LEARNING OUTCOME BASED

VOCATIONAL CURRICULUM

JOB ROLE:
Data Annotator
(QUALIFICATION PACK: Ref. Id. SSC/Q8120)
SECTOR: IT-ITeS

Grades XI and XII

PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION

Shyamla Hills, Bhopal – 462 002, M.P., India
www.psscive.ac.in
 LEARNING OUTCOME BASED
VOCATIONAL CURRICULUM

JOB ROLE:
Data Annotator
(QUALIFICATION PACK: Ref. Id. SSC/Q8120)
SECTOR: IT-ITeS

Grades XI and XII

PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION

Shyamla Hills, Bhopal – 462 002, M.P., India
www.psscive.ac.in
LEARNING OUTCOME BASED CURRICULUM
Data Annotator
IT-ITeS Sector

Jul, 2023

© PSSCIVE, 2023
http://www.psscive.ac.in

No part of this work may be reproduced, 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 Vocational
Education, Bhopal. The PSSCIVE does not guarantee the accuracy of the data included
in this publication and accepts no responsibility for any consequence of their use.

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 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 Rashtriya Madhyamik Shiksha Abhiyan (RMSA).
The main purpose of the competency based curricula is to bring about the improvement in
teaching-learning process and working competences 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 IT-ITeS – Data Annotator. 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.

Dinesh Prasad Saklani

Director
National Council of Educational Research & 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 fulfill 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 fulfill the needs of the society and the world of work. In order to honor 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 course-ware 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 course-ware 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.
The PSSCIVE, Bhopal remains committed in bringing about reforms in the vocational education
and training system through the learner-centric curricula and course-ware. We hope that this
document will prove useful in turning out more competent Indian workforce for the 21 st Century.

Deepak Paliwal
Joint Director
PSS Central Institute of Vocational Education
(ii)
ACKNOWLEDGMENT

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 Rashtriya Madhyamik Shiksha
Abhiyan (RMSA) and the officials of the Ministry of Education (MoE), Government of India for the
financial support to the project for development of 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 RMSA, MoE, RMSA Cell at the
National Council of Educational Research and Training (NCERT), National Skill Development
Agency (NSDA) and National Skill Development Corporation (NSDC) and Electronics Sector Skill
Council of Indian (ESSCI) for their academic support and cooperation.
We are grateful to the expert contributors and Deepak D. Shudhalwar, Professor (CSE), PSSCIVE, for
their earnest effort and contributions in the development of this learning outcome based
curriculum. Their contributions are dully acknowledged.
The contributions made by Vinay Swarup Mehrotra, Professor and Head, Curriculum Development
and Evaluation Centre (CDEC), Vipin Kumar Jain, Associate Professor and Head, Programme
Planning and Monitoring Cell (PPMC) and Deepak Shudhalwar, Professor (CSE) and Head, ICT and
Computer Centre, PSSCIVE in development of the curriculum for the employability skills are duly
acknowledged.
We are also grateful to the Course Coordinator Deepak D. Shudhalwar, Professor (CSE), Head, ICT
and Computer Centre, Department of Engineering and Technology, PSSCIVE, for bringing out this
curriculum in the final form.

PSSCIVE Team

(IV)
CONTENTS
Sn. Title Page No.
Foreword i
Preface ii
Acknowledgment iii
1 Course Overview 1
2 Scheme of Units and Assessment 2
3 Teaching/ Training Activities 4
4 Assessment and Certification 4
5 Unit Content Grade XI 7
Part A Employability Skills 7
Unit 1 Communication Skills – III 7
Unit 2 Self-management Skills – III 9
Unit 3 Basic ICT Skills – III 10
Unit 4 Entrepreneurial Skills – III 11
Unit 5 Green Skills – III 12
Part B Vocational Skills 13
Unit 1 Basics of Data Annotation 13
Unit 2 Data Curation and Labelling 15
Unit 3 Manage and Plan Work Requirements 16
Class XII 17
Part A Employability Skills 17
Unit 1 Communication Skills – IV 17
Unit 2 Self-management Skills – IV 18
Unit 3 Basic ICT Skills – IV 19
Unit 4 Entrepreneurial Skills – IV 20
Unit 5 Green Skills – IV 21
Part B Vocational Skills 22
Unit 1 Data Quality Management 22

Unit 2 Documentation 23

Unit 3 Workplace Data Management 24

Unit 4 Inclusive and Environmentally Sustainable Workplaces 25

6 Organization of Filed Visits and OJT 26
7 List of Equipment and Materials 26
8 Teacher’s Qualification 27
9 List of Contributors 29
Curriculum: Data Annotator, Grade XI-XII

1. COURSE OVERVIEW
Course Title: Data Annotator
Data annotation is the process of labeling elements of training data, that may be text, images,
audio, or video to help machines understand what exactly is in it and what is important, so that
machines can use it. It is especially useful for supervised machine learning (ML), where the system
relies on labeled datasets to process, understand, and learn from input patterns to arrive at desired
outputs. An annotation might look like highlighting information information or vocabulary in a text,
marking a text with symbols to represent different ideas, creating notes in the margins of a text to
keep track of thoughts and questions, or writing summaries at the end of a chapter or section for
easy review. Data annotation has applications in diverse sectors ranging from chatbot companies,
finance, medicine to government and space programs.
Individuals at this job are responsible for data entry and being able to classify the data they are
provided with. They are responsible for extracting data from scientific literature using controlled
vocabularies. They assess the information from various sources like videos, advertisements,
photographs, and other types of material and then attach tags to the content. Data Annotator is
required to inculcate strong work ethic, maintain a healthy working environment, and provide
data and information in standard formats.
COURSE OUTCOMES: On completion of the course, students should be able to:
 Apply effective oral and written communication skills to interact with 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;
 Demonstrate the knowledge of the importance of green skills in meeting the challenges of
sustainable development and environment protection;
 Explain the basic concepts of data annotation;
 Describe various uses cases of data annotation;
 Evaluate and identify different types of data and data annotation techniques;
 Evaluate, analyse, and classify various elements of datasets as per the defined
 terms/keywords;
 Outline various annotation methods and tools to carryout data annotation process;
 Evaluate various process, methods and standards that can be implemented to improve
data efficiency and quality;
 Employ proper classification and storage of raw and annotated data to avoid
misclassification and maintain data security;
 Employ various methods to evaluate the accuracy of annotated data;
 Prepare documentation and reports as per the standard templates;
 Describe the standard formats to manage data/information effectively;
 Illustrate sustainable practices at workplace for energy efficiency and waste management;
 Apply different approaches to maintain gender equality and increase inclusiveness.
COURSE REQUIREMENTS: The learner should have basic knowledge of science.
COURSE LEVEL: This course can be taken up at Intermediate level in Grade XI and Grade XII.
COURSE DURATION: Total : 600 hours
Grade 11 : 300 hours
Grade 12 : 300 hours

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Curriculum: Data Annotator, Grade XI-XII

2. SCHEME OF UNITS AND ASSESSMENT

This course is a planned sequence of instructions consisting of Units meant for developing employ-
ability and vocational competencies of students of Grade XI and XII opting for vocational subject
along with general education subjects. The unit-wise distribution of hours and marks for Grade XI is
as follows :

GRADE XI
Units No. of Hours for Max. Marks
Theory and for Theory &
Practical Practical
300 100
Part A Employability Skills
Unit 1 Communication Skills – III 20 10
Unit 2 Self-management Skills – III 15
Unit 3 Basic ICT Skills – III 20
Unit 4 Entrepreneurial Skills – III 20
Unit 5 Green Skills – III 15
Total Hours 90 10
Part B Vocational Skills
Unit 1 Basics of Data Annotation 45 40
Unit 2 Data Curation and Labelling 90
Unit 3 Manage and Plan Work Requirements 15
Total Hours 150 40
Part C Field Visits (3x5) 15 10
Part D On the Job Training and Field Visits (3x5) 45
Part E Project/ Practical Work
Practical File/ Student Portfolio 10
Practical Work 10
Written Test 10
Viva Voce 10
Total 60
Total Hours 300 100

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Curriculum: Data Annotator, Grade XI-XII

The unit-wise distribution of hours and marks for Grade XII is as follows:

GRADE XII
Units No. of Hours for Max. Marks
Theory and for Theory &
Practical Practical
300 100
Part A Employability Skills
Unit 1 Communication Skills – III 20 10
Unit 2 Self-management Skills – III 15
Unit 3 Basic ICT Skills – III 20
Unit 4 Entrepreneurial Skills – III 20
Unit 5 Green Skills – III 15
Total Hours 90 10
Part B Vocational Skills
Unit 1 Data Quality Management 75 40

Unit 2 Documentation 30

Unit 3 Workplace Data Management 30

Unit 4 Inclusive and Environmentally Sustainable Workplaces 15

Total Hours 150 40
Part C Field Visits (3x5) 15 10
Part D On the Job Training and Field Visits (3x5) 45
Part E Project/ Practical Work
Practical File/ Student Portfolio 10
Practical Work 10
Written Test 10
Viva Voce 10
Total 60
Total Hours 300 100

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Curriculum: Data Annotator, Grade XI-XII

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, followed by
discussions should be conducted by trained vocational teachers. Vocational teachers should
make effective use of a variety of instructional 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

Upon successful completion of the course by the candidate, the Central/ State Examination
Board for Secondary Education and the respective Sector Skill Council will certify the
competencies.
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.

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Curriculum: Data Annotator, Grade XI-XII

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
It allows candidates to demonstrate that they have the knowledge and understanding of a given
topic. Theory question paper for the vocational subject should 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. The respective Sector
Skill Council should be consulted by the Central/State Board for preparing the panel of experts for
question paper setting and conducting the examinations.
The blue print for the question paper may be as follows:
Duration: 3 hrs Max. Mark:
30

No. of Questions
Very Short Short Long
Typology of Question Answer Answer Answer Marks
(1 mark) (2 Marks) (3 Marks)
1. Remembering – (Knowledge based simple recall
questions, to know specific facts, terms, concepts,
3 2 2 13
principles, or theories; identify, define or recite,
information)
2. Understanding – (Comprehension – to be familiar
with meaning and to understand conceptually,
2 3 2 14
interpret, compare, contrast, explain,
paraphrase, or interpret information)
3. Application – (Use abstract information in
concrete situation, to apply knowledge to new
0 2 1 07
situations: Use given content to interpret a
situation, private an example, or solve a problem)
4. High Order Thinking Skills – (Analysis & Synthesis –
Classify, compare, contrast, or differentiate
between different pieces of information; Organize 0 2 0 04
and/ or integrate unique pieces of information
from a variety of sources)
5. Evaluation – (Appraise, judge, and/or justify the
value or worth of a decision or outcome, or to 0 1 0 02
predict outcomes based on values)
Total 5x1=5 10x2=20 5x3=15 40
(20 Qes.)

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

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Curriculum: Data Annotator, Grade XI-XII

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.
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.
Project Work (individual or group project) is 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. When the class returns from the field visit,
each group might be asked to use the information that they have gathered to prepare
presentations or reports of 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, photos of products prepared by students
in relation to the unit of competency.
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.
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 emphasize 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, the CCE manual of Central Board of Secondary Education
(CBSE) or the guidelines issued by the State Boards on the procedure for CCE should be followed
by the Institutions.

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Curriculum: Data Annotator, Grade XI-XII

5. UNIT CONTENTS

GRADE XI, Part A: Employability Skills

Unit No. Unit Name Duration in

Hours
Unit 1 Communication Skills – III 20
Unit 2 Self-management Skills – III 15
Unit 3 Basic ICT Skills – III 20
Unit 4 Entrepreneurial Skills – III 20
Unit 5 Green Skills – III 15
Total 90

Unit 1: Communication Skills – III

Sn Learning Outcome Theory (08 Hours) Practical (12 Hours) 20
1 Demonstrate  Introduction to communication  Role-play on the 03
knowledge of  Importance of communication communication process
communication  Elements of communication  Group discussion on the
 Perspectives in communication importance of communication
 Effective communication and factors affecting
perspectives in communication
 Charts preparation on elements
of communication
 Classroom discussion on the 7Cs
(i.e. Clear, Concise, Concrete,
Correct, Coherent, Courteous
and Complete) for effective
communication
2 Demonstrate  Verbal communication  Role play of a phone 02
verbal  Public Speaking conversation
communication  Group activity on delivering a
speech and practicing public
speaking
3 Demonstrate non-  Importance of non-verbal  Role plays on non-verbal 02
verbal communication, communication
communication  Types of non-verbal  Group exercise and discussion
communication, on Do’s and Don’ts to avoid
 Visual communication body language mistakes
 Group activity on methods of
communication
4 Demonstrate  Pronounciation basics,  Group activities on practicing 01
speech using  Speaking poperly, pronunciation
correct  Phonetics,

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Curriculum: Data Annotator, Grade XI-XII

pronunciation  Types of sounds

5 Apply an assertive  Important communication  Group discussion on 02
communication styles, communication styles,
style  Assertive communication,  Group discussion on observing
 Advantages of assertive and sharing communication
communication, styles
 Practicing assertive
communication
6 Demonstrate the  Steps for saying “No”  Group discussion on how to say 01
knowledge of  Connecting words ‘No’
saying no
7 Identify and use  Capitalisation,  Group activity on identifying 02
parts of speech in  Punctuation, parts of speech,
writing  Basic parts of speech,  Writing a paragraph with
 Supporting parts of speech punctuation marks,
 Group activity on constructing
sentences,
 Group activity on identifying
parts of speech
8 Write correct  Parts of a sentence  Activity on framing sentences 01
sentences and  Types of object  Activity on active and passive
paragraphs  Types of sentences voice
 Paragraph  Assignment on writing different
types of sentences.
9 Communicate with  Geetings,  Role-play on formal and 01
people  Introducing self and others informal greetings,
 Role-play on introducing
someone,
 Practice and group discussion
on how to greet different
people
10 Introduce yourself  Talking about self  Practicing self-introduction and 01
to others and write  Filling a form filling up forms
about oneself  Practicing self-introduction to
others
11 Develop  Main types of questions,  Practice exercise on forming 01
questioning skill  Forming closed and open questions,
ended questions  Group activity on framing
questions.
12 Communicate  Names of relatives,  Practice taking about family, 01
information about  Relations  Role-ply on talking about family
family to others members
13 Describe habits  Concept of habits and routines  Group discussion on habits and 01
and routines routines
 Group activity on describing

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Curriculum: Data Annotator, Grade XI-XII

routines
14 Ask or give  Asking for directions,  Role-play on asking and giving 01
directions to others  Using landmarks directions,
 Identifying symbols used for
giving directions
Total Duration in Hours 20

Unit 2: Self-management Skills – III

Sn Learning Outcome Theory (07 Hours) Practical (08 Hours) 15
1. Identify and  Understanding self  Activity on writing aims in life 02
analyze own  Techniques for identifying  Prepare a worksheet on
strengths and strengths and weaknesses interests and abilities
weaknesses  Difference between interests
and abilities
2. Demonstrate  Guidelines for dressing and  Role-play on dressing and 02
personal grooming grooming standards
grooming skills  Preparing a personal grooming  Self-reflection activity on
checklist various aspects of personal
grooming
3. Maintain personal  Importance of personal hygiene  Role-play on personal hygiene 02
hygiene  Three steps to personal hygiene  Assignment on personal
 Essential steps of hand washing hygiene
4. Demonstrate the  Describe the benefits of  Assignment on working in a 02
knowledge of teamwork, team,
working in a team  Working in a team  Self-reflection on teamwork
and participating
in group activities
5 Develop  Benefits of networking skills,  Group activity on networking in 01
networking skills  Steps to build networking skills action,
 Assignment on networking skills
6 Describe the  Meaning of self-motivation,  Activity on staying motivated, 02
meaning and  Types of motivation,  Assignment on reasons
importance of  Steps to building self-motivation hindering motivation
self-motivation
7 Set goals  Meaning of goals and purpose  Assignment on setting SMART 02
of goal-setting, goals,
 Setting SMART goals  Activity on developing long-
term and short-term goals using
SMART method
8 Apply time  Meaning and importance of  Preparing checklist of daily 02
management time management, activities
strategies and  Steps for effective time
techniques management
Total Duration in Hours 15

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Curriculum: Data Annotator, Grade XI-XII

Unit 3: Information and Communication Technology Skills – III

Sn Learning Outcome Theory (08 Hours) Practical (12 Hours) 20
1. Create a  Introduction to ICT,  Demonstration and practice of 02
document on the  Advantages of using a word the following:
word processor processor,  Creating a new document
 Work with LibreOffice Writer  Typing text
 Saving the text
 Opening and saving file in
Microsoft word/Libre Office
Writer
2. Identify icons on  Status bar,  Group activity on using basic 02
the toolbar  Menu bar, user interface of LibreOffice
 Icons on the Menu bar, writer
 Multiple ways to perform a  Group activity on working with
function Microsoft Word
3. Save, close, open  Save a document,  Group activity on perform ing 02
and print  Close a document, the functions for saving, closing
document  Open an existing document, and printing documents in
 Print a document LibreOffice Writer,
 Group activity on perform ing
the functions to save, close and
print documents
4. Format text in a  Change style and size of text  Group activity on formatting 02
document  Align text, text in LibreOffice Writer,
 Cut, Copy, Paste,  Group activity on formatting
 Find and replace text in Microsoft Word
5. Check spelling and  Use of spell checker,  Group activity on checking 02
grammar in a word  Autocorrect spellings and grammer using
document LibreOffice Writer
 Group activity on checking
spellings and grammer using
Microsoft Word
6. Insert lists, tables,  Insert bullet list,  Practical exercise of inserting 03
pictures, and  Number list, lists and tables using LibreOffice
shapes in a word  Tables, Writer
document  Pictures,
 Shapes
7. Insert header,  Insert header,  Practical exercise of inserting 03
footer and page  Insert footer, header, footer and page
number in a word  Insert page number, numbers in LibreOffice Writer
document  Page count  Practical exercise of inserting
header, footer and page
numbers in Microsoft Word
8. Make changes by  Tracking option  Group activity on performing 04
using the track  Manage option track changes in LibreOffice

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Curriculum: Data Annotator, Grade XI-XII

change option in a  Compare documents Writer

word document  Group activity on performing
track changes in Microsoft
Word
Total Duration in Hours 15

Unit 4: Entrepreneurial Skills – III

Sn Learning Outcome Theory (07 Hours) Practical (13 Hours) 20
1. Differentiate  Introduction to entrepreneurship  Role play on different kind of 02
between different  Types of business activities business around us
kinds of businesses
2. Describe the  Meaning of value,  Role play on qualities of an 02
significance of  Values of an Entrepreneur, Entrepreneur
entrepreneurial  Case study on qualities of an
values entrepreneur
3. Demonstrate the  Difference between the  Interviewing employees and 02
attitudinal attitude of entrepreneur and entrepreneurs
changes required employee
to become an
entrepreneur
4. Develop thinking  Problems of entrepreneurs  Group activity on identifying 03
skills like an  Problem-solving, and solving problems
entrepreneur  Ways to think like an
entrepreneur
5. Generate business  The business cycle,  Brainstorming on generating a 03
ideas  Principles of idea creation, business ideas
 Generating a business idea,
 Case studies
6. Describe customer  Understanding customer needs  Group activity to conduct a 04
needs and  Conducting a customer survey customer survey
importance of
conducting a
customer survey
7. Create a business  Importance of business  Group activity on developing a 04
plan planning, business plan
 Preparing a business plan,
 Principles to follow for growing a
business,
 Case studies
Total Duration in Hours 20

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Curriculum: Data Annotator, Grade XI-XII

Unit 5: Green Skills – III

Sn Learning Outcome Theory (07 Hours) Practical (08 Hours) 15
1. Describe the  Meaning of ecosystem, food  Group discussion on sectors of 06
importance of the chain and sustainable green economy,
main sector of the development  Poster making on various sectors
green economy  Main sectors of the green for promoting green economy
economy- E-waste
management, green
transportation, renewal energy,
green construction, and water
management
2. Describe the main  Policies for a green economy  Group discussion on initiatives 03
recommendations for promoting the green
of policies for the economy,
green economy  Writing an essay or a short note
on the important initiatives for
promoting green economy.
3. Describe the major  Stakeholders in the green  Group discussion on the role of 03
green sector/area economy stakeholders in green economy
and the role of  Preparation of posters on green
various sectors and their stakeholders
stakeholders in the  Making solar bulbs.
green economy
4. Identify the role of  Role of the government in  Group discussion on the role of 03
government and promoting a green economy, Government and Private
private agencies in  Role of private agencies in Agencies in promoting a green
the green promoting green economy economy.
economy  Posters making on green
sectors.
Total Duration in Hours 15

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Curriculum: Data Annotator, Grade XI-XII

GRADE XI, Part B: Vocational Skills

Unit No. Unit Name Duration in Hours

Unit 1 Basics of Data Annotation 45
Unit 2 Data Curation and Labelling 90
Unit 3 Manage and Plan Work Requirements 15
Total Duration 150

Unit 1: Basics of Data Annotation

Sn Learning Outcome Theory (20 Hours) Practical (25 Hours) 45

1. Describe the  Introduction to Artificial  List the phases of Machine 10

Machine Learning Intelligence (AI) and Machine Learning,
Learning,  Illustrate to train the machine
 Phases of Machine Learning, with data,
 Types of Machine Learning –  List the types of learning
Supervised Learning, methods,
Unsupervised Learning, Semi  Illustrate the types of Supervised
Supervised Learning, Learning Algorithms,
Reinforcement Learning  List the types of clustering,
 Types of Supervised and  List the disadvantages of
Unsupervised Learning Unsupervised Learning,
Algorithms,  Illustrate the methodology of
 Advantages and Semi-Supervised Learning,
disadvantages of Supervised  List the applications of Semi-
and Unsupervised Learning, supervised Learning,
 Semi-Supervised Learning,  List the applications of
 Applications of Semi-supervised Reinforcement Learning,
Learning,  List the real time applications
 Reinforcement Learning, applying the Reinforcement
 Applications of Reinforcement Learning
Learning,
 Training and testing in Machine
Learning.

2. Describe the Data  Concept of Data Annotation,  Illustrate the concept of Data 05
Annotation for  Importance of Data Annotation on paper,
Business Annotation in Business,  List the importance of Data
 Impact of Data Annotation in Annotation in Business,
Business,  List the applications of Data
 Applications of Data Annotation,
Annotation,  Illustrate the examples showing
 Examples of Data Annotation in the Impact of Data Annotation
Business in Business

3. Describe the  Define use-cases of Data  Identify Use cases of Data 10

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Curriculum: Data Annotator, Grade XI-XII

various uses cases Annotation – Search Engine Annotation,

and applications Efficiency, Development of  Explore the Use cases of Data
of Data facial recognition software, Annotation,
Annotation Production of data for  List the various applications of
automated vehicles, Medical Data Annotation
breakthroughs,
 Applications of Data
Annotation – Unmanned
Vehicles, Manufacturing,
Healthcare, Insurance and
Banking, Agriculture, Retail,
Animal management,
Geosensing, Crop health
surveillance, Surveillance and
Protection, Insurance, Robotics,
Analytics in sports, Image
Analysis, Fashion Industry, Shop
automation,

4. Describe the Types,  Understanding of Data  List the types of Data 10

Methods and Data Annotation Types - Bounding Annotation,
Types of Data boxes, Lines and splines,  Prepare the spreadsheets to
Annotation Semantic segmentation, 3D conduct analysis & organize
cuboids, Polygonal data types for annotations,
segmentation, Landmark and  List the Methods of Data
key-point, Entity annotation Annotation,
 Data Annotation Methods,  Demonstrate the difference
 Manual Data Annotation, between various annotation
 Data Annotation using Crowd methods and techniques based
Sourcing, on the project requirements and
 Data Annotation based on the datasets,
usage,  Demonstrate the Text
 Data-Driven Data Annotation, Annotation, Image Annotation,
 Data Annotation Using an Audio Annotation
Artificial Intelligence API  Demonstrate Data Analysis using
 Data Types of Data Annotation Annotation,
– Text Annotation, Audio  Identify various terms/keywords
Annotation, Video Annotation used in various annotations.

5. Describe the Tools  Understanding of Tools of Data  List the tools of Data Annotation, 10
of Data Annotation – Colabler,  List the Open-Source tools of
Annotation Labelbox, Data Annotation,
 Open-Source tools – CVAT,  Illustrate the Annotation using
VoTT, VGG Image Annotator, Word,
LabelMe, DataTurks, Diffgram,  Illustrate the Annotation using
VGG Image Annotator, Adobe,
 Documentation Annotation  List the General Principles and
Tools, standards of Data

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Curriculum: Data Annotator, Grade XI-XII

 Annotation using Word, Management,

 Annotation using Adobe,  List the standards for Data
 Data Management Standards Quality
– General Principles and
standards,
 Standards for Data Quality

Total Duration in Hours 45

Unit 2: Data Curation and Labelling

Sn Learning Outcome Theory (30 Hours) Practical (60 Hours) 90

1. Describe the Data  Concept of Data Curation,  Prepare the annotated 15

Curation  Define Data Curation in database as per the defined
Machine Learning, keywords using the existing
 Stages of Data Curation data,
 Data Curation characteristics,  Demonstrate to identify various
 Data Curation activities, data sources using defined
 Tools of Data Curation, keywords.
 Real-world applications of
Data curation,
 Importance of various
stakeholders and teams in
defining the project goals,
 Role of stakeholders as a group

2. Evaluate the  Purpose of Data Annotation,  Analyze domain vocabulary 15

business needs for  Benefits of Data Annotation, and the properties of the data
Data Annotation  Need for Data Annotation intended to be used,
services in Business,  Apply relevant annotation
 Specialized Data Annotation methods based on the nature of
for certain sectors, the project.
 Demand for Data Annotation,
 The data-driven sector is taken
over by predictive annotation,
 Annotating data in AI
development.

3. Examine the  Different types of data for Data  Demonstrate to analysis, 15

different types of Curation process – Text, Image, categorization, and annotation
data available for Audio, Video, Signals, of data elements into named
the data curation  Data related to scientific, entities, intents, sentiments, and
process measurements, sales, semantics.
healthcare, Education.  Carry out careful organization
and handling of annotated
data as per the standards in the
defined format/ template.

4. Identify the various  Various sources of data sets,  Demonstrate to identify various 10

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Curriculum: Data Annotator, Grade XI-XII

sources of data  Sample datasets, data sources using defined

sets from the  Keyword extraction, keywords,
annotated  Tools for keyword extraction,  List the tools for keyword
database extraction,
 Illustrate to extract the keyword,

5. Examine the data  Data errors in annotation,  Identify various data errors in 10
to be annotated is  Mislabeled Data, data annotation,
free from any error,  Inaccurate Labels,  Identify missing label,
missing values  Inaccuracy in Naming  Identify object annotation errors
Procedure,
 Missing Label,
 Object Annotation Errors

6. Assess various data  Data annotation challenges on  Identify the various data 15
sensitivities issues sensitive, disguised, and annotation challenges,
for sensitive, encrypted data,  Demonstrate the methods to
encrypted,  Handling Anonymous or protect sensitive data,
masked data masked data,  Demonstrate to remove
 Methods to protect sensitive sensitive data that is
data, unimportant to the model.
 Store only IDs to reconstruct
sensitive data,
 Privacy policy and obtain full
client consent,
 Remove sensitive data that is
unimportant to the model,
 Developing a protocol for
private information.
7. Evaluate various  Web annotation data model  List the various web annotation 10
data annotation and its specification, data model,
methods and tools  Image annotation methods,  Analyze image annotation
 Data annotation tools and their methods,
business purposes,  List the data annotation tools
 Genealogical data and their business purposes.
annotation,
 Open-source tools.

Total Duration in Hours 90

Unit 3: Manage and Plan Work Requirements

Sn Learning Outcome Theory (05 Hours) Practical (10 Hours) 15
1 Define the scope of  Roles, responsibilities and limits  List the needs, requirements, 05
work of the responsibilities in work and dependencies in order to
environment, meet the work requirements,
 Importance of gathering  List the Importance of work
detailed work requirements requirements and prioritizing
and prioritizing work areas work areas,
 Annotation Guidelines  Demonstrate to apply resource

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Curriculum: Data Annotator, Grade XI-XII

management principles and

techniques

2 Describe the  Assess quality,  Demonstrate the ways to 05

effective work  Annotation redundancy, maintain an organized work
planning principles  Process of annotation, area,
 Workforce and annotation tool,  Demonstrate the process of
 Attainable goals for quality, annotation and quality
timeliness, and productivity, assurance.
 Quality assurance procedure

3 Recognize the  Work accuracy in annotation,  Illustrate to apply effective time 05

importance of  Intended use of annotations, management principles,
using time and  Workforce type and options,  Identify anomalies and data
resources  Constraints on workforce
drift
effectively selection data privacy
 Annotation tool,
 Data privacy and access.
Total Duration in Hours 15

GRADE XII, Part A: Employability Skills

Unit No. Unit Name Duration (Hrs.)

Unit 1 Communication Skills – IV 20
Unit 2 Self-management Skills – IV 15
Unit 3 Basic ICT Skills – IV 20
Unit 4 Entrepreneurial Skills – IV 20
Unit 5 Green Skills – IV 15
Total Hours 90

Unit 1: Communication Skills – IV

Sn Learning Outcome Theory (08 Hours) Practical (12 Hours) 20

1. Demonstrate  Active listening -listening skill,  Group discussion on the factors 07

active listening stages of active listening, affecting active listening,
skills  Overcoming barriers to active  Preparing posters of steps for
listening active listening,
 Role-play on negative effects
of not listening actively

2. Identify the parts  Parts of speech – using  Group practice on identifying 07

of speech capitals, punctuation, basic parts of speech
parts of speech, supporting  Group practice on constructing
parts of speech sentences

3. Write sentences  Writing skills to practice the  Group activity on writing 06

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Curriculum: Data Annotator, Grade XI-XII

following: sentences and paragraphs,

 Simple sentence  Group activity on practicing
 Complex sentence writing sentences in active or
 Types of object passive voice,
 Identify the types of sentences  Group activity on writing
 Active and Passive different types of sentences
sentences (i.e., declarative, exclamatory,
 Statement/Declarative interrogative and imperative)
sentence
 Question/Interrogative
sentence
 Emotion/Reaction or
Exclamatory sentence
 Order or Imperative
sentence

Total Duration in Hours 20

Unit 2: Self-management Skills – IV

Sn Learning Outcome Theory (07 Hours) Practical (08 Hours) 15

1. Describe the various  Motivation and positive  Role Play on avoiding stressful 06
factors influencing attitude situation,
motivation and  Intrinsic and extrinsic motivation  Activity on listing negative
positive attitude  Positive attitude – ways to situations and ways to turn it
maintain positive attitude positive
 Stress and stress management -
ways to manage stress

2. Describe how to  How to become result oriented,  Pair and share activities on the 03
become result  Goal setting – examples of aim of life
oriented result-oriented goals

3. Describe the  Steps towards self-awareness  Group discussion on self 06

importance of self-  Personality and basic awareness
awareness and the personality traits  Group discussion on common
basic personality  Common personality disorders- personality disorders
traits, types and  Suspicious  Brainstorming steps to
disorders  Emotional and impulsive overcome personality disorder
 Anxious
 Steps to overcome personality
disorders

Total Duration in Hours 15

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Curriculum: Data Annotator, Grade XI-XII

Unit 3: Information and Communication Technology Skills – IV

Sn Learning Outcome Theory (06 Hours) Practical (14 Hours) 20

1. Identify the  Getting started with  Group activity on identifying 02

components of a spreadsheet – types of a components of spreadsheet in
spreadsheet spreadsheet, components of a LibreOffice Calc
application worksheet,
 Starting LibreOffice Calc
 Creating a worksheet

2. Perform basic  Opening workbook and  Group activity on working with 03

operations in a entering data – types of data, data on LibreOffice Calc
spreadsheet steps to enter data, editing
and deleting data in a cell
 Selecting multiple cells
 Saving the spreadsheet in
various formats
 Closing the spreadsheet
 Opening the spreadsheet.
 Printing the spreadsheet.

3. Demonstrate the  Using a spreadsheet for  Group activity on formatting a 02

knowledge of addition – adding value spreadsheet in LibreOffice Calc
working with data directly, adding by using cell  Group activity on performing
and formatting text address, using a mouse to basic calculations in
select values in a formula, using LibreOffice Calc.
sum function, copying and
moving formula
 Need to format cell and
content,
 Changing text style and font
size,
 Align text in a cell,
 Highlight text.

4. Demonstrate the  Sorting data,  Group activity on sorting data 03

knowledge of using  Filtering data, in LibreOffice Calc
advanced features  Protecting spreadsheet with
in spreadsheet password

5. Make use of the  Available presentation  Group practice on working 02

software used for software with LibreOffice Impress tools,
making slide  Stapes to start LibreOffice  Group practice on creating a
presentations Impress presentation in LibreOffice
 Adding text to a presentation Impress

6. Demonstrate the  Open, Close, Save and Print a  Group activity on saving, 01
knowledge to open, slide presentation closing and opening a
close and save slide presentation in LibreOffice
presentations Impress

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Curriculum: Data Annotator, Grade XI-XII

7. Demonstrate the  Working with slides and text in a  Group practice on working 04
operations related to presentation- adding slides to a with font styles and types in
slides and texts in the presentation, deleting slides, LibreOffice Impress
presentation adding and formatting text,
highlighting text, aligning text,
changing text colour

8. Demonstrate the use  Advanced features used in a  Group activity on changing 03

of advanced presentation, slide layout on LibreOffice
features in a  Inserting shapes in the Impress
presentation presentation,
 Inserting clipart and images in
a presentation,
 Changing slide layout

Total Duration in Hours 20

Unit 4: Entrepreneurial Skills – IV

Sn Learning Outcome Theory (08 Hours) Practical (12 Hours) 20

1. Describe the  Entrepreneurship and  Group discussion on the topic 08

concept of entrepreneur “An entrepreneur is not born but
entrepreneurship  Characteristics of created”.
and the types and entrepreneurship  Conducting a classroom quiz on
roles and functions  Entrepreneurship-art and various aspects of
entrepreneur science entrepreneurship.
 Qualities of a successful  Chart preparation on types of
entrepreneur entrepreneurs
 Types of entrepreneurs  Brainstorming activity on What
 Roles and functions of an motivates an entrepreneur
entrepreneur
 What motivates an
entrepreneur
 Identifying opportunities and
risk-taking
 Startups

2. Identify the barriers  Barriers to entrepreneurship,  Group discussion about “What 04

to entrepreneurship  Environmental barriers, we fear about
 No or faulty business plan, entrepreneurship”
 Personal barriers  Activity on taking an interview
of an entrepreneur.

3. Identify the attitude  Entrepreneurial attitude  Group activity on identifying 04

that make entrepreneurial attitude.
entrepreneur
successful

4. Demonstrate the  Entrepreneurial competencies  Playing games, such as “Who 04

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Curriculum: Data Annotator, Grade XI-XII

knowledge of  Decisiveness, am I”.

entrepreneurial  Initiative  Brainstorming a business ideas
attitude and  Interpersonal skills-positive  Group practice on “Best out of
competencies attitude, stress management Waste”
 Perseverance  Group discussion on the topic of
 Organisational skills- time “Let’s grow together”
management, goal setting,  Group activity on listing stress
efficiency, managing quality. and methods to deal with it like
Yoga, deep breathing exercise.

Total Duration in Hours 20

Unit 5: Green Skills – IV

Sn Learning Outcome Theory (05 Hours) Practical (10 Hours) 15

1. Identify the benefits  Green jobs  Group discussion on the 08

of the green jobs  Benefits of green jobs importance of green job,
 Green jobs in different sectors:  Chart preparation on green
 Agriculture jobs in different sectors.
 Transportation
 Water conservation
 Solar and wind energy
 Eco-tourism
 Building and construction
 Solid waste management
 Appropriate technology
2 State the  Importance of green jobs in  Preparing posters on green jobs, 07
importance of  Limiting greenhouse gas  Group activity on tree
green jobs emissions, plantation.
 Minimizing waste and  Brainstorming different ways of
pollution, mininmising waste and pollution
 Protecting and restoring
ecosystems,
 Adapting to the effects of
climate change

Total Duration in Hours 15

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Curriculum: Data Annotator, Grade XI-XII

GRADE XII, Part B: Vocational Skills

Sn Units Duration in Hours

Unit 1 Data Quality Management 75

Unit 2 Documentation 30

Unit 3 Workplace Data Management 30

Unit 4 Inclusive and Environmentally Sustainable Workplaces 15

Total Duration 150

Unit 1: Data Quality Management

Sn Learning Outcome Theory (25 Hours) Practical (50 Hours) 75

1 Evaluate various  Quality assurance in Data  Demonstrate a clear 20

process, methods labeling understanding of the standard
and standards that  Data quality, Data drift, Data operating procedures by
can be Anomalies, developing sample annotated
implemented to  Aspects of annotation quality database set.
improve data  Data objects,  Carry out timely quality
efficiency and  Data measurements, assurances to confirm that the
quality  Data accuracy, labelling is correct.
 Baseline for expected
accuracy

2 Evaluate the  Introduction of quality,  Employ data quality standards 20

Quality Assurance assurance techniques, to ensure that the data is safe
Techniques  Define sub-sampling, from malpractice, potential
 Setting a “Gold Standard/Set”, leaks, or corruption,
 Define annotator consensus,  Perform and run pre-defined
 Using scientific methods to tests scripts to identify wrongful
determine label consistency labelling.
 Annotator levels,
 Edge case management and
review.

3 Employ proper  Data privacy and security,  Employ methods to identify 15

classification and  Security considerations for data open-source data sets using
storage of raw and annotation and labeling, relevant terms/keywords,
annotated data to  Physical security,  Demonstrate data privacy and
avoid  Internal security, security in data annotation.
misclassification  Cybersecurity.
and maintain data
security

4 Evaluate the  Balanced and unbalanced  Identify balanced and 20

balanced and data sets and their impact, unbalanced data sets,

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Curriculum: Data Annotator, Grade XI-XII

imbalanced  Balanced dataset,  Demonstrate to convert

dataset and  Imbalanced dataset, imbalanced datasets into
Sustain Data  Problems with Imbalanced balanced datasets.
Quality datasets
 Techniques to convert
imbalanced datasets into
balanced datasets
 Steps to ensure and sustain
data quality
 Data labeling accuracy
(Consensus algorithm,
Benchmarking and gold
standard, Cronbach's alpha
test)

Total Duration in Hours 75

Unit 2: Documentation

Sn Learning Outcome Theory (10 Hours) Practical (20 Hours) 30

1. Employ various  Ontology-based text  Develop documents and reports 08

methods to annotation, in the standard format on the
evaluate the  Ontology-based annotation of observed resolved and
accuracy of multimedia language, unresolved issues and errors.
annotated data  General multimedia ontology,  Demonstrate the Ontology-
 Linguistic domain ontology, Based Text Annotation
 Language profiles (XML)

2. Prepare  Ontology-driven annotation of  Prepare documentation of data 07

documentation data tables, ontology based on the project
and reports as per  Difference between metadata goals.
the standard and annotations  Analyze Ontology-Driven
templates Annotation of Data Tables

3. Evaluate various  Significant relations between  Analyze significant relations 08

relations between datasets, between Datasets
Datasets  Relationship testing,  Demonstrate the Relationship
 Data profiling, Testing
 Schema matching.  Analyze Schema Matching

4. Evaluate the  Importance of various  Prepare summary reports as per 07

importance of stakeholders in data the defined standards and
stakeholders in annotation, templates for relevant
data annotation  Feedback to improve the data stakeholders,
labelling process.  List the Importance of various
stakeholders in data annotation.

Total Duration in Hours 30

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Curriculum: Data Annotator, Grade XI-XII

Unit 3: Workplace Data Management

Sn Learning Outcome Theory (15 Hours) Practical (15 Hours) 30
1 Describe the  Introduction of Data  Demonstrate the rule-based 06
standard formats to Management analysis of data/information
manage  Types of Data Management  Demonstrate the Importance of
data/information  Importance of data data management
effectively management
 Challenges in Data
Management

2 Describe the Data  Understanding of Data  Perform data/information 06

Management and Management in the Remote formatting into required
Data privacy Workplace types/forms
 Understanding of Data privacy  Identify the anomalies in the
 Importance of Data privacy data
 Challenges of data privacy  Demonstrate the Importance of
 Important technologies for data privacy
data privacy
 Importance of data privacy in
today’s digital world
 Benefits of data privacy
compliance

3 Describe the Data  Understanding of Data Privacy  Evaluate information and 06

privacy and Data in terms of Data Sharing knowledge management
sharing  Understanding of Data Sharing systems
in the Cloud  Apply information
 Understanding of Secure Data confidentiality guidelines
Sharing  Demonstrate the ways of data
 Ways to Share Data Securely sharing securely.
 Significance of providing
accurate information
 Benefits of Keeping Records Up
to Date and Accurate
 Consequences of Not
Maintaining Accurate Business
Records
 Ensuring Records are Kept
Updated and Accurate

4 Describe the  Data Types and Formats  Examine the different data 06
various types of  Internal and External Formats types and formats
Data types  Character Data Type  Demonstrate the use of data
 Numeric Data Type- Binary-
types
Decimal Format, Float Format,
Integer Format
 Date Data Type- Separators,
Time Data Type, Timestamp
Data Type,

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Curriculum: Data Annotator, Grade XI-XII

 Basing Pointer Data Type

5 Describe the  Database management tools-  Use CRM database to record 06
Database MySQL, SQL Server and extract information
management tools Management Studio, Oracle  Demonstrate the Importance of
and CRM RDBMS, Salesforce, DevOps, a CRM Database
Visual Studio Code, ESM Tools,  Evaluate the various Database
PhpMyAdmin
management tools
 CRM database
 Importance of a CRM
Database
 Best Practices for CRM
Management
Total Duration in Hours 30

Unit 4: Inclusive and Environmentally sustainable workplaces

Sn Learning Outcome Theory (07 Hours) Practical (08) 15
1 Illustrate  Environmental sustainability  Practice of Implementing 04
sustainable  Importance of environmental Sustainability at the Workplace
practices at work sustainability,  Demonstrate the Importance of
place for energy  Implementing sustainability at environmental sustainability
efficiency the workplace,  Evaluate the Sustainable
 Benefits of a sustainable Workplace
workplace environment,  Evaluate the policy for
 Creating a sustainable sustainability at workplace.
workplace,
 Workplace policy for
sustainability

2 Describe different  Approaches of waste  Practice the segregation of 04

approaches for management, recyclable, nonrecyclable and
efficient energy  Principles of waste hazardous waste generated
resource utilization management,  Demonstrate the various
and waste  Advantages of waste methods to control waste
management management, management
 Methods to control waste
management

3 Identify stereo  Stereotype, Prejudice and  Demonstrate different methods 04

types and discrimination: barriers to social of energy resource use
prejudices inclusion optimization and conservation
associated with  Category to Combative  Analyze the discrimination and
people with  Implicit Biases, Automatic prejudice
disabilities Biases, Ambiguous Biases,  Evaluate the various Implicit
Ambivalent Biases biases
 Discrimination and prejudice
 Impact on social inclusion

4 Discuss the  Gender equality in the  Demonstrate essential 03

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Curriculum: Data Annotator, Grade XI-XII

importance of Workplace communication methods in line

promoting, sharing  Discrimination-free company with gender inclusiveness and
and implementing culture, PwD sensitivity
gender equality  Equal learning and
 Practice the gender equality
and PwD sensitivity development opportunities,
and sensitivity in the workplace
guidelines at  Implementation of gender
organization level sensitivity at the workplace
Total Duration in Hours 15

6. ORGANISATION OF FIELD VISITS and OJT

In a year, at least 3 field visits/educational tours and On-the-Job-Training (OJT) in vacation should
be organised for the students to expose them to the activities in the workplace. Visit the data
centre in industry and observe the following: Location, workinng environment, data annotation
tools. data annotation process. Students should achive the following outcomes.
1. Explain the concept of data and process of data annotation,
2. List and Explain the most common approaches of data annotation such as In-house Data
Labelling, Crowdsourcing, Outsourcing, Machine Based Annotation, Data Annotation in AI,
Training Data in Machine Learning, Supervised Learning, Unsupervised Learning, Semi-
Supervised Learning
3. Explain the data labelling process - Data Collection, Data Tagging, Quality Assurance,
Human in the Loop (HITL)
4. List the common types of data labelling - Computer Vision, Image Classification, Image
Segmentation,
5. Best Practices for Data Labelling

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.
Classroom Aids Equipment Software
 Whiteboard and  PCs/Laptops  Annotation Software such as CoLabeler,
Markers  Internet with Wi-Fi Labelbox, Plainsight, SuperAnnotate,
 Chart paper and sketch (Min 2 Mbps Label Studio
pens Dedicated)  Open-Source tools such as CVAT, VoTT,
 LCD Projector and VGG, LabelMe, DataTurks, Diffgram
Laptop for presentations  Documentation tools such as Adobe
and MS-Word
Classroom Aids
Training Kit - Trainer Guide, Presentations, Whiteboard, Marker, Projector, Laptop

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Curriculum: Data Annotator, Grade XI-XII

8. TEACHER’S/TRAINER’S QUALIFICATION
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:
Minimum Specialization Age Limit Industry Training Experience
Educational Experience
Qualification
Years Specialization Years Specialization
Bachelor Degree Computer 18-37 years (as 3 years Data 2 years Data
in Engineering/ Science/ IT on January 1 of full-time Annotator or full- Annotator or
Technology current year) experie related roles time related roles
Good nce experi
Certified in
communication Age relaxation ence
relevant CITS
skills in English and to be provided
course, OR
regional language, as per Govt.
SSC Certified on rules
the said job role Practical skilled to
“Data Annotator” handle and
(SSC/Q8120) with operate tools and
Minimum equipment with
accepted score is safety
80%

Note – The qualifications for vocational teachers mentioned above is suggestive and not
prescriptive. The States/ UTs can make modifications in the qualifications for appointment of
vocational teachers/ trainers as per their requirement through a committe appointed by the
competent authority in the State/ UT Directorate/ Department of School Education.
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 RMSA in following ways:
1. 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
2. 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.

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Curriculum: Data Annotator, Grade XI-XII

* 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
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:
1. Written test for the technical/domain specific knowledge related to the sector;
2. Interview for assessing the knowledge, interests and aptitude of trainer through a panel of
experts from the field and state representatives; and
3. 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:
 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

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Curriculum: Data Annotator, Grade XI-XII

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.

9. LIST OF CONTRIBUTORS

Monika Sharma, Assistant Professor (IT-ITeS), Department of Engineering and Technology, PSS
Central Institute of Vocational Education (PSSCIVE), Shyamla Hills, Bhopal – 462 002, M.P., India
Dr. Deepak D. Shudhalwar, Professor (CSE), Head, ICT Centre, Department of Engineering and
Technology, PSS Central Institute of Vocational Education (PSSCIVE), Shyamla Hills, Bhopal – 462
002, M.P., India, Email: [email protected], [email protected], Member Coordinator

PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION, NCERT, BHOPAL

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