Part A Employability Skills (XII)S.NoUnitsDuration(Hrs.)1.Unit 1: Communication Skills – IV132.Unit 2: Self-management Skills – IV93.Unit 3: Basic ICT Skills- IV64.Unit 4: Entrepreneurial Skills – IV165.Unit 5: Green Skills – IV6Total50Marks10

Unit 1: Communication Skills - IVLearning Outcome2 MKS1. Describe thesteps to activelistening skills2. Demonstratebasic writing skillsTheory ( Periods)1. Importance ofactive listening atworkplace2. Steps to activelistening1. Writing skills tothe following: Sentence Phrase Kinds ofSentences Parts ofSentence Parts of Speech Articles Construction ofa ParagraphTotalPractical (Periods)1. Demonstration ofthe key aspects ofbecoming activelistener2. Preparing postersof steps for activelistening1. Demonstrationand practice ofwriting sentencesand paragraphson topics relatedto the subjectTotal Duration6713

Unit 2: Self-management –IVLearning Outcome1. Describe thevarious factorsinfluencing selfmotivation2. Describe thebasic personalitytraits, types anddisordersTheory ( Periods)Practical ( Periods)1. Finding and listing1. Group discussionmotives (needs andon identifyingdesires);needs and desire2. Finding sources of2. Discussion onmotivation andsources ofinspiration (music,motivation andbooks,activities);expansiinspirationve thoughts; living fullyin the presentmoment;dreaming big1. Describe the meaning1. Demonstrate theof personalityknowledge of2. Describe howdifferentpersonality influencepersonality typesothers3. Describe basicpersonality traits4. Describe commonpersonality disordersparanoid, antisocial,schizoid, borderline,narcissistic, avoidant,dependent andobsessiveTotalTotal Duration(11 Periods)459

Unit 3: Information & Communication Technology – IVLearning OutcomeTheory (Periods)1. Performtabulation usingspreadsheetapplication1. Introduction tospreadsheetapplication2. Spreadsheetapplications3. Creating a newworksheet4. Openingworkbook andentering text5. Resizing fontsand styles6. Copying andmoving7. Filter and sorting8. Formulas andfunctions9. Passwordprotection.10. Printing aspreadsheet.11. Saving aspreadsheet invarious formats.Practical (Periods)1. Demonstrationand practice onthe following: Introduction tothe spreadsheetapplication Listing thespreadsheetapplications Creating a newworksheet Opening theworkbook andenter text Resizing fontsand styles Copying andmove the celldata Sorting and Filterthe data Applyingelementaryformulas andfunctions Protecting thespreadsheet withpassword Printing aspreadsheet Saving thespreadsheet invarious formatsTotal Duration3

2. Prepare1. Introduction topresentation usingpresentationpresentation2. Softwareapplicationpackages forpresentation3. Creating a newpresentation4. Adding a slide5. Deleting a slide6. Entering andediting text7. Formatting text8. Inserting clipartand images9. Slide layout10. Saving apresentation11. Printing apresentationdocument.12.Total1. Demonstration andpractice on thefollowing: Listing thesoftwarepackages forpresentation Explaining thefeatures ofpresentation Creating a newpresentation Adding a slide topresentation. Deleting a slide Entering andedit text Formatting text Inserting clipartand images Sliding layout Saving apresentation Printing apresentationdocument2.36

Unit 4: Entrepreneurship Development – IVLearning Outcome1. Identify thegeneral andentrepreneurialbehaviouralcompetenciesTheory (Periods)1. Barriers to1.becomingentrepreneur2. Behavioural andentrepreneurialcompetencies –adaptability/decisiv 2.e ness, initiative/perseverance,interpersonal skills,organizationalskills,,valuing serviceand diversity4.2. Demonstrate theknowledge of selfassessment ofbehaviouralcompetencies1. Entrepreneurialcompetencies inparticular : self confidence,initiative, seeingand acting onopportunities,concern forquality, goalsetting and risktaking, problemsolving andcreativity,systematicplanning encing andnegotiating, teambuildingTotal1.Practical(Periods)Administering selfratingquestionnaire andscore responseson each of thecompetenciesCollect smallstory/ anecdote neurialcompetenciesreflected in eachstory and connectit to the definitionof behaviouralcompetenciesPreparation ofcompetenciesprofile of studentsGames andexercises onchangingentrepreneurialbehavior anddevelopment ofcompetencies forenhancing selfconfidence,problem solving,goal setting,informationseeking, teambuilding andcreativityTotal Duration(16 Periods)8816

Unit 5: Green Skills – IVLearning Outcome1. Identify the roleand importance ofgreen jobs indifferent sectorsTheory (Periods)Practical (Periods)1. Role of green jobs in 1. Listing of green jobstoxin-free homes,and preparation of2. Green organicposters on green jobgardening, publicprofilestransport and energy 2. Prepare posters onconservation,green jobs.3. Green jobs in waterconservation4. Green jobs in solarand wind power,waste reduction,reuse and recyclingof wastes,5. Green jobs in greentourism6. Green jobs in buildingand construction7. Green jobs inappropriatetechnology8. Role of green jobs inImproving energy andraw materials use9. Role of green jobs inlimiting greenhousegas emissions10. Role of green jobsminimizing waste andpollution11. Role of green jobs inprotecting andrestoring ecosystems12. Role of green jobs insupport adaptation tothe effects of climatechangeTotalTotal Duration(06 Periods)66

What is communication?Communication is the act of conveying meanings from one entity or group to another through the use of mutuallyunderstood signs, symbols, and semiotic rules.*The following figure represents types of communicationLearning objectives of Effective communication1.2.Development of Interpersonal SkillsTo express effectively with maximum efficiencyCommunication skills are beneficial in and out of the workplace. Having the ability to clearly communicate instructions,ideas and concepts can help you find success in any career. With practice, anyone can enhance their communication skills.One of the most critical skills in effective communication is Active listening. Developing this soft skill will help build andmaintain relationships, solve problems, improve processes and retain information such as instructions, procedures andexpectations.1Communication skills – XII

Why is active listening important in the workplace?Whether we are seeking a new job opportunity, striving to earn a promotion or working to improve in our current role,improving our active listening skills will help us succeed. Much like critical thinking and conflict resolution, this soft skill willhelp to improve our personality.Here are several benefits of being an active listener: It helps us build connections.2Communication skills – XII

Active listening helps others feel comfortable sharing information with us. When we demonstrate our ability to sincerelylisten to what others have to say, people will be more interested in communicating with us on a regular basis. This can helpopen up opportunities to collaborate with others, get work done quickly or start new projects. All of these things can helplead us to success in our career. It helps you build trust.When people know that they can speak freely with us without interruptions, judgment or unwelcome interjections,they’ll be more likely to confide in us. This is especially helpful when meeting a new customer or business contact withwhom we want to develop a long-term working relationship. It helps you identify and solve problems.Actively listening to others will help you detect challenges and difficulties others are facing, or problems withinprojects. The more quickly you’re able to spot these issues , the sooner you can find a solution or create a plan toaddress it.Four Steps to Active ListeningActive listening requires four discrete steps.CONTACT—connect with the participant who is contributing; eye contact, open posture, and non - verbal responses.ABSORB—take in all aspects of the spoken message, implicit and explicit and non - verbal clues. Do not judge or evaluate.REFLECTIVE FEEDBACK—mirror, reflect, or give feedback on what you have heard and why the contributor claims to bevalid.CONFIRM—receive confirmation from the speaker that you heard the participant’s message accurately. If not, start themethod over again from the beginning by having the speaker restate their view.Demonstrating Active Listening skills1.The Storytelling Listening GameIn this game, the teacher starts a story with a beginning phrase, and then each child in the classroom adds one word to thestory in turn. Students must be active participants and follow the story closely so that when their turn comes to add asentence, the story will make sense. Another way to practice this is by playing a traditional game of Telephone where amessage is passed around the room to see if it stays the same.Active Listening Skills(game)Directions: Read and listen to the statements below. After reading and listening to the teacher, read the statements, writea response for each statement, demonstrating reflective listening on part of you as listener. Your answer shoulddemonstrate the response. Remember a dialogue is a conversation between two people. One person sends a message (thestatement). The person who receives the message then responds (your written response). Make sure to include all of thepoints each speaker makes. Do not assume any facts. (Note: offering reasons, solutions or excuses for behaviour is not partof the reflective listening response and must be avoided.In each of your responses, underline all words that show you will restate the points made by the original speaker.Look at the example below. Note each part of the sender’s statement is also mentioned in the reflective listeningstatement. (Statement) I get furious with him when he says things that suggest that I don’t takegood care of the kids. (Active Listening Response) What I think I hear you saying is, that you feel furious when he implies that you’re not a goodcaregiver for your kids.From the statements listed below, select a different phrase to use for each of the dialogues you need to complete. “What I think I hear you saying is ” “In other words, you think that ”3Communication skills – XII

“Correct me if I’m wrong, but aren’t you saying ” “Let me review what I’ve heard you say. Please correct me if I leave anything out.” “I hear you saying Is that right?”1. Father to Son/Daughter: “I am sick and tired of you asking to borrow the car/bike when you haven’t completed yourhomework or your chores, you leave your room in a total wreck and you have been disrespectful to your family. You needto grow up and learn to show some respect.Response:2.Teacher to Student: “I am very concerned about your lack of progress in this course. You haven’t been keeping up withyour work and the work that you have been submitting is of poor quality. You are a senior and this course is a graduationrequirement. If you don’t start turning in your work, you are going to fail this course and possibly miss graduation.”Response:3. Friend to Friend: I just don’t know what to do about my parents. It seems like they just don’t understand me. EverythingI like seems to go against their values, and they just won’t accept my feelings as being right for me. It’s not that they don’tlove me, they do, but they just don’t accept me.Response:Designing poster on steps of Active ListeningCase Studies –Ask students to do some research on good communicators according to them. List out their names. They can work in pairs.List the good aspects of these communicators which make them influential orators.Students present their work in front of classmates and give a chance for questions.Self -check on the qualities students possess so as to become good and effective communicators. List out the ones theylack and need to build up to be an effective communicator.This activity gives a scope for active listening as well as skills that each student has to develop to improve theircommunication skills.Writing SkillsWhat is Writing?Writing is a form of communication that allows students to put their feelings and ideas on paper, to organize theirknowledge and beliefs into convincing arguments, and to convey meaning through well-constructed text. In its mostadvanced form, written expression can be as vivid as a work of art.1.SentencesThe main focus here is to improve basic sentence composition skills. One can review the types of sentences and thefunctions of their component parts listed below.Simple, compound, and complex sentencesa)Simple sentenceA simple sentence is one independent clause that has a subject and a verb and expresses a complete thought. Thereare some important requirements for a simple sentence: 4Must have a subject and a verb.Communication skills – XII

Must express a complete thought.Must only have one clause.Examples I am out of paper for the printer. Will you help me with the math homework?Compound Sentenceb)A compound sentence allows us to share a lot of information by combining two or more related thoughts intoone sentence. It combines two independent clauses by using a conjunction like “and.” This creates sentences thatare more useful than writing many sentences with separate thoughts.Example of Compound SentencesWe use compound sentencesquite often. . Here are some examples: the independent clause is green, the second ispurple, and the conjunctions are orange:1.I drove to the office, and then I walked to the cabin.c) Complex sentence –A complex sentence is a sentence that combines one independent clause with at least one dependent clause.Example Although Rohan had some doubts, he found the courses very useful.The above example is a complex sentence: it has a dependent clause (a subject ' Rohan' and a verb 'had'), followed by anindependent clause (subject 'he' and a verb 'found') and forms

Sentences Parts of Sentence Parts of Speech Articles Construction of a Paragraph 1. Demonstration and practice of writing sentences and paragraphs on topics related to the subject 7 Total 13 . Unit 2: Self-management –IV Learning Outcome Theory ( Periods) Practical ( Periods) Total Duration (11 Periods) 1. Describe the various factors influencing self- motivation 1. Finding and listing .