y

LEARNING OUTCOME
BASED
VOCATIONAL CURRICULUM

JOB ROLE: KISAN DRONE OPERATOR

(QUALIFICATION PACK CODE: AGR/Q1006)

SECTOR: AGRICULTURE

Grades 11 and 12

PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION

(a constituent unit of NCERT, under Ministry of Education, Government of India)
Shyamla Hills, Bhopal- 462 002, M.P., India
LEARNING OUTCOME BASED VOCATIONAL CURRICULUM

Agriculture – Kisan Drone Operator

September, 2023

© PSSCIVE, 2023

http://www.psscive.ac.in

PATRONS

Dr Dinesh Prasad Saklani

No part of this work may be reproduced, stored in Director,
a retrieval system, or transmitted in any form or by National Council of Educational
any means, electronic, mechanical, Research and Training (NCERT),
photocopying, microfilming, recording or New Delhi
otherwise, without written permission from the
Publisher, with the exception of any material
Dr Deepak Paliwal
supplied specifically for the purpose of being used
by the purchaser of the work.
Joint Director
PSS Central Institute of Vocational
Education, Bhopal
The views and opinions expressed in this
publication are those of the contributors/ authors
and do not necessarily reflect the views and COURSE COORDINATOR
policies of PSS Central Institute of Vocational
Education, Bhopal. The PSSCIVE does not
guarantee the accuracy of the data included in Dr Vinay Swarup Mehrotra
this publication and accepts no responsibility for
Professor and Head
any consequence of their use.
Curriculum Development and
Evaluation Centre (CDEC) and
Centre for International Relationship
(CIR), PSS Central Institute of
Vocational Education, Bhopal

Published by:

Joint Director
PSS Central Institute of Vocational
Education, NCERT, Shyamla Hills,
Bhopal – 462 002, M.P., India
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 education to open pathways of career progression for students. The
curriculum has been developed for the vocational education programme introduced under the
Centrally Sponsored Scheme of Samagra Shiksha of the Ministry of Education (erstwhile, Ministry of
Human Resource Development) and is aligned to the National Skill Qualification Framework
(NSQF). The curricula for vocational courses are being developed under the project approved by
the Project Approval Board (PAB) of ‘Samagra Shiksha’, which is an overarching programme for
the school education sector extending from pre-school to Grade 12.

It is a matter of great pleasure to introduce this learning outcome-based curriculum as part of the
vocational education and training package for the job role/vocational subject of “Kisan Drone
Operator”. The curriculum has been developed for the secondary students of Grades 11 and 12
and is aligned to the National Occupation Standards (NOSs) for the job role. 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 skill needs. The teaching-learning is to be done through interactive sessions in
classrooms, practical activities in laboratories or workshops, projects, field visits, etc. and
professional experience is to be provided through on-the-job training.

The curriculum has been developed and reviewed by a group of experts and their contributions
are duly 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 Education Research and Training

(i)
PREFACE

India today stands poised at a very exciting juncture in its saga. The potential for achieving
inclusive growth is 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. In order to fulfil the growing aspirations of our youth and the
demand for skilled human resource, the Ministry of Education, Government of India introduced
the revised Centrally Sponsored Scheme of Vocationalisation of School Education under
Samagra Shiksha. For spearheading the scheme, the PSS Central Institute of Vocational
Education (PSSCIVE) was entrusted with the responsibility to develop learning outcome- based
curricula, student textbooks and e-learning materials for the job roles in various sectors.

The PSSCIVE firmly believes that the vocationalisation of education in the nation needs 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. In order to honour its commitment to the nation, the PSSCIVE is developing learning
outcome-based curricula with the involvement of faculty members and leading experts in the
field. It is being done through the concerted efforts of leading academicians, professionals,
policymakers, partner institutions, Vocational Education and Training (VET) 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. 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.

The success of this curriculum depends upon its effective implementation, and it is expected
that the managers of vocational education programme, vocational educators, vocational
teachers/trainers, and other stakeholders will make earnest efforts to provide better facilities,
develop linkages with the industry and foster a conducive learning environment for effectively
transacting the curriculum and to achieve the learning outcomes as per the content of the
curriculum document.

DEEPAK PALIWAL
Joint Director
PSS Central Institute of Vocational Education

(ii)

P
ACKNOWLEDGEMENTS

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 Samagra Shiksha and the
officials of the Ministry of Education (MoE), Government of India for the financial support to the
project for development of learning outcome-based curricula.

We are grateful to the Director, National Council of Educational Research and Training (NCERT)
for his support and guidance. We also acknowledge the contributions of our colleagues at the
NCERT, National Council for Vocational Education and Training (NCVET), National Skill
Development Corporation (NSDC) and Agriculture Skill Council of India (ASCI) for their
academic support and cooperation.

We are grateful to Prof. Vinay Swarup Mehrotra, Course Coordinator for his untiring efforts and
contribution to the development of this learning outcome-based curriculum.

The contributions of the experts and the editorial support provided by Mrs. Shubha Misra,
Assistant Professor in Education (Contractual), Mr. Sushant Ram Kamble, Assistant Professor
(Contractual) in Education (Contractual) and Ms Akansha Dubey, Assistant Editor at PSSCIVE,
are appreciated and acknowledged.

(iii)
 CONTENTS

S. No. Title Page No.

Foreword (i)
Preface (ii)
Acknowledgement (iii)
1. Course Overview 1
2. Scheme of Units and Assessment 3
3. Teaching/Training Activities 4
4. Assessment and Certification 5
5. Unit GRADE 11
Contents
Part A Employability Skills
Unit 1: Communication Skills – III 8
Unit 2: Self-management Skills – III 10
Unit 3: Information and Communication
11
Technology Skills – III
Unit 4: Entrepreneurial Skills – III 13
Unit 5: Green Skills – III 14
Part B Vocational Skills
Unit 1: Introduction to Agriculture
15
Practices
Unit 2: Introduction to Drones 18
Unit 3: Drone Operations 20
Unit 4: Flight Simulator Training 21
GRADE 12
Part A Employability Skills
Unit 1: Communication Skills – IV 22
Unit 2: Self-management Skills – IV 23
Unit 3: Information and Communication
Technology Skills – IV 24

Unit 4: Entrepreneurial Skills – IV 26

Unit 5: Green Skills – IV 27
Part B Vocational Skills
Unit 1: Drones in Agriculture 28
Unit 2: Operating Procedures for Use of
30
Drone in Agriculture
Unit 3: Rules and Regulations for Drone
31
Operation
Unit 4: Entrepreneurship Opportunities in
33
Drone Technology
6. Organisation of Field Visits 34
7. List of Equipment and Material 35
8. Vocational Teacher’s/Trainer’s Qualification and Guidelines 37
9. List of Contributors 40
1. COURSE OVERVIEW

COURSE TITLE: KISAN DRONE OPERATOR

Drones, which are fitted with sensors, cameras, and sprayers, are used in agriculture for increasing
crop productivity, and at the same time reduce farmers’ exposure to harmful chemicals, such as
pesticides. They can used for spraying pesticides, and fertilizers, crop health monitoring, crop
surveillance, crop inspection and monitoring, and yield measurement. Drone-based surveys
increase crop yields while reducing time and costs.

A Kisan Drone Operator, who operates the drone in agriculture is responsible for operating and
rendering the specific service using the drone. The individual operating the Kisan drone collects
and analyses different types of data for enhancing productivity and profitability while ensuring
sustainability and protection of the land resources. The Kisan Drone Operator training programme
offers participants a comprehensive understanding and practical skills required to proficiently
operate drones for agricultural applications.

Precision agriculture practices, which can help farmers, make better-informed decisions, have
evolved significantly over recent years. Drone is a part of precision agriculture, wherein Global
Positioning System (GPS) technology is used for crop monitoring and the uniform spray of crop
nutrients and pesticides. Spraying through drones is beneficial for farmers for optimal usage of
agriculture inputs, saving the effort and time and dependency on labour. Drone with suitable
camera, like multi-spectral and hyper-spectral camera can be used for soil analysis. These
advanced cameras capture images in multiple wavelengths beyond what the human eye can
see. By utilizing geo and time tagging, these images can be processed and analyzed to gather
valuable information about soil quality, composition, and health. Hyper-spectral imaging can
identify specific wavelengths absorbed by water. This helps in mapping soil moisture content and
drainage patterns. Certain minerals have unique spectral signatures. By analyzing these
signatures, it's possible to estimate soil nutrient levels, helping farmers optimize fertilizer usage.
Changes in soil composition due to erosion or degradation can be monitored over time.
Comparing geo-tagged images allows for accurate tracking of these changes. With precise soil
data, farmers can apply fertilizers, pesticides, and irrigation in specific amounts where and when
they are needed, optimizing resources, which is also known as Variable Rate Application (VRA).
Geo-tagged images can be integrated into Geographic Information System (GIS) for
comprehensive spatial analysis. Time-tagged images over seasons or years provide insights into
soil changes over time, crucial for agricultural planning.

Operating drones for agricultural purposes, especially involving chemical spraying, requires
careful planning, adherence to regulations, and a good understanding of the technology
involved. Safety and environmental concerns should always be a top priority.

COURSE OUTCOMES: On completion of the course, students should be able to:

➢ Describe the various components of drone;

➢ Register a drone with DGCA and follow their guidelines regarding registration and
identification;

CURRICULUM – KISAN DRONE OPERATOR PAGE | 1

➢ Plan drone flights as per the rules and regulations of the Directorate General of Civil Aviation
(DGCA) for drone operation;
➢ Use GPS for planning precise flight paths, especially for spraying operations;
➢ Calibrate the Global Positioning System (GPS) for accurate positioning;
➢ Operate a drone, equipped with GPS and tank for spraying chemicals and pesticides;
➢ Safely load chemicals/pesticides into the tank, following safety guidelines;
➢ Identify factors impacting drone flight such as environment, weather, and geography into
planning and operations;
➢ Plan for scenarios where GPS signal is lost or adverse weather conditions or situations;
➢ Operate the spraying system judiciously based on GPS-guided patterns; and
➢ Identify emergency/abnormal conditions and avoid flying in adverse weather like heavy rain,
strong winds, or low visibility.

COURSE REQUIREMENTS: The learner should be holding a 10th Grade pass certificate.

COURSE DURATION: 600 hrs

Grade 11: 300 hrs

Grade 12: 300 hrs

Total: 600 hrs

CURRICULUM – KISAN DRONE OPERATOR PAGE | 2

2. SCHEME OF UNITS AND ASSESSMENT
This course of “Kisan Drone Operator” is a planned sequence of instructions consisting of units meant
for developing employability and vocational competencies of students of Grades 11 and 12 opting
for vocational subject along with general education subjects. The unit-wise distribution of hours and
marks for Grade 11 is as follows:

GRADE 11
No. of Hours for
Units Max. Marks for
Theory and
Theory and
Practical
Practical
= 300
= 100
Part A Employability Skills
1. Unit 1: Communication Skills – III 25
2. Unit 2: Self-management Skills – III 25
Unit 3: Information and Communication
3. 20
Technology Skills – III
4. Unit 4: Entrepreneurial Skills – III 25
5. Unit 5: Green Skills – III 15
Total 110 10
Part B Vocational Skills
6. Unit 1: Introduction to Agriculture Practices 30
7. Unit 2: Introduction to Drones 50
8. Unit 3: Drone Operation 50
9. Unit 4: Flight Simulator Training 35
Total 165 40
Part C Practical Work
Practical Examination 06 15
Written Test 01 10
Viva Voce 03 10
Total 10 35
Part D Project Work/Field Visit
Practical File/Student Portfolio 10 10
Viva Voce 05 05
Total 15 15
Grand Total 300 100

CURRICULUM – KISAN DRONE OPERATOR PAGE | 3

The unit-wise distribution of hours and marks for Grade 12 is as follows:

GRADE 12
No. of Hours for Max. Marks for
Theory and Theory and
Units
Practical Practical
= 300 = 100
Part A Employability Skills
1. Unit 1: Communication Skills – IV 25
2. Unit 2: Self-management Skills – IV 25
Unit 3: Information and Communication
3. 20 10
Technology Skills – IV
4. Unit 4: Entrepreneurial Skills – IV 25
5. Unit 5: Green Skills – IV 15
Total 110 10
Part B Vocational Skills
6. Unit 1: Drones in Agriculture 30
Unit 2: Operating Procedures for Use of
7. 70
Drone in Agriculture
Unit 3: Rules and Regulations for Drone 40
9. 45
Operation
Unit 4: Entrepreneurship Opportunities in Drone
10. 20
Technology
Total 165 40
Part C Practical Work
Practical Examination 06 15
Written Test 01 10
Viva Voce 03 10
Total 10 35
Part D Project Work/Field Visit
Practical File/Student Portfolio 10 10
Viva Voce 05 05
Total 15 15
Grand Total 300 100

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 safety, health and hygiene during the training and field visits.

CURRICULUM – KISAN DRONE OPERATOR PAGE | 4

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 or teaching aids, such as audio-video materials,
colour slides, charts, diagrams, models, exhibits, hand-outs, online teaching materials, etc. to
impart knowledge, and training on skills and attitude to the students.

PRACTICAL WORK IN LABORATORY/WORKSHOP

Practical work may include, but should 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 specialised
techniques. A training plan that includes tools, equipment, materials, skills and activities to be
performed by the students, etc. should be submitted by the vocational teacher to the Head of
the Institution.

FIELD VISITS

At least three field visits should be conducted in a year. 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 Teacher for systematic collection of information by the students on the various
aspects. Principals and Teachers should identify the different locations for field visits within a short
distance from the school and make necessary arrangements for the visits.

4. ASSESSMENT AND CERTIFICATION

The National Skill 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. The assessment should be reliable,
valid, flexible, convenient, cost-effective and above all, it should be fair and transparent.
Standardised assessment tools should be used for assessment of knowledge of students.
Necessary arrangements should be made for using technology in assessment of students.

KNOWLEDGE ASSESSMENT (THEORY)

Knowledge Assessment should include two components; one-comprising 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.

CURRICULUM – KISAN DRONE OPERATOR PAGE | 5

WRITTEN TEST 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 a group of expert academicians, experts from existing vocational
subject teachers, and subject matter 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 blueprint for the question
paper may be as follows:

Duration: 3 hrs Maximum Marks: 40

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

CURRICULUM – KISAN DRONE OPERATOR PAGE | 6

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 student
has to demonstrate competency against the performance criteria. 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 Council
should ensure that the assessors are provided with the training on the assessment of
competencies.

Practical examination: Practical examination allows candidates to demonstrate the knowledge

and understanding of performing a task. This will include the performance of tasks and viva voce.
Teachers/Examiner will clearly define the tasks that candidates are required to perform during the
practical examination. These tasks should align with the learning objectives of the course.
Students are to be evaluated based on their skills, technique, accuracy, and overall
performance.

For the practical exam, 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. They will assess the candidates' skills,
adherence to industry standards, and efficiency in task execution. Special emphasis should be on
assessment of the the candidate's ability to troubleshoot and solve problems related to the tasks.
During the viva-voce, focus should be on assessment of candidate’s communication skills and
understanding of the subject.

Project Work: Project work is a great way to assess the practical skills on a certain period or
timeline. Projects should simulate real-world scenarios, allowing students to solve problems or
create something tangible using the skills and knowledge they've acquired. Projects should align
with the curriculum's learning objectives, ensuring that students are applying relevant concepts
and skills. Clear and detailed guidelines, including project objectives, evaluation criteria, and
deadlines should be provided by the teachers/assessors. Rubrics, which would include aspects
like content, creativity, organization, presentation, and adherence to deadlines, should be used
by the Assessors to establish specific criteria for marking or grading.

Field visits can be followed by the submission of reports by the students, based on checklist.
Teachers will develop a detailed checklist of items or questions students need to address during
the visit. This could include specific observations, data collection, interviews, etc. Teachers will
assess the reports based on the completeness of checklist items, depth of observations, analysis,
and overall presentation. After the visit, teachers will also encourage students to reflect on their
field experience, for example what students learned, how will they apply the knowledge gained
through the field visit, etc.

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. Copies of certificates and awards received for
academic achievements, extracurricular activities, or competitions may also be included in the
portfolio. Student’s portfolio may also include personal reflections of the students on their learning
journey, challenges faced, and lessons learned.

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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.

5. UNIT CONTENTS

GRADE 11

Part A: Employability Skills

S. No. Units Duration (hrs)

1. Communication Skills- III 25

2. Self-management Skills – III 25
3. Information and Communication Technology Skills - III 20
4. Entrepreneurial Skills – III 25
5. Green Skills – III 15
Total 110

UNIT 1: COMMUNICATION SKILLS – III

Theory Practical Duration
Learning Outcome
(10 hrs) (15 hrs) (25 hrs)
1. Demonstrate 1. Introduction to 1. Role-play on the
knowledge of communication communication process
communication 2. Importance of 2. Group discussion on
communication factors affecting
3. Elements of perspectives in
communication communication
4. Perspectives in 3. Classroom discussion on
communication the 7Cs (i.e. Clear,
03
5. Effective Concise, Concrete,
communication Correct, Coherent,
Courteous and
Complete) of effective
communication
4. Chart making on
elements of
communication
2. Demonstrate 1. Verbal 1. Role-play of a phone
verbal communication conversation
02
communication 2. Public speaking 2. Group exercise on

CURRICULUM – KISAN DRONE OPERATOR PAGE | 8

 delivering speech and
practicing public
speaking
3. Demonstrate non- 1. Importance of non- 1. Role-play on non-verbal
verbal verbal communication
communication communication 2. Group exercise and
2. Types of non-verbal discussion on Do’s and
communication Don’ts to avoid body
02
3. Visual language mistakes
communication 3. Group activity on
methods of
communication
4. Speak using 1. Pronunciation basics 1. Group activities on
correct 2. Speaking properly practicing pronunciation
01
pronunciation 3. Phonetics
4. Types of sounds
5. Apply an assertive 1. Important 1. Group discussion on
communication communication communication styles
style styles 2. Group discussion on
2. Assertive observing and sharing
communication communication styles
03
3. Advantages of
assertive
communication
4. Practicing assertive
communication
6. Demonstrate the 1. Steps for saying ‘No’ 1. Group discussion on how
knowledge of 2. Connecting words to respond
02
saying no 2. Group activity on saying
‘No’
7. Identify and use 1. Capitalisation 1. Group activity on
parts of speech in 2. Punctuation identifying parts of
writing 3. Basic parts of speech
speech 2. Writing a paragraph with
4. Supporting parts of punctuation marks
speech 3. Group activity on 03
constructing sentences
4. Group activity on
identifying parts of
speech

8. Write correct 1. Parts of a sentence 1. Activity on writing

sentences and 2. Types of objects sentences
paragraphs 3. Types of sentences 2. Activity on active and
4. Paragraph passive voice 02
3. Assignment on writing
different types of
sentences

CURRICULUM – KISAN DRONE OPERATOR PAGE | 9

9. Communicate with 1. Greetings 1. Role-play on formal and
people 2. Introducing self and informal greetings
others 2. Role-play on introducing
someone 02
3. Practice and group
discussion on how to
greet different people
10. Introduce yourself 1. Talking about self 1. Practicing self-
to others and write 2. Filling a form introduction and filling
about oneself up forms 01
2. Practicing self-
introduction to others
11. Develop 1. Main types of 1. Practice exercise on
questioning skill questions forming questions
2. Forming closed and 2. Group activity on 01
open-ended framing questions
questions
12. Communicate 1. Names of relatives 1. Practice talking about
information about 2. Relations family
family to others 2. Role-play on talking 01
about family members
and relations
13. Describe habits 1. Concept of habits 1. Group discussion on
and routines and routines habits and routines
01
2. Group activity on
describing routines
14. Ask or give 1. Asking for directions 1. Role-play on asking and
directions to others 2. Using landmarks giving directions
2. Identifying symbols used 01
for giving directions
Total 25

UNIT 2: SELF-MANAGEMENT–III
Theory Practical Duration
Learning Outcome
(10 hrs) (15 hrs) (25 hrs)
1. Identify and 1. Understanding self 1. Activity on writing aims
analyse own 2. Techniques for in life
strengths and identifying strengths 2. Preparing a worksheet
03
weaknesses and weaknesses on interests and abilities
3. Difference between
interests and abilities
2. Demonstrate 1. Guidelines for dressing 1. Role-play on dressing
personal grooming and grooming and grooming
skills 2. Preparing a personal standards
04
grooming checklist 2. Self-reflection activity
on various aspects of
personal grooming

CURRICULUM – KISAN DRONE OPERATOR PAGE | 10

3. Maintain personal 1. Importance of personal 1. Role-play on personal
hygiene hygiene hygiene
2. Three steps to personal 2. Assignment on personal
03
hygiene hygiene
3. Essential steps of hand
washing
4. Demonstrate the 1. Describe the benefits of 1. Assignment on working
knowledge of teamwork in a team
working in a team 2. Working in a team 2. Self-reflection on 03
and participating teamwork
in group activities
5. Develop 1. Benefits of networking 1. Group exercise on
networking skills skills networking in action
03
2. Steps to build 2. Assignment on
networking skills networking skills
6. Describe the 1. Meaning of self- 1. Activity on staying
meaning and motivation motivated
importance of self- 2. Types of motivation 2. Assignment on reasons 03
motivation 3. Steps to building self- hindering motivation
motivation
7. Set goals 1. Meaning of goals and 1. Assignment on setting
purpose of goal-setting SMART goals
2. Setting SMART goals 2. Activity on developing
03
long-term and short-
term goals using SMART
method
8. Apply time 1. Meaning and 1. Checklist for making
management importance of time preparation for daily
03
strategies and management activities
techniques 2. Steps for effective time 2. Preparing To-do-list
management
Total 25

UNIT 3: INFORMATION AND COMMUNICATION TECHNOLOGY-III

Theory Practical Duration

Learning Outcome (08 hrs) (12 hrs) (20 hrs)
1. Create a 1. Introduction to ICT 1. Group activity on
document on the 2. Advantages of using demonstration and
word processor a word processor practice of the following:
3. Work with Libre • Creating a new
Office Writer document
• Typing text 02
• Saving the text
• Opening and saving
files on Microsoft
Word/Libre Office
Writer

CURRICULUM – KISAN DRONE OPERATOR PAGE | 11

2. Identify icons on 1. Status bar 1. Group activity on using
the toolbar 2. Menu bar basic user interface of
3. Icons on the Menu Libre Office writer
bar 2. Group activity on working 02
4. Multiple ways to with Microsoft Word
perform a function

3. Save, close, open 1. Save a word 1. Group activity on

and print document performing the functions
document 2. Close for saving, closing and
3. Open an existing printing documents in
document Libre Office Writer

4. Print 2. Group activity on

02
performing the functions
for saving, closing and
printing documents in
Microsoft Word
4. Format text in a 1. Change style and size 1. Group activity on
word document of text formatting text in Libre
2. Align text Office Writer
02
3. Cut, Copy, Paste 2. Group activity on
4. Find and replace formatting text in Microsoft
Word

5. Check spelling and 1. Use of spell checker 1. Group activity on

grammar in a word 2. Autocorrect checking spellings and
document grammar using Libre
Office Writer
02
2. Group activity on
checking spellings and
grammar using Microsoft
Word
6. Insert lists, tables, 1. Insert bullet list 1. Practical exercise of
pictures, and 2. Number list inserting lists and tables
shapes in a word 3. Tables using Libre Office Writer 03
document 4. Pictures
5. Shapes
7. Insert header, 1. Insert header 1. Practical exercise of
footer and page 2. Insert footer inserting header, footer
number in a word 3. Insert page number and page numbers in
document 4. Page count Libre Office Writer
03
2. Practical exercise of
inserting header, footer
and page numbers in
Microsoft Word
8. Make changes by 1. Tracking option 1. Group activity on
04
using the track 2. Manage option performing track changes

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 change option in a 3. Compare documents in Libre Office Writer
word document 2. Group activity on
performing track changes
in Microsoft Word
Total 20

UNIT 4: ENTREPRENEURIAL SKILLS – III

Theory Practical Duration

Learning Outcome (10 hrs) (15 hrs) (25 hrs)
1. Differentiate 1. Introduction to 1. Role-play on different
between different entrepreneurship kinds of businesses
kinds of businesses 2. Types of business around us 03
activities

2. Describe the 1. Meaning of value 1. Role-play on qualities of

significance of 2. Values of an an entrepreneur
entrepreneurial Entrepreneur 03
values 3. Case study on qualities
of an entrepreneur

3. Demonstrate the 1. Difference between the 1. Interviewing employees

attitudinal attitude of entrepreneur and entrepreneurs
changes required and employee 03
to become an
entrepreneur
4. Develop thinking 1. Problems of 1. Group activity on
skills like an entrepreneurs identifying and solving
entrepreneur 2. Problem-solving problems 04
3. Ways to think like an
entrepreneur

5. Generate business 1. Principles of idea 1. Group activity to

ideas creation create business ideas
2. Generating a business
idea 04
3. Case studies

6. Describe customer 1. Understanding customer 1. Group activity to

needs and the needs conduct a customer
importance of 2. Conducting a customer survey 04
conducting a survey
customer survey

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 7. Create a business 1. Importance of business 1. Group activity on
plan planning developing a business
2. Preparing a business plan plan
3. Principles to follow for 04
growing a business
4. Case studies

Total 25

UNIT 5: GREEN SKILLS – III

Theory Practical Duration

Learning Outcome (07 hrs) (08 hrs) (15 hrs)
1. Describe the 1. Meaning of ecosystem, 1. Group discussion on
importance of the food chain and sectors of green
main sector of the sustainable development economy
green economy 2. Main sectors of the green 2. Preparing posters on
economy- E-waste various sectors for
06
management, green promoting green
transportation, renewal economy
energy, green
construction, and water
management
2. Describe the main 1. Policies for a green 1. Group discussion on
recommendations economy initiatives for promoting
of policies for the the green economy
green economy 2. Writing an essay or a
03
short note on the
important initiatives for
promoting green
economy
3. Describe the major 1. Stakeholders in the green 1. Group discussion on the
green sectors/ economy role of stakeholders in
areas and the role the green economy
of various 2. Making solar bulbs 03
stakeholders in the
green economy

4. Identify the role of 1. Role of the government in 1. Group discussion on the

government and promoting a green role of Government and
private agencies in economy Private Agencies in
the green 2. Role of private agencies in promoting a green 03
economy promoting green economy.
economy 2. Preparing posters on
green sectors
Total 15

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 Part B–Vocational Skills
S.No. Units Duration (hrs)
1. Introduction to Agriculture Practices 30
2. Introduction to Drones 50
3. Drone Operation 50
4. Flight Simulator Training 35
Total 165

UNIT 1: INTRODUCTION TO AGRICULTURE PRACTICES

Theory Practical Duration

Learning Outcome
(15 hrs) (15 hrs) (30 hrs)
1. Describe agriculture 1. Agriculture 1. Visit agricultural farms for
practices practices - land studying agriculture
preparation, practices. This includes
sowing and understanding the type
planting, fertililizer of crops grown,
application, agricultural techniques
irrigation, plant used, and any unique
protection, practices employed by
harvesting, the farm. Students should
threshing, and observe various
storage. agricultural practices,
such as planting,
irrigation, pest control,
and harvesting and take
notes and photographs
to document their 8
observations and to
include the same in
portfolio.
2. Visit Krishi Vigyan Kendras
(KVKs) and agricultural
research centers for
hands-on experience
related to relevant data
on various aspects, such
as types of crops, soil
conditions, weather
patterns, and any other
factors that influence
agricultural practices.

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2. Describe the 1. Concepts and 1. Case studies on precision
Precision agriculture applications of farming for exploring and
precision understanding real-world
agriculture. examples of successful
2. Difference between precision agriculture
traditional and implementation.
precision 2. Preparing posters on
agriculture. applications and benefits of
3. Applications of precision agriculture.
precision
agriculture- data
collection and
analysis, crop
monitoring and
management
(sensors and
imaging,
10
geographic
information system,
big data analytics),
Variable Rate
Technology
(precision planting,
precision irrigation
system, fertilizer
application), GPS
(Global Positioning
System) technology
in mapping, crop
monitoring, livestock
management, and
farm machinery and
equipment
optimisation.

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3. Describe the various 1. Components of 1. Visit agricultural where
components of precision precision agriculture
precision agriculture agriculture – technologies are actively
Global Positioning used. Observe equipment
System and like GPS-guided tractors,
Geographic drones, and sensors in
Information action. Engage with
System (GIS), farmers and technicians to
Remote Sensing, understand their
Variable Rate experiences and
Technology (VRT), challenges with precision
sensors and agriculture. Understand
monitoring the concept of variable
devices, rate planting and operate
automated equipment that adjusts
equipment and seed rates based on soil
machinery, data conditions.
analytics and 2. Hands-on experience on
decision support setting up and using
systems, farm various sensors for soil
management moisture, temperature,
software, and nutrient levels.
communication 3. Familiarize with GPS 12
and connectivity, devices and auto-steering
and education systems in tractors.
and training) 4. Practice flying drones
equipped with cameras
for aerial imaging of fields.
5. Group discussion on
advantages and
disadvantages of
precision agriculture
6. Divide students into groups
and assign them specific
fields (virtual or real). Have
them create precision
farming plans based on
collected data.
7. Facilitate internships or
short-term placements
with precision agriculture
companies or agriculture
farms to provide real-world
work experience to
students.
Total 30

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UNIT 2: INTRODUCTION TO DRONES

Theory Practical Duration

Learning Outcome
(20 hrs) (30 hrs) (50 hrs)
1. Identify different 1. Introduction to drones 1. Visit to the drone
types of drones 2. Classification of drones: laboratory to identify
(i) based on propellers different type of drones,
(fixed wing drones, single such as quadcopters,
rotor drones, multirotor hexacopters, fixed-wing
drones, quadcopters, drones, and hybrid
hexacopters, models. Explain their
octocopters, and hybrid unique features and
drones) ; (ii) based on use.
weight; (iii) based on 2. Make drones out of
range (close-range, various locally available
short-range, mid-range); materials, such as
(iv) based on power: wood, thermocol,
(battery powered, fuel plastic, fibre, etc.
20
cell-powered, 3. Conduct live
gasoline/petrol-powered demonstrations of
, solar-powered and various drones,
hybrid-powered drones). showcasing their flight
capabilities,
maneuverability, and
payload capacities.
Study the internal and
external components of
drones, including
motors, propellers, flight
controllers, GPS
modules, cameras, and
sensors.
2. Describe basic 1. Basic components of a 1. Visit to the drone
components of a drone: frame, motors, technology lab to
drone propellers, fight observe basic
controller battery, components and their
electronic speed functions.
controllers, radio 2. Demonstrate drone
transmitter and receiver, components like
sensors, on-board frame, battery, flight 12
camera/gimbal, controllers, sensors,
propeller guards and motors and propellers
landing gear. in the laboratory.
3. Draw schematic
diagram showing
different components
of the drone.

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3. Demonstrate 1. Unmanned Aircraft 1. Organise lecture sessions
knowledge of System Rules (UAS Rules), on Unmanned Aircraft
Drone Rules 2021 2021, notified by the System rules and
Central Government on regulation for drones.
August 25, 2021. 2. Slide presentation and
(i) Terms, Regulations poster preparation on
and Organisations the UAS rules and
related to UAVs or regulations for drones.
Drones 3. Discuss the evolution of
(ii) Certificate of drone regulations,
airworthiness including key incidents
(iii) Controlled airspace or developments that
(iv) Digital sky platform led to specific rules.
(v) Geo-fencing 4. Study real-world
(vi) Prototype drone incidents involving
(vii) Unmanned aircraft drones, examining what
system traffic went wrong and how
management these incidents shaped
system or reinforced UAS
(viii) Unique regulations.
identification 5. Conduct a workshop
number of drone where students simulate
18
(ix) Classification of a scenario involving
zones as per the drone regulations. They
Drone Rules 2021 – can play roles as drone
red, yellow and operators, regulators,
green. and law enforcement
2. Drone Certification officers, learning about
3. Remote Pilot Licensing decision-making
processes.
6. Visit drone research
facilities, manufacturing
units, or drone pilot
training centers to
understand how these
entities adhere to
regulations in their
operation.
7. Use drone flight
simulators to teach
students about different
flight scenarios while
adhering to regulations.

Total 50

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UNIT 3: DRONE OPERATION

Theory Practical Duration

Learning Outcome
(25 hrs) (25 hrs) (50 hrs)
1. Describe the 1. Principles of 1. Visit to drone
principles of aerodynamics: weight, technology lab to
aerodynamics lift, thrust, and drag study the principles of
2. Three axes of flight: roll, aerodynamics.
pitch, and yaw 2. Visit the drone
10
3. Other important terms in technology lab and
the operation of drone: study the three axes
throttle, hovering and of flight.
control surfaces

2. Demonstrate the 1. Types of fixed-wing 1. Visit to drone

operation of fixed- drones: monoplanes, technology lab to
wing drone biplanes, triplanes, study the details of
quadra planes, and fixed-wing drone.
multiplanes. 2. Group discussion on
2. Operation of fixed- advantages and
wing drone: takeoff, disadvantages of
lift and control, control fixed- wing drone.
20
surfaces, ailerons,
elevator, rudder, and
navigation and
control.
3. Advantages and
disadvantages of
fixed-wing drone.

3. Demonstrate the 1. Operation of 1. Visit to drone

operation for multirotor drone - Lift technology lab to
multirotor drone and thrust, pitch, roll, study the details of
and yaw, flight multirotor drone for
control, stability and understanding the
flight modes. principles of
2. Advantages of aerodynamics.
multirotor drone- 2. Group discussion on
vertical takeoff and specialized drones
20
landing, hovering used in agriculture,
capability, surveying, search and
maneuverability, rescue, aerial
stability, simplicity in photography, and
design and environmental
maintenance, precise monitoring. Explain
positioning, versatility, how these drones are
and ease of customized for
transportation and specific applications.

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 accessibility. 3. Write a paragraph on
3. Disadvantages of applications and
multirotor drone- operation of
limited flight time, multirotor drones.
reduced speed and 4. Group discussion on
efficiency, payload advantages and
capacity, noise level, disadvantages of
flight efficiency, multirotor drone.
complex flight modes,
battery limitations,
and vulnerability in
extreme conditions.
Total 50

UNIT 4: FLIGHT SIMULATOR TRAINING

Theory Practical Duration

Learning Outcome
(15 hrs) (20 hrs) (35 hrs)
1. Introduction to flight 1. Flight simulator training: 1. Allow students to
simulator training virtual environment, practice flying
flight dynamics and drones using flight
realistic controls, simulators.
training and skill 2. Demonstrate skills of
development, scenario- hand-eye
based training, risk-free coordination in
training, and simulator-based
performance analysis training.
and feedback 3. Demonstrate skills of
2. Drone flight simulator- flying, disorientation,
types of simulator recovery training,
(software-based autonomous flight
simulators, hardware- planning.
integrated simulators, 4. Use drone flight
15
full-scale simulators, simulators to teach
Virtual Reality Simulators students about
(VRS), and Augmented different flight
Reality Simulators (ARS)) scenarios while
3. Emergency scenarios: adhering to
emergency procedures, regulations.
cross-country
navigation, instrument
approaches, weather
conditions, aircraft
system simulations,
crosswind landings, and
flight scenario
simulations

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2. Demonstrate the 1. Flight simulator: launching 1. Visit to a drone
operation of drone the simulator, selecting laboratory for
on flight simulator drone model and demonstration of
environment, takeoff safe drone flying on
preparation, performing simulator.
pre-flight checks, takeoff, 2. Observe and share
basic flight maneuvers, flight experience with
different flying modes, wind effects, ground
landing the drone, post- effects, simulated
flight analysis. crashes. 20
2. Reasons to use a drone 3. Perform practical
flight simulator: skill flying with instructor
development, risk-free on a drone simulator.
training, cost savings,
scenario-based training,
weather and environment
simulation, and equipment
familiarization.

Total 35

GRADE 12
Part A: Employability Skills
S. No. Units Duration (hrs)
1. Communication Skills- IV 25
2. Self-management Skills – IV 25
3. Information and Communication Technology Skills – IV 20
4. Entrepreneurial Skills – IV 25
5. Green Skills – IV 15
Total 110

UNIT 1: COMMUNICATION SKILLS – IV

Theory Practical Duration

Learning Outcome
(10 hrs) (15 hrs) (25 hrs)
1. Demonstrate active 1. Active listening - 1. Group discussion on
listening skills listening skill, stages of factors affecting active
active listening listening
2. Overcoming barriers 2. Preparing posters of
to active listening steps for active listening 10
3. Role-play on negative
effects of not listening
actively

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2. Identify the parts of 1. Parts of speech – using 1. Group practice on
speech capitals, punctuation, identifying parts of
basic parts of speech, speech
10
supporting parts of 2. Group practice on
speech constructing sentences
3. Write sentences 1. Writing skills to the 1. Group work on writing
following: sentences and
• Simple sentences paragraphs
• Complex 2. Group work on
sentences practicing writing
• Types of objects sentences in active or
2. Types of sentences : passive voice
- Active and passive 3. Group work on writing
sentences different types of
- Statement/ sentences (i.e.,
Declarative declarative,
sentences exclamatory, 05
- Question/ interrogative and
Interrogative imperative).
sentences
- Emotion/
Reaction or
Exclamatory
sentence
- Order or
Imperative
sentences
3. Paragraph writing
Total 25

UNIT 2: SELF-MANAGEMENT SKILLS – IV

Theory Practical Duration
Learning Outcome
(10 hrs) (15 hrs) (25 hrs)
1. Describe the 1. Motivation and 1. Role-play on avoiding
various factors positive attitude stressful situations
influencing 2. Intrinsic and extrinsic 2. Activity on listing
motivation and motivation negative situations and
positive attitude 3. Positive attitude – ways ways to turn it into
to maintain positive positive 10
attitude
4. Stress and stress
management - ways to
manage stress

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2. Describe how to 1. How to become result 1. Group activity on listing
become result oriented? aim in life
oriented 2. Goal setting – 05
examples of result-
oriented goals

3. Describe the 1. Steps towards self- 1. Group discussion on self-

importance of self- awareness awareness
awareness and the 2. Personality and basic
basic personality personality traits
traits, types and 3. Common personality
disorders disorders-
10
• Suspicious
• Emotional and
impulsive
• Anxious
4. Steps to overcome
personality disorders
Total 25

UNIT 3: INFORMATION AND COMMUNICATION TECHNOLOGY SKILLS-IV

Theory Practical Duration

Learning Outcome (06 hrs) (14 hrs) (20 hrs)
1. Identify the 1. Getting started with 1. Group activity on
components of a spreadsheet - types identifying components of
spreadsheet of a spreadsheet, spreadsheet in Libre Office
application steps to start Libre Calc. 02
Office Calc.,
components of a
worksheet
2. Perform basic 1. Opening workbook 1. Group activity on working
operation in a and entering data with data on Libre Office
spreadsheet – types of data, Calc.
steps to enter data,
editing and
deleting data in a
cell
2. Selecting multiple
cells 03
3. Saving the
spreadsheet in
various formats
4. Closing the
spreadsheet
5. Opening the
Spreadsheet
6. Printing the

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 spreadsheet
3. Demonstrate the 1. Using a spreadsheet 1. Group activity on formatting
knowledge of for addition – a spreadsheet in Libre
working with data adding value Office Calc.
and formatting text directly, adding by 2. Group activity on
using cell address, performing basic
using a mouse to calculations in Libre Office
select values in a Calc.
formula, using sum
function, copying 02
and moving
formula
2. Need to format cell
and content
3. Changing text style
and font size
4. Align text in a cell
5. Highlight text
4. Demonstrate the 1. Sorting data 1. Group activity on sorting
knowledge of using 2. Filtering data data in Libre Office Calc.
advanced features 3. Protecting 03
in spreadsheet spreadsheet with
password

5. Make use of the 1. Presentation 1. Group practice on working

software used for software available with Libre Office Impress
making slide 2. Steps to start Libre tools
presentations Office Impress 02
3. Adding text to a
presentation
6. Demonstrate the 1. Open, Close, Save 1. Group activity on saving,
knowledge to open, and Print a slide closing and opening a
01
close and save slide presentation presentation in Libre Office
presentations Impress
7. Demonstrate the 1. Working with slides 1. Group practice on working
operation related to and text in a with font styles in Libre
slides and texts in presentation- Office Impress
the presentation adding slides to a
presentation,
deleting slides, 04
adding and
formatting text,
highlighting text,
aligning text,
changing text colour
8. Demonstrate the 1. Advanced features 1. Group activity on changing
use of advanced used in a slide layout on Libre Office 03
features in a presentation Impress

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 presentation 2. Inserting shapes in
the presentation
3. Inserting clipart and
images in a
presentation
4. Changing slide
layout
Total 20

UNIT 4: ENTREPRENEURIAL SKILLS-IV

Theory Practical Duration

Learning Outcome
(10 hrs) (15 hrs) (25 hrs)
1. Describe the 1. Entrepreneurship 1. Group discussion on the
concept of and entrepreneur topic “An entrepreneur is
entrepreneurship 2. Characteristics of not born but created”
and the types and entrepreneurship 2. Conducting a classroom
roles and functions 3. Entrepreneurship-art quiz on various aspects of
entrepreneur and science entrepreneurship
4. Qualities of a
successful
entrepreneur
5. Types of 10
entrepreneurs
6. Roles and functions
of an entrepreneur
7. What motivates an
entrepreneur
8. Identifying
opportunities and
risk-taking
9. Startups
2. Identify the barriers 1. Barriers to 1. Group discussion about
to entrepreneurship entrepreneurship “What we fear about
2. Environmental entrepreneurship?”
barriers 2. Activity on taking an 05
3. No or faulty business interview of an
plan entrepreneur
4. Personal barriers
3. Identify the 1. Entrepreneurial 1. Group activity on
attitude that make attitude identifying entrepreneurial
05
an entrepreneur attitude.
successful
4. Demonstrate the 1. Entrepreneurial 1. Playing games, such as
knowledge of competencies “Who am I”.
entrepreneurial 2. Decisiveness 2. Group discussion on 05
attitude and 3. Initiative business ideas
competencies 4. Interpersonal skills- 3. Group practice on “Best

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 positive attitude, out of Waste”
stress management 4. Group discussion on the
5. Perseverance topic of “Let’s grow
6. Organisational skills - together”
time management, 5. Group activity on listing
goal setting, stress and methods to deal
efficiency, managing with it like yoga, deep
quality. breathing exercises, etc.
6. Group activity on time
management
Total 25

UNIT 5: GREEN SKILLS-IV

Theory Practical Duration
Learning Outcome
(05 hrs) (10 hrs) (15 hrs)
1. Identify the benefits 1. Green jobs 1. Group discussion on
of the green jobs 2. Benefits of green jobs the importance of
3. Green jobs in green job.
different sectors:
• Agriculture
• Transportation
• Water conservation
• Solar and wind
08
energy
• Eco-tourism
• Building and
construction
• Solid waste
management
• Appropriate
technology
2. State the 1. Importance of green 1. Preparing posters on
importance of jobs in: green jobs.
green jobs • Limiting 2. Group activity on tree
greenhouse gas plantation.
emissions
• Minimising waste
and pollution 07
• Protecting and
restoring
ecosystems
• Adapting to the
effects of climate
change
Total 15

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 Part B–Vocational Skills

S. No. Units Duration (hrs)

1. Drones in Agriculture 30
2. Operating Procedures for Use of Drone in Agriculture 70
3. Rules and Regulations for Drone Operation 45
4. Entrepreneurship Opportunities in Drone Technology 20
Total 165

UNIT 1: DRONES IN AGRICULTURE

Learning Outcome Theory Practical Duration

(15 hrs) (15 hrs) (30 hrs)
1. Describe the 1. Principles of crop 1. Visit to an agricultural
principles of crop production: farm for studying the
Production and (crop selection, soil various crop production
management management, seed techniques in
selection and quality, agriculture. Understand
Irrigation management, the varieties, growth
nutrient management, stages, and planting
pest and disease methods for each crop.
management, weed Study planting methods,
control, crop rotation like direct seeding,
and diversification, transplanting, and
harvest and post- seedling preparation.
harvest management) Understand the factors
influencing the choice
of planting method.
Study different irrigation
systems in use, including
10
drip irrigation, sprinklers,
and furrow irrigation.
Observe how pests and
diseases are managed,
including the use of
pesticides, natural
predators, and disease-
resistant crop varieties.
Take detailed notes,
sketch diagrams, and
record observations
during the visit.
2. Invite agricultural experts
or farmers for guest
lectures to provide
insights and answer
questions.

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2. Describe the 1. Drones used in 1. Identify different type
applications agriculture – fixed-wing of drones used in
of drones in drones (ideal for large- agriculture.
agriculture scale crop monitoring, 2. Provide information
mapping, and about careers in drone
surveying), multirotor technology, including
drones (used for crop roles in drone
scouting, pest and manufacturing,
disease detection, and software
precise spraying of development, aerial
fertilizers or pesticides), mapping, and
Helicopter drones (suited research.
for specialized tasks such 3. Organise question and
as vineyard inspection, answer session with
orchard monitoring, and drone experts and
terrain mapping due to researchers. Students
their ability to maneuver can ask questions
in tight spaces), single- related to drone
rotor drones (used for technology,
tasks requiring more applications, and
endurance, such as career opportunities.
large-scale aerial 4. Conduct a workshop
mapping and monitoring where students can
of vast agricultural assemble and
20
landscapes). disassemble basic
2. Working principles of drone components.
drones used in This hands-on activity
agriculture. enhances their
3. Role of drones in understanding of the
revolutionizing the internal workings of
agriculture industry. drones. Ask students to
4. Applications of sensors in write reports
drones (primary and summarizing what they
secondary sensors). learned during the visit.
5. Advantages of Include details about
agriculture drones the types of drones,
(efficient crop their applications, and
monitoring, precise crop any interesting facts or
management, improved experiences.
yield, cost saving, time
efficiency, improved
safety, and
environmental
sustainability).
6. Limitations of agriculture
drone (dependence on
weather conditions, cost,
legal and regulatory

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 issues, data processing,
limited battery life and
limited payload
capacity).
Total 30

UNIT 2: OPERATING PROCEDURE FOR USE OF DRONE IN AGRICULTURE

Learning Outcome Theory Practical Duration

(35 hrs) (35 hrs) (70 hrs)
1. Describe procedure 1. Parameters affecting 1. Prepare the drone for
for applying selection of drone spraying of pesticides in
pesticides using (purpose, payload agriculture field
drones capacity, flight time, 2. Create Informative
range, sensor quality, posters on steps for
etc.). pesticides application
2. Precautions and pre- using drone.
requisites for drone- 3. Group activity on
based pesticide spraying of pesticides
application (pre- 4. Hands-on training on
application, during drone flying and its
application and post- control.
application). 5. Demonstration on use of
3. Critical parameters to drones for pesticide 25
be considered for application in the field
drone-based pesticide by an authorized or
application. recognised Remote
4. Drift management- Pilot Training
critical operational Organization (RPTO).
parameters.
5. Safeguarding the non-
targets.
6. Registration
requirement of
pesticides for drone
application.
7. Spray monitoring form .
2. Demonstrate the use 1. Plant Nutrient 1. Visit to agricultural field
of drones in soil and Management – to observe the
crop nutrient assessment of nutrient application of crop
management deficiencies using NDVI nutrients.
(Normalized Difference 2. Discussion on how NDVI
25
Vegetation Index) (Normalized Difference
mapping. Vegetation Index)
2. Spraying of soil/crop mapping helps in
nutrients identifying areas with
3. Drone, sensors, data low vegetation vigour,

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 processing software indicating nutrient
and soil nutrient deficiencies and how
spraying system this information guides
4. Feasibility of targeted nutrient
sustainable adoption application.
of drone 3. Group activity on
5. Standard Operating spraying of crop
Procedures (SOPs) for nutrients in the field.
use of drone, mapping 4. Demonstration of
of soil nutrients and application of drones
application of nutrients for nutrient application
crops- procedures for in the field from an
use and application of authorized or
crop nutrients, good recognized Remote
agricultural practices, Pilot Training
solid (granular/ Organization (RPTO).
powder) crop nutrient
application using
drones and procedures
for application of liquid
crop nutrients using
drone.
3. Describe pre- 1. Before application 1. Visit agriculture field to
requisites for using 2. During application practice different
drones to reduce drift 3. Post application standards using drones 10
and air pollution to reduce drift and air
pollution.
4. Describe the 1. Pre-flight inspection 1. Demonstrate fault
10
Precautions during and precautions. finding of drone.
drone operation 2. Post-flight inspection
and precautions.
Total 70

UNIT 3: RULES AND REGULATIONS FOR DRONE OPERATION

Theory Practical Duration

Learning Outcome
(20 hrs) (25 hrs) (45 hrs)
1. Describe the 1. Maintenance of drone 1. Practical lessons in lab:
basic and its accessories repair, maintenance
maintenance of 2. Equipment maintenance and documentation
drone 2. Practice emergency
procedures for
breakdown during
operation
3. Presentation on 20
maintenance tips for
Kisan Drone Operators.

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2. Describe drone 1. Drone emergency and 1. Practice on
handling handling procedures – emergency
procedures in emergencies due to loss procedures during loss
case of of link, loss of power, of link, loss of power, 10
emergencies during fly away, loss of etc.
GPS, due to collision, 2. Study of failsafe
etc. feature that triggers an
automatic return to
the home point when
connection is lost.
3. Practice emergency
procedures for fly
away, loss of GPS,
collision, etc.
4. Join online forums or
local drone pilot
communities where
you can discuss
emergency scenarios
with experienced
pilots. Learn from their
experiences.
3. Describe the 1. Directorate General of 1. Group discussion on
regulations of Civil Aviation safety rules to be
Directorate (DGCA)safety followed during drone
General of Civil regulations operation in the field,
Aviation and 2. Airport Traffic Control including specific flight
safety guidelines (ATC) operations – planning, no flight
for drone (communicating with zones
operation ATC including position procedures for specific
and altitude reporting) drone flights, data
3. Drone registration collection and
4. Drone operation management
(airspace map, 2. Group discussion on the
interactive maps, requirements for
requirement of prior obtaining Remote Pilot
permission, mandatory Certificate and the
pre-flight verification of procedure to be 15
zonal restrictions, followed for the same.
dynamic nature of 3. Group discussion on
zoning, temporary red drone Insurance.
zone, access to data) Discuss different types
5. Remote pilot certificate of coverage, such as
(procedure for obtaining liability insurance, hull
remote pilot license, insurance (covering
validity, exemption) damage to the drone),
6. Insurance of drone, such payload coverage (for
as liability insurance, hull cameras or other

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 insurance (covering equipment), and non-
damage to the drone), owned drone
payload coverage (for coverage (for drones
cameras or other not owned by the
equipment), and non- insured but operated
owned drone coverage by them). Discuss how
(for drones not owned insurance mitigates
by the insured but financial risks
operated by them). associated with drone
accidents, damages, or
third-party liabilities.
Discuss how the drone's
value, specifications,
and usage affect
insurance premiums.
Total 45

UNIT 4: ENTREPRENEURSHIP OPPORTUNITIES IN DRONE TECHNOLOGY

Theory Practical Duration

Learning Outcome
(15 hrs) (05 hrs) (20 hrs)
1. Identify business and 1. Business and 1. Prepare charts showing
entrepreneurship entrepreneurship business and
opportunities in opportunities related entrepreneurship 05
drone technology to drone (aerial and opportunities related to
video photography, drones.
mapping, surveying 2. Lectures/presentations
and GIS services, by entrepreneurs on
delivery and logistics, their experiences and
agriculture, success stories related
environmental to drone business.
monitoring, security
and surveillance,
entertainment and
recreation, etc.)
2. Qualities of an
entrepreneur
2. Describe the 1. Business plan 1. Develop a business plan
business plan (business concept, for a service related to
target market, drone operation
market research, 2. Lectures/presentations
service portfolio – by entrepreneurs on
drone service to be their experiences. 15
provided, sales
strategy, pricing
structure, regulatory
compliance

CURRICULUM – KISAN DRONE OPERATOR PAGE | 33

 procedures,
licensing, insurance
procedure,
equipment and
technology to be
used, operational
plan, physical and
human resources
required, online
presence, revenue
model (project-
based fees, annual
maintenance
contract, etc.) and
financial aspects.
Total 20

6. ORGANISATION OF FIELD VISITS

In an academic year, at least three field visits should be organised for the students to expose
them to agricultural practices and to learn about drone operations. The following aspects are to
be covered during the field visits:

1. Understanding Agricultural Practices:

a) Crop Types: Students will learn about different types of crops, their growth stages, and
specific needs.

b) Crop Health: Students will understand how to identify healthy crops from diseased or stressed
ones.

c) Soil Analysis: Students will learn about soil types, fertility, and the importance of soil health for
crop growth.

2. Agricultural Use Cases:

a) Precision Agriculture: Students will learn how drones enable precise application of water,
fertilizers, and pesticides, optimizing resource use.

b) Crop Monitoring: Understand how drones can monitor crop health, growth patterns, and
yield estimation.

c) Pest Detection: Explore methods to identify and monitor pests and diseases using drone-
collected data.

3. Introduction to Drone Technology:

a) Drone Components: Students will understand the basic components of a drone, including
the frame, motors, propellers, and sensors.

b) Flight Operations: Students will learn how to plan drone flights, including takeoff, landing,
and emergency procedures.

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 c) Safety Protocols: Students will how to follow safety measures such as no-fly zones, altitude
limits, and avoiding obstacles.

4. Data Collection and Sensors:

a) Remote Sensing: Students will understand how sensors on drones capture data in various
wavelengths (visible, infrared, thermal) for agricultural analysis.

b) Data Interpretation: Students will learn how to interpret data related to plant health, soil
moisture, and pest infestation.

5. Mapping and Surveying:

a) GIS Mapping: Students will explore Geographic Information Systems (GIS) and how mapping
with drones contributes to precision agriculture.

b) Surveying Techniques: Students will understand how drones can create 3D models and
topographic maps for agricultural landscapes.

6. Regulations and Compliance:

a) Regulations and Compliance: Students will about DGCA regulations and guidelines for
drone operations in agriculture.

b) Permits and Licenses: Students will understand the process of obtaining permits and licenses
for agricultural drone operations.

7. Practical Training:

a) Flight Simulations: Students will use drone flight simulators to practice flight operations and
maneuvering without the risk of damaging actual drones.

b) Hands-on Flying: Students will learn to fly drones under supervision, allowing them to apply
theoretical knowledge in real-world settings.

8. Data Analysis and Reporting:

a) Data Processing Tools: Students will be introduced to software tools for processing and
analyzing drone-collected data, such as GIS software and agricultural analytics platforms.

b) Report Generation: Students will learn how to generate comprehensive reports based on the
collected data, including actionable insights for farmers.

7. LIST OF EQUIPMENT AND MATERIAL

The drone laboratory aims in nurturing young talents by bringing in multirotor and fixed-wing drone
development and real-world flight-testing experiences at the school level courses as well as working
on societal-application based projects.

The tools, equipment and material required for training are quite expensive, therefore, 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.

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A simulator may be procured for training and regular field visits should be organised to provide
opportunities to the students/trainees for observation and hands-on practice.

S.No. List of equipment, tools and material Quantity Estimated Cost

(Rs)
I. Drones
1. Commercial drone, Wifi Headless Mod FPV RC 1 25000
Quadcopter 0.3MP Camera 2.4GHz 6-axis 360 Degree
Eversion RTF – Black
II. Custom-made drones
2. Hexacopter with 1080 HD camera, transmitter and receiver 1 25000
with autopilot, 7 inch ground display and control unit and
GPS
3. Plastic Hexacopter with Propulsion Kit (Motor + ESC 1 28000
+Propeller + Flight Controller + Frame + TX-RX Fly sky FSi6 +
Power module + Belt)
4. Quadcopter drone Combo with Pix hawk Kit for beginner 4 80000
(Motor + ESC +Propeller + Flight Controller + Frame + TX-RX
Fly sky FSi6 + Power module + Belt)
5. Micro Quadcopter kit 1 25000
6. Fixed Wing UAV with 2.4 GHz, Digital Six Channel 1 25000
Transmitter with HD Camera
III. Tools
7. Thrust Measuring Stand 1 5000
8. Magnetic Propeller Balancer 3 22500
9. Digital Calliper 3 27000
10. Anemometer 1 2000
11. Laser Tachometer 1 1800
12. Multi-meter 2 5250
13. Electronic Hanging Balance 1 3000
14. Magnetic Tray 1 1000
15. Soldering Kits – Basic and Battery powered 1 3200
16. Hand Driller Kit 1 1500
17. Glue Gun 2 1400
18. Cutting Mat 1 1500
19. Allen Key Set 1 2000
20. Knife Set 1 2700
21. Screw Driver Set 1 1000
22. Plier Set 1 5000
23. Hammers 1 600
24. Hacksaw 1 800
IV. Propulsion Units
25. Motor 1 7000
26. Electronic Speed Controller 1 4000
27. LiPo Battery 1 9000
28. Battery Charger 1 1000
29. LiPo Battery Checker 1 1000

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 30. Propellers 4 set 2800
V. Controllers
31. Arducopter Flight Controller with GPS 1 3000
32. Ardino Uno Micro Controller 1 1500
VI. Sensors
33. Ultrasonic Sensor (upto 400 cm) 1 1000
34. Inertia Measurement Unit 1 20000
35. Inertial Sensors 1 25000
36. Distance and Gesture Sensor Module 1 1500
37. Raspberry Pi Kit 1 3000
38. Humidity and Temperature Sensor 5 6000
39. Gas Sensor 1 3000
40. 433 MHz Telemetry 1 6300
VII. Accessories
41. Foldable Air Frame – Aluminium & Glass Fibre 10 kg 5000
42. RC Flight Simulator 1 30000
43. Furniture’s Storage Cabinets (open and shuttered) for Lab 1 100000
setup
44. Lab Safety/Emergency Booth 1 5000
Total 9,08,400

8. VOCATIONAL TEACHER’S/TRAINER’S QUALIFICATION

AND GUIDELINES
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:

Qualification Minimum Age Limit

Competencies
Undergraduate Degree in any Effective 18-37 years - as on Jan. 01
Science Discipline, with specialisation communication skills (mention year).
in Electronics/Aeronautical (oral and written)
Engineering/Mechanical Age relaxation to be
Engineering/Mechatronics/Drone Basic computing provided as per
Technology from a recognized skills. Government rules
Institute /University
Or
B.Voc. (Bachelor of Vocations)
degree, with specialisation in
Electronics/ Aeronautical
Engineering/ Mechanical
Engineering/Mechatronics/Drone
Technology from a recognised
Institute /University

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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
Education under Samagra Shiksha in the following ways:

(i) directly as per the prescribed qualifications and industry experience suggested by the PSS
Central Institute of Vocational Education (PSSCIVE), NCERT or the respective Sector Skill Council
(SSC) OR (ii) through accredited Vocational Training Providers accredited under the National
Quality Assurance Framework (NQAF*) approved by the National Skills Qualification Committee
on 21.07.2016. If the State is engaging Vocational Teachers/Trainers through the Vocational
Training Provider (VTP), it should ensure that VTP should have been accredited at NQAF Level 2 or
higher.

* The National Quality Assurance Framework (NQAF) provides the benchmarks or quality criteria
which the different 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

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 the Vocational Teachers/Trainers:

a) Prepare session plans and deliver sessions which have a clear and relevant purpose
and which engage the students;
b) Deliver education and training activities to students, based on the curriculum to
achieve the learning outcomes;
c) Make effective use of learning aids and ICT tools during the classroom sessions;
d) 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;
e) Work with the institution’s management to organize skill demonstrations, site visits, on-
job trainings, and presentations for students in cooperation with industry, enterprises
and other workplaces;
f) Identify the weaknesses of students and assist them in upgradation of competency;
g) Cater to different learning styles and level of ability of students;
h) Assess the learning needs and abilities, when working with students with different
abilities;
i) Identify any additional support the student may need and help to make special
arrangements for that support; and
j) Provide placement assistance.

Assessment and evaluation of Vocational Teachers/Trainers is very critical for making them aware
of their performance and for suggesting corrective actions. The States/UTs should ensure that the
performance of the Vocational Teachers/Trainers is appraised annually. Performance based
appraisal in relation to certain pre-established criteria and objectives should be done periodically
to ensure the quality of the Vocational Teachers/Trainers. Following parameters may be
considered during the appraisal process:

1. Participation in guidance and counselling activities conducted at Institutional, District and

State level;
2. Adoption of innovative teaching and training methods;
3. Improvement in result of vocational students of Grade 10 or Grade 12;
4. Continuous up gradation of knowledge and skills related to the vocational pedagogy,
communication skills and vocational subject;
5. Membership of professional society at District, State, Regional, National and International
level;
6. Development of teaching-learning materials in the subject area;
7. Efforts made in developing linkages with the Industry/Establishments;
8. Efforts made towards involving the local community in Vocational Education;
9. Publication of papers in National and International Journals;
10. Organisation of activities for promotion of vocational subjects; and
11. Involvement in placement of student’s/student support services.

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9. LIST OF CONTRIBUTORS

1. Prof. Vinay Swarup Mehrotra, Ph.D.

Professor and Head
Curriculum Development and Evaluation Centre (CDEC) and Centre for International
Relationship (CIR), PSS Central Institute of Vocational Education (PSSCIVE), NCERT,
Shyamla Hills, Bhopal – 462 002, Madhya Pradesh, India.

2. Dr. Prerana Nashine

Assistant Professor (Contractual)
Curriculum Development and Evaluation Centre (CDEC),
PSS Central Institute of Vocational Education (PSSCIVE), NCERT,
Shyamla Hills, Bhopal – 462 002, Madhya Pradesh, India.

3. Dr. Anurag Chauhan

Assistant Professor
Department of Electrical Engineering, Rajkiya Engineering College Banda
Atarra, Banda, Uttar Pradesh, India.

4. Prof. Anugrah Anilkumar Nagaich

Assistant Professor
Department of Architecture and Planning, Maulana Azad National Institute of Technology
(MANIT), Link Road Number 3, Bhopal, Madhya Pradesh, India.

5. Prof. Ravi Kumar

Assistant Professor
Department of Mechanical Engineering
Indian Institute of Information Technology, Jagannathagattu Hill, Kurnool,
Andhra Pradesh, India.

6. Dr. Satya Prakash Kumar

Scientist
ICAR-Central Institute of Agricultural Engineering
Nabi Bagh, Berasia Road, Bhopal, Madhya Pradesh, India.

7. Dr. Gaurav Dwivedi

Assistant Professor,
Energy Centre,
Maulana Azad National Institute of Technology (MANIT),
Link Road Number 3, Bhopal, Madhya Pradesh, India.

8. Dr. Mitradip Bhattacharjee

Assistant Professor
Electrical Engineering and Computer Science
Indian Institute of Science Education and Research,
Bhopal Bypass Road, Bhauri, Bhopal, Madhya Pradesh, India.

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 9. Dr. Bikram Jyoti
Scientist
ICAR-Central Institute of Agricultural Engineering
Nabi Bagh, Berasia Road,
Bhopal, Madhya Pradesh, India.

10. Dr. Yogesh Rajwade

Scientist
ICAR-Central Institute of Agricultural Engineering
Nabi Bagh, Berasia Road,
Bhopal, Madhya Pradesh, India.

11. Dr. Ramesh Sahani

Scientist
ICAR-Central Institute of Agricultural Engineering
Nabi Bagh, Berasia Road,
Bhopal, Madhya Pradesh, India.

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PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION
(a constituent unit of NCERT, under Ministry of Education, Government of India)
Bhopal- 462 002, M.P., India