CBSE | DEPARTMENT OF SKILL EDUCATION

CURRICULUM FOR SESSION 2025-2026

MULTI SKILL FOUNDATION COURSE (SUBJECT CODE – 416)
JOB ROLE: MULTI SKILL ASSISTANT TECHNICIAN
CLASS – X

INTRODUCTION:
Multi Skill Foundation Course (MSFC) - The Multi-Skill Foundation Course curriculum is broken
down into coherent parts known as Units. Each unit is further broken down into knowledge and skills
on the basis of which evidence is to be provided by the learner and the evaluation is to be done by
the teacher or trainer. “Multi-Skill Foundation Course” (MSFC) is revised version of pre-vocational
program V-1 “Introduction to Basic Technology”, being implemented in Maharashtra since 1987.
Nature of the course: The course is divided into four modules: Workshop & Engineering
Techniques, Energy & Environment, Gardening, Nursery and Agriculture Techniques, Food
Processing Techniques (9th class) / Personal Health & Hygiene (10th class)
The Engineering (material-joining, shaping and otherwise fabricating into usable articles, including
housing) and Energy-Environment (application of electricity, non-conventional energy and systems,
processes, and tools- computers, management techniques). It also covers basics of engineering and
project management. Home-Health (related to human life), and Agriculture (Plant and animal
kingdom) give the skills related to clothing food and health of human beings. Agriculture covers the
skill needed for production and preservation of food of both plant and animal origin, including care of
plants/crops.
BENEFITS:
Multi-skill nature of the program helps students to select choice of his/her future specialization.
He/she is a jack of all skills and will be enabled to select one for his/her future.
Most importantly, the variety of experiences students gets during “Multi-Skill Foundation’ training
will stimulate their intellect. Multidisciplinary knowledge will help him to appreciate underlying
principles and processes and apply that knowledge in new areas.
All ground level work activities need multi skills. For e.g. farmer need to have basic knowledge of
electricity, food processing, agriculture and even construction. This helps him to become self-
reliant under adverse conditions. A fabricator, who gets orders for construction of poultry, will be
in better position to serve his client if he knows basics of poultry. This helps to develop such kinds
of interdisciplinary approaches with appreciation for other fields.
COURSE OBJECTIVES:
On completion of the course, student should be able to:
Apply effective oral and written communication skills to interact with people and customers;
Demonstrate the knowledge of constructional details and working of soak pit, and why wet and
dry garbage needs to be separated.
Demonstrate knowledge of land preparation / pot filling for cultivating a crop either on a plot of
land / terrace garden / in a pot.
 Select healthy seeds for sowing; demonstrate the knowledge of basic seeds treatment.
Demonstrate growing of one vegetable crop on a small plot / kitchen garden / terrace garden.
Understand different breeds of animals – indigenous and breed variety.
Determine age of the animal and their feed requirements.
Demonstrate ability to estimate feed requirement, yield of the animal and its well-being (for any
common animal/pet in the local area e.g. sheep, goat, poultry bird, cow/buffalo)
Demonstrate soldering of basic electronics components using soldering iron.
Maintenance of lead acid batteries, measuring its specific gravity.
To demonstrate understanding of electricity consumption of various household electric fittings and
kitchen equipment’s and calculate monthly electricity unit's usage by a family.
Demonstrate knowledge of electricity saving measures
Demonstrate measurement capability using different measuring instruments such as meter tape,
Vernier Calliper, and screw Gauge. Able to measure different jobs in the surrounding environment
viz. furniture, building dimensions etc.
Identify tools and equipment used in the Engineering workshop section.
Demonstrate safe use and application of workshop tools and equipment.
Install simple pipe line connection using PVC pipes, connectors and other plumbing accessories;
Identify various tools and equipment required in the section and their usage.
Demonstrate the understanding of safety measures required to be taken while using electrical and
electronic tools and equipment.
Perform various types of joints for joining electrical wires.
Demonstrate basic knowledge of cooking and baking using a recipe with basic kitchen equipment.
Demonstrate the knowledge of preserving foods using simple preservation techniques.
Demonstrate and maintain personal hygiene& hygiene of cooking area
Demonstrate safety measures to be observed in the kitchen.
Understand concept of calories, calories in the locally available food, calories requirement of an
adult and child.
To be able to use & maintain different stoves viz. wick / pressure stove / LPG / smokeless Chula

CURRICULUM:
This course is a planned sequence of instructions consisting of Units meant for developing
employability and Skills competencies of students of Class IX and X opting for Skills subject along
with other subjects.
The unit-wise distribution of hours and marks for Class 10 is as follows:
CBSE | DEPARTMENT OF SKILL EDUCATION
CURRICULUM FOR SESSION 2025-2026
MULTI SKILL FOUNDATION COURSE (SUBJECT CODE: 416)
CLASS – X (SESSION 2025-2026)

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

MAX. MARKS
UNITS NO. OF HOURS for Theory and
for Theory and Practical
Practical 200 100
Employability Skills
Unit 1 : Communication Skills - II 10 2
Unit 2 : Self-Management Skills - II 10 2

Unit 3 : ICT Skills - II 10 2

Part A

Unit 4 : Entrepreneurial Skills - II 15 2

Unit 5 : Green Skills - II 05 2

Total 50 10

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

Unit 1 : Workshop and Engineering

Techniques 30 20
20
Part B

Unit 2 : Energy and Environment 30 10

Unit 3 : Gardening, Nursery &
Agriculture Techniques 15 10
20
Unit 4 : Personal Health and Hygiene 15 10
Total 90 50 40
Practical Work
Practical Examination 15
Project 15
Part C

Viva Voce 10
Total 40
Student Portfolio
Part D

Practical File/ Student Portfolio 10 10

Total 10
GRAND TOTAL 200 100
 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: Detailed Curriculum/ Topics to be covered under Part A: Employability Skills can
be downloaded from CBSE website.

Part-B – SUBJECT SPECIFIC SKILLS

Unit 1: Workshop and Engineering Techniques

Unit 2: Energy and Environment
Unit 3: Gardening, Nursery & Agriculture Techniques
Unit 4: Personal Health and Hygiene

Unit 1 – Workshop & Engineering Section

LEARNING
THEORY PRACTICAL
OUTCOMES
Make any one of Session – (Simulation or observation only)
the following Welding Technique & Welding Demonstrate and prepare the
objects: Shoe Joint Test (Simulation or design and drawing for the object
stand, Candle observation only) Demonstrate and made
stand, Hanger, necessary measurement and
Garbage collector, Describe safety precautions for marking as per the specifications
Tin box, Bangle making objects Students will observe & describe
stand using T-fillet Describe the various types of the process of welding carried out
joint, Open corner material that can be used for by the trainer for making the
joint, Single V-butt making objects object as per the design &
joint specification. ( Students are not
expected to carry out the process
of welding but only observe by
following due safety precautions)
Follow safety precautions
Demonstrate the use of personal
protective clothing and equipment
Perform cleaning of the work
area before and after the task
Process to calculate the cost of
the article prepared
 LEARNING
THEORY PRACTICAL
OUTCOMES
2. Carry out GI piping Session – Perform installation die in pipe
by carrying out Types of GI pipe fitting wrench
treading, coupling Perform and adjusting pipe
two or more pipes Describe use of different piping wrench for threading
using different fitting used in GI piping. Perform and carry out threading
fittings. Perform process to connect pipes
using appropriate coupling.
Session – Demonstrate and draw plan,
3. Draw plan, Introduction of Engineering elevation and side view of an
elevation of simple Drawing Instruments object.
objects (Cone, Engineering Drawing Perform selection of scale
cylinder, cube) (Orthographic & Isometric Demonstrate and draw drawing
Projection) using proper Line, lettering and
Identify orthographic and isometric system of giving dimensions in
view. drawing.
Read and understand orthographic
drawing and its dimension.
Able to interpret scale on the
drawing.
4. Prepare a Ferro Session – Demonstrate and perform the
cement object Basic Techniques In Building process to Construct a Ferro
(Sheet / tank) as Construction - Ferro Cement cement job, following relevant
per given Sheet safety precautions
specifications Demonstrate and perform the
Describe what is Ferro cement process to prepare mortar
and state its applications Perform curing of job
Describe advantages of Ferro Demonstrate and draw
cement. orthographic sketch of job with
Describe the safety precautions to dimension.
be followed when preparing a Demonstrate and perform the
Ferro cement structure process to do calculation for
costing of job.
5. Prepare Session – Identify various materials used in
Reinforced Making Of RCC Column Reinforced Cement Concrete
Cement Concrete (RCC)work
(RCC)column Describe what is an RCC work Perform Reinforced Cement
and its applications. Concrete (RCC)work to prepare
Describe function of Torsion bar. column as per given
Describe safety precautions while specifications and following
constructing Reinforced Cement necessary safety precautions
Concrete (RCC) work Make wooden mold from plywood
sheets
Cutting of torsion bar and bending
of 6mm bar
 LEARNING
THEORY PRACTICAL
OUTCOMES
6. Plaster & painting Session – Demonstrate the use of personal
of the brick work of Plastering and Painting protective clothing and equipment
min 1 sq. meter. Describe safety precautions while Plaster an area of 1 sq. meter
plastering with mortar Painting of wall
Describe the benefits of plastering
Describe the benefits of painting
Function of cement, sand and
water
7. Prepare bill for the Session – Calculate costing of job
job. Costing of Construction Raise bill to customer

Describe difference between bills ,

estimate and quotation
Describe component of costing
and basis for calculating sales
price.
.
UNIT 2 – ENERGY & ENVIRONMENT

LEARNING
THEORY PRACTICAL
OUTCOMES
Prepare a simple Session – Perform and prepare the diagram of
electrical circuit Introduction To Electrical a simple electrical circuit
Techniques And Practices Demonstrate to prepare a simple
electrical circuit for operating one
Explain the meaning of various lamp by one switch and 2 lamps by
terms used in simple circuit two switches.
such as electrical potential Demonstrate process to connect
difference/ voltage, conductive two or more lamps in a series
path, electrical resistance Demonstrate process to connect
potential difference, transistor, two or more lamps in parallel
conventional current, direct
current, capacitor, attractive
current, ohm’s law, ohm’s etc.
Describe the purpose of simple
Circuit
2. Demonstrate the Session – Identify various parts of an inverter
knowledge of the Introduction Of Electric Determine invertor capacity for
basic features and Pump, DOL Starter, And various combinations of electrical
capacity of Inverter Inverter and electronic gadgets (e.g. two
and its maintenance tube light and one fan)
Describe the working principle Perform the maintenance of an
of Inverter and state the Inverter
various components of an
inverter
Describe various maintenance
needs and procedure to
perform the maintenance
 LEARNING
THEORY PRACTICAL
OUTCOMES
3. Demonstrate Session – 1. Process to open DOL Starter
installation of Introduction Of Electric 2. Perform process to connect DOL
DOL/starter to motor Pump, DOL Starter, And starter with the given motor
Inverter 3. Perform a proper cable joint.

1. Describe purpose of
DOL/Starter and how it works
4. Demonstrate the Session – Demonstrate and carry out priming
understanding of Introduction Of Electric of motor.
motor / pump and its Pump, DOL Starter, And Process to start the pump/motor.
operation viz. Inverter
Priming, foot valve
etc. Describe various parts of
motor/pump.
Demonstrate understanding of
specification written on pump.
Viz. Head/flow/HP
Describe the need of priming ,
foot valve, starter etc.
5. Demonstrate the Session – Identify the various components of
knowledge of Solar Energy solar devices and gadgets (any one
functioning of solar of solar cooker, solar heater, solar
lights and devices Explain the working principle of lamp, etc.)
solar panel and solar devices Demonstrate the knowledge of
(any one of solar cooker, solar functioning and maintenance of
heater, solar lamp, etc.) solar devices and gadgets (any one
Describe the advantages and of solar cooker, solar heater, solar
limitations of the use of solar lamp, etc.)
energy
6. Describe the Session – Draw a diagram demonstrating the
functioning and Functioning And working of petrol or diesel engine.
operation of a Operation Of A Petrol Or 2. Perform the process to start & stop
Petrol or diesel Diesel Engine diesel/petrol engine.
Engine
Describe the design and
working principle of petrol or
diesel engine
Describe the operation of
petrol or diesel engine.
Describe the functioning of
important parts like piston,
spark plug, and cylinder.
 LEARNING
THEORY PRACTICAL
OUTCOMES
7. Demonstrate the Session – Identify the various components of
knowledge of Bio Gas Concept And Use a biogas plant
biogas. Identify different types of feeds for
Describe the various biogas plant viz. cow dung, poultry
components of Floating Dome litter, starchy biomass kitchen
Type and Fixed Dome Type waste etc.
Biogas Plants 3. Draw and demonstrate a diagram
Describe the basic principle of a biogas unit
involved in biogas production
Describe the working principle
of biogas plant
8. Demonstrate Session – 1. Demonstrate and perform the
making of charcoal Bio Gas Concept and process to make charcoal out of
using biomass Use locally available biomass material

Describe what is a biomass

and examples of bio mass
material
Describe the purpose of
making charcoal from biomass
Describe steps to make
charcoal from biomass
9. Select site for rain Session – Demonstrate and perform the
Water harvesting Water Conservation Concept process to make “A” frame out of
the local available wooden material
1. Describe what is rainwater Find points on the ground which are
harvesting and why it is at the same level and draw contour.
necessary. Perform the use plaint table/dumpy
2. Describe what is a contour level to mark contours.
lines and what are they used
for.

Session –
Land Survey Method
1. Describe application of
different survey instruments.
10. To make rain Session – Demonstrate and perform the
gauge & measure Rainfall Measurement process to make a rain gauge using
rainfall and Method a plastic bottle and funnel
understand Perform the process to record the
weather Describe why do we need to rainfall
parameters measure rainfall Analyze the results
Describe what are the different Analyze other weather parameters
weather parameters measurement from a secondary
source (e.g. newspaper, TV)
UNIT 3 – GARDENING, NURSERY & AGRICULTURE TECHNIQUE (PART B)

LEARNING OUTCOMES THEORY PRACTICAL

Apply nursery Session – Identify various plants suitable for
techniques Nursery Techniques growing in nursery
Perform the preparation of seed
Describe the various bed/raised bed
components of a Demonstrate and perform the
plant nursery process to sow seeds in
Describe the procedure propagation trays and seed bed
of potting and repotting Perform the preparation of pots for
of plants growing plants
Describe the precautions Perform potting
to be taken when sowing Perform De-potting
seed/planting plant Demonstrate and perform the
materials. process to maintaining records of
plant growth
2. Demonstrate the Session – 1. Identify various irrigation methods
knowledge and Irrigation & Water 2. Demonstrate and perform the
application of different Conservation Methods process to installation and
irrigation and water maintenance of drip/sprinkler
conservation methods 1. Describe the advantages irrigation system
and limitations of various 3. Demonstrate and perform the
irrigation methods (surface, process to various water
sprinkler, drip, basin, furrow, conservation methods (bund,
etc.) and water conservation rainwater harvesting, trenching
methods (bund, rainwater etc.)
harvesting, trenching etc.)
3. Demonstrate the Session – Demonstrate the use of soil auger
knowledge of Interpreting Result Of Soil Demonstrate the procedure for
interpreting results of Testing collecting soil sample for testing
soil testing Interpret the results of soil test for
Describe the importance fertilizer application
and purpose of soil testing
Describe how to collect
soil sample
List the methods used for
testing nitrogen,
phosphorus and potash in
soil
4. Assist in artificial Session – Identify breeds used for artificial
insemination Artificial Insemination insemination

Explain artificial
insemination and its
benefits
Describe the AI process
 LEARNING OUTCOMES THEORY PRACTICAL
5. Prepare fodder for Session – Perform a process to select best
animals Prepare Fodder For fodder for animal in the
Animals surrounding.
Carry out the procedure for
Describe different
preparing fodder.
fodder making
Perform a process to maintain
techniques.
record and costing of fodder
Advantages of giving
preparation and its effect.
particular type of fodder
to cattle.

UNIT 4 – PERSONAL HEALTH & HYGIENE

LEARNING
THEORY PRACTICAL
OUTCOMES
Identify the Session – Identification of the symptoms of
symptoms of Balanced Diet nutrient deficiencies
nutrient deficiencies Identification on how families can
Describe the importance of influence personal health
balanced diet in health and
wellness
Describe the advantages of
being healthy (mental, physical
and social wellness)
2. Identify the Session - Demonstrate and perform the
personal health Personal Health & Hygiene process to Identify the personal
behaviors and And Community Health & health behaviors and factors
factors affecting Mental Health affecting personal health
personal health Demonstrate and perform the
1. Describe the importance of a process to hand washing as per
healthy and safe environment. the standard procedure
Session – Identify and practice ways to
2. List personal health behaviors prevent disease and other health
(e.g. hand washing, teeth problems
brushing, use of tissues, Demonstrate and perform the
explaining feelings, making process to maintain a wellness log
healthy food choices, daily including exercise and food intake
physical activity) for a particular period of time
3. Describe how families and peers
can influence the health of
adolescents

Session –
Communicable & Non-
Communicable Diseases,
Vaccination, Dehydration And
Emergency First Aid
 LEARNING
THEORY PRACTICAL
OUTCOMES
4.Define the terms communicable
(infectious) and non-
communicable (noninfectious)
diseases and identify ways that
help to prevent diseases
5. Describe Importance of
vaccination & essential vaccines
for a child.
3. Demonstrate the Session – Demonstrate and perform the
knowledge of Dehydration process to identify symptoms of
identifying causes dehydration and take remedial
and treating Describe dehydration and its measures.
dehydration effect Demonstrate and perform the
Recognize physiological process to prepare Oral
indicators (e.g., heart rate, body Rehydration Salt (ORS) solution.
temperature, perspiration, thirst)
of health and physical activity
4. Demonstrate Session – Determine blood pressure using
knowledge and Blood & Blood Group-Basic blood pressure machine, measure
measurement of Information And Blood hemoglobin count and identify
blood pressure, Pressure And Measuring blood group
hemoglobin count Hemoglobin (Simulation or Analyze the results
and identify blood observation only) (Simulation or observation only)
group using self- Students will observe & describe the
administered kits Describe the importance of blood process of blood group testing
pressure carried out by the trainer. ( Students
Describe the precautions to be are not expected to carry out the
taken while measuring blood process of blood group testing but
pressure, hemoglobin count or only observe by following due safety
identifying blood group precautions)
5. Test quality of Session – Perform water quality test using
water using H2O Pollution-Sources, Effects And H2O strip testing kit
strip test Solutions And Water Quality 3. Analyze the results
Testing

Describe harmful ingredients in a

contaminated water
Describe how to analyze results
of water quality test
 LEARNING
THEORY PRACTICAL
OUTCOMES
6. Identify various Session – Calculate medical / health
community Community Health & expenses of a family in previous
services and Environment Care year.
programs Learn to use first aid kits in
Describe the needs of emergency.
disadvantaged people, people
with special needs, travelers,
people affected with natural and
manmade disasters, aged
people, etc.
Describe need of preventive
health care for maintaining
personal health by calculating
health expenses of family.
Describe emergency first aid
help to needy.
7. Identify measures Session – Identify the sources of pollution
for pollution Pollution-Sources, Effects Identify the effects of pollution on
control and take And Solutions And Water environment and on living beings
appropriate Quality Testing 2. Demonstrate the measures to
action control pollution
Explain different sources of
pollution
Describe the effects of pollution
on environment and on living
beings
Describe different measures for
prevention and control of
Pollution

8. Identify food Session- Identify the hygienic

related issues Handling Of Food Products practices/methods adopted for
and problems Perishable & Non-Perishable handling of food
and take Food, Packed & Loose Food 3. Demonstrate the knowledge of safe
appropriate And Fresh & Stale Food transportation of food
action Product

Differentiate between fresh and

stale food
Describe the advantages and
disadvantages of loose and
packed food
Describe how to handle and
serve food for maintaining
personal hygiene and health
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.
SKILL ASSESSMENT (PRACTICAL) - Assessment of skills by the students should be done by the
assessors/examiners on practical demonstration of skills by the candidate. 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.
Practical examination allows candidates to demonstrate that they have the knowledge and
understanding of performing a task. This will include hands-on practical exam, viva voce and student
portfolio (File/journal).
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, and 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.
ORGANISATION OF FIELD VISITS:

In a year, at least 3 field visits/educational tours should be organised for the students to expose them
to the activities in the workplace.
Visit a nursery available near their home or school. Instruct students to observe following points in
the nursery.
Observation – Instruct students to classify and note down various plants available in the nursery in
the table below:
Flowering
Fruit Plants Vegetables Medicinal Plants Ornamental Plants
Plants

Seedlings cultivated Seedlings

Seedlings Seedlings Seedlings Seedlings
by sowing seeds cultivated cultivated cultivated in cultivated cultivated in
(Seedlings cultivated from by grafting pots on ground greenhouse
in seedling trays) branches

Instruct students to find answers for questions mentioned below, during field visit –
Which sections were available in the nursery?
What precaution is taken while planting seedlings in pots?
What precaution is taken to prevent pests on seedlings?
Which method is used in nursery to cultivate good quality seedlings on large scale?
What is the approximate expense required to raise a seedling in a nursery?
Which methods are used in a nursery for seeding or cultivating seedling?

Visit a nearby fuel station. Instruct them to inquire about the rate of petrol and diesel to a fuel
station attendant. Instruct students to gather information about questions mentioned below -
Which fuel is costlier? What is the reason behind it?
Why diesel is used in some vehicles instead of petrol?
How do few vehicles run on both fuels: petrol as well as diesel? Which fuel is environment-friendly?