JBT Revised Curriculum
JBT Revised Curriculum
JBT Revised Curriculum
1. Basic Principles for Formulation of Curriculum for JBT Ist Year ( H P ) For reformulation of the JBT two year training course the basic principles, issues, trends and perspectives have been derived from the following: 1. National Curriculum Framework (NCF) 2005, NCERT. & RTE 09 2. Position Papers of National Focus Groups, 2005, NCF 3. Constitution of India. 4. Constitutional amendment to make elementary education as a fundamental right 5. Draft Teacher Education Curriculum Frameworks prepared by NCERT, 2006 in collaboration with NCTE.
Course No.
CourseName
1 4 periods Education in India with special ref. to HP Education Planning and management UnderstandingthePsychology oflearnerswithspecial referenceto611yearage group Pedagogyacrossthe curriculum&ET Understandingclassroom processesinHindi Understandingclassroom processesinEnglish Understandingclassroom processesinMaths Understandingclassroom processesinScience Understandingclassroom processesinSocialscience Physicaleducation,Sports& yoga FineartandMusic 70
2 3
4 periods 4 periods
70 70
15 15
15 15
100 100
4 5 6 7 8 9 10
4 periods 4 periods 4 periods 4 periods 4 periods 4 periods 4 periods(3+1 ) 4 periods( 2+2) Total Marks
70 70 70 70 70 70
15 15 15 15 15 15
12
11
Work Experience (Practical Subject) two periods Library and house activities - two periods Total Weekly Periods 48 (8 periods daily )
Internal Marks
50
(250 Marks )
Experiences related to maintenance to school record (Admission withdrawal , CCE, fund register , visitor book , stock register , procurement procedure ) Experience of SMC meeting ., Morning Assembly, Physical & Sports activities. Experience related to starting and closing hours of school .,Mid Day Meal preparation and record keeping procedure .
Observation of all interventions of SSA in school., Discussion with students and teachers regarding school related issues .
Note : 200 Marks for practice teaching(40 for each subject )( External ) + 50 Marks for other experiences
in school (Internal ) .
Development First Year of Education in India with special reference to HP Unit -1 Philosophical understanding of Education 15 Marks Concept of Education : Meaning , nature , need and function of Education . Aims of education in global perspective Forms and agencies of education : Informal family , community, state, Formal: School Non formal Philosophies of Education :((meaning ,aims of edu ,teaching methods ,curriculum, role of teacher ) -Naturalism -Idealism -Pragmatism -Schooling and Education as visualized by thinkers Western-- Rosseau, Dewey, Montessori, Indian -- Gandhi, Tagore,, Gijubhai, Aurobindo
Education society, curriculum and learners Indian society Unit 1: Philosophical Understanding of Education Exploring, and inquiring into the nature and need of education in human societies Relationship between schooling and education, and exploring various educative processes in human societies Schooling and Education as visualized by different western and Indian thinkers: Rousseau, Dewey, Montessori, Gandhi, Tagore, Krishnamurthi, Gijubhai, Aurobindo Understanding the basic assumptions about human nature, society, learning, and aims of education Unit 2: Education, Politics and Society Prominent characteristics of education in India during colonial rule India.s Contemporary Education: continuities with and shifts from Already in existing Syllabus
Education , politics and Society Indian Social system its structure , stratification ,mobility economic, political, and social dimensions Social Change ; Role of Education in promoting social Meaning and factors of social change.
colonial legacy Role of education in reproducing dominance and challenging marginalization with reference to class, caste, gender and religion Political nature of education Teacher and society: A critical appraisal of teachers status
Unit -3 15 Marks
Education for peace, human rights Child Rights Peace Education Concept: Meaning , objectives aims and importance of peace education . Causes of unrest & readies. Transactional modalities: story telling , conflict resolution, role playing . Nationalism and national integration, Role of education in national integration Education for international understanding. Human rights Concept: Meaning , characteristics of human rights . Need, importance and objectives of human rights. Child Rights Already ln existing Syllabus
Unit-4 15 Marks
Knowledge and curriculum 1 Knowledge construction, Attaining knowledge through activities& experience.(Five ways indigenous Knowledge could help enhance the curriculum 1 learning attitudes and values for a sustainable future. 2 learning through culture 3 learning across generations 4 starting locally: from Known to unknown 5 Learning outside the classroom) 2 Constructivist approach of Knowledge construction. (Introduction to Constructivist approach, Constructivist view of learning , Curriculum transaction in Constructivist Paradigm, Constructivist Curriculum, Constructivist Teaching, Role of teacher, Students Role ,
Unit 4: Knowledge and Curriculum Child.s construction of knowledge: attaining knowledge through activity and experience Body of knowledge. and childrens construction of knowledge Concepts of Belief, Information, Knowledge and Understanding Bodies of knowledge: different kinds of knowledge and their validation processes Processes and criteria for
1. Constructivist approaches to teaching and learning (NCERT ) 2. Educational technology , management and Evulation -Rashmi Jain 3. Internet 4. NCF 2005
NCF 05
curriculum selection and construction 3 Data, Information, Knowledge and & Concept of Knowledge and power: Belief. representation, inclusion and exclusion of knowledge of 4 Knowledge and understanding,( Basic capabilities of different social groups in children, Knowledge in practice, Forms of understanding curriculum and textbooks , Recreating Knowledge , Childrens Knowledge & Local knowledge, School knowledge & curriculum ) Class management & org and Evaluation ) 5.Curriculum&Knowledge concept of curriculum,Charactersticts,Objectives,Management,Plan ning,construction & Designing of curriculum. Factors affecting curriculum Planning, Principles of curriculum Design, Role of teacher in curriculum implementation and Curriculum Evaluation.
Unit -5 10 Marks Unit 5 Development of Education in H P 1 HP Development Report Planning Commission 2 Encyclopedia of Indian Education 1 State Quality Plan 2 A Report by NCERT 2 NCERT Zaidi
Chapter-1 Education in H P Introduction to state HP, Literacy Changes in State after independence School education {Accessibility to schools, enrolment, retention , quality Education} Primary Education in HPEnrolment, Teachers, PTR, Schemes & achievements Secondary Education in HP- Enrolment, Teacher, incentive, Teacher education. Chapter-2- Education Indicators in HP Meaning of Indicators in Education (i). General Indicators (GER, NER out of school children, retention, Dropout) (ii). Development of Education (Enrolment, Community participation, Civil work, EGS/NRBC,KGBV) (iii) Quality Indicators Student Achievements, Teacher requirement
-A PROBE REPORT
transitionrate, teacher Training, Classroom Transations, Evalution system Assersment of teacher performance, CAL, Lib, Sclab, MIS. (iv).Financial Indicators a) State- National Share b) Relative Shore of education in Govt. expenditure %. c)Relative share of Education in five years annual plans outlays etc. Chapter-3- Public Report on Basic Education (PROBE REPORT) Introduction, why PROBE , The core of universal Elementary Education, Literacy, Schooling & Education. The Schooling Revolution in HP) Chapter-4 Himachal Pradesh Compulsory Primary Education Act 1997 & Rules 2000. Chapter-5 Chapter-6 Education. Anti-ragging Act in HP HP Regulating commission Act for
Internet
Sessional Work: The students may undertake any one of the following activities: Readings of original texts of Rabindra nath Tagore/M.K. Gandhi/Sri Aurobindo/John Dewey/ etc. and presentation on linkage of various theoretical concepts with pedagogy and practices followed by group discussion. Assignments based on self-study on identified themes such as policy perspectives and status of education of socio-economically disadvantaged children of India/of a particular State, vision of school education in India, process of socialization of the child, critical analysis of the ways in which schooling, teaching-learning and curriculum contribute to social inequality, young children and social policy etc and presentation in a seminar. Visit to a rural/tribal school, observation of activities and preparation of a reflective diary and interaction in a group.