Odisha B.Ed. Syllabus PDF
Odisha B.Ed. Syllabus PDF
Odisha B.Ed. Syllabus PDF
Note : Copies of the Syllabus have been submitted to the State Universities. Principals are requested to follow the syllabus, 1
pending approval of the same by the Universities.
• Eliminating mismatch between teacher education curriculum and school
realities,
• Updating of curricular areas of teacher education in terms of enrichment
content knowledge and pedagogical competence of prospective
teachers,
• Using variety of approaches and methods for transaction of the course
contents,
• Incorporating multimodal strategies for effective continuous and
comprehensive assessment of the performance of the student-teachers.
Course Objectives
The Syllabus for the two-year B.Ed.(Secondary) Programme is designed to
attain the following broad objectives.
On the completion of the course, the student-teacher shall:
• understand the central concepts, tools of inquiry, and structures of the
disciplines and can create learning experiences that make these aspects of
subject matter meaningful.
• understand how children learn and develop, how they differ in their
approaches to learning and create learning opportunities that are
adapted to diverse learners and learning contexts.
• plan learning experiences that are based on learner’s existing proficiency,
interests, experiences including misconceptions and errors, and
understand how students come to view, develop and make sense of
subject matter contained in the learning experiences.
• use knowledge of effective verbal, nonverbal and media communication
techniques to foster active inquiry, collaboration, and supportive
interaction in the classroom.
• understand and use formal and informal assessment strategies to evaluate
and ensure the continuous intellectual, social and physical developments
of the learner.
• develop self identity as a teacher through school-based experiences and
reflective practices that continually evaluate the effects of his/her choices
and actions.
Note : Copies of the Syllabus have been submitted to the State Universities. Principals are requested to follow the syllabus, 2
pending approval of the same by the Universities.
Modes of Learning Engagement
With a view to move away from theoretical discourses and lectures, the
student-teacher is required to be engaged in various kinds of learning experience.
This programme intends to provide him/her with the specific engagements that are
spelt out under each course. However, the nature of engagement of the student-
teachers will be of the following kinds:
• Lecture-Discussion Session: The teacher educator provides the student-
teachers a platform to review their experiences, helps them to develop
insights into the disciplinary knowledge base and to relate them to the school
realities.
• Focused Reading and Reflection: Student-teachers would be led to focused
readings of various themes with questions inviting reflections either
individually or in small groups.
• Observation-Documentation-Analysis: Simulated and real
school/community experiences would be arranged for the student teachers to
observe, document in the form of record/journal/diary and analyze with an
intention to revisit their own understandings or develop new insights.
• Projects:
• Group Presentations:
• Seminar: Students will undertake thematic/topical study, prepare write-up
and make seminar presentation followed by open-house discussion with a
view to enhance their knowledge base and repertoire of skills in presentation.
• Case Study: An in-depth and comprehensive study of a single or a few cases
would be taken up as per the guidelines provided for preparation and
submission of report.
• Reflective Journals: The student- teachers would make it a habit of
reflecting on any curricular topic or current issue on education and develop
reflective journals on those and share with colleagues and teachers.
• School-Based Practical: Learning experiences would be provided through
several school-based practicums for development of certain professional
qualities and competencies. The school based practical would include
opportunities for planning and implementation of learning experiences and
strategies, and reflecting on their appropriateness and effectiveness.
• Workshops: A series of learning experiences in a given performance area
would be provided to student-teachers in the form of workshop, engaging
Note : Copies of the Syllabus have been submitted to the State Universities. Principals are requested to follow the syllabus, 3
pending approval of the same by the Universities.
them in modeling-practice-feedback sequence with a view to developing
specified competencies required for a teacher.
• Interactions with the Community: The student-teachers need to be
encouraged to hold interaction with the community in multiple socio-cultural
environments during their school internships in order to internalize the
relationship of school and community at large.
Course Duration: The B.Ed. Programme shall be of two-year duration covering
two consecutive academic sesssions.
Working Days: At least 200 working days each year excluding the period of
admission and examination.
Working Hours per week: Minimum of 36 hours in a week (6 days)
Course Components
CURRICULAR AREAS
v Activities and Assignments that run through all the courses as indicated against each course.
v School Internship & Community Activities
v Courses on Enhancing Professional Capacities (EPC)
EPC-1 Critical Understanding of ICT
ERC-2 Understanding the Self
EPC-3 Fine Art/ Performing Art (Drama)/ Performing Art (Indian Mus ic)
EPC-4 Physical Education and Yoga
Note : Copies of the Syllabus have been submitted to the State Universities. Principals are requested to follow the syllabus, 5
pending approval of the same by the Universities.
First Year
*Figures within parentheses indicate hours per week
Course Title of the Course Marks Credits Contact
External Internal Total Hours
PERSPECTIVES IN EDUCATION
PE-1 Education, School and 80 20 100 04 64(5)*
Society
PE-2 Childhood and Growing up 80 20 100 04 64(5)
PE-3 Learning and Teaching 80 20 100 04 64(5)
PE-4 Contemporary Concerns in 80 20 100 04 64(5)
Education
Total 320 80 400 16
CURRICULUM AND PEDAGOGIC STUDIES
CPS-2 Learning Assessment 80 20 100 04 64(5)
CPS-3 Pedagogy of a School 80 20 100 04 64(5)
(a&b) Subject
Total 160 40 200 08
COURSES ENHANCING PROFESSIONAL CAPACITIES
EPC-3 Fine Art/ Performing Art 50 50 02 32(2.5)
(Drama) /Performing Art
(Indian Music)
EPC-4 Physical Education and 50 50 02 32(2.5)
Yoga
Total 100 100 04
Note : Copies of the Syllabus have been submitted to the State Universities. Principals are requested to follow the syllabus, 6
pending approval of the same by the Universities.
Second Year
Course Title of the Course Marks Contact
External Internal Total Credits Hours
PERSPECTIVES IN EDUCATION
PE- 5 Knowledge and Curriculum 80 20 100 04 64(5)*
PE-6 Educational Management 80 20 100 04 64(5)
PE-7a Creating an Inclusive School 40 10 50 02 32(2.5)
PE-7b Gender, School and Society 40 10 50 02 32(2.5)
PE-8a Action Research 40 10 50 02 32(2.5)
PE-8b Guidance and Counseling 40 10 50 02 32(2.5)
Total 320 80 400 16
CURRICULUM AND PEDAGOGIC STUDIES
CPS-1 Language ac ross the 40 10 50 02 32(2.5)
Curriculum
CPS-3 Pedagogy of a School 80 20 100 04 64(5)
(a&b) Subject
Total 120 30 150 06
COURSES ENHANCING PROFESSIONAL CAPACITIES
EPC-1 Critical Understanding of 50 50 02 64(4.5)
ICT
EPC-2 Understanding the Self 50 50 02 64(3)
Total 100 150 04
Year-I Credit-4
Marks 100(Ext. 80+ Int.20) Contact Hours 64
Note : Copies of the Syllabus have been submitted to the State Universities. Principals are requested to follow the syllabus, 7
pending approval of the same by the Universities.
A.PERSPECTIVES IN EDUCTION (PE)
Objectives
On completion of this course, the student-teacher shall:
• State the narrow and broad meaning of education and form own concept
on education
• Identify various modes and processes of education
• Explain the foundations of education and the aims of education as
recommended by different commissions education policies and educational
thinkers
• State the relationship between school and education, school and
community and among education society and culture
• Elaborate the linkage between education and national development
1. Understanding Education
• Meaning : derivational, narrow and wide; Eastern and Western viewpoints
• Process: Bi-polar, tri-polar, multi-polar; Life-long process
• Mode: formal/institutional, Informal/Incidental, Non-formal,
• Aims: Individual and social
• Aims of education according to Secondary Education Commission (1952-
1953), Education Commission (1964-1966), National Policy on
Education (1986/92), and National Curriculum Framework (2005)
2. Foundations of Education
• Philosophy and Education: Meaning and relationship; Influence of
philosophy in determining aims, curriculum and methods of Education
with reference to major schools of Educational Philosophy – Idealism,
Naturalism and Pragmatism
• Sociology and Education: Meaning and relationship; Implications of
Sociology for aims, curriculum and methods of Education
Note : Copies of the Syllabus have been submitted to the State Universities. Principals are requested to follow the syllabus, 8
pending approval of the same by the Universities.
• Psychology and Education: Meaning and relationship; Implications of
psychology for Education in organizing contents and understanding the
teaching-learning process (understanding learner, teacher characteristics
and pedagogy)
• Educational thoughts of Gandhi, Tagore, Sri Aurobindo, Rousseau,
Dewey and Freire with reference to aims, curriculum and methods
Note : Copies of the Syllabus have been submitted to the State Universities. Principals are requested to follow the syllabus, 9
pending approval of the same by the Universities.
• Education for sustainable development (including sustainable
environment)
• Education for inclusive development- Dimensions (social, economic,
cultural, technological, spatial), Strategies for promoting inclusion, Role
of education
• Education to meet the situations arising out of conflicts, insurgencies,
national calamities and disasters
Suggested Readings:
Anand, C.L. et.al. (1983). Teacher and education in emerging in Indian society, New
Delhi: NCERT.
Clarke, P. (2001). Teaching and learning: The Culture of pedagogy. New Delhi: Sage
Publication.
Dewey, John (1916/1977). Democracy and education. New York: MacMillan.
Dewey, John (1956). The Child and the curriculum, school and society. Chicago,
Illinois: University of Chicago Press.
Dewey, John (1997). Experience and education. New York: Touchstone.
Ganesh, Kamala & Thakkar, Usha (Ed.) (2005). Culture and making of identity in
India. New Delhi: Sage Publications.
Govt. of India (1986/’92). National policy on education. New Delhi: MHRD.
Krishnamurthy, J. (1947) On education. New Delhi: Orient Longman,.
Krishnamurthy, J. (1953). Education and significance of life. New Delhi: B.I.
Publications
Note : Copies of the Syllabus have been submitted to the State Universities. Principals are requested to follow the syllabus, 10
pending approval of the same by the Universities.
Kumar Krishna (1996). Learning from conflict. New Delhi: Orient Longman.
Margaret, K.T.(1999). The open classroom. New Delhi: Orient Longman.
Ministry of Education (1966). Education and national development. New Delhi:
Ministry of Education, Government of India.
Ministry of Human Resource Development (2004).Learning without Burden: Report of
the National Advisory Committee. New Delhi: Min. of HRD.
Mukherji, S.M., (1966). History of education in India. Vadodara: Acharya Book Depot.
Naik, J.P. and Syed, N., (1974). A student’s history of education in India. New Delhi:
MacMillan.
NCERT (2005). National curriculum framework 2005. New Delhi: National Council of
Educational Research and Training.
Ornstein, Allan C. & Levine, Daniel U. (1989).Foundations of education (4th Edn.).
Boston: Houghton Mifflin Co.
Pathak, Avijit (2002). Social implications of schooling. New Delhi: Rainbow
Publishers.
Peters, R.S. (1967). The Concept of education. London: Routledge Kegan & Paul.
Salamatullah, (1979). Education in social context. New Delhi: NCERT.
Saraswati, T.S. (Ed.) (1999). Culture, socialization and human development. Theory,
research and applications in India. New Delhi: Sage Publication.
Srinivas, M.N., (1986). Social changes in modern India. Bombay: Allied Publishers.
Note : Copies of the Syllabus have been submitted to the State Universities. Principals are requested to follow the syllabus, 11
pending approval of the same by the Universities.
PE 2: Childhood and Growing Up
Year-I Credit-4
Marks 100(Ext. 80+ Int.20) Contact Hours 64
Objectives
On completion of this course, the student-teacher shall
§ Explain the concepts of growth and development of human child and the
underlined general principles of growth and development.
§ Describe briefly the periods and the typical characteristics of growth and
development during each period.
§ Specify the contexts and factors influencing development.
§ Explain the theories of socio-emotional, cognitive and language development
and their educational implications.
§ Describe the developmental characteristics of childhood development and
their bearing on school and classroom practices.
§ Elaborate the developmental characteristics, contextual needs and tasks
during adolescence and the role of school and teachers in addressing the
challenges during this period of development.
§ State the different forms and characteristics of individual differences and the
ways of meeting the classroom issues arising out of the differences.
§ Identify the learning needs during the different stages of development and
adopt appropriate strategies in and out of school to meet the learning needs.
Suggested Readings
Note : Copies of the Syllabus have been submitted to the State Universities. Principals are requested to follow the syllabus, 14
pending approval of the same by the Universities.
Nolen-Hoeksema, Susan, Fredrickson, Barbara L., Loftus, Geoff R., & Wagenaar,
Willem,A.(2014). Atkinson & Hilgard's Introduction to Psychology. Belmont,
California: Wadsworth
Saraswathi, T.S. (Ed.) (1999). Culture, Socialization and Human Development:
Theory, Research and Applications in India.New Delhi: Sage publications.
Stephens, J. M.; Evans, E. D.(1973). Development and classroom learning: An
introduction to educational psychology. New York: Holt, Rinehart and
Winston.
Note : Copies of the Syllabus have been submitted to the State Universities. Principals are requested to follow the syllabus, 15
pending approval of the same by the Universities.
PE 3: Learning and Teaching
Year-I Credit-4
Marks 100(Ext. 80+ Int.20) Contact Hours 64
Objectives
On completion of this course, the student- teacher shall
§ State the meaning, nature, dimensions and basic conditions of learning.
§ Discuss the broad perspectives of behaviouristic, social cognitive and
constructivist vies of learning and their educational implications.
§ Explain the process of learning as meaning making and the ways of
facilitating meaningful learning in and out of the school.
§ Employ the processes of teaching and managing classroom situations for
meaningful learning.
§ Elaborate the processes of preparation and continuing development of
professional teacher in the context of a professional ethics of teaching
profession .
Note : Copies of the Syllabus have been submitted to the State Universities. Principals are requested to follow the syllabus, 16
pending approval of the same by the Universities.
• Constructivist theories: Radical constructivism of Jean Piaget and Social
constructivism of Lev Vygotsky; Theoretical framework, and educational
implications
3. Meaningful learning
• Meaning and attributes - active or manipulative, constructive, reflective,
intentional, complex, contextual, collaborative, and conversational;
• Learning as meaning making: Concept and process of meaning making;
Learner as meaning maker- Characteristics of learner as meaning maker –
curiosity, interest, active engagement: Role of inquiry in meaning making
• Meaningful Learning as Experiencing: Observing, Perceiving and
internalizing, and Deriving meaning from experiences;
• Facilitating Meaningful Learning in and out of school: strategies and role of
teacher
5. Teaching as a profession
• Importance and Characteristics of teaching profession; Characteristics of an
effective teacher
• Teacher Preparation : Needs, components and modes of pre-service teacher-
education programmes for different school levels (pre-school, elementary,
secondary, higher secondary)
Note : Copies of the Syllabus have been submitted to the State Universities. Principals are requested to follow the syllabus, 17
pending approval of the same by the Universities.
• Teacher Development: Needs and Stages – Survival, Consolidation,
Renewal and Maturity; Continuing Professional Development of In-service
Teachers - Needs and Strategies
• Teachers’ Professional Ethics and Accountability : Meaning, importance and
dimensions; Recommendations of NPE 1986/92; Strategies for ensuring
teacher accountability
Suggested Readings
DeCecco, J.P.,& Crawford,W.R. (1974). Psychology of learning and instruction:
Educational psychology. Englewood Cliffs, N.J.: Prentice Hall.
Gagné, R. M. (1985). The conditions of learning and theory of instruction (4th
edition). New York: Holt, Rinehart and Winston.
Klausmeir,H.J., & Ripple, R.E.(1971). Learning and human abilities: Educational
Psychology. New York: Harper & Row.
Lefrancois, Guy R. (1994). Psychology for teaching. Belmont, California:
Wadsworth Publishing Company.
Lindgren, H.C. (1980). Educational psychology in the classroom. New York: Oxford
University Press.
Mohapatra, J.K., Mahapatra, M. and Parida, B.K. (2015). Constructivism: The new
paradigm: From theory to practice. New Delhi: Atlantic Publishers.
Nolen-Hoeksema, Susan, Fredrickson, Barbara L., Loftus, Geoff R., & Wagenaar,
Willem,A.(2014). Atkinson & Hilgard's introduction to psychology. Belmont,
California: Wadsworth.
Note : Copies of the Syllabus have been submitted to the State Universities. Principals are requested to follow the syllabus, 18
pending approval of the same by the Universities.
Piaget, J. and Inhelder, B. (1969). The psychology of the child. London: Routledge
Kegan Paul.
Sahakian, W.S. (1976). Introduction to the psychology of learning. Chicago: Rand
McNally College Publishing Company.
Snowman & Baihler (2006). Psychology applied to teaching. Boston: Houghton
Mifflin Company.
von Glasersfeld, F. (1995). Radical constructivism: A way of knowing and learning.
Washington D.C.: Falmer Press.
Vygotsky, Lev (1986). Thought and language. Cambridge, MA: The MIT Press.
Woolfolk, A.E. (2012). Educational psychology (12th Edn.) Englewood Cliffs,
N.J.:Prentice Hall.
Note : Copies of the Syllabus have been submitted to the State Universities. Principals are requested to follow the syllabus, 19
pending approval of the same by the Universities.
PE 4: Contemporary Concerns in Education
Year-I Credit-4
Marks 100(Ext. 80+ Int.20) Contact Hours 64
Objectives
On completion of this course, the student- teacher shall
• D
escribe the prevailing social inequities, diversities and marginalization in
India and their implication for education.
• S
tate the relevant Constitutional provisions, policy recommendations and
the provisions in different acts relating to education specifically to school
education.
• E
xplain the various concerns and issues of school education
• S
tate the roles of teachers in addressing the concerns and issues
• D
evelop a set of professional values required to address the issues and
concerns through curricular, and co-curricular practices
Note : Copies of the Syllabus have been submitted to the State Universities. Principals are requested to follow the syllabus, 20
pending approval of the same by the Universities.
• Constitutional provisions and values for resolving the issues of diversity,
inequality and marginalization in education
• Policies and programmes for addressing these issues – NPE 1968 and 1986
/ 92; SSA and RMSA; State Policy on Multilingual Education in Odisha
(2014)
• Problems in implementation of the policies with reference to access,
enrollment, retention and quality in education
Note : Copies of the Syllabus have been submitted to the State Universities. Principals are requested to follow the syllabus, 21
pending approval of the same by the Universities.
• Initiatives for enhancing quality education in school: decentralized
planning, innovative materials and pedagogy, capacity building of teachers,
reforming teacher education programme, community involvement etc.
• Role of school, teacher and community to promote quality education in
school
Tasks and Assignments
Each student-teacher is required to submit assignments selecting any two of the following:
• Conducting social survey in respect of inequality and marginalization and preparing a
report
• Preparation of Case Studies of Violations of Child Rights / Human Rights
• Field study for identification of environmental hazards and preparing a plan for
environmental education
• Preparation of a term paper on Constitutional values with reference to the issues of
equality
• Debate / discussion / seminar on quality issues in education and preparation of a report
• Projects on school- based activities for Peace education / life skill education
Suggested Readings
Glasser, W. (1990). The quality school: Managing students without coercion. New
York: Perennial Library.
Govt. of India (1992). Report of core group on value orientation to education. New
Delhi: Planning Commission, Govt.of India.
Kaur, B. (2006). Teaching peace, conflict and pride. New Delhi: Penguin Books.
Kumar, Arvind (2003). Environmental challenges of the 21st century. New Delhi:
APH Publishing Corporation.
Kumar, Krishna (1996). Learning from conflict. New Delhi: Orient Longman.
MHRD (2008). Framework for implementation of Rashtriya Madhyamik Shiksha
Abhiyan: A scheme for universalisation of access to and improvement of
quality at the secondary stage. New Delhi: Department of School Education
and Literacy.
MHRD (2011). Sarva Shiksha Abhiyan:Framework for implementation based on the
Right of Children to Free and Compulsory Education Act, 2009. New Delhi:
Department of School Education and Literacy.
Ministry of Law and Justice (2009). Right to education. New Delhi: Govt of India.
Note : Copies of the Syllabus have been submitted to the State Universities. Principals are requested to follow the syllabus, 22
pending approval of the same by the Universities.
NCERT (2005). National curriculum framework 2005. New Delhi: NCERT.
Panneerselvam, A. & Ramkrishnan, M. (1996). Environmental science education.
New Delhi : Sterling Publishers
Puri, M. & Abraham. (Eds.) (2004). Handbook of inclusive education for educators,
administrators and planners. New Delhi: Sage Publications.
Sharma, R.A. (1998). Environmental education. Meerut : Surya Publication
UNESCO (1990). Source Book on environmental education for secondary teachers.
Bangkok : UNESCO Principal Regional Office for Asia Pacific
UNESCO (1994). Source Book on environmental education for elementary teacher
educators. Bangkok : UNESCO Principal Regional Office for Asia Pacific
UNESCO (1997). Trends in environmental education. Paris : UNESCO
UNESCO (1998). Educating for a sustainable future: A transdisciplinary vision for
concerted action. Paris: UNESCO.
UNESCO (2001). Learning the way to peace: A teacher’s guide to peace education.
Paris: UNESCO.
UNESCO (2004). Education for all: The quality imperative. EFA Global Monitoring
Report. Paris: UNESCO.
UNESCO (2012). Shaping the education of tomorrow: 2012 Report on the UN
decade of education for sustainable development. Paris: UNESCO.
Unicef (2000). Defining quality in education. New York: Programme Division
(Education), Unicef.
WHO (1991). Comprehensive school health programme. New Delhi: World Health
Organization Regional Office.
WHO (1997). Life skills education for children and adolescents in schools:
Introduction and guidelines to facilitate the development and implementation
of life skills programmes. Geneva: Division of Mental Health and Prevention
of Substance Abuse, World Health Organization.
WHO (1999), Partners in Life Skills Training: Conclusions from a United Nations
Inter-Agency Meeting. Geneva: World Health Organization.
WHO (2004). Skills for health: An important entry-point for health promoting/child-
friendly schools. Geneva: World Health Organization.
Note : Copies of the Syllabus have been submitted to the State Universities. Principals are requested to follow the syllabus, 23
pending approval of the same by the Universities.
PE 5: Knowledge and Curriculum
Year-2 Credit-4
Marks 100(Ext. 80+ Int.20) Contact Hours 64
Objectives
On completion of this course, the student- teachers shall:
§ S
tate and explain the nature of knowledge
§ D
escribe the process of constructing knowledge
§ D
ifferentiate different types of curriculum
§ E
xplain the processes and principles of curriculum planning development
§ E
laborate the transaction, evaluation and renewal processes of curriculum
Note : Copies of the Syllabus have been submitted to the State Universities. Principals are requested to follow the syllabus, 24
pending approval of the same by the Universities.
centered, activity-centered, hidden–manifest) and components (core-
elective)
• Mandates for formulation of curriculum policy (Constitutional, socio-
cultural, political, economic, global concerns, environmental, etc.)
• Curriculum framework – Concept, principles and coverage; NCF 2005,
SCF 2009 and NCFTE 2009 –objectives, aspects and recommendations.
4. Curriculum planning and development
• Determinants of curriculum development
• Principles of curriculum development
• Approaches to curriculum planning
• Processes / stages of curriculum development (preparation, tryout and
finalization)
5. Curriculum transaction, evaluation and renewal
• Classroom Transaction: Planning (time, space, manpower, material and
scheme and plan of lessons), Preparation of curricular materials and
activities( text and support materials, learning activities), mode of
transaction and learners’ involvement- resource management (use of
TLMs, activity and question banks etc), use of assessment mechanism for
learning
• Evaluation: Mode (internal and external), periodicity (continuous, periodic),
Mechanism (research studies, on-site observation, FGD, on-line feedback)
• Renewal: Use of evaluation feedback / inputs for
- Immediate / long-term revision
- Specific / comprehensive improvement
• Current provisions and practices for curriculum development, transaction,
evaluation and renewal in School Education and Teacher Education in the
State
Tasks and Assignments:
Each student-teacher is required to submit assignments selecting any two of the following:
• Preparation of an appraisal report on any one aspect of the Systemic Reform envisaged
in the NCF 2005 and its reflection in current practices.
• Identification of learning resources and designing of beyond classroom activities for
transacting a lesson.
Note : Copies of the Syllabus have been submitted to the State Universities. Principals are requested to follow the syllabus, 25
pending approval of the same by the Universities.
• Preparation of a transactional blue print of any content unit in any school subject at the
secondary level.
• Preparation of an appraisal report on the curriculum renewal process during post NPE
(1986) period.
Suggested Readings
Arora, G.L. (1984). Reflections on curriculum. New Delhi: NCERT.
Dewey, John (1956). The child and the curriculum. Chicago, Illinois: University of
Chicago Press.
Dewey, John (1997). Experience and Education. New York: Touchstone.
Dewey, John(1997). My pedagogic creed. in D.J. Flinders and S.J. Thorton(eds.), The
Curriculum studies reader. New York: Routledge, Kegan &Paul.
Egan, K. (2005). An imaginative approach to teaching. San Francisco: Jossey-Bass.
Erickson, H.L.(2002). Concept-based curriculum and instruction. California: Corwin
Press.
Jangira, N. K. & Singh, A. (1982). Core teaching skills: The microteaching
approach. New Delhi: NCERT,
Mohapatra, J.K., Mahapatra, M. and Parida, B.K. (2015). Constructivism: The new
paradigm: From theory to practice. New Delhi: Atlantic Publishers.
NCERT (2005). National curriculum framework 2005. New Delhi: NCERT.
NCTE (1990). Policy perspective in teacher education. New Delhi : NCTE
Olivia, Peter F. (1988). Developing the curriculum. London: Scott and Foresman.
Sharma, S. (2006). Constructivist approaches to teaching and learning. New Delhi:
NCERT.
Taba, Hilda (1962). Curriculum development: Theory and practice. New York:
Harcourt, Brace and Wald.
von Glasersfeld, F. (1995). Radical constructivism: A way of knowing and learning.
Washington D.C.: Falmer Press.
Vygotsky, Lev (1986). Mind in society. Cambridge, MA: Harvard University Press.
Note : Copies of the Syllabus have been submitted to the State Universities. Principals are requested to follow the syllabus, 26
pending approval of the same by the Universities.
PE 6: Educational Management
Year-2 Credit-4
Marks 100(Ext. 80+ Int.20) Contact Hours 64
Objectives
On completion of this course, the student-teacher shall
• S
pell out the structure of educational management at different levels - from
national to institution level
• E
xplain the implications of various policies and provisions in respect of
educational management
• I
dentify and utilize various resources for effective school functioning
• A
ctively participate in the preparation of school development plan
•
Explain the role of monitoring and feedback mechanism for effective school
functioning
2. School-based Management:
• Concept, importance, scope and processes
• School Management Committee (SMC) and School Management
Development Committee (SMDC)
• State policies on school management (RCFCE ACT, 2009 and State
Rules 2010)
Note : Copies of the Syllabus have been submitted to the State Universities. Principals are requested to follow the syllabus, 27
pending approval of the same by the Universities.
3. Resource management : Sources, Utilization and Mobilization
• Infrastructural resources – physical space (building, open space,
furniture, water and sanitation facilities, etc.), barrier free environment.
• Material resources – equipment and TLMs
• Financial resources – Grants, Donations, Fees, Funds Generation, other
sources
• Human resources – Students, Teachers, Parents, Community and local
resource persons – their interrelationship
• Role of School and Community in resource mobilization: Local
resources and other resources through Corporate Social Responsibility
and Public Private Partnership; resource management in school
Note : Copies of the Syllabus have been submitted to the State Universities. Principals are requested to follow the syllabus, 28
pending approval of the same by the Universities.
Suggested Readings
Buch, T. et al. (1980). Approaches to school management. London: Harper and Row.
Chalam K.S. (2003): Introduction to Educational Planning and Management: New
Delhi, Anmol Publications Pvt. Ltd.
Chandrasekharan P. (1997): New Delhi, Educational Planning and Management,
Sterling Publishers Pvt. Ltd.
Glasser, William(1990). The quality school. New York, NY: Harper Collins
Publishers, Inc.
Glasser, William(1990). The quality school. New York, NY: Harper Collins
Publishers, Inc.
Government of India (1986/92). National policy on education. New Delhi: MHRD.
Government of India (1992). Programme of action. New Delhi: MHRD.
Gupta, S.K. & Gupta, S.91991). Educational administration and management.
Indore: Manorama Prakashan.
Hallak, J.(1990).Investing in the future:Setting educxational priorities in the
developing world. Paris: UNESCO.
Kalra, Alka (1977). Efficient school management and role of principals: New Delhi:
APH Publishing Corporation.
Lockheed, M.E. & Verspoor, A.M. et al. (1991). Improving primary education in
developing countries: A review of policy options. New York: Oxford
University Press.
Shaeffer, S. (1991). Collaborating for educational change: The role of parents and
the community in school improvement. Paris: UNESCO.
Tyagi R.S. and Mahapatra P.C. (2000), Educational Administration in Orissa : New
Delhi, National Institute of Educational Planning and Administration (NIEPA)
Vashist, Savita(ed.) (1998). Encyclopaedia of school education and management.
New Delhi: Kamal Publishing House.
Note : Copies of the Syllabus have been submitted to the State Universities. Principals are requested to follow the syllabus, 29
pending approval of the same by the Universities.
PE 7a: Creating an Inclusive School
Year-2 Credit-2
Marks 50(Ext. 40+ Int.10) Contact Hours 32
Objectives
On completion of this course, the student – teacher shall
• Explain the changing concepts related to inclusive education.
• Elaborate the different categories of children with special needs, their
problems in schooling and need of inclusive education to address their
educational problems.
• State the barriers of inclusion in the existing schools.
• State the characteristics and dimensions of an inclusive school
• Describe the process of developing an inclusive school.
1. Inclusive Education
• Changing concept of inclusion (Shifting from Separation to Integration
to Inclusion ); Inclusion as ‘Education for all’
• Inclusion in Education- a human right (Right to Access, Equality and
Quality Education
• Inclusive Education: Definition, rationale, characteristics and principles
3. Inclusive School
• Barriers for inclusion in school: Psycho-social, Infrastructural, Resource,
Whole class-based instruction, Lack of participation
Note : Copies of the Syllabus have been submitted to the State Universities. Principals are requested to follow the syllabus, 30
pending approval of the same by the Universities.
• Concept, dimensions and features of an inclusive school
• Developing an inclusive school: Creating inclusive cultures (building
communities, establishing inclusive values), Producing inclusive
policies (Developing the school for all, organizing support for diversity),
and Evolving inclusive practices (Orchestrating learning, mobilizing
resources)
Tasks and Assignments
Each student-teacher is required to submit assignment on any one of the following: .
• Observation of an inclusive classroom set up and reporting.
• Preparation of a report on classroom problems faced by any category of CWSN and
the strategies adopted by the teacher.
• Preparation of a report on various types of interventions provided for any category of
CWSN in school.
Suggested Readings
Ainscow, M. (1999) Understanding the development of inclusive schools. London:
Falmer.
Ainscow, M., Dyson,A. and Weiner, S. (2013). From exclusion to inclusion: Ways of
responding in schools to students with special educational needs.
Berkshire, London: CIBT Education Trust.
Booth, Tony and Ainscow, Mel (2002). Index for inclusion: Developing learning
and participation in schools. London: Center for Studies on Inclusive
Education.
Dyson, A. and Millward, A. (2000) Schools and special needs: issues of innovation
and inclusion. London: Paul Chapman.
Hart, S., Dixon, A., Drummond, M.J. and McIntyre, D. (2004). Learning without
limits. Maidenhead: Open University Press.
Nind, M., Sheehy, K. and Simmons, K. (eds). Inclusive education: learners and
learning contexts. London: Fulton.
Thomas, G., & Loxley, A. (2007). Deconstructing Special Education and
Constructing Inclusion (2nd Edn.). Maidenhead: Open University Press.
Tomasevski, K. (2004). Manual on rights based education. Bangkok: UNESCO.
UNESCO (1985). Helping handicapped pupils in ordinary schools: Strategies for
teacher training.Paris: UNESCO.
Note : Copies of the Syllabus have been submitted to the State Universities. Principals are requested to follow the syllabus, 31
pending approval of the same by the Universities.
UNESCO (1990). World declaration on education for all and framework for action
to meet basic learning needs. International Consultative Forum on
Education for All. Paris: UNESCO.
UNESCO (1994). The Salamanca world conference on special needs education:
Access and quality. UNESCO and the Ministry of Education, Spain. Paris:
UNESCO
UNESCO (1996). Learning: the treasure within. report to UNESCO of the
International Commission on Education for the Twenty-fi rst Century. Paris:
UNESCO.
UNESCO (1998). Wasted opportunities: When schools fail. Education for all. Status
and trends. Paris: UNESCO.
UNESCO (1999). From special needs education to education for all: A discussion
document. Tenth Steering Committee Meeting UNESCO, Paris 30 September
- 1 October 1998.
UNESCO (1999) Welcoming schools: Students with disabilities in regular schools.
Paris: UNESCO
UNESCO (2005). Guidelines for inclusion: Ensuring access to education for all.
Paris: UNESCO.
United Nations (1989). Convention on the rights of the child. New York: United
Nations.
Note : Copies of the Syllabus have been submitted to the State Universities. Principals are requested to follow the syllabus, 32
pending approval of the same by the Universities.
PE 7b: Gender, School and Society
Year-2 Credit-2
Marks 50(Ext. 40+ Int.10) Contact Hours 32
Objectives
On completion of this course, the student-teacher shall
• State the key concepts related to the gender issues.
• Identifies key gender issues in school, curriculum, textbooks and
pedagogical process.
• Understands the ways to address gender issues in and out of school context.
Note : Copies of the Syllabus have been submitted to the State Universities. Principals are requested to follow the syllabus, 33
pending approval of the same by the Universities.
Suggested Readings
Chakravarti, Uma. (2003). Gendering cast through a feminist lens. Calcutta, Bhatkal
and Sen.
Govt. of India (1992). National policy on education 1986/92. New Delhi: MHRD,
Govt. of India,
Govt. of India (1992). Programme of action. New Delhi: MHRD, Govt. of India.
Jone, Mary E. (Ed.) (2008). Women’s studies in India: A reader. New Delhi : Penguin
Books.
Nayar, U. & Duggal, J. (1997). Women’s equality and empowerment through
curriculum: A hand book for teachers at primary stage. New Delhi: NCERT
NCERT (2005). National curriculum framework 2005. New Delhi: NCERT.
Srivastava, Gouri (1997). Women who created history: Exemplar materials for
textbook writes and teachers. New Delhi : NCERT
Note : Copies of the Syllabus have been submitted to the State Universities. Principals are requested to follow the syllabus, 34
pending approval of the same by the Universities.
PE 8a: Action Research and Innovation
Year-2 Credit-2
Marks 50(Ext. 40+ Int.10) Contact Hours 32
Objectives
On completion of this course, the student-teacher shall
• Understand the concept, need and importance of action research and its
differences with the pure and applied researches in Education.
• Conduct action research selecting and using the appropriate methods
• Follow the approved format and style in reporting the action research
• Evaluate an action research project in terms of its of its objectives,
processes and implications.
Note : Copies of the Syllabus have been submitted to the State Universities. Principals are requested to follow the syllabus, 35
pending approval of the same by the Universities.
Suggested Readings
Atkins, L & Wallace, S. (2012). Qualitative research in education. London: Sage
Publications.
Best, J.W., & Kahn, J.V. (1998). Research in education (8th ed.). Needham Heights,
MA: Allyn and Bacon.
Borg, W. (1981). Applying educational research: A practical guide for teachers. New
York: Longman.
Ferrance, Eileen (2000). Action research. Providence, RI: Laboratory at Brown
University (LAB).
Johnson,A.P.(2005). A short guide to action research (2nd ed.). Boston: Allyn &
Bacon.
Mertler, C.A.(2006). Action research: Teachers as researchers in the classroom.
NewDelhi: Sage Publications.
Oja, S.N., & Smulyan, L. (1989). Collaborative action research: A developmental
approach. New York: Falmer Press .
Schmuck, R.A.(1997). Practical action research for change. Arlington Heights,
Illinois: SkyLight Professional Development.
Stringer, E.T. (1999). Action research. Thousand Oaks, CA: Sage Publications.
Note : Copies of the Syllabus have been submitted to the State Universities. Principals are requested to follow the syllabus, 36
pending approval of the same by the Universities.
PE 8b: Guidance and Counseling
Year-2 Credit-2
Marks 50(Ext. 40+ Int.10) Contact Hours 32
Objectives
On completion of this course, the student-teacher shall:
• State the concept, need and principles of guidance.
• Explain the role of school in organizing different guidance programmes.
• Use various tools and techniques of guidance in appropriate contexts.
• Narrate the process, tools and techniques of counseling.
• Explain the qualities and role of a school counselor
Suggested Readings
Bhatnagar, Asha and Gupta, Nirmala (Eds) (1999). Guidance and counseling: A
theoretical perspective(Vol.I). New Delhi: Vikas.
Bhatnagar, Asha and Gupta, Nirmala (Eds) (1999). Guidance and counseling: A
practical approach(Vol.II). New Delhi: Vikas.
Dave, Indu (1984). The basic essentials of counseling. New Delhi: Sterling Pvt. Ltd.
Gazda George R.M.(1989). Group counseling: A development approach. London:
Allyn and Bacon.
Gibson, R.L. & Mitchell, M.H. (1986). Introduction to guidance. New York:
McMillan.
Nugent, Frank A. (1990). An Introduction to the profession of counseling. Columbus:
Merrill publishing Co.
Pietrofesa, J.J., Bernstein, B.,and Stanford,S.(1980). Guidance: An introduction.
Chicago: Rand McNally.
Rao, S.N. (1981). Counseling psychology. New Delhi: Tata McGraw Hill.
Saraswat, R.K. & Gaur, J.S.(1994). Manual for guidance counselors. New Delhi:
NCERT.
Note : Copies of the Syllabus have been submitted to the State Universities. Principals are requested to follow the syllabus, 38
pending approval of the same by the Universities.
B.CURRICULUM AND PEDAGOGIC STUDIES (CPS)
Note : Copies of the Syllabus have been submitted to the State Universities. Principals are requested to follow the syllabus, 39
pending approval of the same by the Universities.
3. Reading-writing connection
• Reading in different content areas for information and data gathering,
critical understanding; Strategies for developing reading skills such as
scanning, skimming, in-depth reading, note making
• Reading-writing connection in different content areas – Use of note making
for preparing a write-up, use of information gathering for summarizing,
• Writing for various purposes – preparing report, writing paragraph,
explanatory notes, expansion of ideas, presenting information in various
forms such as flow-chart, diagram, pie-chart, histogram
• process writing – generating / gathering ideas, drafting, revising and
finalizing
Tasks and Assignment s
Each student-teacher is required to submit assignment on any one of the following:
• Devising an action plan for developing the components (sub-skills) of reading / writing skill
of the learners at the secondary level
• Expansion of an idea / ideas from the secondary level texts and presentation of the same in
the form of flow-chart / pie-chart / tree diagram
Suggested Readings
Daniel, Larsen–Freeman (2010). Techniques and principles of language teaching
(2nd Edn.). Landon: Oxford University Press.
Kumar, Krishna (2008). The child’s language and the teacher – A handbook. New
Delhi: National Book Trust.
Lightbown, P.M. and Spada, N. (1999). How languages are learned. Oxford: Oxford
University Press.
Note : Copies of the Syllabus have been submitted to the State Universities. Principals are requested to follow the syllabus, 40
pending approval of the same by the Universities.
CPS 2: Learning Assessment
Year-I Credit-4
Marks 100(Ext. 80+ Int.20) Contact Hours 64
Objectives
On completion of this course, the student- teacher shall
§ State the nature, purpose and types of educational assessment and
evaluation.
§ Develop and use different types of tools and techniques for continuous
and comprehensive assessment of learning in the school situation.
§ Explain the importance of assessment for learning and its processes for
enhancing the quality of learning and teaching
§ Analyze the trends and issues in learning and learner assessment.
§ Analyze and interpret results of the assessment using rudimentary
statistical methods.
Note : Copies of the Syllabus have been submitted to the State Universities. Principals are requested to follow the syllabus, 41
pending approval of the same by the Universities.
• Assessment of Learning: Assessment at the end of learning experience;
Processes of assessment of learning – testing, measurement, and non-testing
methods of assessment – observation, interview, FGD
2. Assessment for Learning
• Meaning, Importance and Purpose; Nature - formative, continuous with
learning, comprehensive (assessing all aspects of learning-cognitive,
affective and psychomotor), culturally responsive (elements from the local
culture of the learners are extensively used in the assessment); relevance for
CCA
• Tools and Techniques: Wide range of formal(testing, observation schedules,
video recordings etc.) and informal methods (participant observation, talking,
taking notes, interviewing, engaging in activities etc.); use of testing
(achievement tests of different forms, diagnostic tests, proficiency testes etc.)
and non-testing (analysis of verbal and non-verbal activities, reflective
journals, projects, portfolio etc.)tools; use of multiple methods and tools
(situation specific combinations)
• Self and Peer-assessment techniques, Observation, Portfolio, interview,
focused group discussion, rubrics
(Their description with examples and the context in which they are used)
• Provision of feedback for students and parents- need and modes, for
teachers (for timely improvement of teaching-learning process); Role of
community in CCA
3. Construction of test and Its Use
§ Steps: Planning , Preparing, Trying-out and Evaluation;
− Planning the test: Development of table of specifications (blueprint)
− Preparing the test: principles of preparing test items- objective based
items- Extended and Restricted response types, Objective type items
(free response type- short answer and completion; fixed response type-
matching, forced/alternate choice, multiple choice); Assembling and
editing the items
Note : Copies of the Syllabus have been submitted to the State Universities. Principals are requested to follow the syllabus, 42
pending approval of the same by the Universities.
§ Characteristics of a good test : Reliability, Validity, Usability (discussion on
concept and use)
§ Administration of the test and analysis of students’ performance; Preparation
of report and its use in enhancing learning.
4. Issues in Assessment and Policy Provisions
• Current practices: Over-emphasis on Summative Assessment (Periodic and
common/high-end examinations) and marking; competitive examination- its
adverse effects on learners, education system and society
• Issues and Problems : Marking vs. Grading, objectivity vs. subjectivity,
Close-ended vs. Open-ended test items, relative neglect of non-cognitive
aspects, non-use of diverse methods and tools for assessing diverse learners
• Policy perspectives: Recommendations of NPE 1986/92, NCF – 2005,
RCFCE Act 2009; Non-detention policy and its implications for assessment
and quality of learning
• Emerging practices in assessment – online assessment, participatory
assessment
5. Elementary Statistics
• Measures of Central Tendency : Mean, Median, Mode- their uses and
limitations
• Measures of Variability : Range, Average Deviation, Quartile Deviation,
Standard Deviation - their uses and limitations
• Correlation: Meaning and uses; Calculation of correlation coefficients by
Rank-difference and Product moment method
• Characteristics of normal curve and its uses
• Standard Scores – Z-Score, T-score and Percentile
Tasks and Assignments
Each student-teacher is required to submit assignments on any two of the following:
• Preparation of 50 objective-based items, at least 5 from each type of test items in any
school subject.
Note : Copies of the Syllabus have been submitted to the State Universities. Principals are requested to follow the syllabus, 43
pending approval of the same by the Universities.
• Construction of an achievement test on any topic (carrying 25 marks), its
administration and interpretation of the results.
• Preparation of a plan for CCA activities for any class during an academic session.
• Case study of a participatory assessment programme
• Appraisal of current CCA practices in the secondary schools.
• Analysis of examination marks obtained by the students in any subject in a class and
preparation of a report for sharing.
Suggested Readings
Anderson, L.W. (2003). Classroom assessment: Enhancing the quality of teacher
decision making. Mahwah, New Jersey: Lawrence Erlbaum Associates.
Burke, K. (2005). How to assess authentic learning (4th Ed.). Thousand Oaks, CA:
Corwin.
Cooper,D. (2007). Talk about assessment: Strategies and tools to improve learning.
Toronto,Ontario: Thomson Nelson.
Danielson, C. (2002). Enhancing student achievement: A framework for school
improvement. Alexandria, VA: Association for Supervision and Curriculum
Development
Garrett, H.E. (1973). Statistics in psychology and education (6th ed.). Bombay: Vakils,
Feffers & Simon.
Gronlund, N.E. & Linn, R.L. (2009). Measurement and assessment in teaching (10th
Edn). Upper Saddle River, NJ: Pearson Education, Inc.
Newman, F.M. (1996). Authentic achievement: Restructuring schools for intellectual
quality. San Francisco, CA: Jossey-Bass.
Nitko, A.J. (2001). Educational assessment of students (3rd ed.). Upper Saddle River,
NJ: Prentice Hall.
Popham, W.J. (1993). Modern educational measurement. Englewood Cliffs, N.J.:
Prentice Hall.
Popham, W.J. (2010). Classroom assessment: What teachers need to know (6th ed.).
New York: Prentice Hall.
Shepard, L.A.(2000). The role of assessment in learning culture. Educational
Researcher, 4-14.
Stiggins, R. (2005). Student-involved classroom assessment. (4th ed). Columbus, Ohio:
Merrill.
Note : Copies of the Syllabus have been submitted to the State Universities. Principals are requested to follow the syllabus, 44
pending approval of the same by the Universities.
CPS 3 (a&b): Pedagogy of Mathematics
Year-I/2 Credit-4
Marks 100(Ext. 80+ Int.20) Contact Hours 64
Objectives
On completion of this course, the student- teacher shall
Note : Copies of the Syllabus have been submitted to the State Universities. Principals are requested to follow the syllabus, 45
pending approval of the same by the Universities.
• Teaching for Understanding Proof: Proof by induction and deduction;
proof by analysis and synthesis,
• Problem Solving in Mathematics: Importance of problem solving in
Mathematics, Steps of problem solving in Mathematics, Problem Posing,
Generating and solving real life problems using Mathematical principles,
Situation model for solving word problems.
• Constructivist approaches: Self-learning and peer learning strategies,
Collaborativ e strategies; 5E and ICON Models,
Note : Copies of the Syllabus have been submitted to the State Universities. Principals are requested to follow the syllabus, 46
pending approval of the same by the Universities.
5. Pedagogical Treatment of Content
Each of the following contents shall be analyzed in terms of the pedagogical
treatment indicated in the right cell below.
• Preparation of five lesson plans on any topic from the Mathematics texts of the secondary school
following the 5E and/or ICON models.
• Preparation of a unit test on any topic by developing the Blue Print and the test items conforming
to the blue print.
• Develop five activities in Mathematics to be used for enrichment programme.
• Diagnosis of learner difficulty in Mathematics and preparation of remedial exercise.
• Designing pedagogical treatment for any topic of Mathematics and designing learning activities.
Suggested Readings
Cooney, Thomas J. et al. (1975). Dynamics of Teaching Secondary School
Mathematics. Boston: Houghton Mifflin.
Driscoll,M., Egan, M., Nikula, J., & DiMatteo, R. W. (2007). Fostering geometric
thinking: A guide for teachers, grades 6-10. Portsmouth, NH: Heinemann.
Note : Copies of the Syllabus have been submitted to the State Universities. Principals are requested to follow the syllabus, 47
pending approval of the same by the Universities.
Driscoll,M.(1999). Fostering algebraic thinking: A guide for teachers, grades 5-10.
Portsmouth, NH: Heinemann.
Grouws, D.A. (ed) (1992). Handbook of research on mathematics teaching and
learning. New York: Macmillan Publishing.
Malone, J. and Taylor, P. (eds) (1993). Constructivist interpretations of teaching and
learning mathematics. Perth: Curtin University of Technology.
Marshall, S.P. (1995). Schemes in problem-solving. New York: Cambridge
University Press.
Moon, B. & Mayes, A.S. (eds.) (1995). Teaching and learning in secondary school.
London: Routledge.
NCERT (1998). A textbook of content-cum-methodology of teaching mathematics.
New Delhi: NCERT.
NCERT (2005). National curriculum framework 2005. New Delhi:NCERT.
NCERT (2006). Position paper: National focus group on teaching mathematics. New
Delhi:NCERT.
TESS India (2015). Key resources. The Open University U.K.(
http//creativecommons.org/licences/ and http//www.tess-india.edu.in/ )
Note : Copies of the Syllabus have been submitted to the State Universities. Principals are requested to follow the syllabus, 48
pending approval of the same by the Universities.
CPS 3 (a&b): Pedagogy of Physical Science
Year-I/2 Credit-4
Marks 100(Ext. 80+ Int.20) Contact Hours 64
Objectives
On completion of this course, the student-teacher shall
§ State the nature and importance of physical science and its relevance in
secondary school curriculum.
§ Use various methods and approaches to teaching-learning Physical
Science suitable for the secondary school classes.
§ Plan lessons in physical science for effective classroom transactions.
§ Develop and collect activities and resource materials for their use in
enhancing quality of learning of Physical Science at the secondary level.
§ Use appropriate tools and techniques for continuous and comprehensive
assessment of learning in Physical Science.
§ State the concepts in Physical Science included in the secondary school
curriculum and make pedagogical analysis of those concepts
3. Curricular Activities
• Preparation of Unit Plan; Preparation of Lesson Plans (Traditional,
Activity Approach and constructivist approach)
• Teaching- Learning Materials – Preparation, collection, procurement
and use of teaching-learning materials in Science like, Charts, Graph,
Bulletin Board, Models; ICT materials like , Filmstrips, Slides,
Transparencies, TV, Audio and Video, Computer, and Internet;
• Learning Activities – Science Laboratory Activities; Field Trip, Science
Club, Science Seminar, Science Exhibition
• Key Learning Resources in Science: Assessing progress and
performances, Monitoring and giving feedback, Local and community
resources, Using pair work, Using group work, Using questioning (both
by teacher and learners) to promote thinking, Talk for learning and
Involving all
Note : Copies of the Syllabus have been submitted to the State Universities. Principals are requested to follow the syllabus, 50
pending approval of the same by the Universities.
Content Aspects of pedagogical
treatment
• Atomic Structure: Atoms and
Molecules, Classification of elements, • Identification of concepts
• Motion, Laws of Motion, and sub-concepts,
Concepts of Work, Energy, Pressure and • Expected specific learning
their measurement, outcomes,
• Energy: Sources and forms of • Methods / approaches of
energy, Renewable and non-renewable teaching-learning,
energy • Teaching-learning materials
• Electricity and Magnetism: to be used,
Electric Circuit, Potential Difference, • Expected teacher and
Magnetic Field, Lines of Force, students activities, and
Electromagnetic induction. • Assessment strategies.
• Chemical Reactions and Equation
• Heat, Light and Sound
§ Preparation of five lesson plans on any topic of Physical Science included in the
Science textbook for the secondary schools.
§ Preparation of a unit test on any topic by developing the Blue Print and the test items
conforming to the blue print.
§ Developing five activities/experiments in Physical Science and prepare a brief
report,
§ Preparation of a model/tool/device based on any principle of Physical Science
included in the course preferably using locally available materials.
§ Designing pedagogical treatment for any topic of Physical Science and designing
learning activities
Suggested Readings
Das, R.C. (2005). Science teaching in schools. New Delhi: Sterling Publishers.
Herr, Norman & Cunningham, James (1999). Hands-on chemistry activities with
real-life applications. San Francisco, CA: Jossey-Bass.
Note : Copies of the Syllabus have been submitted to the State Universities. Principals are requested to follow the syllabus, 51
pending approval of the same by the Universities.
Herr, Norman & Cunningham, James(1994). Hands-on physics activities with real-
life applications. San Francisco, CA: Jossey-Bass.
Joseph,A. (2011). Teaching high school science : A sourcebook for the physical
sciences. Harcourt, Brace & World.
Kumar, A. (2003). Teaching of physical science. New Delhi: Anmol Publications.
Mohan, R. (2007). Innovative science teaching for physical science teachers (3rd
Edn). New Delhi: Prentice Hall.
NCERT (1982). Teaching of science in secondary schools. New Delhi: NCERT.
NCERT (2005). National curriculum framework 2005. New Delhi: NCERT.
Sharma, R.C. (1998). Modern science teaching. New Delhi: Dhanpat Rai and Sons.
TESS India (2015). Key resources. The Open University U.K.(
http//creativecommons.org/licences/ and http//www.tess-india.edu.in/ )
UNESCO (1979). Source book for science teaching. Paris: UNESCO.
Vaidya, Narendra (1992). Science teaching for 21st century. New Delhi: Deep and
Deep.
Zaidi, S.M. (2004). Modern teaching of science. New Delhi: Anmol Publications.
Note : Copies of the Syllabus have been submitted to the State Universities. Principals are requested to follow the syllabus, 52
pending approval of the same by the Universities.
CPS 3 (a&b): Pedagogy of Biological Science
Year-I/2 Credit-4
Marks 100(Ext. 80+ Int.20) Contact Hours 64
Objectives
On completion of this course, the student-teacher shall
• State the nature and importance of Biological Science and its relevance
in secondary school curriculum in context with recent curriculum
reforms in School Curriculum.
• Use various methods and approaches to teaching-learning Biological
Science suitable for the secondary school classes.
• Plan units’ lessons in Biological Science using traditional and
constructivist approaches for effective classroom transactions.
• Develop and collect activities and resource materials for their use in
enhancing quality of learning of Biological Science at the secondary
level.
• Use appropriate tools and techniques for continuous and comprehensive
assessment of learning in Biological Science.
• State the concepts in Biological Science included in the secondary
school curriculum and make pedagogical analysis of those concepts
Note : Copies of the Syllabus have been submitted to the State Universities. Principals are requested to follow the syllabus, 53
pending approval of the same by the Universities.
§ Observation – Types, importance in Bio-Science, process, recording of
observation
§ Experimentation: Experimentation under controlled conditions within
laboratory and beyond laboratory situation; Process and limitations.
§ Problem Solving: Problem identification, formulation of hypotheses,
collection of data, testing hypotheses and arriving at solution.
§ Demonstration-cum-Discussion
§ Project: Situation analysis, selection of the project, preparation of the
project proposal, implementation of the project, evaluation and
reporting.
§ Use of ICT for self-learning, collaborative learning Concept Mapping.
3. Curricular Activities
• Preparation of Unit Plan; Preparation of Lesson Plans -Traditional,
Activity Approach and constructivist approach,( ICON & 5E model).
• Teaching-Learning Materials in Science: Preparation, collection,
procurement and use of teaching-learning materials in Science like,
Charts, Graph, Bulletin Board, Models, ICT materials like Filmstrips,
Slides, Transparencies, TV, Audio and Video, Computer, and Internet;
• Learning Activities – Science laboratory activities; Observing flora and
fauna in their natural setting, Science Club, Science Seminar,
Preservation of biological specimens for learning and building
Biological Museum, Science Exhibition
• Key Learning Resources in Science: Assessing progress and
performances, Monitoring and giving feedback, Local and community
resources, Using pair work, Using group work, Using questioning (both
by teacher and learners) to promote thinking, Talk for learning and
Involving all
§ Preparation of five lesson plans on any topic of Biological Science included in the
Science textbook for the secondary schools.
§ Preparation of a unit test on any topic by developing the Blue Print and the test items
conforming to the blue print.
§ Developing five activities/experiments in Biological Science and prepare a brief
report,
§ Collection and preservation of biological specimens from the immediate
environment (at least five, selecting minimum two each from preservable plants and
animals/insects)
Note : Copies of the Syllabus have been submitted to the State Universities. Principals are requested to follow the syllabus, 55
pending approval of the same by the Universities.
Suggested Readings
Note : Copies of the Syllabus have been submitted to the State Universities. Principals are requested to follow the syllabus, 56
pending approval of the same by the Universities.
CPS 3 (a&b): Pedagogy of Social Science (Geography)
Year-I/2 Credit-4
Marks 100(Ext. 80+ Int.20) Contact Hours 64
Objectives
On completion of this course, the student-teacher shall
§ State the importance of teaching and learning of Geography at the
secondary level.
§ Use appropriate teaching methods and strategies while facilitating
learning of Geography.
§ Develop lesson plans for effective teaching and learning of Geography
§ Prepare, collect and procure resource materials including suitable
teaching aids and use them effectively in the classroom
§ Develop appropriate tools and techniques for comprehensive assessment
of learning in Geography.
§ State the concepts in Geography included in the secondary school
curriculum and make pedagogical analysis of those concepts.
4. Curricular Activities
§ Preparation of unit plans
§ Preparation of lesson plans - Traditional, Activity and Constructivist
approaches (ICON and 5E model)
§ Activities in geography – field trip, Geography club, exhibition
§ Assessment
- Evaluation devices-written, oral, assignment, project work, Portfolio
- Planning for continuous assessment of classroom learning in
Geography.
§ Remedial Teaching in Geography
Note : Copies of the Syllabus have been submitted to the State Universities. Principals are requested to follow the syllabus, 58
pending approval of the same by the Universities.
Tasks & Assignments
Each student-teacher is required to submit assignments on any two of the following:
§ Identifying the learning difficulties in any topic and prepare remedial programme
§ Preparation of no cost and low cost teaching- learning materials on any two topics.
§ Content analysis of a selected topic
§ Preparation of a blue print and test items of an achievement test in geography for any
secondary class.
Suggested Readings
Arora, K.L. (1976). The Teaching of geography. Jullandhar: Parakash Brothers,.
Broadman, David (1985). New directions in geography education. London: Fehur
Press.
Dhamija,Neelam (1993). Multimedia approaches in teaching social studies. New
Delhi: Human Publishing House,.
Graves, N.G. (1982). New source books for geography teaching. Longman
Hall, David (1976). Geography teacher. London: Unwin Education Books,.
Huckle, J. (1983). Geographical educational reflection and action. London: Oxford
University Press.
Morrey, D.C. (1972). Basic geography. London: Hien Manns Education Books.
Smith, Margaret (2002). Teaching geography in secondary schools : A reader.
London: Taylor & Francis.
UNESCO (1965). Source book for geography teaching. London: Longman.
Verma, O.P. (1984). Geography teaching. New Delhi: Sterling Publication.
Walford Rex (1981). Signposts for geography teaching. London: Longman.
Note : Copies of the Syllabus have been submitted to the State Universities. Principals are requested to follow the syllabus, 59
pending approval of the same by the Universities.
CPS 3 (a&b): Pedagogy of Social Science
(History and Political Science)
Year-I/2 Credit-4
Marks 100(Ext. 80+ Int.20) Contact Hours 64
Objectives
On completion of this course, the student-teacher shall
§ State the meaning, scope and importance of History and Political
Science
§ Specify the skills and competencies to formulate specific learning
outcomes for different History and Political Science lessons
§ Identify the different methods and skills of teaching History and Political
Science for transacting the contents effectively.
§ Explain the importance of time sense and prepare / utilize timelines for
effecting teaching of History
§ Prepare Unit Plans and Lesson Plans in History and Political science
§ Develop diagnostic achievement test, administer them and analyse the
results for providing feedback
4. Transactional Strategies
• Preparation of unit plans
• Preparation of lesson plans (Traditional and Activity approach)
• Activities in history and political science
- Visit to Historical Places
Group Discussion and Debate
Maintenance of Portfolio
§ Assessment
- Evaluation devices-written, oral, practice Assignment, project
work, Portfolio
- Planning for continuous assessment of classroom learning in
History and Political science.
- Remedial Teaching in History and Political science.
5. Pedagogical Analysis of Contents
Aspects of Pedagogical
Content
treatment
History Pedagogical analysis of the units
• Rise of the British power in India with reference to:
• The Great Indian Revolt of 1857 - Identification of
th
• Socio-religions movements in 19 concepts and sub-
Century concepts
• India’s struggle for freedom, American - Expected specific
War of Independence Learning outcomes
• French Revolution - Methods/approaches of
Note : Copies of the Syllabus have been submitted to the State Universities. Principals are requested to follow the syllabus, 61
pending approval of the same by the Universities.
• First World War and Second World teaching-learning
War - Teaching- learning
Political Science materials to be used
• Salient features of Indian Constitution - Expected teacher and
• Fundamental Rights, students activities
• Legislative Assembly and its functions - Assessment strategies
• Powers of Prime Minister (Formative)
• Governor and President
• Functions of Parliament; High Court
and Supreme Court – Structure and
Functions
• Role of National Human Rights
Commission
Suggested Readings
Burton W.H. (1972). Principles of history teaching, London: Methuen.
Carretero, Mario, & Voss, James F. (Eds.) (1994). Cognitive and instructional
processes in history and the social sciences. Hillsdale: Lawrence Erlbaum
Associate.
Chaudhary, K.P. (1975). The effective teaching of history in India. New Delhi:
NCERT.
Choudhury, K.P. (1975). The effective teaching of history in India. New Delhi :
NCERT
Drake, Frederick D. & Lynn, R. Nelson (2005). Engagement in teaching history:
Theory and practices for middle and secondary teachers. Columbus, OH:
Pearson.
Ghate, V.D. (1956). Teaching of history. Bombay: Oxford University Press.
Gunnin, Dennis (1978). The teaching of history. Goom Helm Ltd. London,
James, T. H., Arthur,J. and Hunt, M. (2001). Learning to teach history in the
secondary school: A companion to school experience. London: Routledge
Falme.
Kochhar, S.K.(1970). Teaching of political science. New Delhi: Sterling Publishers
Note : Copies of the Syllabus have been submitted to the State Universities. Principals are requested to follow the syllabus, 62
pending approval of the same by the Universities.
CPS 3 (a&b): Pedagogy of Language (Odia)
Year-I/2 Credit-4
Marks 100(Ext. 80+ Int.20) Contact Hours 64
Objectives
On completion of this course, the student-teacher shall
• Preparation of Five Lesson Plans on the topics from the prescribed text following 5E
and ICON Models (at least two plans in each model)
• Preparation of a blue print on any topic from the prescribed text and development of
test items in conformity with the blue print.
• Diagnosis of spelling problems among the learners and development of remedial
materials
• Preparation of a Rubric for developing an essay in Odia
Suggested Readings
Dhal, G.B. (1972). English uchharana siksha. Cuttack : Friends Publisher.
Dhal, G.B. (1974). Dhwani bijanana. Bhubaneswar : Odisha Rajya Pathya Pustaka
Pranayana Sanstha.
Mohanty, B. (1970). Odia bhasara utpati O 65arma bikasha. Cuttack : Friends
Publishers.
Mohanty, J., Barik, N. & Khandai, U. (1983). Odia sikshadana paddhati. Cuttack :
Nalanda.
Mohapatra, D. (1976). Odia Dhwani tattwa O sabdha sambhar. Cuttack : Grantha
Mandir.
Mohapatra, N. & Das, S. (1943). Sarbasara vykarana. Cuttack : New Student’s Store
Note : Copies of the Syllabus have been submitted to the State Universities. Principals are requested to follow the syllabus, 65
pending approval of the same by the Universities.
Nayak, B. (1974). Matrubhasa Sikshadana paddhati. Bhubaneswar : Odisha Rajya
Pathya Pustaka Pranayana Sanstha.
Padhee, B. (1972). Odia bhasara rupa tattwa. Berhampur : Pustak Mandir.
Rout, P.C. (1986). Matrubhasa sikshadana paddhati. Jajpur : Saraswati Printers
Sahoo, B. (1975). Bhasa bigyanara rupa rekha. Cuttack : Paramarthi Printers
Sarangi, N. (2001). Bruhat odia vykarana. Cuttack : Satyanarayan Book Store
Tripathy, K.B. (1977). Odia bhasa tattwa O lipira krama bikash. Bhubaneswar :
Odisha Rajya Pathya Pustaka Pranayana Sanstha.
Note : Copies of the Syllabus have been submitted to the State Universities. Principals are requested to follow the syllabus, 66
pending approval of the same by the Universities.
CPS 3 (a&b): Pedagogy of Language (English)
Year-I/2 Credit-4
Marks 100(Ext. 80+ Int.20) Contact Hours 64
Objectives
On completion of this course, the student-teacher shall
§ Analyze the issues relating to importance and place of English in school
curriculum, acquisition of skills in English, realization of aims and
objectives of learning English and language policy as conceived in NPE,
1986 and NCF – 2005
§ Use various methods, approaches and strategies for teaching-learning
English and transact various types of lesson plans covering all aspects of
English language following different approaches
§ Develop test items to assess learning in English and provide feedback as
well as prepare enrichment materials
§ Use the understanding of phonetics for facilitating students’ speaking in
English
§ Plan appropriate pedagogical treatment of the prescribed contents for
effective classroom transaction
Note : Copies of the Syllabus have been submitted to the State Universities. Principals are requested to follow the syllabus, 68
pending approval of the same by the Universities.
Content Aspects of Pedagogical treatment
§ Identification of language items
(new vocabulary, expression and
grammar components)
§ Any six topics (3 prose pieces and 3 § Identification of scope in the
poems) from the prescribed text for content to be presented for
Classes IX and X by BSE, Odisha facilitating learning of language
skills
§ Parts of Speech
§ Specification of learning
§ Time and Tense
objectives
§ Change of Voice
§ Selection of methods and
§ Direct and Indirect speech approaches / strategies
§ Sentence Pattern § Preparation of teaching-learning
§ Translation and Composition materials
(Writing letter and essay, noting, § Designing of learning activities
reporting)
§ Planning teacher and student
activities for effective interaction
§ Assessment strategies (focusing
formative)
• Preparation of 5 Lesson Plans on the topics from the prescribed text following 5E
and ICON Model (at least two plans in each model)
• Preparation of a blue print on any topic from the prescribed text and development of
test items in conformity with the blue print
• Diagnosis of learner difficulty in speaking English and preparation of the remedial
exercise
• Designing of pedagogical treatment for any topic from the prescribed text in terms of
identification of language items (new vocabulary, expression and grammar components) and
designing of learning activities
Suggested Readings
Bansal, R.K. (1971). An outline of general phonetics. Bombay : Oxford University
Press
Bansal, R.K. and Harrisson, J.B. (1972). Spoken English for India. Madras : Orient
Longman
Note : Copies of the Syllabus have been submitted to the State Universities. Principals are requested to follow the syllabus, 69
pending approval of the same by the Universities.
Baruah, T.C. (1984). The English teachers handbook. New Delhi : Sterling
Publishers
Billows, F.N. (1961). The techniques of language teaching. London : William Heffer
and Sons.
Carrol, J.B. (1972). Systems and structures of english. London: Oxford University
Press.
Das, B.K. et al. (2009). An introduction to professional english and soft skills. New
Delhi : Cambridge University Press
Dodson, C.J. (1963). The bilingual method. London : Pitman Publishing.
Frisby, A.W. (1970). Teaching english: notes and comments. London: ELBS.
Gokak, V.K. (1963). English in India: Its present and future. New Delhi: Asia
Publishing House.
Harish David, P. (1969). Testing english as second language. New Jersy : McGraw
Hill
Hornby, A.S. (1962). The teaching of structural words and sentence patterns.
London: Oxford University Press.
Jones, Daniel (1967). An outline of english phonetics. London : William Heffer and
Sons
Kohli, A.L. (1970). Techniques of teaching english. Jalandhar : Dhanpat Rai and
Sons.
Krishna Swamy, N. and Sri Raman, T. (1994). English teaching in India. Madras :
T.R. Publication.
Palmer, H.E. (1980). Grammar of spoken english. Cambridge: Heffer.
Prabhu, N.S. (1989). Second language pedagogy. New Delhi : Oxford University
Press
Sachdeva, M.S. (1973). A new approach to teaching of english in India. Ludhiana :
Prakash Brothers
Saraswati, V. (2004). English language teaching. New Delhi : Orient Longman
Sharma, A.K. (1985). Aspects of english language teaching in India. New Delhi :
Bharat Book Depot.
Sinha, S.P. (1978). English in India. New Delhi : Janaki Prakashan
TESS India (2015). Key resources. The Open University U.K.(
http//creativecommons.org/licences/ and http//www.tess-india.edu.in/ )
Note : Copies of the Syllabus have been submitted to the State Universities. Principals are requested to follow the syllabus, 70
pending approval of the same by the Universities.
C. ENGAGEMENT WITH THE FIELD
1. Tasks and Assignments (Indicated under each course)
2. Courses on Enhancing Professional Capacities (EPC)
3. School Internship (SI)
4.Community Activities (CA)
3. ICT in Education
• Concept, Need and Importance of ICT in Education.
• Multimedia approach to education: Role of video conferencing, radio
conferencing, television, EDUSAT and Internet in teaching-learning
process. Their advantages and limitations.
• Challenges and Barrier to integration of ICT in Indian schools
Classrooms
• ICT Skilled Teacher – ICT skills and qualities of ICT teacher
Suggested Readings
Gorden B. Davis (1982). Introduction to computers. New Delhi: Tata McGraw- Hill
Harold F.O’ Neli. (1981). Computer – based instruction. Academic Press.
Kraynak, Joe & Harbraken, Jow. (1997). Internet 6 – in – 1. New Delhi: Prentice
Hall of India
Karl Schwartz. (2000). Training Guide-Microsoft Windows 2000. DDC Publishing
Inc.
Note : Copies of the Syllabus have been submitted to the State Universities. Principals are requested to follow the syllabus, 72
pending approval of the same by the Universities.
Kumar, Gaurav (2014). ICT Skill development. Patiala : 21st Century Publication.
Kumar, Khushvinder and Kumar, Sunil (2004). Computer Education. Gurusar
Sadhar: GBD Publications.
Kumar, Khushvinder and Kumar, Sunil (2004). ICT Skill Development. Gurusar
Sadhar: GBD Publications.
Madnick, S.E. and Danovan, J.J. (1987). Operating Systems. New JersyMcGraw –
Hill Book Company.
Peter Norton. (1999). DOS guide. New Delhi: Prentice-Hall of India.
Rajaraman, V. (1998). Fundamentals of computers. New Delhi:Prentice-Hall of
India.
Ralph, W. Gerard. (1967). Computers and education. New Jersey: McGraw-Hill
Book Company.
Sharma, Lalit (2006). Computer Education. Ferozpur Cantt: Wintech Publications.
Sinha, P.K. (1992). Computer Fundamentals. New Delhi: BPB Publications.
Singh, Tarsem (2009). Basic Computer Education. Ludhiana: Tandon Brothers.
Singh, Tarsem (2009).ICT Skill Development. Ludhiana: Tandon Brothers.
Note : Copies of the Syllabus have been submitted to the State Universities. Principals are requested to follow the syllabus, 73
pending approval of the same by the Universities.
EPC-2: Understanding the Self
Year-2 Credit-2
Marks 50(Internal) Contact Hours 32
Objectives
On completion of this course, the student-teacher shall
• Explain that any Self is a human resource to exercise all the resources:
cognitive, affective and psychomotor.
• Realize that the Self does not have independent existence but related to
Nature, other selves and the ‘Unknown’ causing it and this great design of
the Universe.
• Perform one’s function to the possible extent as any part of the Nature is
silently doing so; thereby developing self-actualization and self-esteem.
• Realize that one is responsible as a person and as a teacher for the
integrated development of oneself and one’s pupils: Physical, cognitive,
social, emotional, aesthetic, moral, and spiritual developments.
• Realize the commonness and uniqueness prevalent in Nature and human
nature and feel equality as the reality and contribute to the furtherance of
evolution at mental level.
2. Development of Self-Actualization
• Self-awareness: Ability to see oneself objectively – both strengths &
weaknesses, living in the present moment, free of past conditioning &
Note : Copies of the Syllabus have been submitted to the State Universities. Principals are requested to follow the syllabus, 74
pending approval of the same by the Universities.
reactions, observing oneself as the first step to awareness, Self
awareness as a necessary condition for effective living , a quality only
human being possess.
• Self-motivation: Critical awareness about one’s abilities and
opportunities to develop independent thinking, critical thinking and
creative thinking, decision making and problem solving
• Self-actualization: Meaning and strategies of development
(Activity: Encouraging Nature observation, inner observation, nature walks, and
reading biog raphies of great people who contributed their might out of self-abnegation
but not with self-centeredness and sharing personal experiences)
Suggested Readings
Dalal A.S. (Ed.) (2001). A greater psychology: An Introduction to the psychological
thoughts of Sri Aurobindo. Puducherry: Sri Aurobindo Ashram Pub.
Note : Copies of the Syllabus have been submitted to the State Universities. Principals are requested to follow the syllabus, 75
pending approval of the same by the Universities.
Delors, Jaquis et al. (1996). Learning the treasure within –Twenty first century
education: Report of the UNESCO Education Commission. Paris:UNESCO .
Goel, D.R. (2006). Quality concerns in education. Vadodara: CASE, M. S.
University.
Krishnamurti J. (2000). Education and significance of life. Chennai, Krishnamurti
Foundation India.
Krishnamurti, J. (1998). On self- knowledge. Chennai, Krishnamurti Foundation
India.
UNICEF (2006): Life skills modules-Adolescence education program. New Delhi:
UNICEF House,.
Venkateshamurthy, C. G. & Govinda Rao, A.V. (2005). Life skills education training
package. Mysore: Regional Institute of Education.
Note : Copies of the Syllabus have been submitted to the State Universities. Principals are requested to follow the syllabus, 76
pending approval of the same by the Universities.
EPC-3: Fine Art
Year-I Credit-2
Marks 50(Internal) Contact Hours 32
Objectives
On completion of this course, the student-teacher shall
3. Reproduction of Art:
Reproduction of child art, tribal art, handicrafts, landscape, flowers,
vegetables, trees, birds, animals, book illustrations comprising of human figures book
covers, newspapers advertisements, invitation and greeting cards- collection of at
least six of each kind and preparation of an album with proper captions.
Drawing of pictures of vegetables, fruits, flowers, animals, birds, human
figures and houses in simple form on the black board.
4. Finished Drawing:
Outlines of flowers, birds, animals and human figures; Multicolored design
with geometrical forms and floral motif suitable for textile designs, book cover,
invitation and greeting cards; Technique of preparing designs for line block and
halftone printing.
Note : Copies of the Syllabus have been submitted to the State Universities. Principals are requested to follow the syllabus, 77
pending approval of the same by the Universities.
5. Pencil and colored layouts:
Preparation of pencil and colored layouts for book cover designs, invitation
and greeting card designs and poster designs; Practice of simple and decorative
lettering suitable for block designs and signboards; Mounting pictures and organizing
exhibitions.
Tasks and Assignments
Each student-teacher is required to submit assignment on any one of the following:
• Collection of any three forms of folk art and preparation of a detailed report.
• Preparation of a report on specimens of visual art available in the neighbourhood.
• Preparation of an album of greeting cards of children’s concern with appropriate caption.
Note : Copies of the Syllabus have been submitted to the State Universities. Principals are requested to follow the syllabus, 78
pending approval of the same by the Universities.
EPC-3: Performing Art (Drama)
Year-I Credit-2
Marks 50(Internal) Contact Hours 32
Objectives
On completion of this course, the student-teacher shall
1. Introduction to Drama
• Meaning and relevance of drama to life today
• Elements of Drama: Literary elements, Technical elements, Performance
elements; Character, Plot, Theme, Dialogue, Convention, Genre, Audience.
• Forms and Styles of Theatre - Comedy and Tragedy; Solo performance,
Mime, Melodrama, Musical theatre, Realism, Symbolism, Ballet and
Dance, Street theatre, Folk theatre, etc
Activity: Acting exercises for body and movement.
Activity: Acting exercises for voice and speech
Activity: Viewing films or videos to identify and discuss dramatic
styles
Activity: Creating a performance of a story based on student’s own
experiences
Note : Copies of the Syllabus have been submitted to the State Universities. Principals are requested to follow the syllabus, 79
pending approval of the same by the Universities.
• Street Play as social education
• Role of Street Drama as teaching-learning tool
3. Drama production:
• Play production : Choosing a play: considering language, style, characters,
Casting a play; Designing a play: sets, costumes, lighting, sound design,
• Rehearsals and Staging a play
• Use of dramatics in curriculum transaction
Note : Copies of the Syllabus have been submitted to the State Universities. Principals are requested to follow the syllabus, 80
pending approval of the same by the Universities.
EPC-3: Performing Art (Indian Music)
Year-I Credit-2
Marks 50(Internal) Contact Hours 32
Objectives
• Prescribed Ragas:
Bhupali, Kaphi, ,Khamaj, Desh, Aroha, Abroha, Pakad and one ChhotaKhayal,
Bandeeje in each Raga and Alap, Boltan and Tan in any two Ragas.
• Bhajan and Patriotic Song :
Bhajan and Patriotic Song based on any Raga with Hindustani style of singing.
• Talas:
Tritala, Jhamptal, Ektal, Rupak, Dadara and Kaharba. Knowledge of Thekas of
the prescribed Talas.
Note : Copies of the Syllabus have been submitted to the State Universities. Principals are requested to follow the syllabus, 81
pending approval of the same by the Universities.
Tasks and Assignments
Each student-teacher is required to submit assignment on any one of the following:
• Preparation of a write-up on any five Ragas in terms of their evolution, features and
variations
• Preparation of a write-up on Odia Bhajan based on any three Ragas with Hindutani style of
singing
• Documentation of the efforts of the student-teachers in grooming the musical talents of the
children
Note : Copies of the Syllabus have been submitted to the State Universities. Principals are requested to follow the syllabus, 82
pending approval of the same by the Universities.
EPC 4: Physical Education and Yoga
Year-I Credit-2
Marks 50(Internal) Contact Hours 32
Objectives
On completion of the course, the student-teacher shall
• Understand the importance of Physical Education in Human life
• List the different programmes of Physical Education
• Practice Yoga for peaceful and harmonious living
• Enumerate the relationship between Yoga and goals of life
Note : Copies of the Syllabus have been submitted to the State Universities. Principals are requested to follow the syllabus, 83
pending approval of the same by the Universities.
Tasks and Assignments
Each student-teacher is required to submit assignment on any one of the following
• Preparation of a report on different Physical Education programme s organized in school.
• Preparing a report on different Yogic practices
• Developing a set of recreation activities for secondary school students
Note : Copies of the Syllabus have been submitted to the State Universities. Principals are requested to follow the syllabus, 84
pending approval of the same by the Universities.
3. School Internship
Objectives
Duration
• Eight (08) weeks in first year
• Twelve (12) weeks in the 2nd / final year
Levels
• Upper Primary Level (Classes VI – VIII)
• Secondary Level (Classes IX – X) or Higher Secondary Level (Classes XI –
XII)
Organization
a. Pre-internship Activities
Note : Copies of the Syllabus have been submitted to the State Universities. Principals are requested to follow the syllabus, 85
pending approval of the same by the Universities.
• Sharing meeting with the teachers and Headmasters of the cooperating
schools in the institution and working out the programme details for the
internship
• Demonstration lessons by the faculty members followed by post-
demonstration discussion
• Criticism lessons by the student-teachers(one lesson by each student-
teacher in any one of the methods opted) under the supervisory support of
the method teachers, attended by all student-teachers of the method
concerned
• Placement of student-teachers in cooperating schools for internship
activities.
b. During Internship Activities
c. Post-Internship Activities
Attendance
• The minimum attendance of student-teachers for school internship
programme shall be 90%
(N.B.: The first two activities shall be undertaken in the First Year and the
remaining two activities shall be undertaken in the Second Year. However, the
marks awarded to the student-teacher in all the four community activities shall
be included in the aggregate marks of Second Year Examination.)
Note : Copies of the Syllabus have been submitted to the State Universities. Principals are requested to follow the syllabus, 88
pending approval of the same by the Universities.
D. OPTIONAL COURSES FOR SKILL DEVELOPMENT
(OCSD)
(A student-teacher has to select any one of the following courses.
The performance shall be assessed internally and shall be awarded grades)
Objectives
On completion of course, the student-teachers shall
• Develop economic values through fruit and vegetable preservation
• Gain knowledge about fruit preservation industry
• Gain knowledge about different type of preservatives for different type of
preservation
• Have appropriate use of fruits and vegetables by avoiding wastage and
spoilage
Note : Copies of the Syllabus have been submitted to the State Universities. Principals are requested to follow the syllabus, 89
pending approval of the same by the Universities.
• Effects of processing on the food value of preserved fruits and vegetables
and possible industrial applications
3. Principles and Methods of Preservation
• Various types of tin and glass containers and packing materials, general
principles of preservation-selecting, grading, washing, bunching, peeling
and pitting of fruits and vegetables-pasteurization and sterilization.
• Methods of preservation: Heating, drying, salting freezing, use of oil and
vinegars, use of sugar, use of chemicals by fermentation and by the
production of vinegar.
Practical (To be conducted along with the theoretical discussions of the
above subject units)
i. Acquaintance with learning and the operation of various equipments
improvising cheap equipments for purpose of processing.
ii. Selecting, grading, washing, peeling and pitting of fruits for processing
and preservation.
iii. Preparation of sugar syrups and brine testing syrups strength.
iv. Bottling of fruits, Preparation and preservation of fruit juices, squashes
cordials and syrups of locally available fruits.
v. Canning - canning of fruits in syrups, vegetables in brine and curried
vegetables.
vi. Preparation of jams, jellies, marmalades and cordials.
vii. Preparation of oil and vinegar pickles, chutneys, ketchups and sources.
viii. Preparation of fruit vinegars.
ix. Drying and dehydration-sun drying and dehydration by the home made
drier.
Note : Copies of the Syllabus have been submitted to the State Universities. Principals are requested to follow the syllabus, 90
pending approval of the same by the Universities.
OCSD-2: Spinning and Weaving
Year-I Credit-2
Marks 50(Internal) Contact Hours 32
Objectives
On completion of course, the student-teachers shall :
• Develop a sense of appreciation towards Khadi
• Know the processing of cotton for Khadi
• Master the skill of spinning and weaving
• Develop proficiency in spinning yarn of counts (10-25)
• Organize exhibitions of different spinning and weaving materials
1. Khadi
Preparation of Khadi and weave Khadi
2. Picking and Processing of cotton
Knowledge and practice in picking cotton and its processing: - such as
learning, spinning, processing, carding and silver making.
3. Spinning yarn of counts
Proficiency in spinning yarn of counts.
4. Twisting preparing ‘Toni’
Practice in twisting preparing ‘Toni’ realign simple designing and all the
processes of weaving on handloom.
5. Estimating yarn and price
Ability to estimate the weight of yarn, count of yarn, strength of yarn and
finished product of yarn.Ability to estimate the price of a ‘Than’ prepared.
Practicals as appropriate to the topics detailed above shall be conducted
simultaneously along with the discussion of the theoretical aspects.
Note : Copies of the Syllabus have been submitted to the State Universities. Principals are requested to follow the syllabus, 91
pending approval of the same by the Universities.
OCSD-3: Tailoring
Year-I Credit-2
Marks 50(Internal) Contact Hours 32
Objectives
On completion of course, the student-teachers:
• Know different parts of the sewing machine and its maintenance
• Develop skills in stitching, mending and cutting the garments
• Develop aesthetic and creative abilities through tailoring
• Design different garments
• Organize exhibition in various type of designed garments
There will be no separate theoretical instruction. Such theory as is needed for
practical work may be given during practical work.
Note : Copies of the Syllabus have been submitted to the State Universities. Principals are requested to follow the syllabus, 92
pending approval of the same by the Universities.
OCSD-4 : Woodwork
Year-I Credit-2
Marks 50(Internal) Contact Hours 32
Objectives:
On completion of course, the student-teachers shall :
1. Concept of woodwork
Need, importance and scope of woodwork.
2. Workshop Activities
Workshop discipline, safety, precaution, safe handling of tools, first aid;
definition of push and pull saw, fret saw and saw sharpening.
3. Tools for Woodwork
Types of timber and its structure, selection of the size of wood to be planed
first, face side marks: setting of marking gauges. Martice gauge and testing
with try square. Different types of chisels, mallets and hammers. Hardware
uses in the wood section
4. Timber and its protection
Timbers- their sources and uses, structure of trunk properties, Insects and
wood protection. Natural and artificial seasoning, commercial firm of timber,
plywood, particle boards, glues.
5. Quantifying timber and wood finishes
Calculation of measures of timber, Preparing, cutting . Wood finishing: Polish,
varnish and paints.
In course of discussion of the above theoretical aspects and related practical
work, the following articles ( at least three by each student-teacher) need to be
prepared as a part of practical work:
Hangers, wall-brackets, book-shelves, tools, bench, desk, chair, black-board,
pointer,duster, stationery rack, round table, pet table. Wood turning work such
as cups, plates, roller, table lamp and other ornamental designs.
Note : Copies of the Syllabus have been submitted to the State Universities. Principals are requested to follow the syllabus, 93
pending approval of the same by the Universities.
ASSESSMENT CRITERIA FOR THE COURSE
The performance of the student-teachers in the courses under the Groups A and B shall be
assessed both internally and externally as detailed below:
Group A and B :
Group C:
Group D :
§ The performance of each student-teacher in the courses under OCSD shall be internally
assessed separately by the faculty member (s) concerned out of 50 marks.
Note : Copies of the Syllabus have been submitted to the State Universities. Principals are requested to follow the syllabus, 94
pending approval of the same by the Universities.
EXAMINATION AND CERTIFICATION
1. The respective Universities shall conduct two year-end examinations for B.Ed. (Secondary)
Course. The time of examination shall be decided by the Examination Committee of the
Universities concerned.
2. The examination shall be conducted by means of Written Test (for Theory Papers) and test
of Practicals (for Practical Papers) and shall be in accordance with such instructions as may
be decided and issued by the Universities concerned.
3. The examinations shall be open to the candidates who have been duly selected as per the
Government approved admission guidelines and admitted in different Teacher Education
Institutions of the state.
4. The candidates who have prosecuted the course by attending both theory and practical
classes, thereby securing not less than 80% attendance in each theory paper (70% on
production of Medical Certificate), and 90% in School Internship programme and have
successfully completed the required number of practical assignments (Tasks and
Assignments, Practice Teaching etc.) duly assessed internally and fulfilling all other
required conditions are to be declared eligible for each year-end examination by the Head
of the Teacher Education Institutions concerned.
5. The candidates who are sent up for admission to the examination by satisfying all the
conditions as laid down in the Sl. No. 4 supra but could not appear or having appeared have
failed at the examination, shall be allowed to appear as ex-regular candidates for three
consecutive chances maximum.
6. The medium of instruction and examination in all the theory papers except the Pedagogy of
Language in Odia under CPS 10 shall be English.
7. Minimum percentage of pass mark in each theory course shall be 40 and in each practical
course 50. In aggregate, a candidate has to secure 45% marks in order to be declared pass,
subject to condition that he / she must have passed in each individual theory and practical
course.
8. Each candidate has to secure minimum pass marks (40%) in each Task and Assignment
under theory courses (PE, CPS and EPC). If a candidate fails to secure the minimum pass
mark in each Task and Assignment he / she cannot be eligible to fill up the form to sit in the
year-end examinations.
9. The performance of each candidate in courses on EPC and OCSD shall internally be
assessed continuously on periodical basis (CCA) and the marks secured by him/her in
different events of assessment shall be combined and be converted to a score out of 50 and
the same shall be added to his / her aggregate marks. The minimum pass mark shall be 40%
in each individual course above .
10. At the final qualifying examination, award of Division shall be considered out of 1600
marks. In award of division, marks obtained by a candidate, both in theory and practical
papers shall be taken into consideration. Division shall be awarded as per the following :
11. A candidate failing to secure 40 percent in any theory course(s) and 50 percent marks in any
practical course (s) in the year end examination(s) shall be allowed to appear at examination
Note : Copies of the Syllabus have been submitted to the State Universities. Principals are requested to follow the syllabus, 95
pending approval of the same by the Universities.
in that course(s) as back paper(s) and be given maximum three consecutive chances to pass
in the concerned course(s), \The internal marks secured by the candidate in that course(s)
shall be retained as such..
12. If a candidate discontinues the course in the middle at any stage without completing the
study of the full course and fulfilling the stipulated requirements thereof, he/she shall not be
allowed to appear at the final university examination(s). In such circumstances, he/she may
apply afresh for his/her selection and admission to the course, if he/she desires.
All other conditions for conduct of examination and declaration of result shall be
determined by the concerned University as per their regulations and statute.
Note : Copies of the Syllabus have been submitted to the State Universities. Principals are requested to follow the syllabus, 96
pending approval of the same by the Universities.