Bed 20072016
Bed 20072016
Bed 20072016
(Bachelor of Education)
Syllabus
Two Year Course
From 2015-16 onwards
Faculty of Education
Preparatory Note: These Ordinances pertain to the two year Bachelor of Education
programme of the B.Ed course of colleges affiliated to M.J.P. Rohilkhand University, Bareilly.
Upto session 2014-15 these programmes were running in one year mode in the name of B.Ed
Keeping in view NCTE regulation -2014 the programme shall now be of two years (B.Ed course)
from the session 2015 onwards.
(i) Candidates with at least 50% marks either in the Bachelor’s Degree and/or Master’s
Degree in Sciences/Social Sciences/Humanity, Bachelor’s Degree in Engineering or
Technology with specialization in Science and Mathematics with 55% marks or any
other qualification equivalent thereto of this or any other University/deemed
university recognized by UGC, may be admitted for the degree of Bachelor of
Education. Relaxation in percentage of marks shall be given to S.C./S.T. students as
per U.P. Government norms. Eligibility criteria shall vary as per NCTE/UGC/UP
State Government norms.
(ii) Rules of reservation shall apply to all admissions as per U.P. Government/University
norms.
(iii) No candidate shall be admitted to B.Ed. course of colleges affiliated to M.J.P.
Rohilkhand University, Bareilly unless he/she has appeared in the Entrance Test to be
conducted by the State Government/University.
(i) Every admitted candidate shall be required to show a competent knowledge in various
theory papers and required skills to be detailed hereinafter.
(ii) Every admitted candidate shall be required to undertake field work, assignments,
school internship etc. as given in the course.
(iii) As far attendance is concerned the rules of NCTE/University shall prevail.
(iv) A candidate, who desires to appear in examinations under these ordinances, shall
have to submit his/her application after completing all said activities on a prescribed
form and that upto a prescribed last date. The candidate shall have to submit
application for both years.
1
1.3 The Mode of Examination :
(i) The mode of examination may vary between annual system and semester system as
per the decision of the University. The mode of examination prevailing at present is
that of annual examination.
(ii) Students shall be allowed to appear for Back/Improvement examination in one paper
only.
(iii) A student can complete B.Ed. course in a maximum of three years from the date of
admission in the course.
2
Note : Internal evaluation in Paper-1 to 7(a) shall be done through one written test and task &
assignment. In Papers 1 to 3 written test shall comprise of 10 marks and tasks and assignment
shall comprise of 10 marks. In Papers 4, 5, 6, 7(a) EPC-2 and EPC-3 written test shall comprise
of 05 marks and tasks & assignments shall comprise of 05 marks. EPC-1 shall be evaluated
internally on the basis of activities indicated in the syllabus.
Practical/Field Engagement:
There shall be school engagement of Four weeks in the first year. School engagement and
practical shall be evaluated as follows:
Marks
Ext. Int. Total
1. Observation of school activities Nil 10 10
and preparation of report
2. Observation of Teaching and Nil 10 10
preparation of report
3. Evaluation of teaching skills Nil 30 30
(through microteaching) --------------------------------------------
Total 50
--------------------------------------------
3
Paper-8 Knowledge and Curriculum 80 20 100
Paper-9 Assessment for Learning 80 20 100
Paper-10 Creating an Inclusive School 40 10 50
Paper-11 Optional Course (any one) 40 10 50
Optional Course (any one)
I) Environment Education
II) Peace Education
III) Guidance & Counseling
IV) Health Education and Yoga
V) Special Education
Practical/Field Engagement :
There shall be field work of 16 weeks in the second year out of which school internship shall be
of 15 weeks. Out of these 16 weeks, 01 week shall be devoted to the observation of subject
teaching in the school. Next 12 weeks (06 weeks for each of the two school subjects) shall be
devoted for teaching of subjects lessons with daily lesson plan. 25 lessons each shall be taught at
Upper Primary and secondary levels. During next 01 week students shall carry out the duties of
concerned subject teacher as per the school time table. Last 02 weeks shall be devoted to post
teaching activities. Activities during this period shall be evaluated as follows :
Marks
Ext. Int. Total
1. Criticism Lesson --- 20 20
4
Improvement of some aspect of school
6. Co-curricular activities (Organization / --- 20 20
Participation: Science club, cultural club,
Environment protection club etc.)
Candidates opting any two school subjects under paper-7a and 7b, shall be evaluated
under heading Practical /Field engagement in second year, while point 7(Co-curricular
activities) shall be evaluated for both the years . Final teaching and viva voce shall be
evaluated by panel of examiners consisting of two external and one internal.
(i) The examination for two year B.Ed. shall be held once every year on such dates as
may be fixed by the Department/University.
(ii) A candidate shall be eligible to appear in the examination who has pursued the
prescribed course of studies in the department and has completed all the activities
related to field engagement as prescribed for each year.
(iii) The examination at the end of the course shall be both in theory and practical/Field
engagement. A candidate shall be required to pass theory and practical/field work
examinations separately.
(iv) To pass in theory and practical/field engagement, a candidate must obtain 30% marks
in each theory paper and 36% in the aggregate of theory papers. In practical/field
engagement pass percentage shall be 40%.
(v) There shall be separate divisions in theory and practical/field engagement. However,
no division shall be awarded in the first year. Only Pass/Fail shall be given in the first
year. Divisions shall be awarded on the basis of examination of both years.
(vi) Classification of results (Theory as well as Practical/Field engagement) –
60% and above - First Division
48% and above but below 60% - Second Division
36% and above but below 48% - Third Division (For Theory)
40% and above but below 48% - Third Division (For Practical/Field
Engagement)
(vii) A candidate shall be promoted to second year only when he/she has passed first year.
(viii) In each session, the candidate can appear in improvement/back exam in one paper
only.
(ix) A student of B.Ed. course, who has completed all the desired activities/internal
tests/attendance etc. throughout the year but could not appear in the examination or
appeared in the examination but failed in more than one papers, may be allowed to
appear in the examination of next year as an ex-student. The internal marks received
in previous session shall be carried over.
(x) In case of any obscurity, the general provision of the university shall prevail.
(xi) Marksheet and Degree shall be awarded as Bachelor of Education.
5
B.Ed. Course
Faculty of Education of Colleges affiliated to
M.J.P. Rohilkhand University, Bareilly
First Year Syllabus
Paper- 5 Understanding Disciplines & Subjects (Social Science, Science, Maths languages)
ix Teaching of Commerce
EPC-1 Reading and Reflecting on Texts
1
Paper-1: Childhood and Growing Up
Objectives :
2
Unit IV: Family School and Community:
The Family-Meaning, function of the family, family as a social system, different styles of
child rearing, Socioeconomic and Ethnic variation in Child Rearing, Cultural Influences
of family.
School –Meaning and Function of school, school transition in childhood and adolescence,
helping adolescence in school adjustment. Teacher student interaction, peer relation and
its importance, Cultural value of peer groups.
Community- Meaning and Function of Community, case study of a community-linked
programme at local/national/international level.
References :
Anastasi, A. & Urbina, S. (1997). Psychological Testing (Seventh edition). Indian Reprint,Delhi
Pearson Education.
Berk ,L.E (2004) Child Development (6th edition) Allyn & Bacon. Boston,
Berk, L E (2000) Child Development (8th edition) PHI learning Pvt ltd, New Delhi
Erikson, E.H. (1968). Identity: Youth & Crises. London: Faber & Faber.
3
Freeman,F.S..(1963)Theory and Practice of Psychological Testing.Oxford and IBH Publishing
Co.
Strasburger,V.C . and Wilson, B.J. (2002). Children, Adolescents and the Media. New Delhi:
Sage Publications
Objectives : After going through this course students teacher will be able to –
Education : Concept, process, basis and nature, Concept of education at different stages
and functions of education
Indian Constitution and national goals: Preamble, fundamental rights and duties,
Concepts of democracy, socialism, secularism and national integration, Constitutional
provisions for education.
4
Unit II : Heritage : Philosophical and Educational :
Different forms of diversity and inequality, its implication for education - Religion, caste
and tribe; sex, class and others
Education and economic development, education and scientific development, Role of
education equality in social change.
Language policy: Colonial debates on school language, three language formula, multilingual
education
Meaning and Concept of liberalization, globalization and privatization and its impact on
education, national and social integration, vocationalization of education and skill
development.
Laws, Policies and Programmes for Children within the framework of Human Rights
5
References :
1- Anand, C.L. et al (1983). The teacher and education in emerging Indian society, New
Delhi : NCERT
2- Sharma, R.A. (2013) : Philosophical and Sociological Foundation of Education, Lal
Book Depot, Meerut
3- Pandey, R. (2014-15) : Teacher in Emerging Indian Society, Alok Prakashan, Allahabad
4- Pathak, P.D. & Tyagi, G.S.D. (1994) : Principle of Education, Vinod Pustak Mandir,
Agra
5- G.O.I. (1966) Report of education commission : Education and national development,
New Delhi: Ministry of Educaiton
6- G.O.I. (1986) National policy of education, New Delhi: MHRD
7- G.O.I. (1992) National policy of education,(As modified in 1992) New Delhi: MHRD
8- G.O.I. (2009) The right of children to free and compulsory education Act 2009
9- G.O.I. (2011) Sarva Shiksha Abhiyan : Framework for implementation based on the right
of children to free and compulsory education Act 2009
10- Kumar, K. (2013). Politics of education in colonial India, Rout ledge
11- Naik, J.P. and Narullah, S. (1974). A students’ history of education in India (1800-1973)
Macmillan
12- NCERT (2005). National curriculum framework for school education, New Delhi :
NCERT
13- NCERT (2006). Position paper – National focus group on gender issues in education,
New Delhi : NCERT
14- Saxena, N.R.S. (2010). Principles of education, Meerut : International Publishing House.
Course Objectives: After completion of this course, the student-teacher shall be able to -
1. Acquire knowledge and understanding about the learner and the teaching-learning
process to bring effectiveness in the learning outcomes;
2. Gain an understanding of different theoretical perspectives on learning with a focus on
cognitive views of learning as well as social constructivist theories;
6
3. Understand the individual differences in cognitive abilities among the learners and decide
the teaching-learning strategies appropriate to the needs of the learners;
4. Appreciate the critical role of learner differences and contexts in making meanings, and
draw out implications for schools and teachers;
5. Be acquainted with group dynamics and various roles of the teachers in teaching learning
process;
6. Understand the concepts of professionalism and be encouraged to develop competencies
to act as professionals;
7. Comprehend the parameters of effective teaching so as to demonstrate his/her skills at
different phases of instruction;
Unit I: Process of Knowing and Learning:
7
Learning Styles : concept, types and implications for learning
Personality : meaning and types, Trait theories
Freud‟s Psychoanalytical theory
Creativity : concept, factors and nurturing creativity
1) Written tests and assignments for assessing conceptual understandings and clarity;
2) Administration and Interpretation of any one psychological test - Intelligence test
(performance non-verbal, verbal)/ Aptitude Test / Creativity Test/ Personality Test/
Attitude Test;
3) Any one experiment on learning – division of attention, memory, transfer of learning
4) Preparation of learner profile based on cognitive characteristics
5) Preparation of learner profile based on non-cognitive characteristics
6) Analysis of classroom teaching episode in the light of teaching skills / strategies
Suggested Readings :
Bigge, Morris L. (1967) Learning Theories for Teachers Delhi: Universal Book Stall
Bower and Hilgard (5th ed.) (1986) Theories of Learning New Delhi: Prentice Hall
8
Chand, Tara and Prakash, Ravi (1997) Advanced Educational Psychology New Delhi: Kanishka
Publications
Chauhan, S.S. (6th ed. Revised) (1998) Advanced Educational Psychology New Delhi: Vikas
Publishing House
Gardner, Howard (1989). Frames of Mind. The Theory of Multiple Intelligences, Basic Books,
New York.
Gardner, H. (1999) The disciplined mind: What all students should understand. New York:
Hurlock, Elizabeth (1976) Personality Development New Delhi: Tata McGraw Hill Pub
Kundu, C.L. and Tutoo, D.N. (2000) Educational Psychology. New Delhi: Sterling Publishers
Pvt. Ltd.,
Mangal, S.K. (1998) - Advanced Educational Psychology, Prentice hall of India, New Delhi.
New York.
Woolfolk, Anitha E (7th ed) (1998) Educational Psychology Boston: Allyn and Bacon.
Max. Marks – 50
Objectives : After going through this course students teacher will be able to –
9
Unit I : Language and Society :
10
References :
Max. Marks : 50
Objectives : After Completion of Course the student teacher will be able to:
1. Understand the nature and role of disciplinary knowledge in the school curriculum.
2. Conceptualize the paradigm shifts in the nature of disciplines.
3. Know the history of the teaching of different disciplinary areas like Language, Math,
Social Science and Science.
4. Critically evaluate the knowledge from a broad range of disciplines.
11
Unit II : Syllabus and Content in Disciplinary Areas :
Meaning, definition and nature of Syllabus in different disciplinary areas.
Selection criteria of contents in the syllabus, Sequencing and transformation of the
contents in the syllabus for construction of learners own knowledge through it.
Criteria of inclusion and exclusion of subject area from the school curriculum.
Reference Books :
Naik, J.P., & Nurullah, S. (1974). A students‟ history of education in India (1800-1973).
Macmillan
Apple, M.W. (2008). Can schooling contribute to a more just society? Education, Citizenship
and Social Justice, 3(3), 239–261.
Apple, M.W., Au, W., & Gandin, L.A. (2011). The Routledge international handbook of critical
education. Taylor & Francis.
12
Apple, M.W., & Beane, J.A. (2006). Democratic schools: Lessons in powerful education.
Eklavya. Retrieved from http://www.arvindguptatoys.com/
Armstrong, M. (1980). The practice of art and the growth of understanding. In Closely observed
children: The diary of a primary classroom (pp. 131–170). Writers & Readers
Objectives : After completing this paper the student teachers will be able to –
1. Develop basic understanding and familiarity with key concepts – gender, gender bias,
gender stereotype, empowerment, gender parity, equity and equality, patriarchy and
feminism
2. Understand the gradual paradigm shift from women‟s studies to gender studies and
some important landmarks in connection with gender and education in the historical
and contemporary period
3. Learn about gender issues in school, curriculum and textual materials across
disciplines, pedagogical processes and its intersection with class, caste, religion and
region
4. Understand how gender, power and sexuality are related to education (in terms of
access, curriculum and pedagogy)
5. Construct critically the impact of policies, programmes and scheme for promotion of
gender equality and empowerment
6. Apply the conceptual tools learnt regarding gender and sexuality to understand issues
related to sexual harassment at the workplace and child abuse
7. Understand how gender relates to education and schooling. The students will be able
to understand on how school as institutions addresses gender concerns in curriculum,
textual materials and pedagogy.
Course Outline
Concepts and terms and relate them with their context in understanding the power
relations to gender, sex, sexuality, patriarchy, masculinity and feminism
Gender bias, gender stereotyping and empowerment
Equity and equality in relation with caste, class, religion, disability and region.
13
Unit III : Gender, Power and Education :
Gender identities and socialization practices in : Family, School and other formal and
informal organization
Schooling of girls: Inequalities and resistances (issues of access, retention and exclusion),
Overview of girl education in India with special reference to U.P.
Gender, culture and institution : Intersection of class, caste, religion and region
Curriculum and gender question
Construction of gender in curriculum framework since independence : An analysis
Gender and the hidden curriculum
Gender in text and context (textbooks of other disciplines, classroom process, including
pedagogy)
Teacher as an agent of change and Life skills Trainer
i. Analysis of textual materials from the perspective of gender bias and stereotype
ii. Preparation of project on critical analysis of recommendation of commissions and
policies on capacity building and empowerment of girls and women, how these
initiatives have helped in encouraging grassroot mobilisation of women, such as
Mahila Samakhya progrmmes
iii. Preparation of indicators on participation of boys and girls in heterogeneous schools –
Public and private-aided and managed by religious organizations and prepare a report
iv. Case study on how students perceive role models in their own lives.
14
References :
1- Deng, Z (2013) : School subjects and academic disciplines In A. Luke, A Woods & Wev
(Eds), Curriculum syllabus design and equity : A premier and model. Rout Ledge
2- G.O.I. (1966) : Report of the education commission : Education and national
development. New Delhi : Ministry of Education
3- G.O.I. (1986) : National Policy of Education, G.O.I.
4- G.O.I. (1992, 1998) : National Policy on Education, 1986 (As modified in 1992),
Retrieved from http:mhrd.gov.in/sites/upload_files/mhrd/files/NPE86-MOD92, pdf
5- Menon, N. (2012) : Seeing like a feminist India : Penguin
6- Nirantar. (2010) : Textbook regimes : A feminist critique of nation and identity. New
Delhi
7- A. banon, Robent. (2010) : Social psychology, Pearson education, New Delhi
8- Goswami, Acharya Balchand. (2003) : Vyakti, parivar and sex, Jaina prakashan, Jaipur
9- Mathur Savitri. (2008) : Sociological foundation of education, Kavita Prakashan, Jaipur
10- Sidhu, Ramindra, (2009) : Sociology of education, Shri Sai Printographers, New Delhi
11- Mudgal, S.D. (2007) : Social work education today and tomorrow, Book Enclave, Jaipur
12- Nath Pramanik Rathindra, (2006) : Gender unequality and women‟s empowerment,
Abhijeet Publication, Delhi
13- Malik, C.D. (2008) : Social and political thought Dr. B.R. Ambedkar, Arise Publishers
and Distributers, New Delhi
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15
Paper-7 (a) Pedagogy of a school subject: (Part-I)
Objectives : After Completion of Course the student teacher will be able to:
Aims and objectives of Science teaching at upper primary and secondary level school.
General objectives, specific objectives, classification of learning objective; cognitive,
affective and psychomotor. Writing objectives in behavioural terms in content areas of
Science.
Meaning and need of lesson planning, characteristics of good lesson plan, types of lesson
plan, approaches in lesson planning; Herbart and RCEM. Design of lesson plan in the
content area of Science, simulation and micro-teaching skills.
16
Practicum (any one of the following) :
References :
Norman Herr : The source book for teaching Science (e-book/print) Wiley Publication
Siddiqui, N.N. & Siddiqui, M.N. : Teaching of Science, Doaba House, New Delhi
17
Paper 7(a) : Teaching of Biological Science
Max. Marks: 50
1. Develop insight on the meaning and nature of biological science for determining aims
and strategies of teaching-learning;
2. Appreciate that science is a dynamic and expanding body of knowledge;
3. Appreciate the fact that every child possesses curiosity about his/her natural
surroundings;
Developing scientific attitude and scientific temper; Acquire the skills to understand
the methods and process that lead to exploration;
Know the facts and principles of biology and its applications consistent with the stages
of cognitive development of learners.
Unit III: Exploring Learners :
18
Unit IV: School Science Curriculum (Biological Science) :
References :
Agarwal D.D.: Modern Methods of Teaching Biology, New Delhi: Sorup and Sons,
2002
Mangal S. K.: Teaching of science, New Delhi: Arya Book Depot, 1992
Yadav Seema and Singh A.K.: Teaching of Life Science, New Delhi: Dominant
Publications
NCERT: Teaching of Science in Secondary Schools. New Delhi: NCERT, 1982
Aggarwal, D. D. (2008). Modern Method of Teaching Biology, Karanpaper Books.
New Delhi
Sharma, R.C. (2006). Modern Science Teaching .New Delhi: Dhanpat Rai
Publications.
Yadav, M.S. (2003) Teaching of Science. New Delhi: Anmol Publications
K.Yadav “Teaching of Life Sciences”
Miller and Blaydes “Methods and Materials for Teaching Biological Sciences.
10.Mohan,. Radha(2004):lnnovative Science Teaching, Prentice Hall of India, New
Delhi
19
Paper 7 (a) : Teaching of Mathematics
Max. Marks – 50
Objectives: After going through this course students teacher will be able to –
Meaning and building blocks of mathematics, the nature of mathematical propositions, truth
values, compound propositions; Truth tables; Truth sets; Venn diagram, logically valid
conclusions; Use of quantifiers; A mathematical theorem and its variants-converse, inverse and
contra positive; proof and types of proof; Deductive nature of mathematics; History of
mathematics with special emphasis on teaching of mathematics, contribution of Indian
mathematicians. Scope of mathematics.
Need for establishing general objectives for teaching mathematics. Study of the aims and general
objectives of teaching mathematics vis-a-vis the objectives of school education, writing specific
objectives in various content areas in mathematics like Algebra, Geometry etc.
20
Unit V: Exploring Learners :
Cultivating learner‟s sensitivity like intuition, encouraging learner for probing, raising
queries, appreciating dialogue among peer-group, promoting the student‟s confidence.
References :
1. Kapur, J.N.(1998). Suggested experiments in mathematics, New Delhi : Arya Book Depot
2. Siddiqui, M.H. (2009). Teaching of mathematics. New Delhi : APH Publishing
Corporation
3. Sharma, C.S. and others (2003) Textbook of mathematics. New Delhi : Arya Book Depot
4. Weil, J. and Weil, M. Models of teaching.
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8. Copeland, R.W. (1979). How children learn mathematics. New York : MacMillan
9. Cooney, Thomas, J. et al. (1975). Dynamics of teaching secondary school mathematics.
Boston : Houghton Mifflin
10. Rouse Ball, W.W. (1947). Mathematical recreation and essay. Macmillan & Co.
Max. Marks – 50
21
Course Outline
Philosophy of Home Science, History of Home Science in India, Definition and Concept
of Home Science, Role of Home Science in National development and International
Integration, Scope of Home Science.
Place of Home Science in school curriculum, Home Science at elementary level, Home
Science for class 9th and 10th , Home Science for class 11th and 12th, Subjects included in
Home Science.
(i) Survey of Methods of Teaching Home Science used by teachers at any one level
(ii) Review of Home Science Curriculum at Secondary and Higher Secondary Stage
(iii) Visit to Places related to Home Science and prepare a report
(iv) Assignment on writing objectives in behavioural terms in the content area of Home
Science at secondary level.
References :
22
6- Sharma, B.L. & Saxena, B.M., Teaching of Home Science, R.Lal Book Depot, Meerut
7- Das, R.R. & Ray, B., Teaching of Home Science, Sterling Publications Pvt. Ltd., New
Delhi
8- Bloom, B.S. Taxonomy of Educational objectives, Mckay Co. New York
9- Ryon, D.C., Characteristics of Teachers, Sterling Publications Co. Pvt. Ltd., Delhi
10- Chandra, A., Introduction to Home Science (2nd revised edition) Metropolitan, New Delhi
11- Ray, Binita, Fundamentals of Home Science (Part I & II), Sterling Publications Co. Pvt.
Ltd., Delhi.
Course contents:
Concept, nature and scope of social studies, Philosophical and Theoretical basis of Social
studies,
Distinguishing between natural sciences and social sciences, major social science
disciplines in schools.
Place of social studies in school curriculum: Aims and objectives of teaching social
studies at various level of education with special reference to Indian conditions.
Need and significance of teaching social studies at secondary level of education.
23
Unit III: Principles, Maxims, Methods and Techniques of Teaching Social Science:
Writing objectives in behavioural terms in the content area of social Science at upper
primary level and secondary level.
Preparation of two teaching aids.
Case study of any village or urban ward based on the social issues.
Critical appraisal of existing social science curriculum at secondary level of education.
Organise events on important social issues related to social harmony and national
integration.
Reference Books:
24
Paper 7(a): Teaching of English
Max. Marks: 50
2. Understand the nature and characteristics of language and use of English language.
3. Evaluate basic language skills such as listening, speaking, reading and writing and integrate
5. To develop insight into the form and use of English and to give practice in lesson planning.
25
Unit IV : Nature of Language :
1 Take a passage from English textbook of class VI –IX and analyze the following:
i. Does the language clearly convey the meaning of the topic being discussed?
ii. Whether the language is reader friendly?
iii. Whether the language is ambiguous / technical etc?
2. Discuss in group:
3. Prepare three activities to develop reading and speaking skill of students of class VIII.
References:
26
5. Language Testing - Labo Robert
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28
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1. Sharma, P.P. & Gupta, M. (2007): Hindi Teaching, Sahityagar Prakashak, Jaipur.
2. Lal, R.B. (2003) : Hindi Teaching, Rastogi Publication, Meerut
3. Pandey, R.S. (2013-14) : Hindi Teaching, Agrawal Publication, Agra
4. Kumar, Y. (2004) : Modern Hindi Teaching, A.P.H. Publishing Corporation, New Delhi
5. Singh, A.K. (2007) : Hindi Teaching, Apolo Prakashan, Jaipur
6. Singh, S. (2004) : Hindi Teaching, International Publishing House, Meerut
7. Chaturvedi, S. (2001) : Hindi Teaching, R.Lal Book Depot, Meerut
8. Sharma, K. & B. (2013-14) : Hindi Teaching, Agrawal Publication, Agra
9. Mittal, M.L. (2012) : Hindi Teaching, Loyal Book Depot, Meerut
10. Chandra, J. (1996) : Teaching of Hindi, Modern Publisher, Meerut.
Total Marks: 50
Understand the different roles of language and the relation between literature and language;
Understand and appreciate different genre of language and role and importance of
translation;
To be able to examine authentic literary and non-literary texts and develop insight and
appreciation
Understand about the teaching of poetry, prose, grammar and drama;
Identify methods, approaches and materials for teaching sanskrit at different levels;
Develop an insight into the symbiotic relationship between curriculum syllabus and
textbooks;
Understand the process of language assessment;
Sensitize teacher students about emerging issues such as right to education for children,
peace and environment education in context with Sanskrit language teaching.
29
UNIT I: Role of Language:
Language and Society, Language and Gender; Language and Identity; Language And
Power. Language in School, Centrality of Language in Learning; difference between
language as a school subject and language as a means of learning and communication;
multilingual classrooms. Position of languages in India
Constitutional Provisions And Policies of Language Education (Articles 343-351, 350A);
Kothari commission(1964-66); NPE-1986; POA-1992; National Curriculum Framework-
2005(Language Education); Position Of Sanskrit.
Listening and speaking: sub skills of listening and speaking; tasks; materials and
resources for developing the listening and speaking skills : storytelling, dialogues,
situational conversation, role plays, simulations, speech, games and contexts, language
laboratories, pictures, authentic materials and multimedia resources.
Reading importance of development of reading skills; reading aloud and silent reading;
extensive and intensive reading; use of dictionary, encyclopedia, etc.
Writing: stages of writing; process of writing; formal and informal writing such as
poetry, short story, letter, diary, notices, articles, reports, dialogue, speech, advertisement,
etc.; reference skills; higher order skills.
Brief introduction of micro and simulated teaching and preparation of lesson plans of
different forms of sanskrit literature
30
UNIT V- Assessment – Its Role and Importance
Understanding The Relationship Between Curriculum, Syllabus And Textbook;
Progress And Assessment Of Development Of Language; Continuous And
Comprehensive Evaluation; Techniques Of Evaluation– Oral, Written, Portfolio;
Self-Evaluation; Peer Evaluation; Group Evaluation. Preparation of objective test
Feedback To Students, Parents And Teachers.
References
1- laL—r f'k{k.k M‚0 ,e0 Mh0 flag
2- laL—r f'k{k.k fof/k;k¡ M‚0 vkj0 ,l0 ik.Ms;
3- laL—r f'k{k.k fof/k;k¡ M‚0 j?kqukFk lQk;k
4. Teaching of Sanskrit- Apte & Dongre
Course Content:
Unit 1: Conceptual Framework of Commerce
Meaning, nature and scope of Commerce.
Need and significance of teaching commerce at secondary level.
History of commerce education in India.
Aims and objectives of teaching commerce at secondary level.
31
Unit 3: Approaches for Teaching of Commerce
Maxims and strategies of teaching
Methods of teaching commerce: Traditional and modern methods.
Techniques of teaching commerce
Reference Books:
1. Singh, R.P. & Singh, and P.: Vanijya Shikshan, Agra: Vinod Pustak Mandir.
2. Tripathi, S.: Teaching Methods, New Delhi: Radha Publications.
3. Chauhan, S.S.: Innovations in Teaching Learning Process, New Delhi: Vikas Publication
House.
4. Siddiqui, M.H.: Excellence of Teaching, Asia Publication House, New Delhi
5. Rao, S.: Teaching of Commerce, New Delhi: Anmol Publications.
6 Tyagi, G.D.: Vanijya Shikshan, Agra, Agarwal Publications.
7. Singh,Y.K: Teaching of Commerce, New Delhi: A.P.H. Publishing House
32
EPC-1: Reading and Reflecting on Texts
Max. Marks : 50
Course Objectives :
1. Students will be able to develop their capacities as readers, writers and thinkers when
they learn reading and writing together.
2. Students will be able to analyze various text structures.
3. Reading-Writing activities will motivate students to read-write and respond to a variety
of texts.
4. Students will be able to develop various practical skills and capabilities as understanding,
thinking, retention, analyzing and summarizing.
1- Teacher Educator will give a topic (related to empirical, conceptual and historic work,
policy document) for reading. After reading, pupil teachers will discuss their view in
group on the given topic of reading.
2- Teacher educator will examine/observe the handling with the diverse texts of the students
and remedial suggestions will be given.
1- Teacher educator will demonstrate essential skills (model reading, drill, pronunciation,
silent reading etc.) of reading and writing.
2- Narrative texts, expository texts from diverse sources, autobiographical narratives and
field studies etc. could also include addressing various reading skills and strategies.
3- Teacher educator will set goal for learning, monitoring, comprehension and self
reflection.
Students will read, summarize and describe empirical, conceptual and historical work,
policy documents and studies about school etc. and submit reading- reflection in the form
of written assignment.
33
Following class room activities will be helpful for students within three steps -
References :
34
EPC2: Enhancing Professional Capacities
Drama and Art in Education
Max. Marks : 50
35
(Practical) :
Unit IV : Experimentation with Visual Arts and Crafts :
Experimentation with different materials of visual art, such as pastel/poster colors, pen
and ink, Rangoli materials, clay, photographs, cartoons, clipart, etc.
Exploration and experimentation with different methods of visual arts like painting,
printing, sketching, photography,collage making, clay modelling, origami, etc.
Paper framing and display of art work.
Books Suggested :
Atkinson, D. (2002). Art in education: Identity and practice. Dordrecht: Kluwer
Academic Publishers. ISBN: 1-4020-1084-8 (HB) 1-4020-1085-0 (PB)
Smith, R.A. and Simpson, A. (1991). Aesthetics and arts education. Urbana-Champaign:
University of Illinois Press. ISBN: 0-252-01752-8 (HB), 0-252-06141-1 (PB)
Gardner, H. (1990). Art education and human development. Los Angeles: Getty
Publications. ISBN: 978-0-89236-179-3, 978-0-252-06141-7
Purohit, V. (1988). Arts of transitional India: Twentieth century, 2 Volumes. Bombay:
Popular Prakashan Pvt. Ltd.ISBN: 0-86132-138-3
Mathur, S. (2007). India by design: Colonial history and cultural display. London:
University of California Press Ltd.ISBN: 978-0-520-23417-8 (HB), 978-0-520-25231-8
(PB)
36
Chapman,L.H. (1978). Approaches to art in education. New York: Harcourt College
Publishers. ISBN: 0155028960, 9780155028968
Eca, T. and Mason, R. (2008). International dialogues about visual culture, education
and art. Bristol: Inetllect Books. ISBN: 978-1-84150-167-3, e-ISBN: 978-1-84150-227-4
McCutchen, B.P. (2006). Teaching dance as art in education. USA: Sheridan Books
(Website: humankinetics.com). ISBN: 9780-07360-5188-0 (HB)
Efland, A. (1990).A history of art education: Intellectual and social currents in teaching
the visual arts. New York: Teachers College Press, Columbia University. ISBN: 0-8077-
2978-7 (HB), 0-8077-2977-9 (PB)
Thompson, C.M. (1995). The visual arts and early childhood learning. Reston, Virginia:
National Art Education Association. ISBN: 0937652806, 9780937652800
Lowen, S. (2005). The performing arts in India: Development & spread across the globe.
Gurgaon: Shubhi Publications. ISBN: 81-87226-94-3, 978-81-87226-94-9
Wade, B. C. (1983). Performing arts in India: Essays on music, dance, and
drama(Volume 21 of monograph series). Barkley: Center for South and Southeast Asia
Studies, University of California.
Banerjee, U.K. (2006). Indian performing arts: A mosaic (3rd Ed.). New Delhi: Harman
Publishing House. ISBN: 8186622756, 9788186622759
Kothari, S. (2003). New directions in Indian dance(India).Mumbai: Marg
Publications(National Centre for the Performing Arts). ISBN: 81-85026-62-9
Max. Marks: 50
Objectives:
Course Content:
Concept, meaning, nature and importance of ICT in Education, Need and Scope of ICT
in education, advantages and limitations of ICT in education, challenges in integrating
ICT in school education, difference between Educational technology, Communication
technology and information technology.
37
Unit II : Psychological Bases of Using ICT :
E-learning: Concept and nature, web based learning, virtual classroom, Blended learning,
webinars, EDUSAT, critical issues in internet usage – authenticity of information,
plagiarism, downsides of social networking group,
References:
38
B.Ed. Course
Faculty of Education of Colleges affiliated to
M.J.P. Rohilkhand University, Bareilly
Second Year Syllabus
Paper-7 (b) Pedagogy of a school subject (Part-II) (Any two of the following)
(One same as chosen in First Year)
i. Teaching of Physical Science
ii. Teaching of Biological Science
ix Teaching of Commerce
a) Environment Education
b) Peace Education
c) Guidance & Counseling
d) Health Education & Yoga
e) Special Education
EPC-4 Understanding the Self
1
Paper-7(b) Pedagogy of a School Subject: (Part-II)
Paper – 7(b) : Teaching of Physical Science
2
Practicum (any one) :
References :
Max. Marks : 50
3
Unit II : Learning Resources in Biological Science :
Unit III : Tools and Techniques of Assessment for Learning Biological Science :
4
Assignment (Any one of the following) :
• Organize events on Earth Day/ Environment Day/ Health day/ AIDS awareness
etc.
• Preparation and administration of an achievement test in Biological Science
• Identify and diagnose difficulty in students scoring below average and give
remedial measures.
• Preparation of a unit test on any topic by developing the Blue Print and the test
items conforming to the blue print
• Prepare a question bank of the topics in Biology course book
References:
Max. Marks – 50
5
Unit II : Learning Resources in Mathematics :
6
References :
1- Kapur, J.N.(1998). Suggested experiments in mathematics, New Delhi : Arya Book Depot
2- Siddiqui, M.H. (2009). Teaching of mathematics. New Delhi : APH Publishing
Corporation
3- Sharma, C.S. and others (2003) Textbook of mathematics. New Delhi : Arya Book Depot
4- Weil, J. and Weil, M. Models of teaching.
5- flag] ;ksxs”k dqekj ¼2010½- xf.kr f”k{k.k % vk/kqfud i)fr;kWa- ubZ fnYyh%,-ih-,p- ifCyf”kax
gkml-
6- eaxy] ,l-ds- ¼2005½- xf.kr f”k{k.k- ubZ fnYyh % vk;Z cqd fMiks
7- usxh] ts-,l- ¼2007½- xf.kr f”k{k.k- vkxjk% fouksn iqLrd eafnj
8- Copeland, R.W. (1979). How children learn mathematics. New York : MacMillan
9- Cooney, Thomas, J. et al. (1975). Dynamics of teaching secondary school mathematics.
Boston : Houghton Mifflin
10- Rouse Ball, W.W. (1947). Mathematical recreation and essay. Macmillan & Co.
Max. Marks – 50
• Audio visual aids in Home Science, Importance and use of Audio-visual aids,
Types of Audio-visual aids. Home Science Laboratory : Equipments in lab,
Organization of lab and Home Science department, Importance of lab.
• Text Books & Library : Importance of Text books in Teaching of Home Science
• The Home Science Teacher: Qualities of Home Science Teacher.
7
Unit III : Lesson Planning in Home Science :
Meaning & concept of a lesson plan, Features of a good lesson plan, Planning different
types of lessons, Steps involved in Lesson Planning.
References :
8
Paper – 7(b) : Teaching of Social Studies
Max. Marks : 50
Unit II- Analysis of Social Science Text Books and Question Papers :
• Analysis of social science text book in the light of syllabus and from the perspective of
child
• Analysis of question papers of different state boards of education in the light of subject
specific requirement in terms of the assessment of knowledge ,understanding and skills
of students.
9
• Prepare a question bank of the topics in course book of Social Science
• Organization of debate related to different issues of emerging social issues.
• Organise events on Earth Day/ Environment Day/ Health day/ AIDS awareness etc.
• Critical analysis of existing social science text book at secondary level of education.
Reference Books :
• Apple, Michael W & Beane James A (Ed.) (2006), Democratic schools - lessons
from the chalk face Eklavya: Bhopal.Arora & Awasthy (2003), Political theory,
New Delhi, Haranand Publication Pvt. Ltd.
• Bining, A.C. & Bining, D.H.( 1952), Teaching of social studies in secondary
schools, Bombay.Tata McGraw Hill Publishing Co. Ltd.
• Haydn, Terry, Arthur, James and Hunt, Martin (2002), Learning to Teach History
in the secondary school, A companion to school experience
London, Routledge, Falmer.
• Pathak, S. P. (2005), Teaching of History- The Paedo Centric Approach, New
Delhi, Kanishka Publishers,.
• Teaching social sciences in middle schools - Eklavya's Social Science
Teaching Programme, A Review, Eklavya Bhopal (2002)
• Webb, Keith (1995), An Introduction to problems in the Philosophy of Social
Sciences, London, Pinter.,
• Winch, Peter (1958) The idea of a Social Science and its relation to Philosophy,
New York, Routledge and Kegan Paul.
• Zevin, J., (2000), Social studies for the twenty first century, London,
Lawrence Erilbaum Associates Publishers.
10
Unit I- Issues and Challenges in Teaching-learning of Social Science :
Unit II- Analysis of Social Science Text Books and Question Papers :
• Analysis of social science text book in the light of syllabus and from the perspective of
child
• Analysis of question papers of different state boards of education in the light of subject
specific requirement in terms of the assessment of knowledge ,understanding and skills
of students.
• Personal, social and professional qualities and competencies of an ideal teacher of social
science.
11
Reference Books:
• Apple, Michael W & Beane James A (Ed.) (2006), Democratic schools - lessons from the
chalk face Eklavya: Bhopal.Arora & Awasthy (2003), Political theory, New
Delhi, Haranand Publication Pvt. Ltd.
• Bining, A.C. & Bining, D.H.( 1952), Teaching of social studies in secondary
schools, Bombay.Tata McGraw Hill Publishing Co. Ltd.
• Haydn, Terry, Arthur, James and Hunt, Martin (2002), Learning to Teach History in the
secondary school, A companion to school experience London, Routledge, Falmer.
• Pathak, S. P. (2005), Teaching of History- The Paedo Centric Approach, New
Delhi, Kanishka Publishers,.
• Teaching social sciences in middle schools - Eklavya's Social Science Teaching Programme,
A Review, Eklavya Bhopal (2002)
• Webb, Keith (1995), An Introduction to problems in the Philosophy of Social Sciences,
London, Pinter.,
• Winch, Peter (1958) The idea of a Social Science and its relation to Philosophy, New
York, Routledge and Kegan Paul.
• Zevin, J., (2000), Social studies for the twenty first century, London,
Lawrence Erilbaum Associates Publishers.
• Crotty, M., (1998), The foundations of social research: Meaning and perspective in the
research process, London: Sage Publication.
• Edgar, B.W. & Stanely (1958), Teaching social studies in high school, Boston, Heath and
company,
• Gallanvan & Kottler, Ellen (2008), Secrets to success for social studies teachers, Thousand
Oaks, Sage Publication.
• Kirkpatrick, Ecron, (1997). Foundation of Political Science: Research, Methods and Scope,
New York, The free press.
• Kochhar, S.K. (1998), The teaching of social studies, New Delhi, Sterling Publishing Pvt.
Ltd.
Max. Marks – 50
12
Unit I : Techniques/Skills of Teaching Home Science :
Skill of probing questions, skill of explaining, skill of illustrating with examples, skill of
reinforcement, skill of stimulus variation, skill of classroom management, skill of using
Blackboard.
Audio visual aids in Home Science, Importance and use of Audio-visual aids, Types of
Audio-visual aids. Home Science Laboratory : Equipments in lab, Organization of lab
and Home Science department, Importance of lab.
Text Books & Library : Importance of Text books in Teaching of Home Science
Meaning & concept of a lesson plan, Features of a good lesson plan, Planning different
types of lessons, Steps involved in Lesson Planning.
References :
13
4- Pathak, R.P., Teaching Skills, Pearson, Delhi
5- Yadav, Seema. Teaching of Home Science, Anmol Publications Pvt. Ltd., New Delhi
6- Sharma, B.L. & Saxena, B.M., Teaching of Home Science, R.Lal Book Depot, Meerut
7- Das, R.R. & Ray, B. Teaching of Home Science. Sterling Publications Pvt. Ltd., New
Delhi
8- Bloom, B.S. Texonomy of Educational objectives. Mckay Co. New York
9- Ryon, D.C., Characteristics of Teachers. Sterling Publications Co. Pvt. Ltd., Delhi
10- Chandra, A., Introduction to Home Science (2nd revised edition) Metropolitan, New Delhi
11- Ray, Binita, Fundamentals of Home Science (Part I & II). Sterling Publications Co. Pvt.
Ltd., Delhi
Unit II- Analysis of Social Science Text Books and Question Papers :
• Analysis of social science text book in the light of syllabus and from the perspective of
child
• Analysis of question papers of different state boards of education in the light of subject
specific requirement in terms of the assessment of knowledge ,understanding and skills
of students.
14
Unit III- Approaches of Pedagogy of Social Science :
Reference Books :
• Apple, Michael W & Beane James A (Ed.) (2006), Democratic schools - lessons from the
chalk face Eklavya: Bhopal.Arora & Awasthy (2003), Political theory, New
Delhi, Haranand Publication Pvt. Ltd.
• Bining, A.C. & Bining, D.H.( 1952), Teaching of social studies in secondary
schools, Bombay.Tata McGraw Hill Publishing Co. Ltd.
• Haydn, Terry, Arthur, James and Hunt, Martin (2002), Learning to Teach History in the
secondary school, A companion to school experience London, Routledge, Falmer.
• Pathak, S. P. (2005), Teaching of History- The Paedo Centric Approach, New
Delhi, Kanishka Publishers,.
• Teaching social sciences in middle schools - Eklavya's Social Science Teaching Programme,
A Review, Eklavya Bhopal (2002)
• Webb, Keith (1995), An Introduction to problems in the Philosophy of Social Sciences,
London, Pinter.,
• Winch, Peter (1958) The idea of a Social Science and its relation to Philosophy, New
York, Routledge and Kegan Paul.
• Zevin, J., (2000), Social studies for the twenty first century, London,
Lawrence Erilbaum Associates Publishers.
• Crotty, M., (1998), The foundations of social research: Meaning and perspective in the
research process, London: Sage Publication.
15
• Edgar, B.W. & Stanely (1958), Teaching social studies in high school, Boston, Heath and
company,.
• Gallanvan & Kottler, Ellen (2008), Secrets to success for social studies teachers, Thousand
Oaks, Sage Publication.
• Kirkpatrick, Ecron, (1997). Foundation of Political Science: Research, Methods and Scope,
New York, The free press.
• Kochhar, S.K. (1998), The teaching of social studies, New Delhi, Sterling Publishing Pvt.
Ltd.
Max. Marks : 50
Teaching of different forms of English literature: Poetry, Prose, Drama: lesson planning
in prose, poetry and Drama at various school levels
Print media, other reading materials, such as magazines, newspapers comic strips etc.
ICT- audio-visual aids including CALL programmes, Radio, T.V. , Films; Planning co-
curricular activities ( discussion, debates, workshops, seminars etc.) Language laboratory
16
Unit V: Assessment, Its Role and Importance :
Typology of questions; Activities and tasks (open- ended questions, MCQ, true and false
etc. problem solving, creative and critical thinking, enhancing imagination and
environmental awareness.
References:
17
Paper 7(b) : fgUnh f”k{k.k ¼ikVZ&2½
Max. Marks - 50
mn~ns”; % 1- cksydj ,oa lqudj vFkZ xzg.k djus dh {kerk fodflr gks ldsxh
2- fgUnh dh fofo/k fo/kkvksa ds vk/kkj ij xfrfof/k;ksa dk fuekZ.k dj ldsaxs
3- l`tukRed ,oa jpukRed izo`fRr;ksa dks fodflr dj ldsaxs
4- ikB~;oLrq ds egRo ls voxr gks ldsaxs
5- f”k{k.k ,oa lgk;d f”k{k.k lkexzh dh mikns;rk ls voxr gks ldsaxs
fo’k; dh :ijs[kk %
bdkbZ-I : x| ,oa i| f”k{k.k %
* x| f”k{k.k dh mikns;rk] x| f”k{k.k ds mn~ns”;] x| ikB;kstuk ds lksiku
* i| f”k{k.k dh egRrk] i| f”k{k.k ds mn~ns”;] i| ikB;kstuk ds lksiku
bdkbZ -II : O;kdj.k ,oa jpuk f”k{k.k %
* O;kdj.k dk vFkZ ,oa egRo] O;kdj.k f”k{k.k ds mn~ns”;] O;kdj.k ikB ;kstuk
* jpuk f”k{k.k dk egRo] jpuk f”k{k.k ds mn~ns”;] jpuk f”k{k.k dh fof/k;kWa]
jpuk f”k{k.k ikB ;kstukA
18
* f”k{k.k lgk;d lkexzh dk vFkZ] vko”;drk] egRo ,oa mn~ns”;] izdkj vkSj
Hkk’kk f”k{k.k esa iz;qDr gksus okyh lgk;d lkexzhA
bdkbZ -VI : Hkk’kk f”k{k.k esa uokpkj %
* lw{e f”k{k.k dk vFkZ] ifjHkk’kk] mi;ksfxrk
* lewg f”k{k.k dk vFkZ] mn~ns”;] fo”ks’krk;sa vkSj mi;ksfxrk] vf/kxe dsIlwy
dk vFkZ] mn~ns”; ,oa dsIlwy fuekZ.kdrkZ laLFkk;saA
19
7 b (part 2) Teaching Of Sanskrit
(Lesson Planning)
PRACTICUM
Max. Marks: 50
Course Objective:- to enable student teacher to:
• To develop a critical understanding about the nature of commerce and its interface with
society.
• To prepare the teacher-trainee for managerial roles in schools.
• To develop the abilities for effective evaluation of students.
• To enable teacher-trainees for analysis of critical issues related to the teaching-learning of
commerce.
20
Unit 1: Correlation of Commerce with Other Subjects
• Need, importance of interdisciplinary approach.
• Correlation of commerce with other subjects.
Reference Books:
1. Singh, R.P. & Singh, and P.: Vanijya Shikshan, Agra: Vinod Pustak Mandir.
2. Tripathi, S.: Teaching Methods, New Delhi: Radha Publications.
3. Chauhan, S.S.: Innovations in Teaching Learning Process, New Delhi: Vikas Publication
House.
4. Siddiqui, M.H.: Excellence of Teaching, Asia Publication House, New Delhi
5. Rao, S.: Teaching of Commerce, New Delhi: Anmol Publications.
6 Tyagi, G.D.: Vanijya Shikshan, Agra, Agarwal Publications.
7. Singh,Y.K: Teaching of Commerce, New Delhi: A.P.H. Publishing House
8. okf.kT; f'k{k.k 'kekZ ,oa lDlsuk
9. okf.kT; f'k{k.k M‚0 ,l0 ,l0 lksrh
21
Paper 8 : Knowledge and Curriculum
Course outline
• Social bases of education in the context of society, culture and modernity with reference
to historical changes by industrialization and democracy
• Values in the emerging social context
• Education in relation to modern values like equity and equality, opportunity and social
justice and dignity with reference to Ambedkar. Critical multiculturalism and democratic
education
• Interrelationship of nationalism, universalism and secularism with education with
reference to Tagore and Krishnamurti.
• Meaning and Nature of curriculum, its need in schools, competency based curriculum
• Difference in curriculum framework, curriculum and syllabus
• Significance of core curriculum in Indian context, meaning and concerns of hidden
curriculum
22
• Translation of syllabus into textbooks
• Curriculum visualization at national, state, school and class level.
• Broad determinants of curriculum making (at the national and state level) : priorities,
socio-political-cultural-geographical-economic diversities, international contexts
• Considerations in curriculum development : (at the school level) – structure of
disciplines, socio cultural context of students (multicultural and multilingual) learner
characteristics, relevance and teachers’ experiences, specificity of educational objectives,
issues like gender differences and inclusiveness.
• Process of curriculum making, formulating aims and objectives, criteria for selecting
knowledge, organizing fundamental concepts and themes vertically across levels and
integrating themes within (and across) different subjects, selecting and organizing
learning situations.
References :
23
8- Schilvest, W.H. (2012) : Curriculum: Prospective paradigm and possibility, Macmillan
9- Tyler, R.W.(1949) : Basic principles of curriculum and instruction
10- Taba, Hilda (1962) : Curriculum Development. Theory and Practice, Har Court, Brace
and Wald, New York
11- Kelley, A.B. (1996) : The curricular Theory & Practice. Harper and Row, U.S
12- Basics in Education-Textbook for B.Ed course,NCERT- 2014
24
Unit IV : Assessment Tools :
References :
25
• Secolsky,Charls(2011) Handbook on Measurement and Evaluation in Higher
Education(print/e-book),Routledge
• Pathak,R.P.,(2012).Measurement and Evaluation in Education .Pearson Publication New
Delhi
Max. Marks : 50
• Inclusive Instruction Strategies at school level- Remedial Help, Team Teaching, Co-
Teaching, Student assistance teams, Buddy system, Circles of Friends, Parent
Involvement
26
Unit -IV: Inclusive School
• Infrastructural facilities for an Inclusive School.
• An ideal Inclusive School.
• Role of Inclusive schools in modern times.
• 4 Inclusive classroom Management.
References:
27
Paper-11 Optional Course (any one)
28
Unit IV: Environment Issues and Its Preventive Measures
• Causes and effects of environmental hazard, global and local Environmental pollution
and its remedies. Air,Water, Soil, Marine, Noise, Thermal and Nuclear Pollution.
• Climate Change- Global Warming, Acid Rain, Ozone layer depletion, Piller Melting.
• Natural Disasters-Flood, Earthquake, Cyclone and Landslides.
Unit V : Environment Management
• Salient features of environmental awareness through education: Programmes of
environmental education for secondary school children.
• Programmes of environmental education for attitude changes among the children.
• Environmental Ethics and Values.
• Environmental Acts, Rule and Regulations.
• National Efforts-Ministry of Forest and Environment, Government plans, action and
policies.
• Role of school in environmental conservation and sustainable development.
Task and Assignments (any one) :
(a) To submit a report after surveying a typically degraded local area and to suggest
necessary remedial measures. The task is to cover any two types of pollution and
assessing the role of the Pollution control boards in this reference.
(b) Prepare a collage related to environment protection
References:
• vktkn] vkj0 ds0] i;kZoj.kh; v/;;u] baVjus'kuy ifCy0 gkml] vkj yky cqd fMiks] esjB]
m0ç0
• Sharma, R. A. (2008). Environmental Education. Meerut: R.Lall Books Depot.
• Sharma, B. L., & Maheswari, B. K. (2008). Education for Environmental and Human
value. Meerut: R.Lall Books Depot.
• Kumar, A. (2009). A text book of environmental science. New Delhi: APH Publishing
Corporation.
• Singh,Y. K. (2009). Teaching of environmental science. New Delhi: APH Publishing
Corporation.
• Sharma, V. S. (2005). Environmental education. New Delhi: Anmol publication.
• Reddy, P. K., & Reddy, N. D. (2001). Environmental Education. Hyerabad: Neelkamal
publications.
29
• Kelu, P. (2000). Environmental education: A conceptual analysis. Calicut: Calicut
University.
• Agarwal, S.P. and Aggarwal, J.C. (1996) Environmental Protection, Education and
Development. New Delhi: New Concepts.
• Joy, P., & Neal, P. (1994). The handbook of environmental education: London,
New Fetter Lane
• Sharma, R. G. (1986). Environmental Education. New Delhi : Metropolitan Book Co.,
Pvt. Ltd.,
• Challenges to peace by increasing stresses, conflicts, crimes, terrorism, violence and wars
resulting in poor quality of life.
• Highlights of various philosophies of peace, of Gandhi, Krishnamurthy, Aurobindo,
Vivekananda, Gijubhai Badhecha, The Dalai Lama
• Teacher’s role in promoting peace
30
UNIT – IV- Orienting Education for Peace Building
Practicum
• Preparation of collages from newspapers, etc. to highlight issues and challenges to peace
or positive response to them
References :
1. Ingelstam, M. (1996). Empowered for peace service: A curriculum for education and
training in violence prevention, non-violence conflict transformation and peace building.
Stockholm: Christian Council of Sweden.
31
GUIDANCE AND COUNSELING (11 c)
32
UNIT V: Career Information and Training
• Information about education and training opportunities of Primary, and Secondary
levels of school.
• New trends in Guidance and counseling
References
1. Aggrawal JC (1991): Educational & Vocational Guidance & Counseling, 7th edition,
Doaba House, N. Delhi.
2. Bhatagar RP: Guidnace & Counseling in Education
3. Gibson Robert & Mitchell Marianne (2005): Introduction to Guidance & Counseling,
6th edition,Prentice Hall of India, N. Delhi.
4. Kochhar SK (1981) Guidance in Indian education, N. Delhi
5. Kochhar SK (1987): Educational & Vocational Guidance in Secondary Schools, Sterling
Publishers, N. Delhi.
6. Nanda SK, Chadha PC: Educational & Vocational Guidance
7. Sharma RA: Fundamentals of Guidance & Counseling
8. Shrivastava: Guidance & Counseling
HEALTH EDUCATION AND YOGA (11 d)
33
Unit:-I Health
Unit:-IV Yoga
PRACTICAL
1. Assessment of health related physical fitness (H.R.P.F.), Body composition: Body Mass Index
(B.M.I.) and Waist Hip Ratio (W.H.R.)
34
References:
1. Dr. Ajmer Singh (2003).Essentials of physical Education. Ludhiana: Kalyani publishers.
2. Daryl Syedentop (1994). Introduction to physical education, fitness and sports (2nd ed.).
3. Dr. A.K.Uppaland Dr. G. P. Gautam (2004). Physical education and Health. Delhi: Friends
publisher.
4. Dr. Sopan Kangane and Dr. Sanjeev Sonawane (2007). Physical Education (D. Ed.). Pune:
Nirali publication.
Max. Marks: 50
35
Unit II: Planning and Implementations in Special Education
36
References:
• Alur, Mithu (2010). Journey for inclusive education in the Indian sub continent.
Routledge
• Baker, E. T., Wang, M. C. & Walberg, H. J. (1998). ‘The effect of inclusion on learning’,
in Nutbrown, C., & Clough, P. (2006). ‘Inclusion in the Early Years’, London, Sage
Publication.
• Dash, Neena (2012). Inclusive education for children with special needs. Atlantic Pub.
• Gearheart, B. R; Weishahn, M. W; Gearheart C. J. (1992). The Exceptional Student in the
Regular classroom (5th Ed.) Macmikar Publishing company.
• Hegarty S and Alur M (2002) Education and Children with special needs – from
Segregation to Inclusion (Ed) Sage Publication
• Internet Source, MHRD (2005b). ‘Action Plan for Inclusive Education of Students and
Youth with Disabilities’.
• Jangira, N. K. (2002). Special educational needs of students and young adults: an
unfinished agenda, in: M. Alur& S. Hegarty (Eds) Education and students with special
needs: from segregation to inclusion New Delhi, Sage.
• Jhulka, A. (2006) “Including students and youth with disabilities in education – a guide
for practioners” NCERT, New Delhi
• Kauffman, J. M. &Hallahan, D. P. (Eds): (1982). ‘Handbook of Special Education’, New
York: Prentice Hall Inc.
• Lerner J. W. (1985). Learning Disabilities. Boston: Houghton Mifflin
• Luftig, L. R. (1989). ‘Assessment of Learner with special needs’ Boston, Allyn& Bacon.
• Mani, M.N.G. (2000). Inclusive Education in Indian Context. International Human
Resource Development Center (IHRDC) for the Disabled, Coimbatore: Ramakrishna
Mission ,Vivekannanda University.
• Mangal, S.K. (2007). Educating Exceptional Students – An Introduction to Special
Education. New Delhi: Prentice hall of India Pvt. Ltd.
• Ministry of Human Resource Development (2005). Action plan for inclusion in education
of students and youth with disabilities (New Delhi, Government of India).
• Beukelman David & Mirenda Pat :Augmentative and Alternative Communication:
Supporting Children and Adults with Complex Communication Needs: Paul H Brooks
Publishing
37
EPC-4 Understanding the Self
Max. Marks: 50
Practicum(any two):
38