
  Identify and control hazards in the workplace that pose a danger or threat to their safety
or health, or that of others.

COURSE OBJECTIVES:

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.
 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

CLASS – X SESSION 2020-2021

Total Marks: 100 (Theory-50+Practical-50)

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 X opting for skill subject along
with other subjects. The unit-wise distribution of hours and marks for class X is as follows:

402 – Information Technology Class X - 2020-2021 Page 2 of 15

 INFORMATION TECHNOLOGY (402)
Class X (Session 2020-21)
MAX. MARKS
NO. OF HOURS
for Theory and
UNITS for Theory and Practical
Practical
200
100

Employability Skills
Unit 1 : Communication Skills-II 10
Part A

Unit 2 : Self-Management Skills-II 10

Unit 3 : Information and Communication
10 10
Technology Skills-II
Unit 4 : Entrepreneurial Skills-II 15
Unit 5 : Green Skills-II 05
Total 50 10

Theory Practical
Subject Specific Skills Marks
(In Hours) (In Hours)
Part B

Unit 1: Digital Documentation

12 18 8
(Advanced)
Unit 2: Electronic Spreadsheet
15 23 10
(Advanced)
Unit 3: Database Management System 18 27 12
Unit 4: Web Applications and Security 15 22 10
Total 60 90 40
Practical Work
Part C

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

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-II 10
2. Unit 2: Self-management Skills-II 10
3. Unit 3: Information and Communication Technology Skills-II 10
4. Unit 4: Entrepreneurial Skills-II 15
5. Unit 5: Green Skills-II 05
TOTAL DURATION 50

NOTE: For Detailed Curriculum/ Topics to be covered under Part A: Employability

Skills can be downloaded from CBSE website.

Part-B – SUBJECT SPECIFIC SKILLS

S. No. Units Duration in Hours

1. Unit 1: Digital Documentation (Advanced) 30
2. Unit 2: Electronic Spreadsheet (Advanced) 38
3. Unit 3: Database Management System 45
4. Unit 4: Web Applications and Security 37
TOTAL DURATION 150

UNIT 1: DIGITAL DOCUMENTATION (ADVANCED)

S. LEARNING
THEORY PRACTICAL
No. OUTCOMES
1. Create and Apply  Styles/ categories in Word  List style categories. Select the
Styles in the Processor style from the Styles and
document  Styles and Formatting Formatting window.
window.  Use Fill Format to apply a style to
 Fill Format. many different areas quickly.
 Creating and updating new  Create and update new style from
style from selection a selection.
 Load style from template or  Load a style from a template or
another document. another document.
 Creating a new style using  Create a new style using drag-and-
drag-and-drop. drop.
 Applying styles.

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 S. LEARNING
THEORY PRACTICAL
No. OUTCOMES
2. Insert and use  Options to insert image to  Insert an image to document from
images in document document from various various sources.
sources.  Modify, resize, crop and delete an
 Options to modify, resize, image.
crop and delete an image.  Create drawing objects
Drawing objects and its  Set or change the properties of a
properties. drawing object
 Creating drawing objects  Resize and group drawing objects
and changing its properties.  Position the image in the text
Resizing and grouping
drawing objects.
 Positioning image in the
text.

3. Create and use  Templates.  Create a template.

template  Using predefined templates.  Use predefined templates.
 Creating a template.  Set up a custom default template.
 Set up a custom default  Update a document.
template.  Change to a different template.
 Updating a document.  Use the Template.
 Changing to a different
template.
 Using the Template.

4. Create and  Table of contents. Hierarchy  Create table of contents. Define a

customize table of of headings. Customization hierarchy of headings.
contents of table of contents.  Customize a table of contents.
 Character styles.  Apply character styles. Maintain a
Maintaining a table of table of contents.
contents.

5 Implement Mail  Advance concept of mail  Demonstrate to print the label

Merge merge in word processing, using mail merge, do the following
 Creating a main document, to achieve
 Creating the data source,  Create a main document,
 Entering data in the fields,  Create the data source,
 Merging the data source  Enter data in the fields,
with main document,  Merge the data source with main
 Editing individual document, document,
 Printing a letter and its  Edit individual document,
address label  Print the letter and address label

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 UNIT 2: ELECTRONIC SPREADSHEET (ADVANCED)
S. LEARNING
THEORY PRACTICAL
No. OUTCOMES
1. Analyse data using  Using consolidating data.  Use consolidating data Create
scenarios and goal Creating subtotals. subtotals
seek.  Using “what if” scenarios.  Use “what if” scenarios Use “what
Using “what if” tools if” tools
 Using goal seek and solver.  Use goal seek and solver
2. Link data and  Setting up multiple sheets.  Setup multiple sheets by inserting
spreadsheets Creating reference to other new sheets.
sheets by using keyboard  Create reference to other sheets
and mouse. by using keyboard and mouse.
 Creating reference to other  Create reference to other
document by using keyboard document by using keyboard and
and mouse. mouse.
 Relative and absolute  Create, Edit and Remove
hyperlinks hyperlinks to the sheet.
 Hyperlinks to the sheet.  Link to external data.
o Linking to external data.  Link to registered data source.
o Linking to registered data
sources.

3. Share and review a  Setting up a spreadsheet for  Set up a spreadsheet for sharing.
spreadsheet sharing.  Open and save a shared
 Opening and saving a spreadsheet.
shared spreadsheet.  Record changes.
Recording changes.  Add, Edit and Format the
 Add, Edit and Format the comments.
comments.  Review changes – view, accept or
 Reviewing changes – view, reject changes.
accept or reject changes.  Merge and compare sheets.
Merging and comparing.

4. Create and Use  Using the macro recorder.  Use the macro recorder. Create a
Macros in Creating a simple macro. simple macro. Use a macro as a
spreadsheet Using a macro as a function. function.
 Passing arguments to a  Pass arguments to a macro.
macro.  Pass the arguments are as values.
 Passing the arguments  Write macros that act like built-in
areas values. functions
 Macros to work like built-in  Access cells directly.
functions.  Sort the columns using macro.
 Accessing cells directly.
 Sorting the columns using
macro.

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 UNIT 3: DATABASE MANAGEMENT SYSTEM
S. LEARNING
THEORY PRACTICAL
No. OUTCOMES
1. Appreciate the  Concept and examples of  Identify the data and information,
concept of data and information,  Identify the field, record, table in
Database  Concept of database, the database,
Management  Advantages of database,  Prepare the sample table with
System  Features of database, some standard fields.
 Concept and examples of  Assign the primary key to the field,
Relational database,  Identify the primary key, composite
 Concept and examples of primary key, foreign key.
field, record, table,
database,
 Concept and examples of
Primary key, composite
primary key, foreign key,
 Relational Data base
management system
(RDBMS) software.
2. Create and edit  Introduction to a RDBMS  Start the RDBMS and observe the
tables using  Database objects – tables, parts of main window,
wizard and SQL queries, forms, and reports  Identify the data base objects
commands of the database, Create the sample table in any
 Terms in database – table, category using wizard, Practice to
field, record, create different tables from the
 Steps to create a table available list and choosing fields
using table wizard, Data from the available fields.
types in Base,  Assign data types of field, Set
 Option to set primary key primary key,
Table Data View dialog box  Edit the table in design view, Enter
 DDL Commands the data in the fields.
 Create and edit table using DDL
Commands

3. Perform  Inserting data in the table, Demonstrate to:

operations on  Editing records in the table,  Insert data in the table, Edit records
table  Deleting records from the in the table, Delete records from
table, table, Sort data in the table,
 Sorting data in the table,  Create and edit relationships
Referential integrity,  one to one, one to many, many to
 Creating and editing many,
relationships – one to one,  Enter various field properties.
one to many, many to
many,
 Field properties.

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S. LEARNING
THEORY PRACTICAL
No. OUTCOMES
4. Retrieve data  Database query,  Prepare a query for given criteria,
using query  Defining query,  Demonstrate to create query using
 Query creation using wizard, and using design view,
wizard,  Edit a query,
 Creation of query using  Demonstrate to apply various
design view, criteria in query – single field,
 Editing a query, multiple fields, using wild card,
 Applying criteria in query –  Performing calculations using
single field, multiple fields, query in Base,
using wildcard,  Demonstrate to group data,
 Performing calculations,  Use basic SQL commands,
 Grouping of data,
 Structured Query Language
(SQL).

5. Create Forms and  Forms in Base,  Illustrate the various steps to create
Reports using  Creating form using wizard, Form using Form Wizard,
wizard  Steps to create form using  Enter or remove data from Forms,
Form Wizard,  Demonstrate to modify Forms,
 Options to enter or remove  Demonstrate to change label,
data from forms background,
 Modifying form,  Search record using Form,
 Changing label,  Insert and delete record using
background, Form View,
 Searching record using  Illustrate the various steps to create
Form, Report using Report Wizard,
 Inserting and deleting  Demonstrate various examples of
record using Form View, Report.
 Concept of Report in Base,
 Creating Report using
wizard,
 Steps to create Report
using Wizard.

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 UNIT 4: WEB APPLICATIONS AND SECURITY
S. LEARNING
THEORY PRACTICAL
No. OUTCOMES
1. Working With  Understand various types of  Illustrate use of various
Accessibility impairment that impact computer options under Computer
Options. usage Accessibility like Keyboard ,
 Computer Accessibility Dialog mouse, sound, display setting
box and its tabs serial keys, cursor options
 Serial Keys  use of toggle keys, filter keys,
sticky keys,
 sound sentry, show sounds
etc.
2. Understand  Network and its types.  Identify applications of Internet
Networking  Client Server Architecture, Peer-  comparing various internet
Fundamentals to-peer (P2P) Architecture, technologies
 internet, World Wide Web,  identifying types of networks
 benefits of networking and selecting internet
 internet, getting access to
internet,
 internet terminology
 Some of the commonly used
Internet connectivity options
 Data transfer on the Internet
3. Introduction to  learn key features of instant  Illustrate steps to create
Instant Messaging messaging instant messaging account
 Creating an instant messaging  Signing In into your Google
account Talk Account
 Launching Google Talk
 Signing In into your Google Talk
Account
4. Chatting With a  learn to chat with a contact that is  Illustrate chat with a contact
Contact – Google already added to your contact and send messages,
Talk list.  chatting with various
 sending text chat messages messenger services
instantly by double-clicking on a
contact.
 general rules and etiquettes to be
followed while chatting.
 chatting on various types of
messengers
5 Creating and  learn and appreciate a blog and  Illustrate Blog Creation and
Publishing Web its creation with the help of some setting various parameters in it
Pages – Blog …- blog providers
 set up title and other parameters
in a blog posting comments
 using offline blog editors

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S. LEARNING
THEORY PRACTICAL
No. OUTCOMES
6 Using Offline Blog  Concept to create blogs using a  Demonstration on how to
Editors blog application and publish the create blogs using a blog
blog whenever internet application offline.
connectivity is available.  posting messages in an offline
application
 Publish the blog whenever
internet connectivity is
available using various
examples
7 Online Transaction  concept of e-commerce and  Illustration of online
various online applications shopping using various e-
 importance of secure passwords commerce sites
 Demonstration of securing
passwords for online
transactions.
8. Internet Security  Need of internet security  illustration of internet security
 Cyber threats like phishing, threats through various ways
email-spoofing, char spoofing  cyber security tips
etc.  tips for secure passwords
 best practices for internet  demonstration of strong
security and secure passwords passwords using various
 concept of browser, cookies, websites.
backup, antivirus  clearing data stored in browser
 clearing data in browsers applications.
9. Maintain  Basic safety rules to follow at  Practice to follow basic safety
workplace safety workplace – Fire safety, rules at workplace to prevent
 Falls and slips, Electrical safety, accidents and protect workers
 Use of first aid. – Fire safety,
 Case Studies of hazardous  Falls and slips, Electrical
situations. safety, Use of first aid.
10. Prevent Accidents  Accidents and emergency,  Illustrate to handle accidents at
and Emergencies  Types of Accidents, workplace,
 Handling Accidents  Demonstrate to follow
 Types of Emergencies. evacuation plan and procedure
in case of an emergency.
11. Protect Health  Hazards and sources of hazards,  Identify hazards and sources of
and Safety at  General evacuation procedures, hazards,
work  Healthy living.  identify the problems at
workplace that could cause
accidents,
 Practice the general evacuation
procedures in case of an
emergency.

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ORGANISATION 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 data entry centre and observe the following: Location, Site, Office building, Computer
Systems, Tools and Equipment, Printer, Scanner. During the visit, students should obtain the
following information from the owner or the supervisor of the Data Centre:
1. Data Entry Centre.
2. Computer Infrastructure.
3. Sitting Posture of data entry operators.
4. Assistive technology.
5. Man power engaged.
6. Total expenditure of Data Entry Centre.
7. Total annual income.
8. Profit/Loss (Annual).
9. Any other information.

LIST OF EQUIPMENT/ MATERIALS:

The list given below is suggestive and an exhaustive list should be compiled from the feedback
given by various by the teachers 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

1. with minimum 2GB RAM, 512 GB HDD, 17” LED Monitor, NIC Card, 15
3 button 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 – Open Office, Google Suite etc.

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 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 almirah - big size 01

10. Steel almirah- small size 01

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/ Information  The candidate should  18-37 years

Technology have a minimum of 1 year (as on Jan.
OR of work experience in the 01 (year))
Bachelor Degree in Computer Application/ same job role.
Science/ Information Technology (BCA, B.  Age
Sc. Computer Science/ Information  S/He should be able to relaxation
Technology) communicate in English to be
OR and local language. provided as
Graduate with PGDCA per Govt.
OR  S/He should have rules
DOEACC A Level Certificate. knowledge of equipment,
tools, material, Safety,
The suggested qualification is the minimum Health & Hygiene.
criteria. However higher qualifications will
also be acceptable.

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.

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 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.
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.

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 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;
 Organisation of activities for promotion of vocational subjects;
 Involvement in placement of students/student support services.

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CAREER OPPORTUNITIES:

The job of a data entry operator/ analyst is to work for a wide variety of public and private
organisations. A data entry operator/analyst is responsible to input data in a quick and efficient
manner, create data storage and should possess knowledge about the methods for recovering
useful data when needed, organizing and analyzing data in a clear and effective way, navigating
computer and database systems proficiently, editing and preparing reports based on the
information they have put into the system. They also help the organisations to keep up with
recording and analyzing the abundance of information received on a daily basis.

Some of the top sectors that require a data entry operator/analyst are listed below:
 Banks and Public Sector
 Marketing Companies
 Accounting Companies
 Human Resources
 Corporate Businesses
 MNCs
 Study Centers
 Schools and Universities
 Hospitals or Healthcare Service Providers
 Insurance Firms
 Small-scale Businesses

VERTICAL MOBILITY
 Students can pursue Polytechnic/Diploma/Certificate courses in IT fields.
 Can work as DEO
 Data Entry/Analysis work from home for different companies

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