Class 9 Skill Education Kaushal Vikas Chapter 10 Healthcare Solutions (NCERT 2026–27)

Q: What is Class 9 Skill Education Kaushal Vikas Chapter 10 about?

Chapter 10, Healthcare, in Unit III - Work in Human Services, teaches students how to plan, set up and run a safe, awareness-based health camp or service - scoping the work, making a process chart, selecting tools and materials, following safety rules, taking consent, monitoring vital signs, learning home remedies, understanding occupational hazards, and collecting feedback, without ever diagnosing or treating.

Q: What are the exercise questions in Chapter 10 Healthcare?

The end-of-chapter assessment is the section 10.11 Assess your learning, which has 8 questions, including a scenario-based question (number 5) with four sub-parts. All of them are reproduced and answered on this page.

These Class 9 Skill Education Kaushal Vikas Chapter 10 Healthcare solutions cover the full chapter from Unit III – Work in Human Services of the new NCF-2023 Kaushal Vikas textbook (2026–27). The chapter shows how students can plan, set up and run a community health awareness camp or healthcare service — scoping the work, making a process chart, selecting tools and materials, following safety and hygiene rules, taking consent, monitoring vital signs, learning home remedies, understanding occupational hazards, and collecting feedback. Below you get clear notes, key terms, and original, exam-ready answers to every “Assess your learning” question.

Class: 9 Subject: Skill Education Book: Kaushal Vikas Chapter: 10 Unit: III – Work in Human Services Session: 2026–27

On this page

Chapter overview
Key concepts & notes
Key terms
Textbook exercise — “Assess your learning”
Extra practice questions
MCQs & Assertion–Reason
Exam tips & common mistakes
FAQs

Class 9 Skill Education Kaushal Vikas Chapter 10 – Overview

Chapter 10, Healthcare, sits in Unit III – Work in Human Services and teaches the skills needed to offer a simple, safe, awareness-based health service to a school or community. It reminds us that health is shaped daily by clean surroundings, safe water, nutritious food, physical activity, mental well-being and timely care — not only by hospitals. Students learn a complete process: scoping the work (what service, what resources, how useful, where), making a process chart, doing a site visit, selecting materials and tools, following safety and hygiene rules, preparing a Bill of Materials, taking consent, monitoring vital signs, demonstrating home remedies, recognising occupational hazards, promoting and delivering the service, and finally collecting feedback and cleaning up. Throughout, the rule is clear: students may support, demonstrate and create awareness, but must never diagnose, treat or give medicines.

Key Concepts & Notes

1. What healthcare service to provide (scoping the work)

Before starting, decide four things: (1) what type of service — a health awareness camp, hygiene/sanitation activity, nutrition and fitness material, or basic first-aid awareness; (2) availability of resources and support — stationery, devices, and whether a nurse, doctor or local health worker is needed; (3) usefulness to the school or community; and (4) where the service will be provided, considering safety, cleanliness and space. The service must focus on support, awareness and assistance — never on medical diagnosis or treatment.

2. ANM, ASHA and India’s health tradition

In rural India, Auxiliary Nurse Midwives (ANMs) are trained professionals who focus on maternal health, child health and immunisation, while ASHA (Accredited Social Health Activist) workers are community volunteers, usually women from the village, who spread awareness on nutrition, hygiene and family planning, give basic first aid and escort patients. They were honoured as ‘Corona Warriors’ during COVID-19. India’s ancient text the Charaka-Saṃhitā (100 BCE–200 CE) described healthy living, disease prevention, diet and the balance of mind and body — ideas that still shape modern wellness.

3. Safety rules for health-related tasks

The chapter lists four basic safety rules: hand hygiene (wash with soap or 70% alcohol sanitiser before and after any task), masks and cleanliness (wear a clean mask, wipe tables and tools), safe use of tools (use thermometers, oximeters and scales only as taught — never to diagnose or give medicines), and waste disposal (use correct, labelled, separate bins). A teacher, nurse or health practitioner must be present during all demonstrations.

4. Instruments for basic health parameters

Students learn to practise measuring vital signs under adult supervision — not to interpret them. Table 10.7 from the textbook is reproduced below.

Instrument	What it measures	Normal value	When it is a concern
Thermometer	Body temperature	97–99°F (average 98.6°F)	Above 99°F = Fever; above 103°F = Medical emergency
Blood Pressure Monitor (sphygmomanometer)	Force blood uses to move through arteries	Less than 120/80 mmHg	Above 140/90 mmHg requires medical attention
Pulse Oximeter	SpO2 – oxygen saturation in the blood	98–100%	Below 94 per cent needs urgent attention
Glucometer (demonstration only)	Blood sugar level (checks diabetes status)	Fasting: 70–100 mg/dL; after a meal: below 140 mg/dL	Fasting above 125 mg/dL or random above 200 mg/dL needs medical attention

5. Home remedies for common ailments

Traditional remedies made from natural ingredients may help prevent or give quick relief for minor complaints until medical help arrives — but they are not treatments. Students only demonstrate and explain; they must not give remedies to camp visitors. Table 10.8 examples:

Home Remedy	Used For	Ingredients
Turmeric milk	Immunity-boosting drink	Milk, turmeric, jaggery (optional)
Tulasī–ginger tea	Herbal drink / infusion	Tulasī leaves, ginger, water, sugar or honey
Aloe vera gel	Dry skin, minor skin irritation	Aloe vera leaf (patch test recommended)

6. Common occupational hazards

Different work strains the body differently. Recognising these ‘occupational hazards’ and simple preventive actions keeps workers healthy. Table 10.9 examples:

Occupation	Common health risks	Preventive actions
Working on computers (IT professional, graphic designer)	Eye strain, dry eyes, neck pain	20-20-20 rule, blinking, correct screen height, neck stretches
Sitting for long hours (driver, desk-job banker)	Back pain, stiffness	Straight-back posture, lumbar cushion, standing breaks, back stretches
Lifting heavy weights (farmer, technician)	Muscle or joint injuries	Lift with knees bent, avoid twisting, proper grip, ask for help
Working in polluted areas (chef, sanitation worker, traffic police)	Breathing problems, skin irritation	Cloth masks, hydration, deep breathing, breaks
Noisy environment (factory worker, traffic police)	Hearing strain	Ear protection through earplugs
Working in heat (factory worker, food processing)	Dehydration, heat stress	Drinking water/electrolyte, resting in shade, light clothing

7. Consent, promotion, delivery and feedback

A consent form is not a legal document but a simple way to state expectations, build trust and ensure safety — it shares the services offered and safety expectations, clarifies that it is not a substitute for medical treatment, and takes consent for health data and photographs. The service is promoted through posters, assembly announcements, community walks and notice boards. While delivering, students use tools only as taught and for awareness, ensure consent and privacy, and communicate politely. Afterwards they collect feedback (general comments only, no names), clean the area, and segregate waste into dry, wet and sanitary bins.

Key Terms

Term	Meaning
Preventive healthcare	Steps taken to stop illness before it starts — awareness, hygiene, nutrition, vaccination.
ANM (Auxiliary Nurse Midwife)	A trained health professional focusing on maternal health, child health and immunisation.
ASHA worker	A trained community health volunteer who spreads health awareness and gives basic first aid.
Vital signs	Key body signals — temperature, pulse, blood pressure, oxygen saturation — that show how the body is functioning.
BMI (Body Mass Index)	A number from height and weight used to judge whether body weight is healthy.
Sphygmomanometer	A blood pressure monitor used to measure the force of blood in the arteries.
Pulse oximeter	A device that measures oxygen saturation (SpO2) and pulse rate.
Glucometer	A device that measures blood sugar level (used for demonstration only).
Process chart	A list of all tasks with estimated completion dates and the persons responsible.
Bill of Materials (BoM)	A cost estimate of materials and labour prepared in advance to avoid waste.
Consent form	A simple written statement of expectations and permissions between the team and the person served.
Occupational hazard	A health risk caused by the strain or conditions of a particular kind of work.
Biomedical waste	Used items like gloves, masks and cotton that must be disposed of separately in covered bins.
AYUSH	Ayurveda, Yoga and Naturopathy, Unani, Siddha and Homeopathy — India’s traditional systems of medicine.
Telemedicine	Using digital platforms to connect doctors and patients across distances.

Textbook Exercise Solutions — “10.11 Assess your learning”

All questions are reproduced verbatim from the NCERT textbook; the answers below are original and exam-ready.

1. Compare two types of healthcare needs in the community. Which one should be prioritised for a school-based healthcare service and why?

ANSWER Two common needs are (a) curative needs — treating people who are already ill, which requires doctors, medicines and clinical equipment; and (b) preventive and awareness needs — hygiene, nutrition, fitness and basic first-aid awareness, which mainly require information, demonstration and simple tools. A school-based service should prioritise preventive and awareness needs, because students are allowed only to support, demonstrate and create awareness — not diagnose or treat. Awareness work is safe, low-cost, useful for many people at once, and helps stop illness before it starts, which fits the abilities and the rules of a student team.

2. Based on the healthcare service you provided, create a safety checklist.

ANSWER A sample safety checklist for a health awareness camp: • A teacher, nurse or practitioner is present throughout. • Hands washed with soap or 70% sanitiser before and after each task. • Clean masks worn; tables and tools wiped before and after use. • Fresh gloves used for each person. • Thermometers, oximeters and scales used only as taught — no diagnosis or medicines given. • Tools sanitised after each use; cuffs not over-inflated. • Separate, labelled bins for regular and biomedical waste, lids closed. • Yoga mats clean, dry and on a flat, non-slip surface. • Consent taken; privacy maintained during checks. • Hands washed thoroughly after clean-up. Your checklist may include other valid items based on your own service.

3. According to you, what are the essential elements related to service orientation and environment that are especially important in healthcare services? Explain with examples.

ANSWER Essential elements include a helpful, respectful attitude, clear and polite communication, privacy and dignity, cleanliness and safety, and a well-organised physical space. In healthcare these matter even more because visitors may feel anxious or unwell. For example, greeting visitors warmly and explaining each tool before using it reduces fear; carrying out a blood-pressure or blood-sugar check behind a screen protects privacy; keeping tables wiped and waste in covered bins shows safety; and clear signboards guiding people from entry to stalls to exit prevent crowding and confusion. Together these make visitors feel welcomed and cared for.

4. Why is it especially important to keep the patient or visitor at the centre while providing healthcare services? Give one example to support your answer.

ANSWER Healthcare deals with people’s well-being, comfort and trust, so the visitor’s needs, feelings and safety must come first; a rushed or careless approach can make people anxious, lose their trust and even put their health at risk. Example: if an elderly visitor is nervous about a blood-pressure check, taking a moment to explain the procedure calmly, ensuring privacy and answering questions makes them relaxed and cooperative — giving a better experience and a more reliable reading than hurrying them through.

Read the scenario below and respond to the questions:

During a school health camp, a group of students focused mainly on completing tasks quickly. Visitors were not greeted properly and were asked to move from one desk to another without clear explanations. Some students spoke hurriedly, while others continued their work without noticing visitors, who seemed confused or uncomfortable. At the health check stall, tools were used without explaining their purpose, making a few visitors anxious. Safety rules, such as cleaning tools and proper waste disposal, were sometimes ignored due to the rush. When a visitor asked questions, the response was brief and no one took time to listen carefully. As a result, several visitors left the camp, and feedback indicated that the experience felt rushed and unclear.

5. i. What went wrong in this situation?

ANSWER The students put speed above service. Visitors were not greeted, were moved between desks without explanation, and tools were used without telling them why — making them confused and anxious. Communication was hurried and no one listened to questions. Importantly, safety rules like cleaning tools and proper waste disposal were skipped in the rush. The visitor was not kept at the centre, so several people left unhappy.

5. ii. How could the students have improved their behaviour and communication?

ANSWER They should have greeted each visitor warmly, explained the purpose of every stall and tool before using it, spoken slowly and politely, and patiently answered questions while listening carefully. Assigning a guide to direct visitors smoothly from desk to desk, and showing a calm, respectful, helping attitude, would have made people feel welcomed and comfortable.

5. iii. Which safety practices were missed and why do they matter?

ANSWER The missed practices were cleaning/sanitising tools before and after each use and proper waste disposal in separate, labelled bins. These matter because reused, unclean tools can spread infection between visitors, and mixed or open waste (used gloves, masks, cotton) is a biomedical hazard. Following them protects both visitors and the student team and keeps the camp hygienic and safe.

5. iv. How would you change this situation to make visitors feel welcomed and cared for?

ANSWER I would slow the pace and put the visitor first: a welcome desk to greet and register people, clear signboards and a guide to lead them stall to stall, and team members trained to explain each check, ensure privacy and answer questions kindly. I would strictly follow hand hygiene, clean every tool after use and segregate waste, and keep a teacher or nurse present. A short, friendly feedback step at the exit would show visitors their experience matters.

6. During a health camp, many people are waiting for check-ups. An elderly person and a pregnant woman arrive late. How should the service team respond? Explain your reasoning based on fair and ethical decision-making.

ANSWER The team should treat them with priority and compassion — an elderly person and a pregnant woman are more vulnerable and may not be able to stand or wait for long, so they can be given a seat and attended to sooner, after politely explaining the reason to others in the queue. This is fair and ethical because true fairness means giving people what they need, not treating everyone identically; prioritising those at greater health risk reflects respect, empathy and the visitor-centred values of healthcare, while keeping communication honest so the rest of the queue understands and accepts the decision.

7. Of the tasks that you did, which did you enjoy the most? Which did you enjoy the least? Give examples of what went well and what did not go well. What would you do differently next time?

ANSWER This is a personal reflection, so write honestly from your own experience. A model response: “I enjoyed demonstrating home remedies and yogāsanas the most because visitors were curious and asked questions, and our turmeric-milk poster went well. I enjoyed waste disposal and clean-up the least, as it was tiring and our bins were not labelled clearly at first. Next time I would prepare labelled bins in advance, assign clear roles, and rehearse our explanations so the demonstrations run even more smoothly.” Your own genuine reflection is accepted.

Reflection task — answers will vary with each student’s own experience; the response above is only a model.

8. Give examples of how you can apply your learnings in a real-life situations.

ANSWER The skills transfer directly to daily life: I can spread health awareness in my family and neighbourhood about hygiene, nutrition and fitness; help measure vital signs at home for elderly relatives under guidance; prepare safe home remedies like tulasī–ginger tea for minor complaints; practise good posture and stretches to avoid occupational strain from studying; give basic first aid calmly until an adult arrives; and segregate waste properly. I can also guide others to use health apps like e-Sanjeevani or CoWIN/ABHA. Other valid real-life examples are accepted.

Note: This chapter is activity- and project-based. Several in-text Portfolio, Task and Caselet boxes (surveys, process charts, consent forms, posters, layouts and feedback forms) are to be completed by the student through hands-on work and cannot be fully answered in writing — the “Assess your learning” questions above are the chapter’s assessment exercise.

Extra Practice Questions

Short Answer Type Questions

Q1. Who are ASHA workers and what role do they play?

ANSWERASHA (Accredited Social Health Activist) workers are trained community health volunteers, usually women from the village, who spread awareness on nutrition, hygiene and family planning, give basic first aid and escort patients to hospital.

Q2. Why must students never give medicines at a health camp?

ANSWERStudents are not trained or qualified to diagnose or treat. Giving medicines could harm visitors. Their role is only to support, demonstrate and create awareness, while a doctor or nurse handles any medical need.

Q3. What is the purpose of a consent form at a health camp?

ANSWERIt clearly states the services offered and safety expectations, clarifies that it is not a substitute for medical treatment, and takes permission for health data and photographs — building trust and avoiding confusion.

Q4. Name any two vital signs and the instruments used to measure them.

ANSWERBody temperature is measured with a thermometer, and oxygen saturation (SpO2) with a pulse oximeter. (Blood pressure with a sphygmomanometer is also accepted.)

Q5. Why is waste segregated into separate bins at a health camp?

ANSWERUsed gloves, masks and cotton are biomedical waste that can spread infection, so they must be kept apart from regular dry and wet waste in labelled, covered bins for safe disposal.

Long Answer Type Questions

Q1. Describe the steps a student team should follow to plan and run a health awareness camp.

ANSWERFirst the team scopes the work — deciding the type of service, the resources and support needed, its usefulness, and the location. They make a process chart listing tasks, dates and responsibilities, and do a site visit to observe practitioners and safety steps. Next they select materials and tools and prepare a Bill of Materials to estimate cost. They follow safety and hygiene rules, take consent from visitors, and promote the camp through posters and announcements. On the day they screen vital signs, demonstrate first aid, home remedies and yogāsanas (never diagnosing or treating), keep visitors at the centre, and finally collect feedback, clean up and reflect on what to improve.

Q2. Explain common occupational hazards with examples and the preventive measures for each.

ANSWERDifferent jobs strain the body differently. People working on computers (IT professionals) face eye strain and neck pain, prevented by the 20-20-20 rule, correct screen height and neck stretches. Those who sit for long hours (drivers, desk-job bankers) get back pain and stiffness, helped by straight posture, a lumbar cushion and standing breaks. Lifting heavy weights (farmers, technicians) risks muscle and joint injury, avoided by bending the knees, not twisting and using a proper grip. Working in polluted areas (chefs, sanitation workers) causes breathing and skin problems, eased by cloth masks, hydration and breaks. Noisy work needs earplugs, and working in heat needs water, shade and light clothing. Awareness and simple posture, stretching and breathing routines keep workers healthy.

Q3. How is technology, especially Artificial Intelligence, transforming healthcare in India?

ANSWERTechnology is changing how people access care and how diseases are diagnosed and treated. India is seeing a rise in telemedicine platforms (like e-Sanjeevani) that connect doctors and patients across distances, and AI-based diagnostic tools that help detect diseases faster. Health data is used to understand community health trends, and wearable devices monitor sleep, steps, heart rate and stress. Digital health records (and IDs like ABHA) improve accuracy and continuity of care, while health apps support nutrition, fitness, mental wellness and early detection. Even robotic medicine is evolving, helping doctors treat with precision from a distance. Together these bring quality care closer to more people.

MCQs & Assertion–Reason

1. The purpose of a community health camp is mainly to:

(a) perform surgeries (b) check health parameters and generate awareness (c) sell medicines (d) replace hospitals

2. ASHA workers are best described as:

(a) qualified surgeons (b) community health volunteers (c) hospital administrators (d) pharmacists

3. A pulse oximeter is used to measure:

(a) body temperature (b) blood sugar (c) oxygen saturation (SpO2) (d) height

4. Normal blood pressure is taken as:

(a) above 140/90 mmHg (b) less than 120/80 mmHg (c) 98–100% (d) 98.6°F

5. While running a school health camp, students must NOT:

(a) create awareness (b) demonstrate yogāsanas (c) diagnose illness or give medicines (d) measure height

6. A Bill of Materials (BoM) is prepared to:

(a) diagnose patients (b) estimate costs and avoid waste (c) advertise the camp (d) record feedback

7. The 20-20-20 rule is a preventive action for:

(a) back pain (b) hearing strain (c) eye strain from computer work (d) dehydration

8. A consent form at a health camp is:

(a) a legal court document (b) a way to state expectations and take permission (c) a medical prescription (d) a bill

9. Turmeric milk is described in the chapter as a:

(a) medical treatment (b) immunity-boosting home remedy (c) diagnostic tool (d) cleaning agent

10. Used gloves, masks and cotton should be disposed of as:

(a) dry waste (b) wet waste (c) biomedical waste in a covered bin (d) reused after washing

Answer key: 1-(b), 2-(b), 3-(c), 4-(b), 5-(c), 6-(b), 7-(c), 8-(b), 9-(b), 10-(c).

For each Assertion–Reason question, choose: (A) Both true and the Reason correctly explains the Assertion; (B) Both true but the Reason is not the correct explanation; (C) Assertion true, Reason false; (D) Assertion false, Reason true.

A-R 1. Assertion: Students at a health camp should only support, demonstrate and create awareness.

Reason: They are not trained or qualified to diagnose illness or prescribe treatment.

A-R 2. Assertion: Hands should be washed before and after handling any health tool.

Reason: Hand hygiene helps prevent the spread of infection between people.

A-R 3. Assertion: Home remedies can completely replace a doctor’s treatment.

Reason: Home remedies are made from natural ingredients like herbs and spices.

A-R 4. Assertion: An elderly person and a pregnant woman may be given priority at a crowded camp.

Reason: Fair decision-making means giving people care according to their needs.

A-R 5. Assertion: Feedback at a health camp should record visitors’ names and personal details.

Reason: Feedback helps the team understand whether the service met users’ needs.

Answer key: 1-(A), 2-(A), 3-(D), 4-(A), 5-(D).

Exam Tips & Common Mistakes

How to score full marks in this chapter

For every answer, stress the golden rule — students may support, demonstrate and create awareness but never diagnose, treat or give medicines. In scenario and ethics questions, always keep the visitor at the centre (greeting, explaining, privacy, listening) and link decisions to safety (hand hygiene, cleaning tools, waste segregation) and fairness based on need. Quote the textbook’s own examples — ANM/ASHA workers, the process chart, the BoM, vital-sign instruments and the 20-20-20 rule — to show you have read the chapter. For reflection questions (7 and 8), give a genuine, specific answer rather than a vague one.

Common mistakes to avoid

Writing that students can “treat” or “give medicine/remedies” to visitors — they may only demonstrate and explain.
Confusing ANM (trained professional) with ASHA (community volunteer).
Mixing up instruments — oximeter measures SpO2, glucometer measures blood sugar, sphygmomanometer measures blood pressure.
Saying home remedies replace a doctor — they only help prevent or give quick relief until medical help arrives.
Forgetting safety steps — hand hygiene, cleaning tools after each use, and separate biomedical waste bins.
Treating “fairness” as treating everyone identically, instead of giving care according to need.

Frequently Asked Questions

What is Class 9 Skill Education Kaushal Vikas Chapter 10 about?

Chapter 10, Healthcare, in Unit III – Work in Human Services, teaches students how to plan, set up and run a safe, awareness-based health camp or service — scoping the work, making a process chart, selecting tools and materials, following safety rules, taking consent, monitoring vital signs, learning home remedies, understanding occupational hazards, and collecting feedback, without ever diagnosing or treating.

What are the exercise questions in Chapter 10 Healthcare?

The end-of-chapter assessment is the section 10.11 Assess your learning, which has 8 questions, including a scenario-based question (number 5) with four sub-parts. All of them are reproduced and answered on this page.

Why can’t students give medicines or diagnose at a health camp?

Students are not trained or qualified medical practitioners. Their role is limited to support, demonstration and awareness. Diagnosing or giving medicines could harm visitors, so a doctor or nurse must handle any actual medical need.

Accuracy note: exercise question wording and data tables are reproduced from the official NCERT Kaushal Vikas (Class 9 Skill Education) textbook; all answers, notes, key terms, MCQs and FAQs are original and expert-checked for the 2026–27 session.

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