CBSE | DEPARTMENT OF SKILL EDUCATION

CURRICULUM FOR SESSION 2020-2021

ARTIFICIAL INTELLIGENCE (SUB. CODE 417)
CLASS – IX & X

OBJECTIVES OF THE COURSE:

The objective of this module/curriculum - which combines both Inspire and Acquire modules is to
develop a readiness for understanding and appreciating Artificial Intelligence and its application in
our lives. This module/curriculum focuses on:

1. Helping learners understand the world of Artificial Intelligence and its applications through
games, activities and multi-sensorial learning to become AI-Ready.
2. Introducing the learners to three domains of AI in an age appropriate manner.
3. Allowing the learners to construct meaning of AI through interactive participation and
engaging hands-on activities.
4. Introducing the learners to AI Project Cycle.
5. Introducing the learners to programming skills - Basic python coding language.

LEARNING OUTCOMES:

Learners will be able to

1. Identify and appreciate Artificial Intelligence and describe its applications in daily life.
2. Relate, apply and reflect on the Human-Machine Interactions to identify and interact with the
three domains of AI: Data, Computer Vision and Natural Language Processing and Undergo
assessment for analysing their progress towards acquired AI-Readiness skills.
3. Imagine, examine and reflect on the skills required for futuristic job opportunities.
4. Unleash their imagination towards smart homes and build an interactive story around it.
5. Understand the impact of Artificial Intelligence on Sustainable Development Goals to develop
responsible citizenship.
6. Research and develop awareness of skills required for jobs of the future.
7. Gain awareness about AI bias and AI access and describe the potential ethical
considerations of AI.
8. Develop effective communication and collaborative work skills.
9. Get familiar and motivated towards Artificial Intelligence and Identify the AI Project Cycle

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 framework.
10. Learn problem scoping and ways to set goals for an AI project and understand the iterative
nature of problem scoping in the AI project cycle.
11. Brainstorm on the ethical issues involved around the problem selected.
12. Foresee the kind of data required and the kind of analysis to be done, identify data
requirements and find reliable sources to obtain relevant data.
13. Use various types of graphs to visualise acquired data.
14. Understand, create and implement the concept of Decision Trees.
15. Understand and visualise computer’s ability to identify alphabets and handwritings.
16. Understand and appreciate the concept of Neural Network through gamification and learn
basic programming skills through gamified platforms.
17. Acquire introductory Python programming skills in a very user-friendly format.

SKILLS TO BE DEVELOPED:

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 SCHEME OF UNITS (SESSION 2020-2021)
Total Marks: 100 (Theory-50 + Practical-50)

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

ARTIFICIAL INTELLIGENCE (417)

Class IX (Session 2020-21)
NO. OF HOURS MAX. MARKS
for Theory and for Theory and
UNITS Practical Practical
200 100
Employability Skills
Unit 1 : Communication Skills-I 10
PART A

Unit 2 : Self-Management Skills-I 10

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

Subject Specific Skills Marks

Unit 1: Introduction to Artificial Intelligence (AI)

PART B

Unit 2: AI Project Cycle

Unit 3: Neural Network 40

Unit 4: Introduction to Python*

(* To be assessed in Practicals only)

Total 40
Practical Work – PYTHON
PART C

Unit 4: Introduction to Python

Practical Examination
35
Viva Voce
Total 35
Project Work/Field Visit
PART D

Practical File/ Student Portfolio

15
Viva Voce
Total 15

GRAND TOTAL 200 100

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 ARTIFICIAL INTELLIGENCE (417)
Class X (Session 2020-21)

NO. OF HOURS MAX. MARKS

for Theory and for Theory and
UNITS Practical Practical
200 100

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

Unit 2 : Self-Management Skills-II 10

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

Subject Specific Skills Marks

Unit 1: Introduction to Artificial Intelligence (AI)

Unit 2: AI Project Cycle

Unit 3: Advance Python*

PART B

(*To be assessed in Practicals only)

40
Unit 4: Data Science
Unit 5: Computer Vision
Unit 6: Natural Language Processing
Unit 7: Evaluation
Total 40
Practical Work – PYTHON
PART C

(Unit 3: Advance Python)

Practical Examination
35
Viva Voce
Total 35
Project Work/Field Visit
PART D

Practical File/ Student Portfolio

15
Viva Voce
Total 15

GRAND TOTAL 200 100

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DETAILED CURRICULUM/TOPICS FOR CLASS IX:
Part-A: EMPLOYABILITY SKILLS

S. No. Units Duration in Hours

1. Unit 1: Communication Skills-I 10
2. Unit 2: Self-management Skills-I 10
3. Unit 3: Basic Information and Communication Technology Skills-I 10
4. Unit 4: Entrepreneurial Skills-I 15
5. Unit 5: Green Skills-I 05
TOTAL 50

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

Skills can be downloaded from CBSE website.

Part-B – SUBJECT SPECIFIC SKILLS

 Unit 1: Introduction to Artificial Intelligence (AI)

 Unit 2: AI Project Cycle

 Unit 3: Neural Network

 Unit 4: Introduction To Python (to be assessed through Practicals)

UNIT 1: INTRODUCTION TO AI

SUB-UNIT LEARNING OUTCOMES SESSION / ACTIVITY / PRACTICAL

Excite To identify and appreciate Session: Introduction to AI and setting up the
Artificial Intelligence and describe context of the curriculum
its applications in daily life. Ice Breaker Activity: Dream Smart Home idea
 Learners to design a rough layout of floor plan
of their dream smart home.

To relate, apply and reflect on the Recommended Activity: The AI Game

Human-Machine Interactions.  Learners to participate in three games based
To identify and interact with the on different AI domains.
three domains of AI: Data, − Game 1: Rock, Paper and Scissors (based
Computer Vision and Natural on data)
Language Processing. − Game 2: Mystery Animal (based on Natural
Language Processing - NLP)
− Game 3: Emoji Scavenger Hunt (based on
Computer Vision - CV)
To undergo an assessment for Recommended Activity:
analysing progress towards  AI Quiz (Paper Pen/Online Quiz)
acquired AI-Readiness skills.

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SUB-UNIT LEARNING OUTCOMES SESSION / ACTIVITY / PRACTICAL
To imagine, examine and reflect Recommended Activity: To write a letter
on the skills required for futuristic Writing a Letter to one’s future self
job opportunities.  Learners to write a letter to self-keeping the
future in context. They will describe what they
have learnt so far or what they would like to
learn someday
Relate Learners to relate to application Video Session: To watch a video
of Artificial Intelligence in their  Introducing the concept of Smart Cities, Smart
daily lives. Schools and Smart Homes
To unleash their imagination Recommended Activity: Write an Interactive Story
towards smart homes and build  Learners to draw a floor plan of a
an interactive story around it. Home/School/City and write an interactive
To relate, apply and reflect on the story around it using Story Speaker extension
Human-Machine Interactions. in Google docs.

Purpose To understand the impact of Session:

Artificial Intelligence on  Introduction to UN Sustainable Development
Sustainable Development Goals Goals
to develop responsible Recommended Activity: Go Goals Board Game
citizenship.  Learners to answer questions on Sustainable
Development Goals
Possibilities To research and develop Session: Theme-based research and Case
awareness of skills required for Studies
jobs of the future.  Learners will listen to various case-studies of
inspiring start-ups, companies or communities
To imagine, examine and reflect where AI has been involved in real-life.
on the skills required for the  Learners will be allotted a theme around
futuristic opportunities. which they need to search for present AI
trends and have to visualise the future of AI in
To develop effective and around their respective theme.
communication and collaborative
Recommended Activity: Job Ad Creating activity
work skills.
 Learners to create a job advertisement for a
firm describing the nature of job available and
the skill-set required for it 10 years down the
line. They need to figure out how AI is going
to transform the nature of jobs and create the
Ad accordingly.
AI Ethics To understand and reflect on the Video Session: Discussing about AI Ethics
ethical issues around AI. Recommended Activity: Ethics Awareness
 Students play the role of major stakeholders
and they have to decide what is ethical and
what is not for a given scenario.
To gain awareness around AI Session: AI Bias and AI Access
bias and AI access.  Discussing about the possible bias in data
collection
 Discussing about the implications of AI
technology

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SUB-UNIT LEARNING OUTCOMES SESSION / ACTIVITY / PRACTICAL
To let the students analyse the Recommended Activity: Balloon Debate
advantages and disadvantages of  Students divide in teams of 3 and 2 teams are
Artificial Intelligence. given same theme. One team goes in
affirmation to AI for their section while the
other one goes against it.
 They have to come up with their points as to
why AI is beneficial/ harmful for the society.

UNIT 2: AI PROJECT CYCLE:

SUB-UNIT LEARNING OUTCOMES SESSION / ACTIVITY / PRACTICAL

Problem Identify the AI Project Cycle Session: Introduction to AI Project Cycle
Scoping framework.  Problem Scoping
 Data Acquisition
 Data Exploration
 Modelling
 Evaluation
Learn problem scoping and ways Activity: Brainstorm around the theme provided
to set goals for an AI project. and set a goal for the AI project.
 Discuss various topics within the given
theme and select one.
 List down/ Draw a mindmap of problems
related to the selected topic and choose one
problem to be the goal for the project.
Identify stakeholders involved in Activity: To set actions around the goal.
the problem scoped.  List down the stakeholders involved in the
Brainstorm on the ethical issues problem.
involved around the problem  Search on the current actions taken to solve
selected. this problem.
 Think around the ethics involved in the goal
of your project.
Understand the iterative nature of Activity: Data and Analysis
problem scoping for in the AI  What are the data features needed?
project cycle.  Where can you get the data?
Foresee the kind of data required  How frequent do you have to collect the
and the kind of analysis to be data?
done.  What happens if you don’t have enough
data?
 What kind of analysis needs to be done?
 How will it be validated?
 How does the analysis inform the action?
Share what the students have Presentation: Presenting the goal, actions and
discussed so far. data.

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SUB-UNIT LEARNING OUTCOMES SESSION / ACTIVITY / PRACTICAL
Data Identify data requirements and Activity: Introduction to data and its types.
Acquisition find reliable sources to obtain  Students work around the scenarios given to
relevant data. them and think of ways to acquire data.

Data To understand the purpose of Session: Data Visualisation

Exploration Data Visualisation  Need of visualising data
 Ways to visualise data using various types of
graphical tools.
Use various types of graphs to Recommended Activity: Let’s use Graphical
visualise acquired data. Tools
 To decide what kind of data is required for a
given scenario and acquire the same.
 To select an appropriate graphical format to
represent the data acquired.
 Presenting the graph sketched.
Modelling Understand, create and implement Session: Decision Tree
the concept of Decision Trees.  To introduce basic structure of Decision
Trees to students.
Recommended Activity: Decision Tree
 To design a Decision Tree based on the
data given.
Understand and visualise Recommended Activity: Pixel It
computer’s ability to identify  To create an “AI Model” to classify
alphabets and handwritings. handwritten letters.
 Students develop a model to classify
handwritten letters by diving the alphabets
into pixels.
 Pixels are then joined together to analyse a
pattern amongst same alphabets and to
differentiate the different ones.

UNIT 3: NEURAL NETWORK:

LEARNING OUTCOMES SESSION / ACTIVITY / PRACTICAL

Understand and appreciate the Session: Introduction to neural network
concept of Neural Network  Relation between the neural network and nervous system in
through gamification. human body
 Describing the function of neural network.
Recommended Activity: Creating a Human Neural Network
 Students split in four teams each representing input layer (X
students), hidden layer 1 (Y students), hidden layer 2 (Z
students) and output layer (1 student) respectively.
 Input layer gets data which is passed on to hidden layers after
some processing. The output layer finally gets all information
and gives meaningful information as output.

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UNIT 4: INTRODUCTION TO PYTHON:

NOTE: Python should be assessed through Practicals only and should not be
assessed with the Theory Exam.

LEARNING OUTCOMES SESSION / ACTIVITY / PRACTICAL

Learn basic programming skills Recommended Activity:
through gamified platforms.  Introduction to programming using Online Gaming portals like
Code Combat.
Acquire introductory Python Session:
programming skills in a very  Introduction to Python language
user-friendly format.  Introducing python programming and its applications
Practical: Python Basics
 Students go through lessons on Python Basics
(Variables, Arithmetic Operators, Expressions, Data Types -
integer, float, strings, using print() and input() functions)
 Students will try some simple problem solving exercises on
Python Compiler.
Practical: Python Lists
 Students go through lessons on Python Lists (Simple
operations using list)
 Students will try some basic problem solving exercises using
lists on Python Compiler.

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DETAILED CURRICULUM/TOPICS FOR CLASS X:
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: Basic Information and Communication Technology Skills-II 10
4. Unit 4: Entrepreneurial Skills-II 15
5. Unit 5: Green Skills-II 05
TOTAL 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

 Unit 1: Introduction to Artificial Intelligence (AI)

 Unit 2: AI Project Cycle
 Unit 3: Advance Python* (To be assessed in Practicals only)
 Unit 4: Data Science
 Unit 5: Computer Vision
 Unit 6: Natural Language Processing
 Unit 7: Evaluation

UNIT SUB-UNIT SESSION/ ACTIVITY/ PRACTICAL

INTRODUCTION Let’s Get Started Session: Introduction to AI and related terminologies.
TO AI  Introducing AI, ML & DL.
 Introduction to AI Domains (Data, CV & NLP)
Session: Applications of AI – A look at Real-life AI
implementations
Session: AI Ethics
AI PROJECT Introduction Session: Introduction to AI Project Cycle
CYCLE Problem Scoping Session: Understanding Problem Scoping &
Sustainable Development Goals
Data Acquisition Session: Simplifying Data Acquisition
Data Exploration Session: Visualising Data
Modelling Session: Introduction to modelling
● Introduction to Rule Based & Learning Based AI
Approaches
● Introduction to Supervised Unsupervised &
Reinforcement Learning Models
● Neural Networks
Evaluation Session: Evaluating the idea!

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 UNIT SUB-UNIT SESSION/ ACTIVITY/ PRACTICAL
ADVANCE Recap Session: Python Rewind
PYTHON* Session: Introducing Jupyter Notebook
DATA SCIENCE Introduction Session: Introduction to Data Science
Session: Applications of Data Science
Data Science Session: Python for Data Sciences
Hands-on: Statistical Learning & Data Visualisation
Activity: Personality Prediction
Session: Understanding K-nearest neighbour model
AI Ethics Session: Ethical issues around Data Science
COMPUTER Introduction Session: Introduction to Computer Vision
VISION Session: Applications of CV
Concepts of Computer Session & Activity: Understanding CV Concepts
Vision  Pixels
 How do computers see images?
 Image Features
OpenCV Session: Introduction to OpenCV
Hands-on: Image Processing
Convolution Operator Session: Understanding Convolution operator
Activity: Convolution Operator
Convolution Neural Session: Introduction to CNN
Network Session: Understanding CNN
 Kernel
 Layers of CNN
 Model Training
Activity: Testing CNN
Support Vector Session: Introduction to Support Vector Machines
Machines  Support Vectors
 Hyperplanes
AI Ethics Session: Ethical issues around CV
NATURAL Introduction Session: Introduction to Natural Language Processing
LANGUAGE Session: NLP Applications
PROCESSING Chatbots Activity: Introduction to Chatbots
Language Differences Session: Human Language VS Computer Language
Concepts of Natural Hands-on: Text processing
Language Processing  Data Processing
 Bag of Words
 TFIDF
 NLTK
Advanced NLP Session: Advance NLP Concepts
Concepts  Visualising Word Vectors
 Dimensionality Reduction
 Cosine Similarity
Model training Activity: Training the machine
AI Ethics Session: Ethical Issues around NLP
Activity: Construct a code of Ethics

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 UNIT SUB-UNIT SESSION/ ACTIVITY/ PRACTICAL
EVALUATION Introduction Session: Introduction to Model Evaluation
Confusion Matrix Session & Activity: Confusion Matrix
Evaluation Score Session: Understanding Accuracy, Precision, Recall &
Calculation F1 Score
Activity: Practice Evaluation
* NOTE: Python should be assessed through Practicals only and should not be
assessed with the Theory Exam.

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 have  18-37 years
Technology a minimum of 1 year of work (as on Jan.
OR experience in the same job 01 (year))
Bachelor Degree in Computer Application/ role.
Science/ Information Technology (BCA, B.  Age
Sc. Computer Science/ Information  S/He should be able to relaxation to
Technology) communicate in English and be provided
OR local language. as per Govt.
Graduate with PGDCA rules
OR  S/He should have
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.
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:

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 (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.

The Head Master/Principal of the school where the scheme is being implemented should facilitate
and ensure that the (Vocational) Teachers/Trainers:

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  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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