FACULTY OF EDUCATION

SYLLABUS

FOR


BACHELOR OF EDUCATION
(B.ED)


EXAMINATION: 2012


___________________________________________________________________________________________________________________________

GURU NANAK DEV UNIVERSITY
AMRITSAR
___________________________________________________________________________________________________________________________

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Bachelor of Education


ORDINANCES
Applicability of Regulations for the time being in force:
Notwithstanding the integrated nature of a course spread over one academic year, the regulations in force at the time a student joins
the course shall hold good only for the examinations held during or at the end of the academic year. Nothing in these regulations shall be deemed
to debar the University from amending the regulations subsequently and the amended regulations, if any, shall apply to all students whether old or
new.
1. Duration of Course and Schedule of Examination:
a. The duration of the course of the degree of Bachelor of Education (B.Ed.) shall be one year.
b. The annual examination shall be held once in a year ordinarily in the month of April at such place/s
and on such date/s as may be fixed by the Vice-Chancellor.
c. A supplementary examination shall be held ordinarily in the month of September on such date/s and
place/s as may be fixed by the Vice- Chancellor.
d. The schedule of date/s fixed for various examinations shall be notified by the Registrar to the
Principals of all the affiliated colleges as well as by publication in at least one daily newspaper in
English, Punjabi, Hindi or Urdu Language.
2. Eligibility:
a. The B.Ed. examination shall be open to only those graduates or post-graduates of Guru Nanak Dev
University, Amritsar or any other recognized University who had been admitted to B.Ed. course
strictly on the basis of their relative merit in Pre-B.Ed. Entrance Test conducted by Guru Nanak Dev
University, Amritsar or any other University, on behalf of the Punjab Government or any other
mechanism for admission devised by the affiliating university or Punjab Government whatever the
case may be.
b. The minimum qualifying percentage score for B.Ed. admission shall be 50% at first or second degree
level for general and reserved categories (other than schedule castes/schedule tribes/backward
classes). For Schedule Castes/Schedule Tribes/Backward Classes/Categories the minimum qualifying
percentage score for B.Ed. admission shall be 45% at first or second degree level.
c. A person who possesses the qualifications laid down in Ordinances 5 and 6 has been on the rolls of a
college affiliated for B.Ed. degree course during the academic year preceding the examination shall be
eligible to appear in the examination on the production of the following certificates signed by the
Principal of the college attended by him/her:
i. of good character
ii. of having undergone the course of training for the degree of Bachelor of Education for one
academic year at a college affiliated for this examination
iii. of having secured at least 40% marks in house examination (theory and sessional work
separately) in all the subjects/ parts and their components as mentioned in the B.Ed. syllabus
iv. of having attended not less than 75% of the lectures delivered in each subject in which he/she
is to be examined, provided that the Principal of a College shall have the authority to condone
shortage up to 5% lectures in a subject but no student whose shortage in lectures exceeds 5%
in a subject shall be permitted to appear in the examination
v. a student who is unable to appear in the examination owing to shortage in the prescribed
course of lectures in the subject/s may be allowed to appear in the following examinations, if
he/she makes up the deficiency in the subject/s concerned by attending the lectures at the
concerned college and / or qualifies by securing requisite percentage of marks in a special
house examination
d. If a student having completed the prescribed course does not appear in the examination, or having
appeared in the examination, has failed may be allowed to re-appear in the examination privately as a
Late College student in two consecutive years without attending a fresh course of instruction.
e. Every candidate shall submit his/her admission form to the Registrar through the Principal of the
College he/she has most recently attended.
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Bachelor of Education


3. Fees:
According to the schedule, every candidate shall pay such fees to the University as the Syndicate may
prescribe from time to time.

DATE/S FOR SENDING ADMISSION FORMS:
Without Late Fee With Late Fee
100/-
With Late Fee
200/-
With Late Fee
500/-
With Late Fee
1000/-
December 01 December 15 January 15 January 31 February 15
4. Scheme of Study:

Contact hrs Sessional Terminal Total
Area A – Foundation of Education
A
1
Education and Development 4 20 80 100
A
2
Contemporary Issues and Concerns in Secondary
Education
4 20 80 100
Area B – Pedagogical Knowledge

B
1
Understanding the Learner and Learning Process 4 20 80 100
B
2
Learning Resources & Assessment of Learning 4 20 80 100
B
3
(a) School Management 2 10 40 50
(b) Optional (Any one of the following) 2 10 40 50
(i) Curriculum Development
(ii) Distance & Open Learning
(iii) Environmental Education
(iv) Health Education
(v) Measurement & Evaluation
(vi) Population Education
(vii) Value Education
(viii) Inclusive Education
(ix) Guidance and Counseling
Area C – Pedagogical Content Knowledge
C
1
School subject-I 4 20 80 100
C
2
School subject-II 4 20 80 100
Area D – School Based Experiences

D
1
Internship in Methodology-I 4 40 60 100
D
2
Internship in Methodology-II 4 40 60 100
Area E – Add on Courses

E
1
ICT Integration in Pedagogy 2 25 - 25
E
2
Language Proficiency (Communication Skills) 2 25 - 25
E
3
Art in Education 2 25 - 25
E
4
Physical Education 2 25 - 25
TOTAL 44 320 680 1000

Grand Total Area: A = 200 + Area B = 300 + Area C = 200 + D = 200 + E = 100 = 1000
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Bachelor of Education


Area–A: Foundation of Education:
There will be 80% terminal & 20% sessional work marks in A
1
and A
2
. The candidates shall have to secure
40% marks in each subject in terminal and sessional work separately. Marks in sessional work shall be counted
towards division or merit. The break up of sessional work marks is given at the end of the syllabus of the
concerned subject.
Area–B: Pedagogical Knowledge:
a) There will be 80% terminal and 20% sessional work marks inB
1
and B
2.
The candidates shall have to
secure 40% marks in each subject in terminal and sessional work separately. Marks in sessional work
shall be counted towards division or merit. The break up of sessional work marks is given at the end
of the syllabus of the concerned subject.
b) There will be 80% terminal and 20% sessional work marks in the area B
3
. B
3
has two parts. Part A is
compulsory and carries 50 marks (40 marks for terminal and 10 marks for sessional work). Part B has
7 options out of which the students will opt for only one. Each option carries 50 marks (40 marks for
terminal and 10 marks for sessional work).
Area–C : Pedagogical Content Knowledge
There will be 80% terminal and 20% sessional work marks in area C
1
, (School Subject I) and C
2
(School
Subject II)
Note: Admission to the B.Ed. course is subject based. At the time of admission, each candidate shall opt for
two teaching subjects. A candidate can opt for only those teaching subjects, which he/she has studied at least
for two years as major subject at graduation /post graduation level and at least for one year in case of minor
subject. In case of honors courses, the subject of the honors courses will be treated as major subject on the
basis of his/her eligibility and minor should have been studied at least for one year.
A candidate can take up any two of the following methodologies:
Option Teaching Methodologies Paper VI & VII Marks
External Internal Total
1. Option i (a) Methodology of Teaching of Punjabi 80 20 100
2. Option i (b) Methodology of Teaching of Hindi 80 20 100
3. Option i (c) Methodology of Teaching of English 80 20 100
4. Option i (d) Methodology of Teaching of Sanskrit 80 20 100
5. Option ii (a) Methodology of Teaching of Social Studies 80 20 100
6. Option ii (b) Methodology of Teaching of History 80 20 100
7. Option ii (c) Methodology of Teaching of Geography 80 20 100
8. Option ii (d) Methodology of Teaching of Political Science 80 20 100
9. Option ii (e) Methodology of Teaching of Economics 80 20 100
10. Option iii Methodology of Teaching of Commerce 80 20 100
11. Option iv Methodology of Teaching of Mathematics 80 20 100
12. Option v Methodology of Teaching of Computer Education 80 20 100
13. Option vi (a) Methodology of Teaching of Science 80 20 100
14. Option vi (b) Methodology of Teaching of Physical Sciences 80 20 100
15. Option vi (c) Methodology of Teaching of Life Sciences 80 20 100
16. Option vi (d) Methodology of Teaching of Home Science 80 20 100
17. Option vii Methodology of Teaching of Physical Education 80 20 100
18. Option viii Methodology of Teaching of Music 80 20 100
19. Option ix Methodology of Teaching of Fine Art 80 20 100
20. Option x Methodology of Teaching of Agriculture 80 20 100

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Bachelor of Education


Area–D: School Based Experiences:
Area D consists of practical work in two school subjects (D
1
- Internship in methodology I and D
2 -
Internship
in methodology II). Each paper will carry 40% as sessional work and 60% as terminal examination award. The
sessional work will be evaluated at institution level by the method master or the panel nominated by the
principal. The distribution of 40 marks of sessional work will be as under:

(a) Performance in two discussion lesson (5+5) = 10 Marks
(b) Performance during the teaching practice = 10 Marks
(c) Practical lesson note-book = 10 Marks
(d) Audio Visual aids/innovations/ Models/
Resources used during the teaching programme = 10 Marks
= 40 Marks
The terminal examination in D
1
(Internship in methodology I) and D
2
(Internship in methodology II) will
carry 60 marks each. Evaluation will be done by a panel of two subject teachers co-ordinated by approved/
regular Principal of any college of education affiliated to GNDU, Amritsar and appointed by the Dean,
Faculty of Education. Internal examiners can award upto 65% marks to candidate at their own level.
However if they feel the candidate deserves higher marks, the work must be evaluated by the panel of
examiners headed by the co-ordinator. The candidate shall have to secure 40% marks in terminal as well as
in sessional work separately. Marks of both sessional work and terminal examination shall be counted
towards division or merit. The candidate shall have to secure 40% marks in each subject in terminal and
sesional work separately for passing the examination.
The final award of D
1
and D
2
will be sent to the university by concerned co-ordinator with the counter
signature of the college Principal.
Area–E Add on Courses
Area E consists of Add on Courses: E
1
(ICT integration in Pedagogy) E
2
(Language Proficiency
(Communication Skills)) E
3
(Art in Education) and E
4
(Physical Education). Each add on course will
carry 25 marks and will be evaluated at institutional level by the internal examiner appointed and co-
ordinated by the principal of the concerned college. There will be no external examination for the Area E
courses. The candidate shall have to secure 40 % marks in each Add on course separately as minimum
qualifying marks. The final award of Area E will be sent to the university by the concerned internal
examiner with the counter signature of the concerned Principal.

Note: I. A candidate who becomes ineligible in Area A, Area B, Area C for want of minimum attendance
stands ineligible for Area D and /or in Area E also and vice versa.
II. Provided that a candidate who fails in and / or one or more papers of Area A, Area B, Area C
and / or Area D, Area E shall be given grace marks according to ordinances relating to award of
grace marks.
5. Medium of Examination: The medium of examination shall be English, Punjabi, and Hindi.

6. The Payment to the Co-ordinator and External Examiners
The remuneration will be paid @ Rs. 10.00 per lesson to the Coordinator for Skill-in-Teaching Practical
Examination. The payment will be made by the Principal of the concerned college and will be
reimbursed by the university.
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Bachelor of Education


7.(A) (i) If a candidate fails in the sessional work of Area A (Foundation of Education),Area B
(Pedagogical Knowledge), Area C (Pedagogical Content Knowledge), Area D(School Based Experiences)
and Area E (Add on Courses),he/she shall not be allowed to appear in the examination of that particular
part. He/she can appear in the remaining part/s in the examination but his/her result of annual examination
will not be declared. He/she shall have to rejoin the college in the succeeding session for a minimum
period of one month in order to qualify for the sessional work of that particular part/s. The Principal shall
be empowered to extend this period but the extension must expire one week before the commencement of
the next annual examination. If he/she passes in the sessional work, his/her result of annual examination
will be declared and if he/she fails to qualify in the sessional work then his/her candidature for the
previous examination will stand cancelled and result will be filed. The marks awarded to a candidate in the
sessional work will be carried forward at his/her option when he/she is permitted to re-appear in a part/s in
subsequent examination. The marks obtained by a candidate in sessional work shall be valid even if he/she
remains absent in the terminal examination.
(ii) Sessional work in each paper will be based on two house tests and the prescribed sessional
practical work.
(iii) The Principal will be the overall incharge of sessional work and will have the authority to
modify if and where necessary.
(iv) Students of B.Ed. Class falling short of required lectures/lessons in teaching
practice/practicals may be allowed to take the following supplementary examination of April
Examination after making the deficiency by rejoining their respective colleges.
(B) (i) The College should intimate the names of such students to the University as are failing in the
sessional work of area A or Area B or Area C or Area D or Area E at least fifteen days before
the commencement of the theory examination and a week before in the case of school based
experiences.
(ii) The sessional work in Area A, Area B, Area C, Area D and Area E should be sent to the
University before commencement of Annual Theory Examination. Award of sessional work
in Area C should reach University immediately after the completion of school based
experiences. The college should intimate to the University the names of such students as are
failing in the sessional work of any part/s or falling short of lectures in any paper/s. This
intimation must reach the University at least fifteen days before the commencement of the
theory examination and a week before in the case of school based experiences in each subject
of methodology.
(iii) The University may appoint an inspector to inspect the records etc, of the internal assessment
/ sessional work maintained in the various colleges for ensuring uniformity of standards.
(iv) During the inspections concerned records of sessional work, practical work, activities etc.
should be available in the institution at least for six months. The same should be submitted to
the members of inspection team as and when asked for.
8. Practical Examination in Area D will be held after the Theory Paper Examinations.
9. If a candidate fails to pass the B.Ed. Examination or remains absent or is placed under re-appear in
Area A, Area B, Area C, Area D and Area E he/she shall be given the next four consecutive chances
to pass the examination failing which he/she will have to rejoin the college afresh. Such a candidate
shall pay a fee as fixed by university on each occasion.
a) The result of a candidate, who remains absent or fails to secure 40% marks in sessional work
in each area, will not be declared till he/she makes up the deficiency in the next session by
joining the college for a period depending upon the discretion of the Principal. If a candidate
does not join the college or fails to qualify the sessional work in the next session his/her
pending result of the annual examination will be cancelled.
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Bachelor of Education


b) If he/she fails in one or two papers Area A, Area B, Area C, Area D and Area E he/she may
be permitted to appear in such paper/s in the next three subsequent examinations, Such
candidate shall pay a fee fixed by the University from time to time on each occasion. If he/she
passes in all such paper/s in any of these examinations, he/she shall be deemed to have passed
the examination.
10. School Based Experiences
The school based experiences of 6 weeks duration will be split up in two spells for regular students.
First, two weeks teaching practice in the month of October/November and second, four weeks in the
month of April/May. All lessons are to be supervised by the concerned Method Masters. Comments
will be entered in the note books & feedback will be given to the students.
A candidate who does not complete 2+2=4 composite discussion lessons and sixty lessons, (25+5) i.e.;
25 Composite and 5 Micro in each subject and 40 observations, (15+5) i.e.; 15 composite and 5 Micro
in each subject, he/she will have to complete these in the next session in order to undergo the teaching
practice of the remaining period. The Principal will intimate the names and roll numbers of such
candidate/s to the University immediately after the completion of teaching practice so that the result of
the Annual Examination of these candidate/s may be withheld. If any candidate fails lo complete the
six weeks teaching practice in the next session, his/her candidature will be cancelled and result be
filed.
11. A candidate passes a part or component or sub component of a part but fails in other component or sub
component of a part, he/she is not required to re-appear in a part or component or sub-component
which he/she has passed.
12. The marks awarded to a candidate in the sessional work shall he carried forward when he/she is
permitted under ordinances to reappear in a part or parts at a subsequent examination. The marks
obtained by a candidate in sessional work shall be valid even if he/she remains absent in the terminal
examination.
13. Pass Marks, Division/Merit

(a) The minimum marks required to pass the examination shall be 40%. The candidate shall have to
secure at least 40% marks in terminal and sessional work separately in all the Papers/Components of
Area A, Area B, Area C, Area D and Area E.
(b) Overall division and merit will be determined on the aggregate of terminal and sessional work in Area
A, Area B, Area C, Area D and Area E (i.e. Out of 1000 marks).
First division with distinction : 70% or above
First division : 60% or above
Second division : Above 50% but below 60%
Third division : Above 40% and below 50%
14. Improvement of Division/Performance
a. That if a candidate who has passed B.Ed. Examination from this University and has secured less than
60% marks may be allowed to reappear in theory papers only for the purpose of improving his/her
division/performance. He/she may be given two chances for this purpose. He/she may appear in any
one or more papers or all the theory papers, provided that he/she completes the examination within a
period of two years from the date of passing the examination in the first instance or before attaining
higher degree in Education. The candidate will have to appear as per the syllabus prevalent at the time
of examination.
b. That marks of sessional work will remain unchanged.
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Bachelor of Education


c. That if he/she fails to improve his/her score, he/she may be given the benefit of his/her favourable
score in the original examination and new score in that case may be treated as cancelled. His/her
previous result will stand in such cases.
d. That candidate appearing under ordinance relating to improvement of division/performance, will be
entitled to grace marks up to one per cent of the aggregate marks of the paper(s) in which he/she
appeals provided he/she improves his/her division to score to 50%, 55% or 60% with the grace
mark(s).
e. That such a candidate shall not be eligible for inclusion in the merit list/prize or medal.
15. B.ED. Additional Teaching Subject/Component
a. A person who has already passed the examination for the degree of Bachelor of Education or
equivalent degree from any University of Punjab i.e. Panjab University, Chandigarh, Punjabi
University, Patiala or Guru Nanak Dev University, Amritsar only may offer an additional subject or
component other than the one which he/she has already passed. Such a candidate may be admitted to
the examination on submission of application on the prescribed form and payment of fee fixed by the
university from time to time as admission fee. He/she shall join an affiliated college for
teaching/training in the subject at least for one month. The college shall supply sessional work awards
to thy University in accordance with the prescribed rules.
b. A student who wants to appear for B.Ed. additional teaching subject/s will be required to join at least
for one month, in any college of his/her choice where the facilities for such teaching subject/s exist
and will deliver 20 composite lessons and 5 micro lessons under the guidance of concerned method
master. He/she will also complete 20 observations. He/she will have to complete 6 weeks teaching
practice along with regular students. He/she will be allowed to appear in Annual Examination only
along with regular students. He/she may be provisionally permitted to appear in theory paper/s.
However, his/her school based experience examination will be conducted only on the production of
teaching practice completion certificate issued by the concerned college. All other conditions which
are applicable to regular students shall also be mandatory for additional teaching subject/component
students.

Provided that:
1) For appearing in additional subject, only those students will be eligible to appear in the University
examination who have already passed the B.Ed. examination.
2) Subject to the approval of the Syndicate/ Regulation Committee.
16. Results/Degrees:
Four weeks after the completion of Examination or as is possible, the Registrar shall publish a list
(gazette) of candidate/s who took the examination. The gazette will show the marks obtained by the
candidate/s terminal and sessional work separately. Merit or division will be determined on the basis
of marks obtained in the examination including of all the areas. Each successful candidate shall be
awarded a degree stating the division on the basis of marks obtained by him/her out of 1000 marks.
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Bachelor of Education


17. Curriculum Transaction:

a. Practical work to be performed by each student

Item Essential (Numbers)
a. Micro practice lessons Ten- five in each subject
b. Micro discussion lessons Two - one in each subject
c. Observation of micro lessons by peer group Ten- five in each subject
d. Lesson planning and teaching in real school situations
including internship
Forty - twenty lessons in each
teaching subject
e. Lesson planning and teaching in simulated situation Ten -five lessons in each teaching
subject
f. Observation of lessons taught by fellow students Thirty- fifteen lessons in each
teaching subject
g. Action Research Project one
i. Stand alone community experience Two days
j. Field specific community experience Five days

b. Supervision of Practice lesson

Out of prescribed practice teaching lessons at least 50% lessons would be supervised by the
teacher educators and feedback would be given to the students verbally as well as in writing.
Record of lesson planning, teaching and supervision would be maintained.

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Bachelor of Education


Area A- Foundations of Education
A
1
Education and Development
Time 3 hrs. M.Marks: 100
Terminal: 80
Sessional: 20

Note: The question paper will consist of five units. The paper setter will set three questions from each unit and each
question will carry 8 marks. The candidate will attempt two questions from each unit.

Objectives:
On completion of this course the students will be able to:
• understand the evolution of education.
• analyses the social, cultural and political context of education.
• examine the changing emphasis on education in the context of globalization and internationalization
• understand the relevance of education in relation to socio- political- economic and cultural context.
• make the students understand how education helps in economic and national development.

Unit –I
Education as an evolving concept
1. Meaning of Education- Ancient to present, education as an organized and state sponsored activity
2. a. Concepts in education and their changing connotations: school, curriculum, teacher, learner, teaching
&learning, instruction,
freedom and control in relation to the child and teacher
b. Changing aims of education in the context of globalization
3. Expansion in modes of education: face –to-face (tutorial, small group, large group) to distant modes of
education; oral/ aural to digital; individualized and group based

Unit –II
Education in Socio Cultural and Political context
1. Education as an instrument of social change; Influence of education on society, family and their practices
2. Interaction of Education and culture in the global context
3. a. Education for democracy, national integration and international understanding.
b. Four pillars of Education as recommended by UNESCO

Unit –III
Education and Individual Development
1. Education for development of individual capabilities, enhancement of quality of life in the socio- political-
economic and cultural context
2. Education and actualization of individual aspirations
3. a. Education for development of responsible citizens
b. Education and development of life skills of individuals for 21
st
century.

Unit –IV
Education for National and Economic Development
1. National development: Meaning, scope and indicators of national development
2. Role of education for ensuring sustainable development
3. a. Education as an investment
b. Education as development of human resource

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Bachelor of Education


Unit –V
Learning Environment – The changing Scenario
1. Changes in teacher’s role, learner’s participation, knowledge emphasis and learning resources
2. a. Shift in pedagogy: Knowledge focused to teacher focused to learner focused learning environment
b. Shift in learning environment: Unimodal to multi-mediated, school based to community linked and real
to virtual learning
environment. The open – distance learning environment
3. Education as a system: Meaning and Nature


Sessional Work: 20 Marks
House Examination- I & II : 10 Marks
Two Assignments on (one Indian and one Western Philosopher) 10 Marks
(a) Shri Guru Nanak Dev Ji, Vivekananda, Swami Dayananda, Tagore and Gandhi
(b) Rousseau, Dewey, Plato, Montessori, Froebel
Discuss in groups the aspects of education evolving in them. After discussions, students document their
understanding in lucid manner as a term paper.

References:
• Aggarwal, J.C. (1993): Landmarks in the History of Modern Indian Education . Vikas Publishing House,
New Delhi.
• Aggarwal, J.C. (2002): Development and Planning of Modern Education. Vikas Publishing House, New
Delhi.
• Bhatia, K.K, and Narang, C.L. (1996): The Teacher and Education in Emerging India Society. Tandon
Publications, Ludhiana. 2
nd
rev. ed.
• Bhatia, K.K. and Narang, C.L. (1992) : Philosophical and Sociological Foundations of Education. Doaba
House, Delhi.
• Bhatt, B.D. (2005): Modern Indian Education. Planning and Devleopment. Kanishka Publishers , New
Delhi.
• Brubacher, John S. (1983): Modern Philosophies of Education. Tata McGraw Hill, New Delhi (Also Pbi.
Translation by Punjabi University) 4
th
ed.
• Chaube, S.P. (1997) : Philosophical and Sociological Foundation of Education. Ravi, Noudarnalya,5
th
rev.
ed. Agra.
• Cole Luella, A History of Education: Socrates to Montessori, Holt, Rinehart & Winston, New York,
1950.
• Dash, D.N. (2005): Philosophical and Sociological Foundation of Education. Dominant Publisher, New
Delhi.
• Dewey, John. (2004) :Democracy and Education. An Introduction to the Philosophy of Education. Aakar
Books, New Delhi.
• Goal , Aruna and Goal, S.L: Distance Education- Principles, Potentialities and Perspectives, Deep and
Deep Publication Pvt. Ltd, New Delhi,2009.
• Humayun, Kabir (1961): Indian Philosophy of Education. Asia Publishing House, Mumbai.
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Bachelor of Education


• Lakshmi, T.K.S. and M.S.Yadav, “Education: its Evolving Characteristics”, in Nedw Frontiers in
Education, Vol. XXII, No.4, Oct-Dec., 1992
• Mathur, S.S. (1997): Sociological Approach to Indian Education. Vinod Pustak Mandir, Agra, 10
th
ed.
• Mohanty, Jagannath: Studies in Distance Education, Deep and Deep Publication Pvt. Ltd, New
Delhi,2001.
• NCERT: (1964-66): Education and National Development: Report of the Education Commission. New
Delhi.
• Pandey , R.S. (2001) :Principles of Education . Vinod Pustak Mandir, Agra.
• Pandey, R.S. (1992) : National Policy on Education, Horizon Publishers, Allahabad.
• Patik. George Thomas White (1978) : Introduction to Philosophy. Surjeet Publications, Delhi.
• Power, Edmund, J., Main Currents in the History of Education, McGraw Hill Book Co.Inc., New
York, 1962.
• Rai, Digumarti Bhaskara: Distance Education- Open learning and virtual university concepts, Authors
Press, New Delhi, 2007.
• Rao, Digumarti Bhaskara: Education for the 21
st
century, Discovery Publishing House, New Delhi,
2004.
• Safaya , R.N. and Shaida, B.D. (1983) : Principles and Techniques of Education. Dhanpat Rai and Sons,
Delhi.
• Sahu, Bhagirathi (2002): The New Educational Philosophy. Sarup and Sons, New Delhi.
• Selvan, S.K . Pannear: Distance Education in the 21
st
century, A.P.H, Publication corporation, New
Delhi, 2009
• Sharma, R.A: Distance Education, Loyal Book Depot, Meerut, 2008.
• Sharma, Ram Nath. (2005): Text book of Educational Philosophy. Kanishka Publishers, New Delhi.
• Sodhi, T.S. and Suri, Aruna (2006): Philosophical and Sociological Foundations of Education. Bawa
Publication, Patiala.
• Taneja, V.R. (1987): Educational Thought and Practice. Sterling Pvt. Ltd., New Delhi.
• Taneja, V.R. (2006): Foundation of Education. Mahindra Capital Publishers, Chandigarh.


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Bachelor of Education


A
2
Contemporary Issues & Concerns in Secondary Education

Time 3 hrs. M.Marks: 100
Terminal: 80
Sessional: 20

Note: The question paper will consist of five units. The paper setter will set three questions from each unit and each
question will carry 8 marks. The candidate will attempt two questions from each unit.

Objectives:
On completion of this course the students will be able to:
• know historical background of Secondary Education.
• understand the constitutional obligations in relation to education.
• understand the changing concepts of education in relation to changing socio, political and economic
conditions in India.
• familiarize with the present educational problems of Secondary Education.
• critically appraise various aspects of Secondary Education.
Unit –I
1. Elementary Education – Concept, need, problem of universalization and problem of wastage and stagnation
and suggestions for their removal
2. (a) Role of Sarv Shiksha Abhiyan in strengthening Elementary Education
(b) Inclusive education, Integrated education, Alternative education
3. Right to Education and its implications
Unit –II
1. Secondary Education – Concept, aims and problems of Secondary Education (curriculum, instructional
design, text-books) and suggestions for their removal
2. Administrative set up of Secondary Education at state and national level
3. Universalization of Secondary Education (USE): Issues and concerns
Unit –III
1. Salient features of NPE 1986 and Revised Policy 1992
2. National Knowledge Commission(NKC) with special reference to School Education
3. Constitutional Provisions of education in India
Unit –IV
1. Teacher Education – Concept & aims of Pre- service and In- service Teacher Education (According to
SEC, IEC, NCF)
2. Problems of Teacher Education
3. Regulatory/ Advisory bodies: NCERT, NCTE, NAAC, UGC
Unit –V
1. Modernization: Concept and role of education
2. Privatization and Globalization
3. HRD: Concept, need and role of education
Sessional Work: 20 Marks
House Examination- I & II : 10 Marks
Survey related with social evils 10 Marks

References:

1. Bhatt, B.D. (2005): Modern Indian Education. Planning and Devleopment. Kanishka Publishers , New
Delhi.
2. Goel, S.L. and Goel, A. (1994): Education Policy and Administration. Deep and Deep Publications, New
Delhi .
13
Bachelor of Education


3. Govt. of India. (1986): National Policy on Education. Ministry of HRD, New Delhi .
4. Gupta, V.K and Gupta , Ankur (2005):Development of Education System in India. Vinod Publication,
Ludhiana.
5. Inderjeet, K. and Raj Kumar (2006):Development of Educational System in India. 21
st
century Publication,
Patiala.
6. Jayapalan, N.( 2002): Problems of Indian Education. H.B. Bhargava Publications, Delhi.
7. Murti, S.K. (2004): Teacher and Education in Indian Society. Vinod Publications, Ludhiana.
8. NCERT: National curriculum Frame work (2005).
9. NCERT: National curriculum Frame work (2005).
10. Nesla ( 2004): Theory and Principles of Education. Vinod Publications , Ludhiana.
11. Sachdeva, M.S and Umesh (2005): A Modern Approach to Education in Emerging Indian Society. Vinod
Publications, Ludhiana.
12. Sodhi, T.S. (2005): Development of Educational System in India . Bawa Publications, Patiala.
13. Venkateshwaran (2004): Principles of Education . Vinod Publications, Ludhiana.
14. Vijayen,Premavathy & Geetha,T.(2006) Integrated & Inclusive Education: DSE(VI) Manual. Kanishka
Publishers.New Delhi.
15. Walia, J.S. (1998): Modern Indian Education and its Problems. Paul Publishers, Jalandhar.
16. Web sites: www.education.nic.in
www.socialjustice.nic.in
www.ncert.nic.in
www.ncte.in.org
www.naac.india.com
www.ugc.nic.in, www.nkc.org
14
Bachelor of Education


Area B- Pedagogical Knowledge
B
1
Understanding the Learner and Learning Process
Time 3 hrs. M.Marks: 100
Terminal: 80
Sessional : 20
Note: The question paper will consist of five units. The paper setter will set three questions from each unit and each
question will carry 8 marks. The candidate will attempt two questions from each unit.
Objectives:
On completion of this course the students will be able to:
• understand the nature of learner.
• understand learners on the basis of individual differences.
• understand the theoretical perspective of learning.
• understand learning as a construction of knowledge.
• understand the learning in terms of learning styles and kinds.
• improve quality of instructions.
Unit –I
Nature of the Learner
1. Learner as a developing individual; a psycho- social entity; stages of development, factors
influencing development such as heredity, nutrition, child rearing practices, siblings & peers
2. Developmental characteristics of an adolescent physical, cognitive, social, emotional, moral and
their interrelationships
3. Developmental tasks and their implications in adolescence
Unit –II
Understanding differences among Learners
1. Dimensions of differences in individual learners
2. Understanding learners with varying cognitive abilities especially with ‘learning difficulties’-
Slow learner and
Dyslexia
3. Multiple Intelligences: implications for understanding learner variations and their learning needs
Unit –III
Theoretical Perspective on Learning- an Overview
1. Learning- concept, principles and factors affecting learning
2. Behaviorism, Cognitivism, Constructivism in relation to learner, teacher & teaching learning
process
3. Transfer of Learning, its types and methods
Unit –IV
Learning in ‘Constructivist’ Perspective
1. Learning as ‘Construction of Knowledge’ as different from learning as ‘Transmission and
Reception of Knowledge’.
2. Processes facilitating ‘Construction of Knowledge’
- Experiential Learning and reflection
- Social Mediation
- Cognitive Negotiability
- Situated Learning and Cognitive apprenticeship
- Meta cognition
(Each of these to be dealt with classroom situations or content of learning)
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Bachelor of Education


Unit –V
Learning Styles and Learning
1. Concept of Learning styles- audio, visual, kinesthetic
2. Learning styles and their bearing on different kinds of learning:- Concept learning, learning of
skills, creative and critical thinking, modeling
3. Teacher’s role in changing, strengthening and sustaining learning styles

Sessional Work: 20 Marks
House Examination- I & II : 10 Marks

Administration and interpretation of any three psychological tests 10 Marks
Intelligence, Personality, Interest, Learning and Achievement

References:

• Bhatia, K.K. (2003): Bases of Educational Psychology. Kalyani Publishers, New Delhi.
• Bourne, L.E. (1985). Psychology: Its Principles and Meaning. Holt, Rinehart and Winston, New
York.
• Chauhan, S.S. (2002): Advanced Educational Psychology. Vikas Publishing House, New Delhi.
• Clifford Morgan; King, R.R. and Weisz, John (1999): Introduction to Psychology. Tata Mc Graw
Hill Publishing Company Ltd, New Delhi.
• Dandapani, S. (2001) Advanced educational psychology, (2nd edition), New Delhi, Anmol
publications pvt Ltd.
• Gardner, H. (1983) frames of Mind: The theory of multiple intelligence. New York: Basic Books.
• Garret, H.E. (2005): Statistics in Psychology and Education. Paragon International Publishers,
New Delhi.
• Guilford, J.P. (1967). Nature of Human Intelligence, New York: McGraw Hill.
• Hurlock,E.B. (1953): Developmental Psychology. Tata Mc Graw Hill Publishing Company Ltd,
New York.
• Kakkar, S.B. (2001): Educational Psychology. Prentice Hall of India, New Delhi.
• Kirk, Samuel, A; Gallagher, James J. and Anasrasion, Nicholas, J. (1997): Educating Exceptional
Children. Houghton Mifflin Company, New York.
• Mangal S.K. (2002): Advanced Educational Psychology. Prentice Hall of India, New Delhi.
• Mohanty, Girish bala (1986): Educational Psychology. Kalyani Publishers, New Delhi.
• Sahu , Binod Kumar (2002): Education of Exceptional Children. Kalyani Publishers, Ludhiana.
• Segal, J.W. Chipman, S.F., & Glaser, R. (1985). Thinking and learning skills: Relating
Instruction to Basic Research. (Vol. I). Hillsdale, NJ: Erlbaum.
• Sidhu, Kulbir Singh (1998): Statistics in Education and Psychology. International Publishers,
Jalandhar.
• Singh, Yogesh Kumar (2005): Guidance and Career Counselling. APH Publishing Corporation,
New Delhi.
• Suri, S.P. and Sodhi, T.S. (2006): Guidance and Counselling. Bawa Publication, Patiala.
• Tiwari, Govind and Pal, Roma (1997): Experimental Psychology. A Dynamic Approach. Vinod
Pustak Mandir, Agra.

16
Bachelor of Education


B
2
Learning Resources & Assessment of Learning
Time 3 hrs. M.Marks: 100
Terminal: 80
Sessional: 20

Note: The question paper will consist of five units. The paper setter will set three questions from each unit and each
question will carry 8 marks. The candidate will attempt two questions from each unit.

OBJECTIVES:
To enable the student teachers to:
• understand the concept & scope of learning resources.
• analyze the process of teaching & learning.
• make aware of models of teaching.
• keep abreast with the different innovation in learning resources.
• make the students aware about the different types of assessment.

UNIT-I
1. Concept and principles of selection and utilization of learning resources
2. Human Resources: Teachers and students as learning resources
3. Material Resources: Projected aids, Non-projected aids and Activity aids

UNIT II
1. Concept and characteristics of teaching and learning
2. Maxims and principles of teaching
3. Instructional objectives in terms of Bloom’s Taxonomy

UNIT III
1. Learner controlled learning resources:
a. On line resources: e-journals,e-books,blogs
b. Programmed learning: Meaning , principles, types
2. Teacher controlled learning resources: Explanation, narration, illustration, questioning
3. CAI: Concept, modes, characteristics, role of teacher and use of CAI in education

UNIT IV
1. Micro teaching as a training technique: Concept, procedure and theoretical orientation to basic skills
2. a. Simulated teaching: Concept, parameters, procedure, merits and demerits
b. Flander’s interaction analysis category system: Concept and procedure
3. Teaching models: Meaning, concept and types-
a. Glaser’s basic teaching model
b. Concept attainment model
UNIT V
1. Concept and Types of assessment
a. Formative
b. Summative
c. Diagnostic
2. Assessment of Cognitive domain
a. Construction of various types of test items
b. Preparation of blue print
3. Assessment of Conative and Affective domain
a. Observations-Preparation of observation schedule
b. Administration and interpretation of Art judgment test

17
Bachelor of Education


Sessional Work: 20 Marks
(a) Performance in two house tests = 10 Marks
(b) Preparation of a Blue print along with the question paper = 10 Marks

References:

• Bhatia, K.K.,Narang, C.L. and Sidhu, H.S. (2001): Foundations of Teaching Learning Process.
Tandon Publishers, Ludhiana.
• Bhushan, A. and Ahuja, M. (2002): Educational Technology. Bawa Publications, Patiala.
• Chauhan S S(2002): A Text Book of Programmed Instruction. (2nd Ed). Sterling Publishers Pvt
Ltd., New Delhi / Bangalore.
• Dececcoo, John, P. (1977): Psychology of Learning and Instruction. Prentice Hall of India, New
Delhi.
• Everard, K.B. and Geoffrey, Morris: Effective School Management. Harper and Row Publishers,
London.
• Kumar, K.L. (2008): Educational Technology, New Age International Pvt. Ltd. Publishers, New
Delhi (Second Revised Edition).
• Mangal, S.K.( 2001): Foundations of Educational Technology. Tandon Publications, Ludhiana.
• Mukhopadhyay, M. (1990): Educational Technology – Challenging Issues, Sterling Publishers
Pvt. Ltd., New Delhi.
• Mukhopadhyay, M. (1990): Educational Technology – Year Book 1988, All India Association for
Educational Technology, New Delhi.
• Sampath et. al. (1981): Introduction to Educational Technology, Sterling Publishers Pvt. Ltd.
• Sharma, R.A.(2006): Technological foundation of Education. R.Lall Book Depot, Meerut.
• Sharma R.A (2007): Programmed Instruction – An Instructional Technology, Goyal Book Depot,
Meerut.
• Venkataiah, N. (1996): Educational technology, New Delhi: APH Publishing Corporation.


18
Bachelor of Education


B
3
(a) School Management
Time 1:30 hrs M.Marks: 50
Terminal: 40
Sessional: 10
Instructions for the Paper Setter/ Candidate
1. The question paper will consist of three units: Unit I, II and III.
2. The paper setter will set three questions from each unit I and II.
3. The candidate will be asked to attempt two questions from each unit. Each question will carry 8 marks.
4. Unit-III will be compulsory. It will consist of two short answer questions covering the entire syllabus and
carry 4 marks each.

OBJECTIVES:
To enable students to understand
• school as a conducive learning environment.
• the role of teacher and the principal in ensuring a vibrant school climate.
• the concept of Quality Enhancement and Management in school.

Unit –I
1. School Organization and Management: Meaning, need, functions and latest trends
2. Total Quality Management
a) Concept, need and importance
b) Significance of TQM to schools with
special reference to
i. physical resources
ii. human resources
iii. healthy practices for staff and students with special reference to IQAC
3. Norms and conditions of opening a school according to CBSE/PSEB

Unit –II
1. Principal –The Leadership role
a. Importance
b. Qualities
c. Relation with others
d. Duties and functions
2. Mechanism for co-ordinated functioning in school.
a. Planning of annual school calendar
b. Time Table
c. Co-curricular activities

3. Registers and Records
a) Meaning, need and importance
b) Stock register, Admission register, Attendance register, Cumulative record card and Anecdotal records


Sessional Work : 10 Marks

House Examination I & II : 5 Marks
Practical work: Preparation of any one record- : 5 Marks
1. Cumulative Record Card
2. Anecdotal records


19
Bachelor of Education



References:

1. Mathur, S.S. (1990): Educational Administration and Management. The Indian Press, Ambala.
2. Mohanty, Jagannath(1998): Educational Administration: Supervision and School Management. Deep and
Deep Publications, New Delhi.
3. Sachdeva, M.S. (2001): School Management. Bharat Book Centre, Ludhiana.
4. Safaya, Raghunath and Shaida, B.D. (1979): School Organization. Dhanpat Rai, Delhi.
5. Sarkaria, M.S, Singh,Jaspal & Gera, Manju (2008): Modern school management. Kalyani Publishers,
Ludhiana.
6. Sodhi, T.S and Suri, Aruna (2002). Management of School education, Bawa Publications, Patiala.


20
Bachelor of Education


(b) Option (i) Curriculum Development
Time 1:30 Hrs M.Marks: 50
Terminal: 40
Sessional: 10
Instructions for the Paper Setter/ Candidate
1. The question paper will consist of three units: Unit I, II and III.
2. The paper setter will set three questions from each unit I and II.
3. The candidate will be asked to attempt two questions from each unit. Each question will carry 8
marks.
4. Unit-III will be compulsory. It will consist of two short answer questions covering the entire
syllabus and carry 4 marks each.
Objectives:
On completion of this course the students will be able to:
• understand the concept of curriculum.
• understand approaches of curriculum development.
• know various designs of curriculum.
• understand the importance of curriculum change.

UNIT I
1. Conceptual frame work of curriculum: Meaning, nature and organizing curriculum components
2. Different approaches to curriculum theory:
a. Traditional approach
b. Learner driven approach
c. Critical Approach
3. Curriculum process and different ways of approaching curriculum theory
a. Curriculum as product
b. Curriculum as process
c. Participatory approach
UNIT II
1. Curriculum design models:
a. Discipline- centered design
b. Learner- centered design
c. Problem- centered design
2. Competencies required in curriculum development
3. Curriculum change: Meaning, need and factors affecting curriculum change

Sessional Work : 10 Marks

House Examination I and II : 5 Marks
Project work : 5 marks

Evaluation of curriculum of 9
th
or 10
th
standard and submission of report.

References:

• Aggarwal, Deepak (2007): Curriculum development: Concept, Methods and Techniques. New Delhi. Book
Enclave.
• Aggarwal, J.C (1990). Curriculum Reform in India- World overviews, Doaba World Education Series-3
Delhi, Doaba House, Book seller and Publisher.
• Arora, G.L. (1984): Reflections on Curriculum. NCERT.
21
Bachelor of Education


• Bhalla, Navneet (2007), Curriculum Development Published by Authorpress E35/103 Jawahar Park Laxmi
Nagar, New Delhi-92.
• CIET (2006) The Process of Making National Curriculum Framework-2005: A Video Documentary Both in
Hindi and English, CIET, NCERT, New Delhi.
• CIET (2007) Curriculum Syllabus and Textbook: An Audio Interview with Sh. Rohit Dhankar, Chairperson
of the National Focus Group set up under NCF-2005 Process, CIET, NCERT, New Delhi
• Dewey, John (1966). The Child and the Curriculum. The University of Chicago Press.
• Diamond Robert M. (1986) Designing and Improving Courses in Higher Education: A Systematic Approach,
California, Jossey-Bass Inc. Publication.
• Joseph, P.B. et al; (2000): Cultures of Curriculum (Studies in Curriculum Theory). New York. Teacher
College Press.
• McKernan, James (2007): Curriculum and Imagination: Process, Theory, Pedagogy and Action Research.
Routledge. U.K.
• NCERT (2000). National Curriculum Framework for School Education, NCERT, New Delhi.
• NCERT (2000). National Curriculum Framework for School Education, NCERT, New Delhi.
• NCERT (2005). National Curriculum Framework-2005, NCERT, Sri Aurobindo Marg, New Delhi.
• NCERT (2005). National Curriculum Framework-2005, NCERT, Sri Aurobindo Marg, New Delhi.
• NCTE (2009) National Curriculum Framework for Teacher Education.
• Oliva, Peter F. (1988) Developing the Curriculum. Scott, and Foresman and Co.
• Reddy, B. (2007): Principles of Curriculum Planning and Development.
• Taba Hilda (1962) Curriculum Development: Theory and Practice, New York, Harcourt Brace, Jovanovich
Inc.
• Taba Hilda (1962) Curriculum Development: Theory and Practice, New York, Harcourt Brace, Jovanovich
Inc. Audio-Video CDs
• Wiles, J.W. & Joseph Bondi (2006): Curriculum Development: A Guide to Practice. Pearson Publication 83

22
Bachelor of Education


B
3
(b) Option (ii) Distance and Open Learning
Time 1:30 Hrs M.Marks: 50
Terminal: 40
Sessional: 10
Instructions for the Paper Setter/ Candidate
1. The question paper will consist of three units: Unit I, II and III.
2. The paper setter will set three questions from each unit I and II.
3. The candidate will be asked to attempt two questions from each unit. Each question will carry 8 marks.
4. Unit-III will be compulsory. It will consist of two short answer questions covering the entire syllabus and
carry 4 marks each.

Objectives:
On completion of this course the students will be able to:
• understand the distance and open modes of learning.
• differentiate different modes of learning.
• understand the need and importance of distance and open learning.
• understand the role of mass media and other technologies in distance and open learning.
• know various evaluation techniques in distance education.

Unit –I
1. Historical development of distance and open learning with special reference to India
2. a. Concept, meaning , nature of distance and open learning
b. Need, importance, scope, advantages and limitations of distance and open learning
3. a. Correspondence education: Development, objectives and modes
b. Open education learning: Development, objectives and modes

Unit –II
1. Role of technology in distance education
a. Printed and Non-printed material
b. Audio technology, video technology, satellite based communication system
c. Role of mass media
d. Computer technology and Internet
2. a. Recommendations of NPE (1986) and NKC (2005) regarding distance education
b. Professional training in distance education
c. Evaluation techniques in distance education

Sessional Work : 20 Marks
House Examination I & II : 10 Marks
Project work : 10 Marks

Survey of Distance and open learning centers in your district

References:

1. Mohanty, Jagannath(2001) Studies in Distance Education. Deep & Deep Publication.
2. Nandra, I.S. (2010): Distance and open education; century Publication, Patiala.
3. Prarad D. Chandra (2007). Distance education, K.S.K Publishers, New Delhi.
4. Sharma S. (2002): Modern methods of life long learning and distance education. New Delhi.
5. Sharma, R.A. (2008). Distance Education International Publishing House, Merrut.




23
Bachelor of Education



B
3
(b) Option (iii) Environmental Education
Time 1:30 Hrs M.Marks: 50
Terminal: 40
Sessional: 10
Instructions for the Paper Setter/ Candidate
1. The question paper will consist of three units: Unit I, II and III.
2. The paper setter will set three questions from each unit I and II.
3. The candidate will be asked to attempt two questions from each unit. Each question will carry 8 marks.
4. Unit-III will be compulsory. It will consist of two short answer questions covering the entire syllabus and
carry 4 marks each.

Objectives:
To enable the student teachers to:
• know the need of environmental education.
• develop desirable attitude, values and respect for protection of environment.
• be aware about the interdependence of plants and animals.
• organize various activities at the school level to provide environmental education.
• know about changes taking place in social environment.
• know various ways and means to create healthy environment.

Unit –I
1. Environmental education: Meaning, objectives, need and guiding principles.
a. Conservation of environment: an immediate need.
b. Need for sensitizing learners towards concern of environmental conservation.
2. Concept of ecology, environment, biosphere, community, population and ecosystem.
Structural and functional components of ecosystem i.e. abiotic and biotic factors, food chain, food - web &
flow of energy.
3. Pollution: Concept, types (air, soil, water, and noise pollution), sources, effect and control of pollution,
green house effect, ozone depletion.
Unit –II
1. a. Approaches of teaching environmental education: Interdisciplinary & multidisciplinary approach.
b. Integration of environmental education in various school subjects and in co-curricular activities.
2. a. Various ways and means of protection and preservation of environment with special reference to
afforestation and solid waste management.
b. Role of government and non-government organizations in protection and preservation of environment.
3. Concept of migration, urbanization.

Sessional Work : 10 Marks
House Examination I & II : 5 Marks
Practical work : 5 Marks

Work on a project related to any issue of environmental preservation and protection.
OR
Preparation of scrap file.

24
Bachelor of Education


References:

1. Dani, H.M (1996): Environmental Education. Publication Bureau, Panjab University, Chandigarh.
2. Garg, K.K and Jain, S.C. : Environment Lessons For Common Man. Environment Society of India.
3. Ghanta R. and Rao, D.B. (1998): Environmental Education, Problems and Prospectus. .Discovery
Publishing House. New Delhi.
4. Kohli, V.K. and Kohli, V . Environmental Pollution and Management. Vivek Publishers, Ambala
5. Mukherjee , Roma (2002) : Environmental Management and Awareness Issues. Sterling Publishers Pvt.
Ltd, New Delhi.
6. Rajagopalan, R. (2006): Environmental Studies From Crisis to Cure. Oxford University Press, Delhi.
7. Reddy, K.P. and Reddy, D.N. (2002): Environmental Education. Neelkamal Publications Pvt. Ltd,
Hyderabad

25
Bachelor of Education


B
3
(b) Option (iv) Health Education

Time 1:30 Hrs M.Marks: 50
Terminal: 40
Sessional: 10
Instructions for the Paper Setter/ Candidate
1. The question paper will consist of three units: Unit I, II and III.
2. The paper setter will set three questions from each unit I and II.
3. The candidate will be asked to attempt two questions from each unit. Each question will carry 8 marks.
4. Unit-III will be compulsory. It will consist of two short answer questions covering the entire syllabus and
carry 4 marks each.
Objectives:
To enable the student teachers to:
• aware about the concept of health education.
• know problems of defective postures.
• know the importance of balanced diet.
• promote an understanding of personal hygiene.
• understand the techniques used to diagnose health.

Unit –I
1. a. Health: Concept of health. principles of life as a base for positive health
b. Health Education : Meaning, need and importance and objectives, health appraisal, organization and
administrative
purposes of health education.
2. a. Diet: Elements of balanced diet
b. Personal hygiene: Meaning and importance of personal hygiene
c. Communicable diseases: Meaning, causes and preventive measures of Typhoid, Chicken pox, AIDS,
Diabetes

3. Posture:
a. Importance of good posture
b. Common Postural deformities
i. Kyphosis
ii. Flat foot
iii. Knock Knee
iv. Bow legs
v. Lordosis
Unit-II
1. Techniques for diagnosing health: TLC, DLC, MRI, ECG, EEG.
2. Health education in rural area : Role of women in health education, social service camps, role of village
health
committees, village health insurance scheme.
3. The training of teachers and supervisors in health education.

Sessional Work : 10 Marks
House Examination I & II : 5 Marks
Project Work : 5 marks

Preparation of diet chart for specific health related problem/ BMI [Body Mass Index]
References:
1. Prasad, Y.V.R.K,Sagar P.V, Rao, D.B (2005): Sonali publications, Ansari Road, Delhi.
2. Singh ,U.K, Nayak, A.K (2005): Commonwealth publishers Ansari Road, ,Darya Ganj, Delhi


26
Bachelor of Education


B
3
(B) Option (v) Measurement And Evaluation

Time 1:30 Hrs M.Marks: 50
Terminal : 40
Sessional : 10
Instructions for the Paper Setter/ Candidate
1. The question paper will consist of three units: Unit I, II and III.
2. The paper setter will set three questions from each unit I and II.
3. The candidate will be asked to attempt two questions from each unit. Each question will carry 8 marks.
4. Unit-III will be compulsory. It will consist of two short answer questions covering the entire syllabus and
carry 4 marks each.

Objectives:
To enable student teachers to:
• understand the concepts employed for evaluation of pupils.
• construct different types of test items.
• understand the situations in which to employ different evaluation techniques.

UNIT I
1. Evaluation: Concept of measurement and evaluation, scales of measurement
2. Types of evaluation: Summative and formative- their merits and demerits
3. Pearson’s Product Moment co-efficient of correlation

UNIT II
1. Construction of different types of test items -Short answer type, essay type and objective type test items
and their relative advantages and limitations
2. Preparation of blue print and question paper
3. Characteristics of a good tool of evaluation – Reliability, Validity and Usability, use of computer in
evaluation


Sessional work : 10 Marks
House Examination I & II : 5 Marks
Practical work : 5 Marks


1. Construction of a blue print and a question paper of any subject of any class.
2. Take a class of students. Take the marks of any two subjects of school examination and find out the
coefficient of correlation between these two subjects by Pearson’s Product Moment Method.

References:

1. Anastasi, A. (1988): Psychological Testing. Macmillan Publishing Company, New York.
2. Ebel, R.L. (1991): Essentials of Educational Measurement. Prentice Hall, New Delhi.
3. Garrett, H.E. (2005): Statistics in Psychology and Education. Paragon, New Delhi.
4. Linn, R.L. and Grenlund, N.E. (2003): Measurement and Evaluation in Teaching. Pearson Education,
Singapore.
5. Sahu, Binod K. (2005): Statistics in Psychology and Education. Kalyani Publications, Ludhiana.
6. Singh, A.K.(2002): Tests, Measurements and Research Methods in Behavioural Sciences. Bharti Bhavan
Publishers, Patna.
7. Thorndike, Robert, L. (1962): Measurement and Evaluation in Psychology and Education. John Wiley,
New York.


27
Bachelor of Education


B
3
(B) Option (vi) Population Education
Time 1:30 Hrs M.Marks: 50
Terminal: 40
Sessional: 10
Instructions for the Paper Setter/ Candidate
1. The question paper will consist of three units: Unit I, II and III.
2. The paper setter will set three questions from each unit I and II.
3. The candidate will be asked to attempt two questions from each unit. Each question will carry 8 marks.
4. Unit-III will be compulsory. It will consist of two short answer questions covering the entire syllabus and
carry 4 marks each.
Objectives:
To enable student teachers to:
• understand the concept of population education.
• understand various terminologies concerned with population studies.
• develop an awareness of the implications of population growth on various aspects of social functioning.

UNIT I
1. Population Education: Concept, scope, objectives, need and importance, misconceptions regarding population
education
2. a. Approaches of population education
b. Demographic terminology, population situation in India in the world perspective
3. Effects of population growth on:
a) Economic development
b) Social development
c) Educational development
d) Urbanization
e) Environmental and natural resources
f) Family life
g) Health and Nutrition
UNIT II
1. Population education agencies: Role of government and Non– government agencies
2. Integration of population concept in different school subjects, place of curricular and co- curricular activities
in organization of population education programmes
3. Role of teacher in imparting population education

Sessional Work 10 Marks
House Examination I & II : 5 Marks
Any two Practical Activities : 5 marks

1. To compare the population density of different countries/states with the help of bar graphs.
2. Making surveys regarding progress in population education awareness programmes in rural and urban
areas.

References:
1. Aggarwal, S.N. (1985): India’s Population Problems. Tata McGraw Hill, New Delhi.
2. Bhatia, K. (2004): Population Education. Ankur Publication, Ludhiana.
3. Gupta, V.K. ( 2004):Population Education. Ankur Publication, Ludhiana.
4. Khanna, H.K.( 2006): Population Education. Soni Publication, Patiala.
28
Bachelor of Education


5. Rao, D. Gopal (1974): Population Education: A Guide to Curriculum and Teacher. Sterling Publisher, New
Delhi.
6. Sharma, R.C. (1988): Population Trends, Resources and Environment. Dhanpat Rai and Sons, New Delhi.
7. Sinha, P.C, (1998): Human Population and Related Disasters. Anmol Publication, New Delhi.
8. Thompson and Lewis (1978): Population Problems. Tata McGraw Hill, New Delhi.
9. Tiwari, R.P. (1986): Concept of Population Education: Urban Population Education. Prakash Publishers,
Ludhiana.
10. Walia, G.S. (2001): Population Education. Vinod Publication, Ludhiana.

29
Bachelor of Education


B
3
(B) Option (vii) Value Education
Time 1:30 Hrs. M.Marks: 50
Terminal: 40
Sessional: 10
Instructions for the Paper Setter/ Candidate
1. The question paper will consist of three units: Unit I, II and III.
2. The paper setter will set three questions from each unit I and II.
3. The candidate will be asked to attempt two questions from each unit. Each question will carry 8 marks.
4. Unit-III will be compulsory. It will consist of two short answer questions covering the entire syllabus and
carry 4 marks each.
Objectives:
To enable student teachers to:
• understand concept of value education.
• understand the various strategies of value orientation.
• know the nature, sources and classification of values.
• appreciate culture and its strategies.
• know about various methods for value inculcation.

UNIT I
1. Meaning, importance and characteristics and hierarchy of values, reasons for value crisis
2. Relationship between education and values
3. Culture: Concept and strategies for promoting culture among students at elementary and secondary school
stage
UNIT II
1. Strategies for value orientation:
a. Experimental approach b. Total atmospheric approach
c. Value clarification technique d. Value sheet method
e. Critical inquiry approach f. Role- playing technique
g. Attitude development technique h. Integrated concurrent approach

2. Methodology of inculcating values among students
i. Direct Method: Debates, Symposium and Brainstorming
ii. Indirect Method: Community service, leadership camps.
iii. Incidental Method: Reward and punishment, real life experiences
3. Value orientation in teacher education: The present scenario, teachers- their roles and teacher education
programmes


Sessional Work 10 Marks
House Examination I & II : 5 Marks
Practical Work : 5 Marks

Application of one strategy of value inculcation with school children and its report.

References:

1. Brendam Mac Carthaigh (1996): Value Education. What, Why and How. Better yourself Book, Mumbai.
2. Dr. D Bahskara Rao (2006): Value Oriented Education. Dr. Dayakara Reddy and Digumarti Discovery
Publishing House, New Delhi
3. Jasta, Hari Ram (1991): Spiritual Values and Education. Associated Press, Ambala.
30
Bachelor of Education


4. Kaul, G.N. (1975): Values and Education in Independent India. The Associated Publishers, Ambala Cantt.
5. Keerat, Joshi (Edited) (2002): Philosophy of Value Oriented Education, Theory and Practice. Published by
Indian Council of Philosophical Research, New Delhi.
6. Kishore, Lalit (1990): Value Oriented Education. Foundation and frontiers, World overview. Doaba House,
New Delhi.
7. Ronald, King (1969): Values and Improvement in Grammar School. Routledge, London.
8. Ruhela, S.P. (1986): Human Values and Education. Sterling Publishers Pvt. Ltd. New Delhi.
9. Sharma, S.R. (1999): Teaching of Moral Education. Cosmos Publishers, New Delhi.
10. Venkatesh, N. (2005): Value Education APH Publishing Corporation, New Delhi.
31
Bachelor of Education


B
3
(B) Option (viii) Inclusive Education
Time: 1:30 Hrs. M.Marks: 50
Terminal: 40
Sessional: 10
Instructions for the Paper Setter/ Candidate
1. The question paper will consist of three units: Unit I, II and III.
2. The paper setter will set three questions from each unit I and II.
3. The candidate will be asked to attempt two questions from each unit. Each question will carry 8 marks.
4. Unit-III will be compulsory. It will consist of two short answer questions covering the entire syllabus and
carry 4 marks each.
Objectives:
On completion of this course the students will be able to:
• understand concept of inclusive education.
• appreciate the need for promoting inclusive practice.
• understand the nature of difficulties encountered by children.
• understand the needs and magnitude of the challenges faced by children with diverse needs.
UNIT-I
1. Inclusive education for persons with disabilities: Concept, need and importance, purposes of inclusive
education
2. Historical perspective of inclusive education
3. Legal basis of inclusive education
a. United nation convention on the rights of persons with disabilities (UNCRPD)
b. Role of government organisation and Non-government organizations (NGOs) in taking care of
special persons with disabilities
UNIT-II
1. Persons with sensory disabilities (Visual, Hearing): Concept, identification characteristics, causes,
educational provisions and rehabilitation
2. Persons with orthopaedic disabilities: Concept, identification, characteristics, causes, educational
provisions and rehabilitation
3. Juvenile delinquents: Concept, identification, characteristics, causes, educational provisions and
rehabilitation

Sessional work : 10 Marks
House Examination I & II : 5 Marks
Practical work : 5 Marks

The students are required to carry out any one of the following:-
1. Visit to any organization or Rehabilitation center dealing with such persons and preparation of case study
of any one person with some kind of disability.
2. Practice in teaching on school children with some kind of disabilities.
3. Conduct a survey on the type of supportive services needed for inclusion of children with any disability of
your choice and share the findings in the class.


32
Bachelor of Education


References:

• Ahuja. A, Jangira, N.K. (2002): Effective Teacher Training; Cooperative Learning Based Approach:
National Publishing House 23 Daryaganj, New Delhi. 110002.
• Ainscow, M., Booth. T (2003): The Index for Inclusion: Developing Learning and Participation in
Schools. Bristol: Center for Studies in Inclusive Education.
• Jangira N.K. and Mani, M.N.G. (1990): Integrated Education for Visually Handicapped, Gurgaon,
Old Subjimandi, Academic Press.
• Jha. M.( 2002) Inclusive Education for All: Schools Without Walls, Heinemann Educational
publishers, Multivista Global Ltd, Chennai, 600042, India.
• Sharma P.L (2003) Planning Inclusive Education in Small Schools, R .I E. Mysore.
• Sharma, P.L. (1990) Teachers handbook on IED-Helping children with special needs N. C. E .R .T.
Publication.

33
Bachelor of Education


B
3
(B) Option (viii) Guidance And Counseling

Time: 1:30 Hrs. M.Marks: 50
Terminal: 40
Sessional: 10

Instructions for the Paper Setter/ Candidate
1. The question paper will consist of three units: Unit I, II and III.
2. The paper setter will set three questions from each unit I and II.
3. The candidate will be asked to attempt two questions from each unit. Each question will carry 8 marks.
2. Unit-III will be compulsory. It will consist of two short answer questions covering the entire syllabus
and carry 4 marks each.
Objectives:
On completion of this course the students will be able to:
• understand the meaning, nature and scope of guidance.
• recognize the role of guidance in attaining the goals of education.
• appreciate the need for guidance.
• understand the meaning, nature and scope of counseling.
• analyze the relationship between guidance and counseling.
• recognize the different areas of counseling.
• become acquainted with the skills and qualities of an effective counselor.

Unit I
1. Meaning purposes, assumption
2. Principles of guidance in India
3. Kinds of guidance- Educational, Vocational, and Personal

UNIT-II

1. Kinds of counseling: directive, non-directive and eclectic
2. Role of teacher and counselor, counseling interview
3. Survey of guidance programme of a secondary school

Sessional work : 10 Marks
House Examination I & II : 5 Marks
Practical work : 5 Marks
Survey of guidance programme of a secondary school.

References:

• Bhatnagar, Asha and Gupta, Nirmala (Eds) ( 1999). Guidance and Counseling, Vol. I: A
Theoretical Perspective, New Delhi: Vikas.
• Bhatnagar, Asha and Gupta, Nirmala (Eds) ( 1999). Guidance and Counseling, Vol. II: A
Practical Approach. New Delhi: Vikas.
• Dave Indu (1984). The Basic Essentials of Counselling. New Delhi: Sterling Pvt. Ltd.
34
Bachelor of Education


• Gazda George R.M.( 1989). Group Counselling: A Development Approach. London: Allyn and
Bacon.
• Gibson, R.L. & Mitchell, M.H. (1986). Introduction to Guidance. New York: McMillan.
• Glickman, C & Wolfgang, C. (1981). Solving Discipline Problems: Strategies for Classroom
Teachers. Boston: Allyn and Bacon.
• Mallon, Brenda (1987). An Introduction to Counseling Skills for Special Educational Needs-
Participants Manual. Manchester: Manchester University Press, UK.
• Mathewson, R. H. (1962). Guidance Policy and Practice, 3rd Ed. New York: Harper and row.
• Nugent, Frank A. (1990). An Introduction to the Profession of Counselling. Columbus: Merrill
publishing Co.
• Pietrofesa, J.J, Bernstein, B., & Stanford, S. (1980). Guidance: An Introduction. Chicago: Rand
McNally.
• Rao, S.N. (1981). Counselling Psychology. New Delhi: Tata McGraw Hill.
35
Bachelor of Education


Area C- Pedagogical Content Knowledge
C
1
school subject-I
C
2
school subject-II

pMjwbI AiDAwpn
Option i (a)
smW: 3 GMty kul AMk:
100 bwhrI
prIiKAw: 80
AMdrUnI prIiKAw:
20
pRSn p`qr inrmwqw/ividAwrQIAW dy leI inrdyS:

1. ¤Hõ ¤3ö ƒ ¤H l8=!8l+l l=0 =lö+l H!=I!- 1, II, III, IV, V
2. ¤Hõ ¤3ö lõöH!3! Jö= l8=!8l l=0 l3õ ¤Hõ lö¤I!, lH= I, II, III, IV (H8l¤3 l8=!8l U
¤!õ=H l=0) Jö= ¤Hõ U 8 += JëI¡
3. Jö= l8=!8l l=0 =8l U ¤Hõ =öõ JëI¡
4. l8=!8l ¤H Hö ö8l Hööl J¡ l8=!8l ¤H l=0 ¤!õ UHõ! U +õ += JëI¡ U ¤Hõ 0!ö 0!ö +=l U
¤!õ UHõ!, H¤H UHõ! +3 +l¤+!¤õ =Höl ‘3 +¤!lö3 JëI¡

audyS:
• l=lU+!öul+l/+l¤+!¤=l l=0 ¤H!8l ¤õ!Uë Ul ö0l ¤U! =öõl¡
• l=lU+!öul/+l¤+!¤=l l=0 H=ö ¤¤ö ‘3 H!3! ö!H! ¤H!8l ¤õ!Uë H8¤l ¤H +!UUl+l HHl=öl
Jö =öõ U UI 8ë!Uë!¡
• l=lU+!öul/+l¤+!¤=l l=0 lHöHõ!3lH=, U¤ö0!ö3lH= 3 +õH¤!õ3lH= =Hö3!=l U! l==!H
=öõ!¡
• l=lU+!öul/+l¤+!¤=l ƒ öõ +õH!ö J=!ö! ¤H3=l Ul =ö3 =öõ Ul +!U3 ¤!Uël¡
• l=lU+!öul/+l¤+!¤=l ƒ H!lJ3 U l=löõ ö¤l U +l¤+!¤õ UIl 8!ö H!ë=!öl Uë!¡
• l=lU+!öul/+l¤+!¤=l ƒ H!3ö!H! Ul lHl¤+! U UUHl +3 lH¤l3l Ul H¥l =ö!Uë!¡

iekweI (1)
1. ö!H! Ul ¤löö!H!, ¤l=ö3l +3 U3¤3l U lH¤l3
2. ¤H!8l ö!H! U! lõ=!H +3 l==!H
3. H!3ö!H! lHl¤+! U UUH, HJ3=, lH¤l3 +3 H3ö

36
Bachelor of Education


iekweI (2)

1. Hëõ =Hö Ul ö!H! lHl¤+! l=0 HJ33!, öõUl+l Hö3l +3 +lö+!H
2. 8ö0!ö Ul lHl¤+! U! HJ3=, ö!H! U +H¤ U0!öë U =!öõ +3 H¤!ö
3. U) ¤õõ! (=!0õ) lH¤!Uë!: ¤õ!8l lHl¤+! Ul+l l=¤l+l -H¤H ¤õ!8l +3 Huö ¤õ!8l +3 l=HHl-
Hõ¤!õ 3 U¯0l ¤!õ ¡
+) lö¤ë! lH¤!Uë!: lö¤3 ö0õ! U! HJ3=, l=¤l+l +3 +lö+!H, lö¤3l =Hl Ul H¤!8l +3 Hö¤
lHl¤+! ¡

iekweI (3)

1. =l=3! +3 =!ö3= +l¤+!¤õ: HJ3=, UUH, +3 ¤õ!Uë Ul+l l=¤l+l, =l=3! +3 =!ö3=
+l¤+!¤õ l=0 +3ö ¡
2. l=+!=öõ Ul lHl¤+!: ¤löö!H!, lHl¤+! Uë Ul UHö/HHl, HJ33!, UUH +3 l=¤l+l ¡
3. U) H!3ö!H! Ul ¤!õ ¤H3=: UUH, HJ33! +3 lH¤l3 ¡
+) H!3ö!H! U! ¤!õ=H: UUH, HJ33! +3 lH¤l3 ¡


iekweI (4)

1. ö!H! lHl¤+! l=0 lUHcl Hö3 H!¤õ: +öu, HJ33!, l=HHl +3 U¤UIl =ö3
2. Hö+=ë: lõö3ö l=+!¤= Hö+=ë- +öu, l=¤l+l +3 AMk vMf (VI 3 VIII, IX 3 X)
3. U) ö!H! ¤UIH!ö! +öu, UUH, HJ33! +3 =ö3 U UI
+) ö!H! ¤H3=!ö!: HJ33!, ö!ö +3 =ö3H!õ Hlu3l

iekweI (5)

1. ¤!õ UHõ!: ¤löö!H!, UUH, HJ33!, l=HH3!=l +3 l=HHl- =!ölH=, l8=!8l +3 Ulõ= UHõ!=l
2. H!3 ö!H! U +l¤+!¤õ ö8l ¤!õ UHõ! l3+!ö =öõl lH¤ël
3. H¤H ¤!õ UHõ! +3 +l¤+!¤õ =Hö:
U) H!ë ¤J!ë =Hö
+) ¤Hõ U¯3ö =Hö
8) l=+!l¤+! =Hö
H) 8ö=8öö =Hö
J) UUl¤õ ¤lö=ö3õ =Hö

AMdrUnI mulWkx 20 AMk
U) U +Uöõl ¤ll¤+!=l 10 +=
+) ¤H=c(¤H!8l ö8l lõö¤!lö3 ¤!õ pusqk U! mulWkx) 10 +=


37
Bachelor of Education


shwiek pusqkW dI sUcI

1. l8UöU= õUöl +!¤lõ= ¤H!8l +l¤+!¤õ cöõ ¤8löHöH
2. H¤l=Uö lH= H¤/HõUl¤ =ö H¤ ¤H!8l ö!H! U! +l¤+!¤õ =lö+!ël ¤8lö=HõH
3. ö!. +HöHl3 =ö ¤H!8l +l¤+!¤õ Höl+! ¤8lö=HõH
4. ö!. UH=!ö +õ.=ö ¤H!8l ö!H! U! +l¤+!¤õ ö=l ¤8löHöH
5. HH=3 lH= HH H!3 ö!H! Ul lHl¤+! l=¤l HlJ3!8 lH= (lõU 8= =¤õl)
6. ö!. ö=õ!u H=!l8+! H!3 ö!H! Ul lHl¤+! ¤=!H 8UöH
7. Wright, T. (1988): Roles of Teachers and
Learners.
Oxford University Press,
Oxford.
8. Tickoo,M.L.(2005) Teaching and Learning
English
Orient Longman, New Delhi

38
Bachelor of Education


|=¯I| |m–"
Option i (b)
U¤¤-3 0¯c + ¬ T +-100
¬|á 0¯|–"-80
T|¯ö|¯+ 0¯|–"-20
0)--01 |-¤|ö|/õ|1| + |¬| |-I m:-
1. 0)- 01 +| 0|¤ z+|z¤| ¤ |4¤||¯ö |+¤| ¯||1|-I, II, III, IV, V
2. 0)- 01 |-¤|ö| 0œ¤+ z+|z ¤ ö|- 0)- |¬U 1| ¯U I, II, III T|¯ IV (U¯¬|¯¤ö z+|z + 0|¯¤+¤ U)¡ 0œ¤+
0)- + T|¯ T+ =|1¡
3. 0œ¤+ z+|z ¤ U +|z I| 0)- +¯¡
4. z+|z V T|-4|¤ =¡ zU¤ |+ 0|¯ ¤|¯-| 8 T+ +| ö¤| 4-4 T+ + I| 0)-| + ¯¯|¯ +¯- =|1¡
¯I)¤:-
• |=¯I| |m–" + |¬| U¯¬¯¤| ¤|¯¤ö|T| +| |4+|U +¯-|¡
• ¤|4| |m–+| ¤ |=¯I| ¤|0| |m–" +| +m¬ö|T| +| |4+|U +¯-|¡
• ¤|4| |m–+| ¤ ¤¯¤|+- –¤ö| +| |4+|U +¯-|¡
• |=¯I| |m–" ¤ U=|¤+ U|¤1| + |-¤| " T|¯ 0¤|1 +| ¤|¯¤ö| +| |4+|U +¯-|¡
• T|¤|-+ |m–" |4|¤¤| + ¯|¤ö 0¤|1 + ¬|¯ ¤ ¤|4| |m–+| +| 0|¯|¤ö +¯4|-|¡
0|¯¤+¤
0¤¤ z+|z
1. ¤|0| +| 0|¯¤|0|, ¤|0| + T|¤|¯, 0+|¬ T|¯ ¯U+ |4|4¤ ¯0
2. ¤|0| |m–" + U|¤|¯¤ |Uj|¯ö |4 U 1
3. ¯I)¤, ¤|ö¤|0| T|¯ ¯|¯c‰ ¤|0| + ¯0 ¤
|Iö|¤ z+|z
1. u4" +|m¬: ¤=œ4, 0|4|¤¤|
2. ¯¯¤|¯" |m–": ¤=œ4, ¯¯¤|¯" I|0| + +|¯", |-4|¯" + ¯0|¤
3. (+) 4|¤- |m–": ¤=œ4, 4|¤- ¤¯Iö| + +|¯" T|¯ |-4|¯" + ¯0|¤
(U) ¬|¬¤|¬ |m–": ¤=œ4, ¯I)¤ |4 |+ ¤||
39
Bachelor of Education


öö|¤ z+|z
1. +. 1U |m–": ¯I )¤, U|0|-, |4|¤¤|
U. 0U |m–": ¯I )¤, U|0|-, |4|¤¤|
2. ¯¤|+¯" |m–": ¤=œ4, ¯I)¤ |4 |4|¤¤|
3. +=|-| ö¤| -|c+ |m–" +| ¤=œ4, |4|¤¤|
¤ö¤ z+|z
1. |=¯I| +| 0|¯¤0¯ö+ +| ¯0¤||1ö|, |4m0ö|| T|¯ |-¤| " + |Uj|¯ö¡
2. |=¯I| T·¤|0+ + 1", +ö¯¤ T|¯ 4ö¤|- |¯¤|ö¡
3. ¤ ¯¤|+-: |-¯¯ö¯ ¯¤|0+ ¤¯¤|+- - T¤ , |4|¤¤| T|¯ T+ |4¤|¯- (VI U VIII, IX U X)


0¤¤ z+|z
1. I)¤ u¯¤ U|¤-| +| ¤=œ4, ¤¤- ö¤| 0¤|1¡
2. 0|¯ ¤|¯-| +| ¯0¤||1ö|, U|0|-¡
3. U–¤ T·¤¤- + +|m¬:- (i) 0|¯ ¤|¯-| U ¯|- 0=¤|-, (ii) ¯¤|"¤|œ¤+ +|m¬, (iii) 0)-|¯|¯ +|m¬, (iv)
¯I|0- 0|¯4ö-, (v) )¤|¤0c ¬U-¡

T|¯ö|¯+ ¤ ¯¤|+-: T+: -¤

I. T|¯ö|¯+ 0¯|–| | = ·¤
II 0)- 01 |-¤| " = ·¤

U=|¤+ 0¯ö+ U¤|:-
• -|¤+ U ¯m, "|=¯I| ¤|0| |m–"," c4c| 1|¯c U¤¯| 0|‹¬+m¯U, 0|c¤|¬|
• ¬¯|ç U4¯|ö +|¯, "|=¯I| T·¤|0-", +¯¤|"| 0|‹¬+m¯U, I=¬|
• U¯-| ¯¤||ö, "|=¯I| |m–"", ¤-0ö ¯|¤ |. ç U¯¯, I=¬|
• 1|¤¬ |¤+¤, "|=¯I| |m–"", =¯|m 0+|m" ¤|¯I¯, T|1¯|
• ¤++ç -|¯¯I, " |=¯I| |m–"", 1¬-|¯ 0|‹¬+ m¯¯, ¯|¬¯¤¯¡

40
Bachelor of Education


Teaching of English
Option i (c)
Time 3 hrs. M.Marks: 100
Terminal: 80
Sessional: 20
Instructions for Paper Setter/ Candidate
1. The question paper will consist of five units: I, II, III, IV and V.
2. The paper setter will set three questions from each Units I, II, III and IV. (From the syllabus of the
respective Units). Each question will carry 8 marks.
3. The candidate will be asked to attempt any two questions from each unit.
4. Unit V will be compulsory and consist of three questions. One question will be based on the preparation of
Composite lesson plan carrying 8 marks and two short answer questions will be from the entire V unit
carrying 4 marks each.
Objectives:
• To promote awareness in student teachers to create a warm & accepting classroom environment
conducive to learning.
• To enable student teachers to understand the nature, characteristics of Language and mother
tongue as well as the use of language.
• To enable student teachers to teach basic language skills such as listening, speaking, reading, and
writing and integrate them for communicative purposes.
• To introduce student teachers to some important methodologies & techniques of teaching English.
• To develop in student teachers insight into the form and use of English and to give practice in
lesson planning.
• To enable student teachers to prepare and use appropriate audio- visual teaching aids for effective
teaching of English.
• To help student teachers to use school & village resources for professional inputs.

Unit-I
Teaching of English In India: Some General Principles, Methods And Approaches
1. Teaching of English in India Today
a. Importance of English in India
b. Aims and objectives of Teaching English
c. Conditions under which English is taught and learnt, declining standards and suggested remedies
2. Nature of Language
a. Linguistic principles of teaching and learning English Language
b. General principles of teaching and learning English Language
3. Methods and Approaches of teaching English
a. Grammar Translation Method, Direct Method and Bilingual Method
b. Structural- Situational Approach
c. Communicative Language Teaching Approach

Unit-II
Developing Language Skills: Listening and Speaking
1. Meaning and Importance of Phonetics:
a. Phonetic Symbols
b. Pure and impure vowels and consonants
2. Features of connected speech: Stress, Rhythm, Intonation
3. Presentation skills:
Dramatization
Declamation
Paper Reading
Extempore
Role Playing
41
Bachelor of Education


Unit-III
Developing Language Skills: Reading and Writing
1. Teaching Reading Skills:
a. Teaching Mechanics of Reading & Types of Reading
b. Teaching Reading to Beginners
c. Extensive & Intensive Reading
d. Teaching Reading Comprehension
e. Teaching of Poetry
2. Teaching Writing Skill:
a. Mechanics of Writing
b. Teaching writing to Beginners
c. Teaching of composition from controlled to free practices
d. Creative writing
3. a. Teaching of Grammar:-Place of Grammar, Types and Methods of Teaching Grammar.
b. Teaching of Vocabulary: - Levels of Meaning, Word Meaning in context, use of dictionary and
thesaurus, expansion of
vocabulary, selection and gradation of vocabulary
Unit-IV
Evaluation and Teaching Aids
1. Evaluation: Continuous & Comprehensive Evaluation: Concept, technique and weightage distribution (VI
to VIII, IX to X)
2. Development of a Language test
3. Audio- Visual Aids
a. Educational Significance and practical use of Teaching Aids in English
b. Essential qualities of teaching Aids- with special reference to OHP, LCD projector , Computer
c. Language Laboratory- its set up, uses and limitation
d. Language Games
Unit-V
Lesson Planning
1. Need & importance
2. Preparation of Macro Lessons
1. Prose
2. Poetry
3. Grammar
4. Composition
i. Message writing
ii. Letter writing
iii. Advertisement writing
iv. Article writing
v. Dialogue writing
3. Micro Lessons
i. Skill of B.B. writing.
ii. Skill of Introducing a lesson.
iii. Skill of Stimulus variation
iv. Skill of Fluency in questioning
v. Skill of Illustrating with examples.
Sessional Work 20 Marks
Review of atleast two articles (5+5) =10 Marks
House Examination I & II (5+5) =10 Marks

42
Bachelor of Education


References:

1. Balasubramaniam,T.(1981):A Textbook of English Phonetics for Indian Students. Macmillan India
Limited, Mumbai.
2. Bhandari,C.S. and others(1966):Teaching of English: A Handbook for Teachers. Orient Longmans, New
Delhi.
3. Bhatia,K.K.(2006): Teaching and Learning English as a Foreign Language. Kalyani Publishers, New Delhi.
4. Bindra, R. (2005): Teaching of English.Radha Krishan Ananad and Co, Jammu.
5. Bright,J.A. and Mc Gregor, G.P.(1981): Teaching English as a Second Language. Longmans, ELBS.
6. Carroll,B.J.(1972): Systems and Structures of English. Oxford University Press, London.
7. Doff, A. (1998). Teach English: A Training Course for Teachers. The British Council and Cambridge
University Press, Cambridge.
8. French, F.G. (1963): Teaching English as an International Language. OUP, London.
9. Gokak, V.K.(1963): English In India, Its Present and Future. Asia Publishing House,
10. Hornby,A.S. (1962):The Teaching of Structural Words and Sentence Patterns. OUP, London.
11. Kohli,A.L. (1999): Techniques of Teaching English. Dhanpat Rai and Company, New Delhi.
12. Lamba, D. and Others (2007): Techniques of Teaching English. 21
st
Century Publication, Patiala.
13. Manzel, E.W. (1994): Suggestions for the Teaching of Reading In India. OUP, London.
14. Palmer,H.E. (1980): Grammar of Spoken English. Heffer, Cambridge.
15. Ryburn, W.M. (1963):Teaching of English In India. OUP, Mumbai.
16. Thompson, M.S. and Wyat, H. G. (1995): Teaching of English in India. OUP, Mumbai.
17. Tickoo,M.L.(2005): Teaching and Learning English. Orient Longman, New Delhi.
18. Wright, T. (1988): Roles of Teachers and Learners. Oxford University Press, Oxford.

43
Bachelor of Education


= ª+ - lzi-iºi
Option i (d)
U¤¤-3 0¯c + ¬ T +-100
¬|á 0¯|–"-80
T|¯ö|¯+ 0¯|–"-20
0)--01 |-¤|ö|/õ|1| + |¬| |-I m:-
1. 0)- 01 +| 0|¤ z+|z¤| ¤ |4¤||¯ö |+¤| ¯||1|-I, II, III, IV, V
2. 0)- 01 |-¤|ö| 0œ¤+ z+|z ¤ ö|- 0)- |¬U 1| ¯U I, II, III T|¯ IV (U¯¬|¯¤ö z+|z + 0|¯¤+¤ U)¡ 0œ¤+
0)- + T|¯ T+ =|1¡
3. 0œ¤+ z+|z ¤ U +|z I| 0)- +¯¡
4. z+|z V T|-4|¤ =¡ zU¤ |+ 0|¯ ¤|¯-| 8 T+ +| ö¤| 4-4 T+ + I| 0)-| + ¯¯|¯ +¯- =|1¡
¯I)¤:-
• = ª+ - |m–" + |¬| U¯¬¯¤| ¤|¯¤ö|T| +| |4+|U +¯-|¡
• ¤|4| |m–+| ¤ = ª+ - ¤|0| |m–" +| +m¬ö|T| +| |4+|U +¯-|¡
• ¤|4| |m–+| ¤ ¤¯¤|+- –¤ö| +| |4+|U +¯-|¡
• = ª+ - |m–" ¤ U=|¤+ U|¤1 | + |-¤| " T|¯ 0¤|1 +| ¤|¯¤ö| +| |4+|U +¯-|¡
• T|¤|-+ |m–" |4|¤¤| + ¯|¤ö 0¤|1 + ¬|¯ ¤ ¤|4| |m–+| +| 0|¯|¤ö +¯4|-|¡

:+i: ¸
¸. = ª+ - ~i ª -iiª-i¤ -ii·ii~i +i ( l-til=+ ¤ ·a-i¸ ln
-. = ª+ - -ii·ii lzi-iºi + -¦ z¤. nt-¤
.. +. = ª+ - -ii·ii lzi-iºi + =ini-¤ l=zi-- (¤ =¸ z
ºi. = ª+ - -ii·ii lzi-iºi +i l¤l-i-- ¤zl-¤i ¤ia¸ ¤¤ ª-+. ¤ ·¤-i. ~-ii·º
:+i: -
¸. = ª+ - n ---iªºi lzi-iºi ~zi z ---iªºi + ¤ +iª. +iªºi (¤ = ·iiª +
-¤i¤
-. +. = ª+ - n n¤ lzi-iºi ~l-i¤ i¤. -¦ z¤ (¤ =i ¤i-
ºi. = ª+ - n ¤¤ lzi-iºi ~l-i¤ i¤. -¦ z¤ (¤ =i ¤i-
.. +. = ª+ - n ª--i lzi-iºi ~l-i¤ i¤. -¦ z¤ (¤ =i ¤i-
ºi. = ª+ - n ~- ¤i< lzi-iºi ~l-i¤ i¤. -¦ z¤ (¤ =i ¤i-
44
Bachelor of Education


:+i: .
¸. +. = ª+ - ~·¤i¤+ + n ºi
ºi. = ª+ - ¤ia¸ ¤ ¤ ª-+
-. = ª+ - lzi-iºi n < z¤ ¬·¤ =i·i-
.. +. = ª+ - lzi-iºi n ni lºi+ +i¤
ºi. = n ºi

:+i: ×
¸. n¸ -¤i +- nt-¤. ¤ªi-i~i + ¤ +iª. ~-ii·º ¤ªi-ii ¤ ºiini
-. = ª+ - lzi-iºi n l-<i-i·n+ (¤ -¤-iªi·n+ =i·i-
.. n t+i¤ (¤ -=+i = zii ·i-

:+i: -
¸. ¤ia ¤i ¤-i ~l-i¤ i¤. nt-¤ -·ii =i ¤i-
-. ~i<zi ¤ z- ¤z + l-ni ºi l=zi--
.. ~ia¤i ~i ª <=¤i +i ¤ia¸ ¤¤ ª-+ n =
+. ª¤ª =l-·i
ºi. zi·<ª¤ ªin. nl-. -<i. -ii- . :<n¸ -·ii =¤
n. ·ii- ª¤ (+ ¤n nº¸ -·ii n÷¸ n ) -i¸ . nn¸ . - ª. -n¸ . +·i¸
¤. ~- ¤i<i
-. ¤ ·¤¤ +-. +·¤i. -·¤. ~-i¤

Practical:-
- =¸ -n ¤ia ¤i ¤-i
- l¤ª- - ¤ia ¤i ¤-i
- =ti¤+ =inn i

45
Bachelor of Education


Teaching of Social Studies
Option ii (a)

Time 3 Hrs. M.Marks: 100
Terminal: 80
Instructions for Paper Setter/ Candidate
1. The question paper will consist of five units: I, II, III, IV and V.
2. The paper setter will set three questions from each Units I, II, III and IV. (From the syllabus of the respective
Units). Each question will carry 8 marks.
3. The candidate will be asked to attempt any two questions from each unit.
4. Unit V will be compulsory and consist of three questions. One question will be based on the preparation of
Composite lesson plan carrying 8 marks and two short answer questions will be from the entire V unit
carrying 4 marks each.
Sessional: 20


Objectives:
Knowledge
1. To enable the pupil-teachers to understand the nature and concept of Social Studies.
2. To enable the pupil-teachers to understand aims, objectives and values of teaching Social Studies.
3. To develop the understanding of pupil-teachers concerning curriculum organization.
4. To acquaint the pupil-teachers with various methods and techniques of teaching Social Studies.
5. To acquaint the pupil-teachers with different audio-visual aids and their utilization.
6. To develop proper understanding of Nationalism and Internationalism.
Skills:
1. To enable the pupil-teachers to express themselves clearly.
2. To take active part in meetings, debates, seminars and other activities.
3. To collect information from different sources.
4. Analysis of present day problems in the Social context.
5. To develop a skill of preparation of lesson plan and its presentation.
6. To develop a skill of preparation of question papers.
A. Attitudes:
1. To promote positive social outlook.
2. Respect for and pride in national goals and values.
3. Self reliance.

B. Teacher’s Activities:
Lecture, discussion, demonstration, questioning and seminars.
C. Student’s Activities:
Listening to lectures preparing notes, asking questions and seeking clarifications, participation in seminars
and discussions, preparing assignments, and preparing lesson plans.

UNIT I
1. Meaning, nature, scope and importance of social studies. Difference between social studies and social
science
2. Aims, objectives and values of teaching social studies
3. a. Curriculum: Meaning, principles of curriculum construction and organization of curriculum
(Topical, chronological and
concentric)
b. Correlation of Social Studies with Math, Science, Language and Art

46
Bachelor of Education


UNIT II

1. Meaning of methods: Characteristics of good and suitable method in Social Studies
2. Types of method-Lecture, project, observation, story telling, socialized recitation method. (Seminar,
debate, panel discussion, workshop, symposium and dramatization)
3. Need, importance and equipments of social studies room

UNIT III

1. Social Studies textbook: Need, importance and qualities
2. Social Studies teacher: Qualities and role
3. Audio-Visual Aids: Meaning, importance, projective and non-projective teaching aids: Overhead
projector, chalk board, maps, charts, model, picture, graphs, globe, television, computer, films and excursions

UNIT IV
1. Current affairs in Social Studies: Meaning, importance and utilizing current events in teaching social
studies
2. Evaluation in Social Studies: Continuous & Comprehensive Evaluation: Concept, technique and weightage
distribution (VI to VIII, IX to X)
3. Different types of tests: Essay type and objective type

UNIT V
1. Lesson Planning: Meaning, need and importance
2. Construction of Composite lesson plan.
3. Teaching Micro-skills with special reference to five core skills: Skill of introducing the lesson, skill of
questioning, skill of explanation, skill of stimulus variation and skill of black board writing.
Sessional Work : 20 marks
House Examination: I & II : (5+5) = 10 Marks
Practical Work : 10 Marks
Practical work:
a) Review of prescribed Social Studies curriculum or text books of any class of PSEB, CBSE or ICSE.
b) Visit to any community resource and writing a report for the same

References:

1. Aggarwal, J.C. (2003): Teaching of Social Studies. Vikas Publishers, New Delhi.
2. Binning and Binning (1952): Teaching of Social Studies in Secondary Schools. McGraw Hill.
3. Dash, B.N. (2005): Content – cum – Methods of Teaching of Social Studies. Kalyani Publishers, New
Delhi.
4. Dhanija, Neelam (1993): Multi Media Approaches in Teaching Social Studies. Harman Publishing House,
New Delhi.
5. Kochhar, S.K. (1983): Teaching of Social Studies. Sterling Publishers, New Delhi.
6. Kohli, A.S.(1996): Teaching of Social Studies. Anmol Publishers, New Delhi.
7. Mehta, D.D. (2004): Teaching of Social Studies. Tandon Publishers, Ludhiana.
8. Mofatt, M.R. (1955): Social Studies Instruction. Prentice Hall, New York.
9. Shaida, B.D. (1962): Teaching of Social Studies. Panjab Kitab Ghar, Jallandhar .
10. Shaida, B.D. and Shaida, A. K. (2005): Teaching of Social Studies. Arya Book Depot, New Delhi.

47
Bachelor of Education


Teaching of History
Option ii (b)
Time 3 Hrs. M.Marks: 100
Terminal: 80
Sessional: 20
Instructions for Paper Setter/ Candidate
1. The question paper will consist of five units: I, II, III, IV and V.
2. The paper setter will set three questions from each Units I, II, III and IV. (From the syllabus of the
respective Units). Each question will carry 8 marks.
3. The candidate will be asked to attempt any two questions from each unit.
4. Unit V will be compulsory and consist of three questions. One question will be based on the preparation of
Composite lesson plan carrying 8 marks and two short answer questions will be from the entire V unit
carrying 4 marks each.
Objectives:
• To enable student teachers to understand the importance of history.
• To enable student teachers to develop an understanding of aims and objectives of teaching history.
• To enable student teachers to construct and analyze critically the curriculum and textbooks of
teaching history at secondary stage.
• To provide knowledge of different methods of teaching history to student teachers.
• To acquaint student teachers with different audio-visual aids and latest information technology.
• To make the student teachers aware about the role of history in developing National integration
and International understanding.
• To acquaint student teachers with different techniques of evaluation.
UNIT I
1. Meaning, nature, importance and scope of history with special reference to modern concept of history
2. Aims, objectives and values of teaching history at secondary level
3. Relation of history with other school subjects (Social Sciences, Physical Science and Languages)
UNIT II
1. Principles of curriculum construction and different approaches to construct curriculum: chronological,
concentric and topical
2. Need, importance and criteria of an ideal text book, critical analysis of history text book at secondary stage
3. a. Cultivation of time and space sense
b. Need and importance of local history and current events

UNIT III
1. Methods of teaching history: Story telling, lecture, discussion, project, source, dramatization and field
trips/excursions
2. Devices of teaching history: Narration, questioning, illustration, description and explanation
3. Qualities and role of history teacher in changing scenario

UNIT IV
1. Need, importance, types, preparation and usage of teaching aids: Tape recorder, radio, charts, graphs, maps,
models, specimens, OHP, computer, films, T.V., chalk board, bulletin board and News line
2. Evaluation: Need, importance and Continuous & Comprehensive Evaluation: Concept, techniques and
weightage distribution (VI to VIII, IX to X), types of tests-their construction and uses in history
3. Role of history in developing National Integration and International Understanding

48
Bachelor of Education


UNIT V
1. Elements of a lesson plan and content analysis of a topic in terms of knowledge, skills, attitudes in teaching
of history
2. Steps of construction of lesson plan
3. Teaching Micro-skills with special reference to five skills:
i) Skill of introducing the lesson
ii) Skill of questioning
iii) Skill of explanation
iv) Skill of stimulus variation
v) Skill of black board writing.

Sessional Work : 20 marks
House Examination: I & II : 10 Marks

Practical Work : 10 Marks
1. Critical analysis of History textbook of any class.
2. To arrange a visit to a historical place and write a report of the same


References:

1. Arora , K.L. Teaching of History.
2. Bhallia , C.L. (1963): Audio Visual Aids in Education. Atma Ram and Sons, Delhi.
3. Burton, W.H. and Green, C. W. (1962): Principles of Teaching History .
4. Chakrabarti, S.K. (1967) :Audio Visual Education in India. Das Gupta and Company, Calcutta.
5. Dobbsen , D.P. A Handbook for History Teacher.
6. Ghate, V.D. (1956): Teaching of History.
7. Gunnin, Dennis: The teaching of History.
8. Hil, C.P. (1953): Suggestions for Teaching of History. Paris Unesco, Paris.
9. Iaurwerys, I.A. (1954): History Text Book and International Understanding .
10. Johnson, Henry (1950): Teaching of History in Elementary and Secondary School.
11. Kochhar, S.K. (1977): Teaching of History.
12. R.E.De, Kieffer and Cochran, Leeln (1966): Manual of Audio Visual Techniques .
13. Shaida, B.D. and Singh, Sahib: Teaching of History.

49
Bachelor of Education


Teaching of Geography
Option ii (c)
Time 3 Hrs. M.Marks: 100
Terminal: 80
Sessional: 20
Instructions for Paper Setter/ Candidate:
1. The question paper will consist of five units: I, II, III, IV and V.
2. The paper setter will set three questions from each Units I, II, III and IV. (From the syllabus of the
respective Units). Each question will carry 8 marks.
3. The candidate will be asked to attempt any two questions from each unit.
4. Unit V will be compulsory and consist of three questions. One question will be based on the preparation of
Composite lesson plan carrying 8 marks and two short answer questions will be from the entire V unit
carrying 4 marks each.
Objectives:
To enable student teachers to:
• understand the nature and concept of geography.
• understand the role and importance of geography in schools.
• understand the aims and objectives of geography.
• get acquainted with different methods of teaching geography.
• prepare and use different teaching aids.
• get acquainted with the latest concept and techniques of evaluation.
• get equipped with the knowledge of organization of curriculum.

UNIT I
1. Meaning, nature, scope and latest trends in Geography
2. Importance of Local and Regional Geography
3. Objectives of teaching Geography- General objectives, instructional objectives like knowledge,
understanding, aptitude and interest

UNIT II
1. Principles of curriculum construction; approaches of organization of Geography curriculum – concentric,
topical and unit; critical study of existing curriculum of Geography at secondary school stage
2. Methods of teaching Geography:
• Project
• Observation
• Discussion
• Field Study
• Regional
• Laboratory
3. Study of current events in Geography

UNIT III
1. Geography room – Need, importance and designing geography laboratory
2. Geography textbook – Importance, qualities and usage
3. Geography teacher – Qualities, role and his professional growth

50
Bachelor of Education


UNIT IV
1. Evaluation in Geography: Continuous & Comprehensive Evaluation: Concept, techniques and weightage
distribution
(VI to VIII, IX to X), different types of tests- essay type, short answer type and objective type tests
2. Correlation with other school subjects: History, Mathematics, Science, Civics, Art and Economics
3. Need, importance, preparation and use of teaching aids: Chalk board, graphs, globes, maps, charts, atlas,
models, T.V., O.H.P., films, computer and Multimedia projects

UNIT V
1. Lesson planning: Meaning, need, importance
2. Construction of composite lesson plan
3. Teaching Micro skills with special reference to five skills:
i) Skill of introducing the lesson
ii) Skill of questioning
iii) Skill of explanation
iv) Skill of stimulus variation
v) Skill of black board writing.

Sessional Work : 20 marks
House Examination: I & II : 10 Marks
Practical Work : 10 Marks

• A simple survey of local place – its physical features and natural resources; writing the report of the same.
• Visit of an observatory planetarium or Geography museum.

References:

1. Aggarwal, D.O. (2000): Modern Methods of Teaching Geography. Sarup and Sons Publisher, New Delhi.
2. Arora, K.L. (1989): Teaching of Geography. Prakash Brothers, (In Punjabi, English, Hindi), Ludhiana
3. Graves, Norman, J. : Geography in Education. Heinemannn, London.
4. Macnee, E.A. (1951): The Teaching of Geography. Cambridge University Press,
5. R.P. Singh (2004): Teaching of Geography. R. Lall Book Depot, Meerut.
6. Rai, B.C. (1979): Methods of Teaching of Geography .
7. Rao, M.S. (1999): Teaching of Geography. Anmol Publication Pvt. Ltd, New Delhi.
8. Sharma, B.D. : Teaching of Geography.
9. Singh, Yogesh K. (2004): Teaching of Geography (Hindi). A.P.H. Publisher, Delhi.
10. Unesco. Source Book for Geography Teaching. Paris.
11. Verma, O.P. (1987) : Geography Teaching .

51
Bachelor of Education


Teaching of Political Science
Option ii (d)
Time 3 hrs. M.Marks: 100
Terminal: 80
Sessional: 20
Instructions for Paper Setter/ Candidate
1. The question paper will consist of five units: I, II, III, IV and V.
2. The paper setter will set three questions from each Units I, II, III and IV. (From the syllabus of the
respective Units). Each question will carry 8 marks.
3. The candidate will be asked to attempt any two questions from each unit.
4. Unit V will be compulsory and consist of three questions. One question will be based on the preparation of
Composite lesson plan carrying 8 marks and two short answer questions will be from the entire V unit
carrying 4 marks each.
Objectives:
• To enable student teachers to know the concept of Political Science.
• To enable student teachers to know objectives of teaching Political Science as a school subject.
• To enable student teachers to know various political problems which our country is facing.
• To provide student teachers to know different methods of teaching Political Science.
• To provide student teachers knowledge of various teaching aids.

UNIT I

1. Meaning, nature, scope and importance of Political Science in the Modern era
2. a. Aims, objectives and values of teaching of Political Science
b. Correlation of Political Science with other subjects (History, Geography, Sociology and languages)
3. a. Principles of curriculum construction
b. Critical study of existing curriculum of Political Science at Senior Secondary stage

UNIT II

1. Meaning of Method: Traditional and New Approach, types of methods: Lecture, Project, Socialised
recitation Method, (Seminar, Debate, Panel Discussion, Workshop, symposium, dramatisation and mock
parliament)
2. Current Events : Importance, principles of selection and methods of their teaching
3. Political Science Text-Book: : Importance and qualities

UNIT III

1. Supplementary Material: Magazines, journals, newspapers, reference books
2. Political Science Room: Need, importance and equipment
3. Political Science Teacher: Qualities and role

UNIT IV

2. Evaluation: Continuous & Comprehensive Evaluation: Concept, techniques and weightage distribution
1. (VI to VIII, IX to X).
2. Different Types of Tests: Essay, Objective Type Tests and Short Answer Types..
3. Uses and importance of teaching aids
(Black Board, Map, Globe, Pictures, Charts, Posters, Graphs, Films, Film-strips, Television, Field Trips,
Over head Projector and Computer).
52
Bachelor of Education


UNIT V

1. Lesson Planning: Meaning, need and importance
2. Construction of composite lesson-plan.
3. Teaching Micro-skills with special reference to five skills:
(i) Skill of introducing the lesson.
(ii) Skill of questioning.
(iii) Skill of explanation.
(iv) Skill of stimulus - variation.
(v) Skill of black-board writing.
Sessional Work : 20 Marks
House Examination- I & II : (5 + 5) = 10 Marks
Practical Work : 10 Marks
1. Preparation of the question paper for senior secondary class.
2. Preparation of two teaching models.

References:

1. Aggarwal, J .C. Teaching of Political Science and Civics.
2. Bhatia, K.K.: Narang, C.L. and Sidhu, H.S. : Teaching of Social Studies.
3. Kochhar, S.K.: Teaching of History.
4. Shaida, B.D. and Shaida, A.K. (2005): Teaching of Social Studies. Arya Book Depot, New Delhi.
5. Shiels.: View Points in Civics Education.
6. Singh, R.L: Teaching of History and Civics.
7. Whill, E.M. Teaching of Modern Civics.

53
Bachelor of Education


Teaching of Economics
Option ii (e)
Time 3 Hrs. M.Marks: 100
Terminal: 80
Sessional: 20

Instructions for Paper Setter/ Candidate
1. The question paper will consist of five units: I, II, III, IV and V.
2. The paper setter will set three questions from each Units I, II, III and IV. (From the syllabus of the
respective Units). Each question will carry 8 marks.
3. The candidate will be asked to attempt any two questions from each unit.
4. Unit V will be compulsory and consist of three questions. One question will be based on the preparation of
Composite lesson plan carrying 8 marks and two short answer questions will be from the entire V unit
carrying 4 marks each.
Objectives
A. Knowledge:
1. To provide understanding of growing concept, principles and theories of economics.
2. To enable the pupil-teachers to develop an understanding of aims and objectives of teaching of economics.
3. To acquaint them with various economic problems which our country is facing.
4. To provide knowledge of different methods of teaching.
5. To provide knowledge of different teaching aids.
6. To develop interest in teaching of economics.
B. Skills:
1. Preparation of teaching aids.
2. Use of devices and techniques of teaching.
3. Use of various methods of teaching.
4. Conducting economic survey.
5. Organize seminars, symposium and discussion.
6. Writing instructional objectives.
7. Preparation of test items of an achievement test.
8. To develop skill in making use of Educational Technology.
C. Attitude:
To promote among pupil-teacher an attitude of
1. Critical Thinking
2. Critical Analysis
3. Scientific Outlook
4. Observation
5. Wise Consumerism
6. Providing solution to economic problems.

UNIT I
1. Meaning, nature and scope of Economics as a teaching subject
2. a. Importance of teaching of Economics in school curriculum
b. Aims and objectives of teaching Economics as given in present school curriculum
3. Correlation of Economics with Commerce, Mathematics, Statistics, History, Political Science Geography
and Science

UNIT II
1. Principles of constructing curriculum of Economics and approaches of curriculum organization - unit,
topical and concentric
2. Critical Analysis of existing curriculum of Economics
3. Economics text book- importance and criteria of selection
54
Bachelor of Education


UNIT III
1. Methods of teaching: Lecture method, discussion method, project method, survey method, inductive-
deductive method
2. Techniques and devices: Assignment, seminar, illustration, symposium, excursions and supervised study
3. (a) Economics teacher: Importance, qualities and professional growth
(b) Economics Room: Importance and equipment

UNIT IV
1. Teaching Aids: Importance and types of teaching aids; Radio, Charts, Films, T.V., Graph, Maps and
Computer.
2. Evaluation – Continuous & Comprehensive Evaluation: Concept, techniques and weightage distribution
(VI to VIII, IX to X), types of tests-Essay type, short answer type and objective type.
3. oncepts and current affairs: Major challenges before Indian economy, liberalization and globalization and
consumer awareness.
UNIT V
1. Lesson Planning: Meaning, need and Importance
2. Construction of composite lesson plan
3. Teaching micro skills with special reference to five skills:
- skill of introducing the lesson
- skill of questioning
- skill of explanation
- skill of stimulus variation
- skill of black board writing
Sessional Work : 20 Marks
House Examination- I & II : (5 + 5) = 10 Marks
Practical Work : 10 Marks

Suggested Practical Work (any two)
1. Low cost and improvised teaching aids.
2. Surveys and Projects on a chosen theme.
3. Write up on a current economic issue.
4. Co-curricular activities in school related to teaching of economics.
5. Critical analysis of existing textbook and curriculum of Economics.

References:

1. Dhillon, Satinder and Chopra, Kiran (2002): Teaching of Economics. Kalyani Publications, Ludhiana.
2. Kanwar, B.S. (1970): Teaching of Economics. Prakash Brothers, Ludhiana.
3. Siddiqui, M.H. (2005): Teaching of Economics. Ashish Publishing House,New Delhi.
4. Sidhu, H.S. (2005): Teaching of Economics.Tandon Publications, Ludhiana.
5. Yadav, Amita (2005): Teaching of Economics. Anmol Publications , New Delhi.

55
Bachelor of Education


Teaching of Commerce
Option iii
Time 3 Hrs. M.Marks: 100
Terminal: 80
Sessional: 20
Instructions for Paper Setter/ Candidate
1. The question paper will consist of five units: I, II, III, IV and V.
2. The paper setter will set three questions from each Units I, II, III and IV. (From the syllabus of the
respective Units). Each question will carry 8 marks.
3. The candidate will be asked to attempt any two questions from each unit.
4. Unit V will consist of lesson planning. One question on lesson plan will be framed and will carry 8 marks.
Four short answer questions carrying 2 marks each will also be framed. All the questions will be
compulsory.
Objectives:
Knowledge
1. To enable the pupil-teachers to understand the nature and concept of Commerce
2. To enable the pupil-teachers to understand aims, objectives and values of teaching Commerce
3. To develop the understanding of pupil-teachers concerning curriculum organization.
4. To acquaint the pupil-teachers with various methods and techniques of teaching Commerce
5. To acquaint the pupil-teachers with different audio-visual aids and their utilization.
6. To develop proper understanding of Nationalism and Internationalism.
Skills
1. To enable the pupil-teachers to express themselves clearly.
2. To take active part in meetings, debates, seminars and other activities.
3. To collect information from different sources.
4. Analysis of present day problems in the Social context.
5. To develop skill of preparation of lesson plan and its presentation.
6. To develop skill of preparation of question papers.
A. Attitudes:
1. To promote positive social outlook.
2. Respect for and pride in national goals and values.
3. Self reliance.
B. Teacher’s Activities:
Lecture, discussion, demonstration, questioning and seminars.
C. Students Activities:
Listening to lectures preparing notes, asking questions and seeking clarifications, participation in seminars
and discussions, preparing assignments, and preparing lesson plans.

UNIT I
1. Meaning, nature, scope of teaching Commerce
2. (a) Place of commerce in school curriculum
(b) Aims, value and objective with reference to Bloom’s Taxonomy
3. Correlation-Meaning and types. Correlation of Commerce with language, economics, mathematics and
public administration

UNIT II
1. Curriculum-Meaning, principles and critical analysis of curriculum of teaching of commerce
2. Criteria of selection of good commerce text book
3. Qualities and role of Commerce teacher
56
Bachelor of Education


UNIT III
1. Method - meaning and principles of selection of method
2. Types of method:
i) Lecture Method
ii) Problem-Solving Method
iii) Inductive-Deductive Method
iv) Demonstration Method
3. Method of teaching short hand and typing.
UNIT IV
1. Commerce room-need, importance and equipment
2. Development and utilization of teaching aids (projective and non-projective and performing arts required
for commerce programme), Community resources and its use in Commerce
3. Evaluation – Continuous & Comprehensive Evaluation: Concept, techniques and weightage distribution
(VI to VIII, IX to X), types of tests-Essay type, short answer type and objective type


UNIT V
1. Lesson Planning:Meaning, need and importance
2. Construction of composite lesson plan
3. Teaching micro skills with special reference to five skills:
- skill of introducing the lesson
- skill of questioning
- skill of explanation
- skill of stimulus variation
- skill of black board writing
-
Sessional Work: : 20 Marks
House Examination- I & II : (5 + 5) = 10 Marks
Practical work : 10 Marks
Two Low cost and improvised teaching aids (Model/Chart/Graph)

References:

1. Aggarwal, J. C. (2003): Teaching of Commerce. Vikas Publication, New Delhi.
2. Dema and Brinkman: Guidance in Business Education South. Western Publishing Company, New York.
3. Douglas, Palnford and Anderson (2000): Teaching Bussiness Subjects. Prentice Hall, New York.
4. Green, H. (): Activity Handbook for Business Teachers. Mc Graw Hill, New York.
5. Musselman and Hann: Teaching Book Keeping and Accounting. McGraw Hill , New York.
6. Rao, Seema, (2005): Teaching of Commerce. Anmol Publishers, New Delhi.
7. Tonne, Iopham and Freemanc: Methods of Teaching Business Subjects. Mc Graw Hill, New York.
8. Venkatest, Warlu K. and Basha Johni and Digumarti, S.K. and Rao, Bhaskara: Methods of Teaching of
Commerce.

57
Bachelor of Education


Teaching of Mathematics
Option iv
Time 3 hrs. M.Marks: 100
Terminal: 80
Sessional: 20
Instructions for Paper Setter/ Candidate
1. The question paper will consist of five units: I, II, III, IV and V.
2. The paper setter will set three questions from each Units I, II, III and IV. (From the syllabus of the
respective Units). Each question will carry 8 marks.
3. The candidate will be asked to attempt any two questions from each unit.
4. Unit V will be compulsory and consist of three questions. One question will be based on the preparation of
Composite lesson plan carrying 8 marks and two short answer questions will be from the entire V unit
carrying 4 marks each.
Objectives:
• To acquaint pupil teachers with the methods and techniques of teaching Mathematics.
• To help pupil teachers in instructional planning and development of relevant material for the
teaching of Mathematics.
• To help pupil teachers in the process of comprehensive evaluation in Mathematics.
• To acquaint pupil teachers with the use of computers in teaching of Mathematics.
• To make the students aware of the value of Mathematics and relationship of Mathematics with
the other subjects.
• To enable the students to learn the principles, concepts and the terms in the teaching of
Mathematics and to enable them to apply the same.
• To acquaint them with the role of teaching aids, text books, drill work, home work,
mathematical laboratories and libraries.
UNIT I
1. Meaning, nature and values of Mathematics- Practical, social, moral, aesthetic and intellectual
2. Place of Mathematics in school curriculum and relationship of Mathematics with other school subjects
such as Physical Sciences,
Bio-Sciences, Economics, Logic, Fine arts
3. (i) Aims and objectives of teaching Mathematics at Secondary Level
(ii)Formulation of objectives with reference to Bloom’s Taxonomy
UNIT II
1. (i) Selection and evaluation of text book
(ii) Critical study of 10
th
class Mathematics curriculum (C.B.S.E./P.S.E.B.)
2. (i) Concept of evaluation : Continuous & Comprehensive Evaluation: Concept, techniques and weightage
distribution
(VI to VIII, IX to X)
(ii) Construction of test items (essay type, short answer type and objective type)
3. Remedial measures for defects in present day teaching of Mathematics to make it more interesting and
activity based
UNIT III
1. Methods of teaching
i. Inductive- Deductive
ii. Analytic – Synthetic
iii. Problem Solving
iv. Laboratory
2. Pedagogical analysis of different topics of Mathematics
3. (i) Qualities for Mathematics teacher and role of Mathematics teacher in drill work and
written work, supervised study and Error analysis
(ii)Mathematics laboratory: Teaching aids- charts, models, chalk boards, OHP,LCD and computers

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Bachelor of Education


UNIT IV
1. (i) Number system.
(ii) Polynomials and equations – linear, simultaneous and quadratic.
2. (i) Geometrical Concept: Point, line, line segment, angle and triangle.
(ii)Types of Angles, Triangles and quadrilaterals.
3. (i) Trigonometric ratios, identities, heights and distances.
(ii) Measure of central tendencies.(Mean, Median, Mode)

UNIT V
1. Lesson planning: Meaning, importance and Herbartian steps
2. Planning of Macro lessons with special reference to Arithmetic, Algebra, Geometry, Trigonometry and
Statistics.
3. Concept, components and preparation of micro lesson plans for developing teaching skills of
a. skill of introducing the lesson
b. skill of questioning
c. skill of explanation
d. skill of stimulus variation
e. skill of black board writing

Sessional Work : 20 Marks
House Examination I and II : (5 + 5) = 10 Marks
Practical Work/ Activities : 10 Marks
Suggested Practical Work (Any two)
1. Preparation of two teaching aids
2. Construction of test items
3. Analytic report of curriculum
4. Preparation of two Micro lessons plans

References:

• Butler, C.H. and Wren F.L.(1965): The Teaching of Secondary School Mathematics. McGraw Hill
(International Student Edition).
• Gakhar, S.C. (2006): The Teaching of Mathematics. N.M. Publications, Panipat.
• Kumar K. and Kaur, J. (2004): Learning Mathematics Lab. Experience.
• Mangal, S.K. (2003): The Teaching of Mathematics. Tandon Publications, Ludhiana.
• Ratnalikar , D.N. and et.al. (2004): Teaching of Mathematics.
• Sidhu, K.S. (2005): The Teaching of Mathematics. Sterling Publishers, New Delhi.

59
Bachelor of Education


Teaching of Computer Education
Option–v
Time 3 Hrs. M.Marks: 100
Terminal: 80
Sessional: 20
Instructions for Paper Setter/ Candidate
1. The question paper will consist of five units: I, II, III, IV and V.
2. The paper setter will set three questions from each Units I, II, III and IV. (From the syllabus of the
respective Units). Each question will carry 8 marks.
3. The candidate will be asked to attempt any two questions from each unit.
4. Units V will consist of lesson planning. One question on lesson plan will be framed and will carry 8 marks.
Four short answer questions carrying 2 marks each will also be framed. All the questions will be
compulsory.
OBJECTIVES:
• To understand the concept of Computer Education
• To understand the values of learning computer.
• To understand the learning strategies.
• To equip them with knowledge to set up and maintain a Computer laboratory.
• To make them able to plan lessons and present them effectively.
• To acquire knowledge on latest trends in Information Technology.
• To enable them to use computers to enhance teaching / learning skills.

UNIT I

1. Concept, need and importance of Computer Education, utilities of computers in different fields
with special reference to Education
2. Place of Computer Education in School Curriculum and relationship of Computer Education with
other school subjects such as Science, Economics, Social Sciences, Languages, Art.
3. Aims and objectives of Computer Education-Meaning and formation of
a. Instructional Objectives
b. Behavioural objectives

UNIT II
1. Methods of teaching: Lecture, Lecture cum Demonstration, Problem solving, Project method,
Laboratory Method, Computer Assisted Instructions, Web Based Instructions
2. Computer Teacher: Essential qualifications and qualities, professional growth and code of
conduct for ethical computer teaching.
3. Need for computer laboratory, special features of computer lab, setting a computer lab.

UNIT III
1. Concept, importance and principles of curriculum development in Computer Education.
2. Critical analysis of 10
th
class computer education curriculum(PSEB,CBSE)
3. Characteristics and criteria for selection of computer text books.
60
Bachelor of Education


UNIT IV

1. Evaluation: Continuous & Comprehensive Evaluation: Concept, techniques and weightage distribution (VI
to VIII, IX to X), ,.
2. Types of test items for evaluation -Essay type, short answer type, objective type
3. Online testing.

UNIT V
1. Lesson plan –Meaning , need and importance
2. Steps in writing lesson plan , digital lesson plan
3. Components and Preparation of Micro Lesson Plan for developing teaching skills of:
• Skill of Introducing a Lesson
• Skill of Explanation
• Skill of Stimulus Variation,
• Skill of Questioning
• Skill of Blackboard Writing

Sessional Work: : 20 Marks
Home Examination- I & II : 10 Marks
Practical Work : 10 Marks
Two Low cost and improvised teaching aids (Model/Chart/Graph)


References:

1. Aggarwal, V.B. : Computer Science for Class XII.
2. Bala Guruswamy : C++ Computers.
3. Dayal, Dean, Gottfried, D. (1966): Computer Science for Class XI and XII, Outline of Theory
and Problems of Programming with BASIC including expanded Micro Computer Basic Section.
McGraw Hill Publication, New York.
4. Grover, P.S. (1983): Computer Programming in BASIC. Allied Publishers, New Delhi.
5. Hunt, R. and SheIley, J. (1988): Computers and Common Sense. PHI Publications, Delhi.

61
Bachelor of Education


Teaching of Science
Option–vi (a)
Time: 3 Hrs. Max. Marks 100
Terminal: 80 Marks
Sessional: 20 Marks
Instructions for Paper Setter/ Candidate
1. The question paper will consist of five units: I, II, III, IV and V.
2. The paper setter will set three questions from each Units I, II, III and IV. (From the syllabus of the
respective Units). Each question will carry 8 marks.
3. The candidate will be asked to attempt any two questions from each unit.
4. Unit V will be compulsory and consist of three questions. One question will be based on the preparation of
Composite lesson plan carrying 8 marks and two short answer questions will be from the entire V unit
carrying 4 marks each.
Objectives:
• To develop an objective attitude towards experimental evidences and to make decisions on the basis of
facts and data.
• To make a judicious use of National resources after their proper identification.
• To correlate the knowledge of science and technology to economic and social development of the
community.
• To place due emphasis on scientific knowledge in every day life.
• To develop instrumental, communicational and problem solving skills.
• To develop scientific attitude, spirit of cooperation, scientific temper and scientific approach.

UNIT –I

1. Meaning, nature, impact of Science on our modern living and globalization. Science and its correlation with
other school subjects.
2. a. Bloom’s taxonomy of educational objectives.
b. Objectives of teaching Science and instructional objectives.
3. a. Curriculum- Meaning , place of science in school curriculum.
b. Principles of science curriculum construction.
c. Critical study of science curriculum of 10
th
class (CBSE/PSEB).

UNIT –II
1. Methods of teaching Science: Lecture cum demonstration method, project method, problem solving method and
inductive and deductive method
2. Science teacher and the professional growth
3. Scientific attitude and scientific method: Concept and its development

Unit-III
1. Instructional Media: Need and importance, characteristic and their classification- Use of chalk board, charts,
models, OHP, computers
2. Science text book- Importance, characteristics, its evaluation procedure
3. Importance and Organization of Science club, Museum, Science excursions

62
Bachelor of Education


UNIT-IV
1. a. Need and Organization of Practical work in science
b. Improvisation of science apparatus
c. Lecture cum Laboratory plan for a high school.
d. Material –Selection, purchase and maintenance of laboratory
2. Evaluation: Continuous & Comprehensive Evaluation: Concept, techniques and weightage distribution (VI
to VIII, IX to X), Types of test items for evaluation -Essay type, short answer type, objective type
3. Preparation of a blue print along with the question paper in science

UNIT-V
1. Lesson Planning: need and importance
2. Herbartian approach in lesson planning
3. Micro skills
a. Black board writing
b. Introducing the Lesson
c. Probing Questions
d. Explaining and illustrating with examples


Sessional Work : 20 Marks
House Tests : 10 Marks
Suggested Practical Work (Any three) : 10 Marks
Students will perform any three experiments (one each from Physics, Chemistry and biology)
1. To verify the laws of reflection and refraction.
2. To draw Magnetic Lines.
3. To prepare (a) mixture (b) a Compound.
4. To carry out the following chemical reactions and to record their observation and to identify the type of
reaction in each- iron and copper sulphate in water, burning of magnesium in air, zinc with dilute sulphuric
acid, heating of lead nitrate, sodium sulphate and barium chloride in water.
5. To observe and draw any 5 preserved specimens of the animal kingdom.
6. Preparation of temporary mount of Onion peels and cheek cells.

References:

1. Das , R.C. (1989): Science Teaching in Schools. Sterling Publishers, New Delhi.
2. Garg, K.K.; Singh, Raghuvirs and Kaur, Inderjeet (2007): A Text Book of Science for Class X. NCERT, New
Delhi.
3. Kohli,V.K. (2006): How to Teach Science. Vivek Publishers, Ambala.
4. Mangal,S.K. (1997): Teaching of Science. Arya Book Depot, New Delhi.
5. Sharma, R.C. (1998): Modern Science Teaching. Dhanpat Rai Publishers, New Delhi.
6. Siddiqui, N. N. and Siddiqi, M. N. (1983): Teaching of Science Today and Tomorrow. Doaba House, Delhi.
7. Thurber, W. and Collete (1964): A. Teaching Science in Today’s Secondary Schools. Allen and Becon, Boston.
8. Vaidya, N. (1971): The Impact of Science Teaching. Oxford and IBH Publishers, New Delhi.

63
Bachelor of Education


Teaching of Physical Sciences
Option vi (b)
Time 3 Hrs. M.Marks: 100
Terminal: 80
Sessional: 20
Instructions for Paper Setter/ Candidate
1. The question paper will consist of five units: I, II, III, IV and V.
2. The paper setter will set three questions from each Units I, II, III and IV. (From the syllabus of the
respective Units). Each question will carry 8 marks.
3. The candidate will be asked to attempt any two questions from each unit.
4. Unit V will be compulsory and consist of three questions. One question will be based on the preparation of
Composite lesson plan carrying 8 marks and two short answer questions will be from the entire V unit
carrying 4 marks each.
Objectives :
• To formulate precise questions about various things in environment.
• To collect information from various sources and use it in a given situation.
• To classify objects, events, phenomenon.
• To arrange objects and data in a sequence so as to ascertain a pattern.
• To analyze data and make inference.
• To find some cause-effect relationship from the data available.
• To make predictions.
• To design simple experiments.
• To solve problems.
• To develop an objective attitude towards experimental evidences and to make decisions on the basis of
facts and data.
• To make a judicious use of National resources after their proper identification.
• To correlate the knowledge of science and technology to economic and social development of the
community.
• To place due emphasis on scientific knowledge in every day life.
• To develop instrumental, communicational and problem solving skills.
• To develop scientific attitude, spirit of cooperation, scientific temper and scientific approach.
UNIT I
1. Meaning, nature and scope of Physical Sciences. Reasons for including physical sciences in school
curriculum and its correlation with other school subjects
2. Aims and objectives of teaching Physical Sciences
(a) Bloom’s taxonomy of educational objectives
(b) Writing instructional objectives in behavioral terms
3. Scientific attitude and scientific method- Concept and role of Physical Sciences teacher in their
development
UNIT II
1. Curriculum- Meaning and principles of constructing a good curriculum in Physical Sciences
2. Methods of teaching Physical Sciences with reference to lecture cum demonstration, project method,
problem solving approach and Inductive-Deductive approach of teaching Physical Science
3. Professional growth of Physics/Chemistry teacher
UNIT III
1. Instructional media: Need and importance. Classification and integration of media in teaching learning
process. Use of chalk board, periodic tables, charts, over head projector, T.V and computers in teaching
Physics and Chemistry
2. Criteria for selection of Physical Sciences text book and its evaluation procedure
3. Importance and organization of science club, science exhibition, science excursion and wall magazine

64
Bachelor of Education


UNIT IV
1. Need and organization of Practical work in Physical Sciences, Physical Science laboratory in a high school
2. Evaluation: Continuous & Comprehensive Evaluation: Concept, techniques and weightage distribution (VI
to VIII, IX to X),
Types of test items for evaluation -Essay type, short answer type, objective type
3. Preparation of a blue print along with the question paper in Physical Sciences

UNIT V
1. Lesson Planning: need and importance
2. Herbartian approach in lesson planning
3. Micro teaching skills:
• Black Board writing
• Writing instructional objectives
• Illustrating with examples,
• Probing questions
• Stimulus variation.


Sessional Work : 20 Marks
House Examination- I & II : (5 + 5) = 10 Marks
Practical Work : 10 Marks
Suggested Practical Work
Student will perform any three experiments:
1. To verify the laws of reflection.
2. To verify the laws of refraction.
3. Preparation of hydrogen gas and study of its properties.
4. Preparation of methane gas.

References:

1. Das,R.C.(1989):Science Teaching in Schools. Sterling Publishers. New Delhi.
2. Kohli, V.K. (1998): How to Teach Science. Vivek Publishers, Ambala.
3. Kumar, Amit (2002): Teaching of Physical Sciences. Anmol Publications, New Delhi.
4. Mangal,S.K.(1997): Teaching of Science, Arya Book Depot, New Delhi.
5. Mohan, Radha (2002): Innovative Physical Science Teaching Methods. P.H.I, New Delhi.
6. Sharma, R.C. (1998): Modern Science Teaching. Dhanpat Rai and Sons, New Delhi.
7. Vaidyas, Narendra (1996): Science of Teaching for 21
st
Century. Deep and Deep Publishers, New
Delhi.

65
Bachelor of Education


Teaching of Life Science
Option vi (c)
Time: 3 Hrs. Max. Marks 100
Terminal: 80 Marks
Sessional: 20 Marks
Instructions for Paper Setter/ Candidate
1. The question paper will consist of five units: I, II, III, IV and V.
2. The paper setter will set three questions from each Units I, II, III and IV. (From the syllabus of the
respective Units). Each question will carry 8 marks.
3. The candidate will be asked to attempt any two questions from each unit.
4. Unit V will be compulsory and consist of three questions. One question will be based on the preparation of
Composite lesson plan carrying 8 marks and two short answer questions will be from the entire V unit
carrying 4 marks each.

Objectives:
ƒ To know various objectives of teaching life sciences as a school subject and to draft the same in behavioral
terms.
ƒ To know, apply; select various methods of teaching life sciences; limitations and advantages of selecting a
method with special reference to conditions in Indian schools and the concepts to be taught.
ƒ To understand, analyze and improve present curriculum of life sciences.
ƒ To understand the importance and appropriate use of different audio visual aids and improvised apparatus
in Indian conditions and with reference to concepts to be taught.
ƒ To be familiar with materials and principles for setting an ideal life science laboratory.
ƒ To know the present techniques of evaluation in life sciences.

UNIT I
1. Nature and scope of life sciences
2. Correlation of Life Sciences with physical sciences and social sciences
3. a. Bloom’s taxonomy of educational objectives
b. Formulation of specific objectives in behavioral terms
UNIT II
1. Meaning of Curriculum, Principles of curriculum organization
2. Content analysis of latest life sciences school syllabus- IXth and Xth standard of CBSE & PSEB
3. Concept Mapping
UNIT-III
1. Teaching learning strategies- Lecture cum demonstration, Assignment method, Project method, Inductive-
deductive approach.
2. Visualizing, Organizing and contextualizing learning situations through
a. Field trips
b. Science fairs and exhibitions
c. Botanical garden
d. Museum
e. Aquarium and vivarium
f. Biological club
3. Audio- visual aids –blackboard, charts, models, television, computer, slide projector, overhead projector.

66
Bachelor of Education


UNIT-IV

1. Characteristics of a good text book
2. Life science Laboratory-Infrastructure and safety measures
3. Evaluation: Continuous & Comprehensive Evaluation: Concept, techniques and weightage distribution (VI
to VIII, IX to X),
Types of test items for evaluation -Essay type, short answer type, objective type

UNIT-V
1. Lesson Planning - Meaning, need and importance
2. Steps involved in lesson planning.
3. Micro lesson plans with special references to the following skills:
• Introducing the Lesson.
• Questioning.
• Stimulus variation.
• Blackboard writing.
• Explanation.


Sessional Work : 20 Marks
House Examination- I & II : (5 + 5) = 10 Marks
Practical Work : 10 Marks

References:

1. Bhandula , N. Chadha, Sharma, P. C. (1989) : Teaching of Science. Parkash Brothers, Ludhiana.
2. David, F. Millar and Glenn, W. Blaypes. : Methods and Materials for Teaching the Biological Sciences.
3. Gupta V.K. (1994): Life Science Education Today. Arun Publishing House, Chandigarh.
4. Kohli, V.K. (2006): How to Teach Science. Vivek Publishers, Ambala.
5. Rai, B.C.: Method: Teaching of Science
6. Sharma and Walia, G.S. :Teaching of Life Science.
7. Sharma.R.C. (1998): Modern Science Teaching. Dhanpat Rai Publishers , New Delhi.
8. Sood, J.K. (1987) : Teaching of Life Science. A Book of methods. Kohli Publishers, Chandigarh.
9. Venkataish, S. (2002): Science Education in 21
st
century. Anmol Publications, New Delhi.
10. Yadav, K. : Teaching of life science. Anmol Publications. New Delhi.

67
Bachelor of Education


Teaching of Home Science
Option vi (d)
Time : 3 Hrs. Max. Marks 100
Terminal: 80 Marks
Sessional: 20 Marks
Instructions for Paper Setter/ Candidate
1. The question paper will consist of five units: I, II, III, IV and V.
2. The paper setter will set three questions from each Units I, II, III and IV. (From the syllabus of the
respective Units). Each question will carry 8 marks.
3. The candidate will be asked to attempt any two questions from each unit.
4. Units V will consist of lesson planning. One question on lesson plan will be framed and will carry 8 marks.
Two short answer questions carrying 4 marks each will also be framed. All the questions will be
compulsory.

Objectives:
• To make student teachers aware about scope of home science teaching.
• To make them understand various principles associated with teaching of home science
• To keep them abreast with various methods used for teaching of home science.
• To help student teachers in understanding correlation of home science with the school subjects.

UNIT I
1. Meaning and scope of Home science
2. Importance of home science teaching and its place in school curriculum
3. Aims of teaching Home science

UNIT II

1. General Principles of teaching Home science
2. Maxims of teaching as applied to the teaching of Home science
3. Co-relation of Home science with other school subjects

UNIT III

1. Different methods for teaching Home science such as demonstration method, lecture method and project
work
2. Use of teaching aids in Home science
3. Importance and criteria of selection of Home science text book

UNIT IV

1. (a) Organization of Home science laboratory, planning and selection of equipments
(b) Curriculum construction- principle and critical analysis of existing school curriculum of Home Science.
2. Evaluation: Continuous & Comprehensive Evaluation: Concept, techniques and weightage distribution (VI
to VIII, IX to X),
Types of test items for evaluation -Essay type, short answer type, objective type
3. Qualities and competencies of a good Home science teacher

68
Bachelor of Education


UNIT V

1. Lesson planning- Need, importance, essentials of a good lesson plan
2. Steps in lesson planning
3. Micro teaching skills relevant in home science:
a. Skill of writing instructional objectives
b. Skill of introducing the lesson
c. Skill of explanation
d. Skill of questioning
e. Skill of black board writing

Sessional Work 20 Marks
House Examination- I & II : (5 + 5) = 10 Marks
Practical Work : 10 Marks

Practical work/Activities
1. Organizing co-curricular activities related to Home science in school.
2. Preparation of low cost and improvised teaching aids.
Preparation of one fresh and one dry flower arrangements

Books recommended:

1. Atkinson: Teaching of Home Science
2. Chander,Shah and Joshi: Fundamantals of Teaching Home Sciences
3. Chanderkant: Teaching of Home Science

69
Bachelor of Education


Teaching of Physical Education
Option vii
Time : 3 Hrs. Max. Marks 100
Terminal: 80 Marks
Sessional: 20 Marks
Instructions for Paper Setter/ Candidate
1. The question paper will consist of five units: I, II, III, IV and V.
2. The paper setter will set three questions from each Units I, II, III and IV. (From the syllabus of the
respective Units). Each question will carry 8 marks.
3. The candidate will be asked to attempt any two questions from each unit.
4. UnitV will consist of lesson planning. One question on lesson plan will be framed and will carry 8 marks.
Two short answer questions carrying 4 marks each will also be framed. All the questions will be
compulsory.
Objectives
To enable student teachers to:
• develop an understanding of aims, objectives and importance of teaching of physical education in schools.
• promote physical education through various means and methods of teaching.
• know the importance and values of teaching physical education and the relationship of physical education
with other subjects.
• understand the importance of physical education room, equipment and text book.
• make the teaching of physical education more interesting and innovative.
• bring the overall awareness of values and to inculcate among students the desired habits and attitude
towards physical education.
• develop an awareness regarding the importance of physical fitness and organic efficiency in individual and
social life.
• develop awareness regarding first aid.
UNIT I
1. Physical Education: Meaning, aims and objectives of teaching Physical Education in school curriculum
2. Relationship of Physical Education with general education, psychology and health education
3. Evaluation: Continuous & Comprehensive Evaluation: Concept, techniques and weightage distribution (VI
to VIII, IX to X), Types of test items for evaluation -Essay type, short answer type, objective type

UNIT II
1. Teaching methods: Intensive study of lecture method, command method, discussion method, demonstration
method, part method, whole method and whole part whole method, Project method
2. Audio-visual Aids: Charts, models, black-board, T.V., newspaper clippings, magazines, computers, LCD
and OHP
3. Physical Fitness: Components of physical fitness

UNIT III
1. Qualifications, qualities and responsibilities of Physical Education teacher
2. Need, importance and qualities of a good Physical Education text book
3. Need and importance of Physical Education room and equipments
UNIT IV
1. First Aid – Meaning, need and principles, Warming up and cooling down
2. Motivation: Meaning, importance and types
3. Role of Physical Education in developing National Integration and International understanding
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Bachelor of Education


UNIT V
1. Lesson Planning: Meaning, need and importance
2. Construction of lesson plan
3. Micro Teaching: Concept and procedure
Teaching Micro-Skills with special reference to:
• Skill of introducing the lesson
• Skill of instructional objectives
• Skill of Questioning
• Skill of Explanation with illustration
• Skill of stimulus – variation

Sessional Work : 20 Marks
House Examination- I & II : 10 Marks
Practical Work : 10 Marks

Suggested Practical Work (Any two)
1. Organizing sports activity in a school.
2. To help in conduct and organization of annual sports meet of the college.
3. Demonstration of any five skills of different games or teaching skills.
4. To motivate students to participate in sports activities by using different methods.

References:

1. Charles, A. Bucher (1979): Foundations of Physical Education. 8
th
ed. The C.V. Mosby Company, St.
Louis .
2. Fox, Edward L. (1984): Sports Physiology . CBS College Publications,
3. Haskell, W. (1982): Nutrition and Athletic Performance. Bull Publishing, Halt.
4. Kamlesh, M. L. (1983): Psychology in Physical Education and Sports. Metropolitan Book Company
,New Delhi.
5. Kamlesh, M. L. (1988): Physical Education Facts and Foundations. P.B. Publications Pvt. Ltd,
Faridabad.
6. Kaur, Manjit and Sharma, R. C: An Introduction to Health and Physical Education. Tandon
Publishers, Ludhiana.
7. Singh , Hardyal Science of Sports Training. DVS Publications, New Delhi.
8. Singh, Ajmer and Others (2003): Essentials of Physical Education. Kalyani Publishers, Ludhiana.
9. Singh, Ajmer and Others (2004): Essentials of Physical Education. Kalyani Publishers, Ludhiana.
10. Thomas, J.P. (): Organizations of Physical Education. Gnanodaya Press, Madras.
11. Trinarayan and Hariharan. (1986): Method in Physical Education . South India Press, Karaikudi
12. Voltmeter, F.V. and Esslinger, A. E. (1964): The Organisation and Administration of Physical
Education . Third Edition. The Times of India Press, Bombay.
13. Willmore, J.H. Costall (): Physiology of Sports and Exercises. Human Kinetics Language Book
Society, Champaign. IL.

71
Bachelor of Education


TEACHING OF MUSIC
Option viii
Time : 3 Hrs. Max. Marks 100
Terminal: 80 Marks
Sessional: 20 Marks
Instructions for Paper Setter/ Candidate
1. The question paper will consist of five units: I, II, III, IV and V.
2. The paper setter will set three questions from each Units I, II, III and IV. (From the syllabus of the
respective Units). Each question will carry 8 marks.
3. The candidate will be asked to attempt any two questions from each unit.
4. Units V will consist of lesson planning. One question on lesson plan will be framed and will carry 8
marks. Four short answer questions carrying 2 marks each will also be framed. All the questions will
be compulsory.
Objectives:
• To enable the pupil-teachers to understand the importance, aims and objectives of teaching of Indian
Music.
• To develop interest among pupil-teachers for Music.
• To provide the knowledge of different methods and techniques of teaching of music.
• To acquaint the pupil-teachers with latest teaching skills.
• To enable pupil-teachers to organize competitions and other practical activities.
• To equip them with various types of ragas and different tals.

UNIT I

1. Aims and objectives of Teaching of Music.
2. Knowledge of Swaras, division of Swaras and measures of Shruti.
3. Suggestions for the popularization of Indian Classical Music.

UNIT II

1. Methods of teaching Music.
2. Folk Music: Its role and significance in Education
3. Voice-Culture and its importance

UNIT III

1. Qualities and effective education of music teacher.
2. Evaluation: Continuous & Comprehensive Evaluation: Concept, techniques and weightage distribution (VI
to VIII, IX to X), Types of test items for evaluation -Essay type, short answer type, objective type
3. Audio-Visual Aids for Teaching of Music.

UNIT IV

1. Knowledge of different parts of instruments Tanpura/Sitar/Tabla.
2. Notation system of pt. V.N.Bhatkhande and pt. V.D. Pulskar.
3. a. Knowledge of following Talas-Ekgun and Dugun of Dadra, Rupak, Keharva, Jhaptal, Ektal, Chartala
and Teental.
b. Non Detail Ragas (only Description) of following Ragas MALKAUNS, BHAIRAV BHAIRAVI,
YAMAN and BHUPALI.
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Bachelor of Education


UNIT V

1. Lesson Planning (a) Meaning, need and importance (b) Construction of lesson Plan (General and Specific).
2. Micro Teaching: Concept and procedure
3. Teaching Micro-Skills with special reference to:
• Skill of introducing the lesson
• Skill of instructional objectives
• Skill of Questioning
• Skill of Explanation with illustration
• Skill of stimulus – variation

Internal Assessment : 20 Marks
Home Examination- I & II : (5 + 5) = 10 Marks
To prepare students to act as accompanist. : 10 marks
Practical Work

Suggested Practical Work
Raag and Tal of Unit IV

Books Recommended:

1. Awasthi, S.S. (1964): A Critique of Hindustan Music and Music Education. Jallandhar.
2. Bhatkhande, V. M. (1987): KRAMIK Pustak Mahika Laxmi Narayan Garg, Hathras.
3. Bhatnagar, S. (1988): Teaching of Music. Monika Prakashan, Shimla.
4. Kalekar, Saryu (1968): Sangeet Shikshan Parichaya .
5. Khanna, Jyoti (1992): Teaching of Music.
6. Madan Panna Lal. Teaching of Music. Jalandhar.
7. Shah, Shobhna (1986): Sangeet Shikshan Pranali. Pb. Kitab Ghar Vinod Pustak Mandir , Agra
8. Vasant (1986): Sangeet Visharad. Sangeet Karylaya, Hathras .
73
Bachelor of Education


Teaching of Fine Art
Option ix
Time : 3 Hrs. Max. Marks 100
Terminal: 80 Marks
Sessional: 20 Marks

Instructions for Paper Setter/ Candidate
1. The question paper will consist of five units: I, II, III, IV and V.
2. The paper setter will set three questions from each Units I, II, III and IV. (From the syllabus of the
respective Units). Each question will carry 8 marks.
3. The candidate will be asked to attempt any two questions from each unit.
4. Unit V will consist of lesson planning. One question on preparation of composite lesson plan will be
framed and will carry 8 marks.
Two short answer questions carrying 4 marks each will also be framed. All the questions will be
compulsory.
Objectives
To enable student teachers to:
• develop imagination and sense of appreciation of art and interest in teaching of art.
• develop aesthetic sense.
• learn and understand the principles, concept, elements of art and to apply them in actual teaching and daily
life.
• be acquainted with different techniques of painting.
UNIT – I
1. Define Art. Indian and Western concept of Art (Origin and Development of Art), Six links of Indian Art,
Elements of Art: Line, Form, colour, texture, tone
2. Place of Art in daily life and Education
3. Principles of Art: Balance, Rhythm, Harmony, Dominance, Perspective
UNIT – II
1. Aims and objectives of teaching Art.
2. (a) Correlation of Art with other school subjects
(b) Principles of curriculum constructions at different levels
3. Art room and its requirements
UNIT – III
1. Qualities and functions of art teacher
2. Field trips and excursions, importance of art exhibitions and competitions among children
3. Evaluation: Continuous & Comprehensive Evaluation: Concept, techniques and weightage distribution (VI
to VIII, IX to X), Types of test items for evaluation -Essay type, short answer type, objective type
UNIT – IV
1. Method of teaching Art
a. Direct observation Method.
b. Demonstration Method.
c. Project Method.
2. Child Art- Meaning, Importance, Stages
a. Scribbling Stage.
b. Pre-schematic stage.
c. Schematic Stage.
d. Gang Age.
e. Adolescent stage.
3. Contribution of Artists: S.G.S. Sohan Singh, Amrita Sher Gill, S.S.G. Thakur Singh, S. Sobha Singh.
74
Bachelor of Education


UNIT –V
1. Lesson Planning: Need & importance
2. Preapartion of composite lesson plan
a. Still life.
b. Landscape.
c. Composition.
d. Design.
e. Tie and Dye.
3. Micro Teaching Skills
a. Stimulus Variation
b. Use of Black Board
c. Demonstration
d. Introducing the Lesson

Sessional Work 20 Marks
House Examination- I & II : 10 Marks
Practical Work : 10 Marks
5. Nature study -1 Full sheet
6. Comoposition- 1 Full sheet
7. Still Life- Half sheet
4. Poster 1 Full sheet
5. Design for Rangoli

References:

1. Arya Jaidev, Kala Ka Adhyapan, Luxmi Publication, Meruth.
2. Bharti chetna, Teaching of Fine Arts, Kalyani Publishers, Ludhiana
3. Chawla, S.S. (1986): Teaching of Art. Publication Bureau, Panjabi University, Patiala.
4. Dhawan, ” Appreciation and Fundamentals and History of Art, Tip Top Trading company Ludhiana.
5. Jaswani, K.K. (): Art in Education , Atma Ram and sons, Delhi.
6. Jaswani, K.K. (): Teaching and Appreciation of Art in Schools, Atms Ram and sons Delhi.
7. Prasad Janardan, Art Education, Kanishka Publisher, New Delhi.
8. Walia J.S, Kalaa Ke Sidhant, Paul Publisher, Jalandhar.

75
Bachelor of Education


Add on Course
E
l
- ICT Integration in Pedagogy
M.M. (Sessional): 25

Objectives:
• To enable the student teachers to know about computer and its components
• To enable the student teachers to make slide presentation.

Unit-I
1. Introduction to Computer: Characteristics, Hardware & software, application,
components of computer
2. Input devices Keyboard, Mouse, Joystick, Scanner, Light Pen and Track Ball. Output
devices - Monitor, Printers. Memory, its Types and Units. Storage devices: Floppy
Disk, Hard Disk, CD-ROM and DVD.
3. Internet: Meaning, Services -E-mail, Chat
Unit-II
(Practical Work)
1. MS-Word:
Creation, Opening and Saving of a document. Editing and Formatting (Font Properties and Paragraph
Settings, Spell Checking) Printing (Page Setup, Print Preview). Creating a table, entering and editing text in
table and changing format of a table
2. MS-PowerPoint: Introduction to Slides, Views, Creation of PowerPoint Presentation (Inserting, Deleting slides,
Formatting)
Slide Transitions and Animation, Creating a graph,Managing Slide show


Practical Work/ Activities
One PowerPoint Presentation : 10 Marks (Soft and Hard copy)
Viva-Voce : 10 Marks
File 05 Marks

References:

• Singh, Arjinder (2009). Modern Approach to Computer Education. Jalandhar: Modern Publisher.
Sharma, L. (2006). Computer Education. Ferozepur Cantt: Wintech Publications.
• Sinha, P.K. (1992). Computer Fundamentals. New Delhi: BPB.
• Subramanian. N. (1988). Introduction to Computers (F lidamentals of Computer Science). New
Delhi: Tata McGraw Hill.

76
Bachelor of Education


E
2
- Language Proficiency


M. Marks (Sessional): 25
Objectives:
• to enable student teachers to acquire basic language skills such as listening, speaking, reading, and
writing and integrate them for communicative purposes.
• to introduce student teachers to techniques of note taking and note making.
• to help student teachers to learn effective ways of correspondence.
• to develop the skill of oral presentation and group discussion

Unit-I
1. Communication: types, process, role of communication in a society and channels of communication
2. (a) Speaking: Introduction to phonetics and organs of speech, the skills of effective speaking, the
components of an effective talk.
(b) Listening: Process, barrier to listening, effective listening skills, feedback skills
3. (a) Reading: Process, reading purposes, models, strategies, structure of meaning techniques
(b) Writing: Elements of effective writing styles, scientific and technical writing

Unit-II
1. Note taking and note making: Purposes and methods of note taking and note making
2.Oral presentation & Group Discussion: Objects/aims, how to deliver an oral presentation,
audience analysis , occasion analysis, preparation, organizing the preparation, practice, ten
steps to a successful preparation, methods of writing an oral presentation and group discussion
3. Correspondence: Effective letters, faxes, e-mail, notices, agenda and minutes

Practical Work/ Activities
Oral presentation (English/Punjabi/Hindi) 10 Marks
Group Disussion 10 Marks
File 05 Marks

References:
• Indrajit Bhattacharya: An approach to communication skills.
• Singh & Bhatia: Unique communication skills.


77
Bachelor of Education


E
3
- Art in Education.
M. Marks (Sessional): 25


Objectives
To enable student teachers to:
• develop imagination and sense of appreciation of art and interest in art.
• develop aesthetic sense.
• prepare effective teaching aids.
• have basic knowledge about colour scheme.
UNIT-I

1. Sketching of different objects related with their respective teaching subjects
2. Preparation of colour chart in file i.e Primary, Secondary, warm, cool, neutral
3. Theme based action figures i.e scene at the railway station, any sports activity, any story, market scene, any
festival

UNIT-II

1. Writing and Sketching practice on the black board in relation with their teaching subjects
2. Alphabets in English, Gurmukhi and Hindi
3. Motto writing in 3 languages i.e English , Gurmukhi and Hindi
4. Preparation of 2 Flash cards according to their teaching subjects


Practical : 25 Marks
Teaching aids/ charts/ flash cards etc. : 10 Marks
Sessional Work file : 10 Marks
Blackboard sketching : 5 Marks

Books Recommended:

1. A.K. Dhawan: Dhawan's Art Book. B-IX 1076 Dhawan Building, Ludhiana.
2. Black Board Writing and Work Experience. Prakashan Kendra, New Buildings, Aminabad, Lucknow.
3. Dr. Kapuria: Stick and Sketch. Khanna Printers, Phagwara Gate, Jalandhar.
4. Thames and Hudson: How to Paint and Draw. 30 Bloomsbury Street, London.
5. Work Experience and Black Board Writing. Neeraj Publications, Rohtak.

78
Bachelor of Education


E
4
Physical Education
Time : 1:30 Hrs.
M.M. 25

Objectives
ƒ To develop an understanding of aims, objectives of teaching of Physical Education.
ƒ To give awareness regarding physical fitness and its components.
ƒ To give elementary knowledge of human body.
ƒ To give awareness regarding yoga for harmonious development/ de-stress activity.
ƒ To develop an awareness regarding the importance of Physical Fitness and organic efficiency in
individual.

UNIT-I
1. Physical Education: Meaning, aims, objectives and importance.
2. a. Meaning and importance of physical fitness and its components.
b. Effects of exercise on respiratory system, circulatory system and muscular system.
3. Meaning and importance of yoga.
Yoga Asana.
a) Padma, Sidha, Vajra (Meditative)
b) Shava and Makar (Relaxive)
c) Bhujang, Ushtra, Chakra Ardhmatryendra, Pashimottar, , Dhanur, Sarvang (Cultural)

UNIT-II
1. Skills in games: (Any one)
Hockey, Football, Basketball, Badminton, Kho-Kho, Vollyball, Table Tennis.
2. Fundamental Skills in Athletics
a) Races – 100m, 200m, 400m
b) Jumps-Long Jump, High Jump (any one)
c) Throws-Shot Put, Discus Throw, Javelin Throw
3. Warming up and cooling down- its meaning and importance.

Sessional : 25 Marks
House Examination I & II : 10 Marks
Practical Work : 10 Marks
File Work : 5 Marks

Books Recommended:

1. Kaur, Kuldeep: Teaching of Physical Education
2. M.L. Kamlesh and Sangral: Methods and Principals of Physical Education.
3. S.K. Mangal: Health and Physical Education.

1 Bachelor of Education ORDINANCES

Applicability of Regulations for the time being in force:
Notwithstanding the integrated nature of a course spread over one academic year, the regulations in force at the time a student joins the course shall hold good only for the examinations held during or at the end of the academic year. Nothing in these regulations shall be deemed to debar the University from amending the regulations subsequently and the amended regulations, if any, shall apply to all students whether old or new.

1. Duration of Course and Schedule of Examination: a. The duration of the course of the degree of Bachelor of Education (B.Ed.) shall be one year. b. The annual examination shall be held once in a year ordinarily in the month of April at such place/s and on such date/s as may be fixed by the Vice-Chancellor. c. A supplementary examination shall be held ordinarily in the month of September on such date/s and place/s as may be fixed by the Vice- Chancellor. d. The schedule of date/s fixed for various examinations shall be notified by the Registrar to the Principals of all the affiliated colleges as well as by publication in at least one daily newspaper in English, Punjabi, Hindi or Urdu Language. 2. Eligibility: a. The B.Ed. examination shall be open to only those graduates or post-graduates of Guru Nanak Dev University, Amritsar or any other recognized University who had been admitted to B.Ed. course strictly on the basis of their relative merit in Pre-B.Ed. Entrance Test conducted by Guru Nanak Dev University, Amritsar or any other University, on behalf of the Punjab Government or any other mechanism for admission devised by the affiliating university or Punjab Government whatever the case may be. b. The minimum qualifying percentage score for B.Ed. admission shall be 50% at first or second degree level for general and reserved categories (other than schedule castes/schedule tribes/backward classes). For Schedule Castes/Schedule Tribes/Backward Classes/Categories the minimum qualifying percentage score for B.Ed. admission shall be 45% at first or second degree level. c. A person who possesses the qualifications laid down in Ordinances 5 and 6 has been on the rolls of a college affiliated for B.Ed. degree course during the academic year preceding the examination shall be eligible to appear in the examination on the production of the following certificates signed by the Principal of the college attended by him/her: i. of good character ii. of having undergone the course of training for the degree of Bachelor of Education for one academic year at a college affiliated for this examination iii. of having secured at least 40% marks in house examination (theory and sessional work separately) in all the subjects/ parts and their components as mentioned in the B.Ed. syllabus iv. of having attended not less than 75% of the lectures delivered in each subject in which he/she is to be examined, provided that the Principal of a College shall have the authority to condone shortage up to 5% lectures in a subject but no student whose shortage in lectures exceeds 5% in a subject shall be permitted to appear in the examination v. a student who is unable to appear in the examination owing to shortage in the prescribed course of lectures in the subject/s may be allowed to appear in the following examinations, if he/she makes up the deficiency in the subject/s concerned by attending the lectures at the concerned college and / or qualifies by securing requisite percentage of marks in a special house examination d. If a student having completed the prescribed course does not appear in the examination, or having appeared in the examination, has failed may be allowed to re-appear in the examination privately as a Late College student in two consecutive years without attending a fresh course of instruction. e. Every candidate shall submit his/her admission form to the Registrar through the Principal of the College he/she has most recently attended.

2 Bachelor of Education
3. Fees: According to the schedule, every candidate shall pay such fees to the University as the Syndicate may prescribe from time to time. DATE/S FOR SENDING ADMISSION FORMS: With Late Fee With Late Fee With Late Fee 100/200/500/December 15 January 15 January 31

Without Late Fee December 01 4. Scheme of Study:

With Late Fee 1000/February 15

Contact hrs Area A – Foundation of Education A1 Education and Development A2 Contemporary Issues and Concerns in Secondary Education Area B – Pedagogical Knowledge B1 Understanding the Learner and Learning Process B2 Learning Resources & Assessment of Learning B3 (a) School Management (b) Optional (Any one of the following) (i) Curriculum Development (ii) Distance & Open Learning (iii) Environmental Education (iv) Health Education (v) Measurement & Evaluation (vi) Population Education (vii) Value Education (viii) Inclusive Education (ix) Guidance and Counseling Area C – Pedagogical Content Knowledge C1 School subject-I C2 School subject-II Area D – School Based Experiences D1 Internship in Methodology-I D2 Internship in Methodology-II Area E – Add on Courses E1 ICT Integration in Pedagogy E2 Language Proficiency (Communication Skills) E3 Art in Education E4 Physical Education TOTAL 4 4

Sessional 20 20

Terminal 80 80

Total 100 100

4 4 2 2

20 20 10 10

80 80 40 40

100 100 50 50

4 4

20 20

80 80

100 100

4 4

40 40

60 60

100 100

2 2 2 2 44

25 25 25 25 320

680

25 25 25 25 1000

Grand Total Area: A = 200 + Area B = 300 + Area C = 200 + D = 200 + E = 100 = 1000

course is subject based. 18. 6. 7. 17. 3. the subject of the honors courses will be treated as major subject on the basis of his/her eligibility and minor should have been studied at least for one year. A candidate can take up any two of the following methodologies: Option 1. 19. 14. A candidate can opt for only those teaching subjects. 16. 5. 11. b) There will be 80% terminal and 20% sessional work marks in the area B3. At the time of admission. 12. The break up of sessional work marks is given at the end of the syllabus of the concerned subject. 8. Marks in sessional work shall be counted towards division or merit. 10.3 Bachelor of Education Area–A: Foundation of Education: There will be 80% terminal & 20% sessional work marks in A1 and A2. Part B has 7 options out of which the students will opt for only one. Option i (a) Option i (b) Option i (c) Option i (d) Option ii (a) Option ii (b) Option ii (c) Option ii (d) Option ii (e) Option iii Option iv Option v Option vi (a) Option vi (b) Option vi (c) Option vi (d) Option vii Option viii Option ix Option x Teaching Methodologies Paper VI & VII Methodology of Teaching of Punjabi Methodology of Teaching of Hindi Methodology of Teaching of English Methodology of Teaching of Sanskrit Methodology of Teaching of Social Studies Methodology of Teaching of History Methodology of Teaching of Geography Methodology of Teaching of Political Science Methodology of Teaching of Economics Methodology of Teaching of Commerce Methodology of Teaching of Mathematics Methodology of Teaching of Computer Education Methodology of Teaching of Science Methodology of Teaching of Physical Sciences Methodology of Teaching of Life Sciences Methodology of Teaching of Home Science Methodology of Teaching of Physical Education Methodology of Teaching of Music Methodology of Teaching of Fine Art Methodology of Teaching of Agriculture External 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 Marks Internal 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 Total 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 . Each option carries 50 marks (40 marks for terminal and 10 marks for sessional work). each candidate shall opt for two teaching subjects. 4. 15. The break up of sessional work marks is given at the end of the syllabus of the concerned subject. 9. 2. 13. In case of honors courses. Area–B: Pedagogical Knowledge: a) There will be 80% terminal and 20% sessional work marks inB1 and B2. The candidates shall have to secure 40% marks in each subject in terminal and sessional work separately. B3 has two parts. (School Subject I) and C2 (School Subject II) Note: Admission to the B. 20. which he/she has studied at least for two years as major subject at graduation /post graduation level and at least for one year in case of minor subject. Marks in sessional work shall be counted towards division or merit.Ed. The candidates shall have to secure 40% marks in each subject in terminal and sessional work separately. Area–C : Pedagogical Content Knowledge There will be 80% terminal and 20% sessional work marks in area C1. Part A is compulsory and carries 50 marks (40 marks for terminal and 10 marks for sessional work).

Internal examiners can award upto 65% marks to candidate at their own level. 5. Punjabi. the work must be evaluated by the panel of examiners headed by the co-ordinator. The final award of D1 and D2 will be sent to the university by concerned co-ordinator with the counter signature of the college Principal. The Payment to the Co-ordinator and External Examiners The remuneration will be paid @ Rs. Medium of Examination: The medium of examination shall be English. The sessional work will be evaluated at institution level by the method master or the panel nominated by the principal. and Hindi. Area C for want of minimum attendance stands ineligible for Area D and /or in Area E also and vice versa. Each paper will carry 40% as sessional work and 60% as terminal examination award. However if they feel the candidate deserves higher marks. 10. Area B. Each add on course will carry 25 marks and will be evaluated at institutional level by the internal examiner appointed and coordinated by the principal of the concerned college. Evaluation will be done by a panel of two subject teachers co-ordinated by approved/ regular Principal of any college of education affiliated to GNDU. The candidate shall have to secure 40% marks in each subject in terminal and sesional work separately for passing the examination. Marks of both sessional work and terminal examination shall be counted towards division or merit. Area C and / or Area D. The candidate shall have to secure 40 % marks in each Add on course separately as minimum qualifying marks.Internship in methodology I and D2 . . Area–E Add on Courses Area E consists of Add on Courses: E1 (ICT integration in Pedagogy) E2 (Language Proficiency (Communication Skills)) E3 (Art in Education) and E4 (Physical Education).Internship in methodology II). The distribution of 40 marks of sessional work will be as under: (a) (b) (c) (d) Performance in two discussion lesson (5+5) Performance during the teaching practice Practical lesson note-book Audio Visual aids/innovations/ Models/ Resources used during the teaching programme = = = 10 Marks 10 Marks 10 Marks = 10 Marks = 40 Marks The terminal examination in D1 (Internship in methodology I) and D2 (Internship in methodology II) will carry 60 marks each. Provided that a candidate who fails in and / or one or more papers of Area A. Area B. A candidate who becomes ineligible in Area A. Amritsar and appointed by the Dean. Area E shall be given grace marks according to ordinances relating to award of grace marks. Faculty of Education. The final award of Area E will be sent to the university by the concerned internal examiner with the counter signature of the concerned Principal. II. There will be no external examination for the Area E courses. Note: I. The payment will be made by the Principal of the concerned college and will be reimbursed by the university. 6.4 Bachelor of Education Area–D: School Based Experiences: Area D consists of practical work in two school subjects (D1 .00 per lesson to the Coordinator for Skill-in-Teaching Practical Examination. The candidate shall have to secure 40% marks in terminal as well as in sessional work separately.

practical work. Class falling short of required lectures/lessons in teaching practice/practicals may be allowed to take the following supplementary examination of April Examination after making the deficiency by rejoining their respective colleges. Examination or remains absent or is placed under re-appear in Area A. Such a candidate shall pay a fee as fixed by university on each occasion. If a candidate fails to pass the B. a) The result of a candidate. The college should intimate to the University the names of such students as are failing in the sessional work of any part/s or falling short of lectures in any paper/s. (iii) The University may appoint an inspector to inspect the records etc. will not be declared till he/she makes up the deficiency in the next session by joining the college for a period depending upon the discretion of the Principal. If he/she passes in the sessional work. He/she can appear in the remaining part/s in the examination but his/her result of annual examination will not be declared. Area C. should be available in the institution at least for six months. (iv) During the inspections concerned records of sessional work.Ed. 9.Ed. Area C (Pedagogical Content Knowledge). Award of sessional work in Area C should reach University immediately after the completion of school based experiences. Area D(School Based Experiences) and Area E (Add on Courses). his/her result of annual examination will be declared and if he/she fails to qualify in the sessional work then his/her candidature for the previous examination will stand cancelled and result will be filed.5 Bachelor of Education 7. The same should be submitted to the members of inspection team as and when asked for. of the internal assessment / sessional work maintained in the various colleges for ensuring uniformity of standards. Area C. The Principal shall be empowered to extend this period but the extension must expire one week before the commencement of the next annual examination. (B) (i) The College should intimate the names of such students to the University as are failing in the sessional work of area A or Area B or Area C or Area D or Area E at least fifteen days before the commencement of the theory examination and a week before in the case of school based experiences. who remains absent or fails to secure 40% marks in sessional work in each area. Area D and Area E should be sent to the University before commencement of Annual Theory Examination. (ii) Sessional work in each paper will be based on two house tests and the prescribed sessional practical work. (iii) The Principal will be the overall incharge of sessional work and will have the authority to modify if and where necessary. He/she shall have to rejoin the college in the succeeding session for a minimum period of one month in order to qualify for the sessional work of that particular part/s. If a candidate does not join the college or fails to qualify the sessional work in the next session his/her pending result of the annual examination will be cancelled.(A) (i) If a candidate fails in the sessional work of Area A (Foundation of Education). (iv) Students of B. (ii) The sessional work in Area A.Area B (Pedagogical Knowledge). Area B. The marks obtained by a candidate in sessional work shall be valid even if he/she remains absent in the terminal examination.he/she shall not be allowed to appear in the examination of that particular part. The marks awarded to a candidate in the sessional work will be carried forward at his/her option when he/she is permitted to re-appear in a part/s in subsequent examination. activities etc. Area B. This intimation must reach the University at least fifteen days before the commencement of the theory examination and a week before in the case of school based experiences in each subject of methodology. Practical Examination in Area D will be held after the Theory Paper Examinations. . Area D and Area E he/she shall be given the next four consecutive chances to pass the examination failing which he/she will have to rejoin the college afresh. 8.

Area D and Area E (i. He/she may appear in any one or more papers or all the theory papers. That marks of sessional work will remain unchanged. School Based Experiences The school based experiences of 6 weeks duration will be split up in two spells for regular students. All lessons are to be supervised by the concerned Method Masters. 10. Division/Merit The minimum marks required to pass the examination shall be 40%.Ed. (a) b. (25+5) i. The Principal will intimate the names and roll numbers of such candidate/s to the University immediately after the completion of teaching practice so that the result of the Annual Examination of these candidate/s may be withheld. four weeks in the month of April/May.6 Bachelor of Education b) If he/she fails in one or two papers Area A. Pass Marks. Improvement of Division/Performance a. his/her candidature will be cancelled and result be filed. A candidate passes a part or component or sub component of a part but fails in other component or sub component of a part. 15 composite and 5 Micro in each subject. Area C. he/she will have to complete these in the next session in order to undergo the teaching practice of the remaining period. (15+5) i. (b) Overall division and merit will be determined on the aggregate of terminal and sessional work in Area A. The candidate will have to appear as per the syllabus prevalent at the time of examination. Area C. he/she shall be deemed to have passed the examination. Area D and Area E. The marks obtained by a candidate in sessional work shall be valid even if he/she remains absent in the terminal examination. 13. That if a candidate who has passed B. Area B. 11. First division with distinction : 70% or above First division : 60% or above Second division : Above 50% but below 60% Third division : Above 40% and below 50% 14. Examination from this University and has secured less than 60% marks may be allowed to reappear in theory papers only for the purpose of improving his/her division/performance.e. he/she is not required to re-appear in a part or component or sub-component which he/she has passed. The candidate shall have to secure at least 40% marks in terminal and sessional work separately in all the Papers/Components of Area A. Area D and Area E he/she may be permitted to appear in such paper/s in the next three subsequent examinations. The marks awarded to a candidate in the sessional work shall he carried forward when he/she is permitted under ordinances to reappear in a part or parts at a subsequent examination. He/she may be given two chances for this purpose. If any candidate fails lo complete the six weeks teaching practice in the next session. Area B. Area B. Such candidate shall pay a fee fixed by the University from time to time on each occasion. Out of 1000 marks). .e. A candidate who does not complete 2+2=4 composite discussion lessons and sixty lessons.e. Area C.. First. 25 Composite and 5 Micro in each subject and 40 observations. If he/she passes in all such paper/s in any of these examinations.. provided that he/she completes the examination within a period of two years from the date of passing the examination in the first instance or before attaining higher degree in Education. Comments will be entered in the note books & feedback will be given to the students. two weeks teaching practice in the month of October/November and second. 12.

He/she will also complete 20 observations. additional teaching subject/s will be required to join at least for one month. A student who wants to appear for B. That candidate appearing under ordinance relating to improvement of division/performance. only those students will be eligible to appear in the University examination who have already passed the B. All other conditions which are applicable to regular students shall also be mandatory for additional teaching subject/component students. his/her school based experience examination will be conducted only on the production of teaching practice completion certificate issued by the concerned college. b. examination. That such a candidate shall not be eligible for inclusion in the merit list/prize or medal.Ed. The college shall supply sessional work awards to thy University in accordance with the prescribed rules. Merit or division will be determined on the basis of marks obtained in the examination including of all the areas. Provided that: 1) 2) For appearing in additional subject. will be entitled to grace marks up to one per cent of the aggregate marks of the paper(s) in which he/she appeals provided he/she improves his/her division to score to 50%. B. Patiala or Guru Nanak Dev University. He/she may be provisionally permitted to appear in theory paper/s. Each successful candidate shall be awarded a degree stating the division on the basis of marks obtained by him/her out of 1000 marks. A person who has already passed the examination for the degree of Bachelor of Education or equivalent degree from any University of Punjab i. Such a candidate may be admitted to the examination on submission of application on the prescribed form and payment of fee fixed by the university from time to time as admission fee. Additional Teaching Subject/Component a. the Registrar shall publish a list (gazette) of candidate/s who took the examination. He/she shall join an affiliated college for teaching/training in the subject at least for one month. e. 15. However.Ed. 55% or 60% with the grace mark(s). he/she may be given the benefit of his/her favourable score in the original examination and new score in that case may be treated as cancelled. That if he/she fails to improve his/her score. He/she will have to complete 6 weeks teaching practice along with regular students. Subject to the approval of the Syndicate/ Regulation Committee. Amritsar only may offer an additional subject or component other than the one which he/she has already passed. 16. d.e. Chandigarh. Punjabi University. His/her previous result will stand in such cases. in any college of his/her choice where the facilities for such teaching subject/s exist and will deliver 20 composite lessons and 5 micro lessons under the guidance of concerned method master. He/she will be allowed to appear in Annual Examination only along with regular students.7 Bachelor of Education c. .ED. Results/Degrees: Four weeks after the completion of Examination or as is possible. The gazette will show the marks obtained by the candidate/s terminal and sessional work separately. Panjab University.

j.one in each subject Ten. Record of lesson planning. g. . d. Practical work to be performed by each student Item Micro practice lessons Micro discussion lessons Observation of micro lessons by peer group Lesson planning and teaching in real school situations including internship Lesson planning and teaching in simulated situation Observation of lessons taught by fellow students Action Research Project Stand alone community experience Field specific community experience Essential (Numbers) Ten.five in each subject Forty .fifteen lessons in each teaching subject one Two days Five days a.twenty lessons in each teaching subject Ten -five lessons in each teaching subject Thirty. b. Curriculum Transaction: a. f. teaching and supervision would be maintained. c.five in each subject Two . b. i. Supervision of Practice lesson Out of prescribed practice teaching lessons at least 50% lessons would be supervised by the teacher educators and feedback would be given to the students verbally as well as in writing. e.8 Bachelor of Education 17.

The candidate will attempt two questions from each unit. Education as an investment b. 2. b. curriculum. Unit –IV Education for National and Economic Development 1. 2. instruction. scope and indicators of national development 2.Ancient to present.politicaleconomic and cultural context Education and actualization of individual aspirations a. Four pillars of Education as recommended by UNESCO Unit –III Education and Individual Development 1. Meaning of Education. • make the students understand how education helps in economic and national development. Unit –II Education in Socio Cultural and Political context 1. M. Education for democracy. 2. large group) to distant modes of education. Education as an instrument of social change. Objectives: On completion of this course the students will be able to: • understand the evolution of education. Education and development of life skills of individuals for 21st century. Influence of education on society. Changing aims of education in the context of globalization Expansion in modes of education: face –to-face (tutorial.Foundations of Education A1 Education and Development Time 3 hrs. 3.political. freedom and control in relation to the child and teacher b. cultural and political context of education. small group. • analyses the social. teacher. oral/ aural to digital. teaching &learning. • examine the changing emphasis on education in the context of globalization and internationalization • understand the relevance of education in relation to socio.9 Bachelor of Education Area A. learner. Education for development of responsible citizens b. Education as development of human resource . National development: Meaning. Unit –I Education as an evolving concept 1. The paper setter will set three questions from each unit and each question will carry 8 marks.economic and cultural context. education as an organized and state sponsored activity a. Education for development of individual capabilities. national integration and international understanding. 3. family and their practices Interaction of Education and culture in the global context a. a. Concepts in education and their changing connotations: school. enhancement of quality of life in the socio. Role of education for ensuring sustainable development 3. individualized and group based 3.Marks: 100 Terminal: 80 Sessional: 20 Note: The question paper will consist of five units.

Noudarnalya. New Delhi. New York. Shift in pedagogy: Knowledge focused to teacher focused to learner focused learning environment b. C. Dominant Publisher. knowledge emphasis and learning resources 2.C. (2005): Modern Indian Education. Changes in teacher’s role. References: • Aggarwal.10 Bachelor of Education Unit –V Learning Environment – The changing Scenario 1. Chaube. Deep and Deep Publication Pvt.P. (1993): Landmarks in the History of Modern Indian Education . school based to community linked and real to virtual learning environment. D. New Delhi. Kabir (1961): Indian Philosophy of Education. • • • • • • Aggarwal. J. Kanishka Publishers . Tata McGraw Hill. • • • Cole Luella. New Delhi. C. (2005): Philosophical and Sociological Foundation of Education. (1983): Modern Philosophies of Education. John. (2002): Development and Planning of Modern Education. S. Vivekananda. Bhatia. New Delhi. A History of Education: Socrates to Montessori. Asia Publishing House. After discussions. Tandon Publications. Holt. Aruna and Goal. Dewey. B. Rinehart & Winston. K. Vikas Publishing House. New Delhi. a.I & II : 10 Marks Two Assignments on (one Indian and one Western Philosopher) 10 Marks (a) Shri Guru Nanak Dev Ji. • • Goal . K. (1992) : Philosophical and Sociological Foundations of Education. Plato. ed. Humayun. An Introduction to the Philosophy of Education. and Narang. Brubacher. Ltd. Vikas Publishing House. Shift in learning environment: Unimodal to multi-mediated. learner’s participation. Delhi. Agra. Froebel Discuss in groups the aspects of education evolving in them.C.K. New Delhi. Translation by Punjabi University) 4th ed. Ludhiana. and Narang. John S. New Delhi (Also Pbi. Doaba House. Mumbai. S. (1997) : Philosophical and Sociological Foundation of Education.D. Education as a system: Meaning and Nature 20 Marks Sessional Work: House Examination.5th rev.Principles.2009. Dewey. The open – distance learning environment 3.N. 1950. 2nd rev.L. (1996): The Teacher and Education in Emerging India Society.K. students document their understanding in lucid manner as a term paper. Dash. Montessori. Bhatia. ed. Ravi. Potentialities and Perspectives. Tagore and Gandhi (b) Rousseau. (2004) :Democracy and Education. Bhatt. . Aakar Books. Planning and Devleopment.L: Distance Education. J. Swami Dayananda.L.

Sahu. .Open learning and virtual university concepts. (2001) :Principles of Education . No. S. R. Taneja. Digumarti Bhaskara: Distance Education.R. Bhagirathi (2002): The New Educational Philosophy. Vinod Pustak Mandir. New Delhi. New Delhi. New Delhi. (1987): Educational Thought and Practice. Oct-Dec. New Delhi.S. Sterling Pvt. Rao.P. and Shaida.S. Vinod Pustak Mandir. Ltd.S.11 Bachelor of Education • • Lakshmi.. “Education: its Evolving Characteristics”.. Patiala.K . Rai. Agra.. • • • • • • Selvan. • • • • • Mohanty.Yadav. Kanishka Publishers. and Suri.A: Distance Education. (1997): Sociological Approach to Indian Education. A. 2009 Sharma.D. (2006): Foundation of Education. Pannear: Distance Education in the 21st century. Dhanpat Rai and Sons. New Delhi. New York. Bawa Publication.K. Edmund. Sharma. Digumarti Bhaskara: Education for the 21st century. and M. NCERT: (1964-66): Education and National Development: Report of the Education Commission. V.S.N.H. Delhi.Inc.. B. Allahabad. George Thomas White (1978) : Introduction to Philosophy. Ltd. Patik.2001. McGraw Hill Book Co. Safaya . Meerut. (1983) : Principles and Techniques of Education. 2004. R. • • • • • Power. Loyal Book Depot. XXII. T. New Delhi. 2007. R. R.4. 1962. Deep and Deep Publication Pvt. New Delhi. Pandey . Sodhi. 2008. (1992) : National Policy on Education. Ram Nath. 10th ed. Surjeet Publications. S. Publication corporation. J.S. Discovery Publishing House. Sarup and Sons. 1992 Mathur. Agra. Mahindra Capital Publishers. Main Currents in the History of Education. in Nedw Frontiers in Education. Pandey. (2005): Text book of Educational Philosophy. V. Taneja. T. Horizon Publishers. New Delhi. Jagannath: Studies in Distance Education. Delhi. Authors Press. Aruna (2006): Philosophical and Sociological Foundations of Education. Vol. Chandigarh.S.R.

M. Goel. need. instructional design. A.12 Bachelor of Education A2 Contemporary Issues & Concerns in Secondary Education Time 3 hrs. IEC. 2. (2005): Modern Indian Education. Administrative set up of Secondary Education at state and national level 3. Integrated education. HRD: Concept. understand the changing concepts of education in relation to changing socio. Bhatt. Salient features of NPE 1986 and Revised Policy 1992 National Knowledge Commission(NKC) with special reference to School Education Constitutional Provisions of education in India Unit –IV Teacher Education – Concept & aims of Pre. and Goel. Right to Education and its implications Unit –II 1. 3. aims and problems of Secondary Education (curriculum. NAAC. 1. 2. 20 Marks 10 Marks 10 Marks . S.service and In. critically appraise various aspects of Secondary Education. 3. The candidate will attempt two questions from each unit. understand the constitutional obligations in relation to education.D. B. The paper setter will set three questions from each unit and each question will carry 8 marks. problem of universalization and problem of wastage and stagnation and suggestions for their removal 2. Objectives: On completion of this course the students will be able to: • • • • • 1.service Teacher Education (According to SEC. Deep and Deep Publications. NCF) Problems of Teacher Education Regulatory/ Advisory bodies: NCERT. Unit –I Elementary Education – Concept.Marks: 100 Terminal: 80 Sessional: 20 Note: The question paper will consist of five units. familiarize with the present educational problems of Secondary Education. (1994): Education Policy and Administration. Universalization of Secondary Education (USE): Issues and concerns Unit –III 1. Secondary Education – Concept. need and role of education Sessional Work: House Examination.L. New Delhi . political and economic conditions in India. Planning and Devleopment. (a) Role of Sarv Shiksha Abhiyan in strengthening Elementary Education (b) Inclusive education. 2. Modernization: Concept and role of education 2. NCTE. Privatization and Globalization 3. Alternative education 3. know historical background of Secondary Education. Kanishka Publishers . text-books) and suggestions for their removal 2. UGC Unit –V 1.I & II : Survey related with social evils References: 1. New Delhi.

Patiala. 7. Paul Publishers. 4. Delhi. Vinod Publications. V. 11. Vinod Publications . Vinod Publications. K. H. Ludhiana. 8. Sodhi. Jalandhar.(2006) Integrated & Inclusive Education: DSE(VI) Manual.K.New Delhi.in www.naac.in www. and Raj Kumar (2006):Development of Educational System in India.education.com www. Nesla ( 2004): Theory and Principles of Education. T. Venkateshwaran (2004): Principles of Education . NCERT: National curriculum Frame work (2005). M. 6. Inderjeet. (2004): Teacher and Education in Indian Society. N. Bhargava Publications. 12.S.nic. 15.in.Premavathy & Geetha. Ludhiana. Patiala.13 Bachelor of Education 3. Walia. Murti. Ankur (2005):Development of Education System in India. Jayapalan.nkc. Govt.nic.socialjustice.T. Gupta.ncert.K and Gupta . 13. of India. Vinod Publications. Web sites: www.nic. 16. Ministry of HRD. NCERT: National curriculum Frame work (2005).S and Umesh (2005): A Modern Approach to Education in Emerging Indian Society. Bawa Publications.( 2002): Problems of Indian Education. Sachdeva.B. New Delhi . 5.india. 14. Vijayen. Ludhiana.S. Ludhiana.ncte.nic. (1998): Modern Indian Education and its Problems. www.in www. Ludhiana. (1986): National Policy on Education. 21st century Publication. Kanishka Publishers.in. J. (2005): Development of Educational System in India . 9. 10. Vinod Publication.ugc. S.org .org www.

Constructivism in relation to learner. Developmental tasks and their implications in adolescence Unit –II Understanding differences among Learners 1. Processes facilitating ‘Construction of Knowledge’ . Unit –I Nature of the Learner 1.Cognitive Negotiability .Experiential Learning and reflection . Dimensions of differences in individual learners 2. emotional. The paper setter will set three questions from each unit and each question will carry 8 marks. a psycho.concept.Pedagogical Knowledge B1 Understanding the Learner and Learning Process Time 3 hrs. Cognitivism. Understanding learners with varying cognitive abilities especially with ‘learning difficulties’Slow learner and Dyslexia 3. • understand the learning in terms of learning styles and kinds. Learning as ‘Construction of Knowledge’ as different from learning as ‘Transmission and Reception of Knowledge’.Social Mediation . Developmental characteristics of an adolescent physical. • understand the theoretical perspective of learning.Meta cognition (Each of these to be dealt with classroom situations or content of learning) . Behaviorism. its types and methods Unit –IV Learning in ‘Constructivist’ Perspective 1. M.Marks: 100 Terminal: 80 Sessional : 20 Note: The question paper will consist of five units. principles and factors affecting learning 2. nutrition. social. factors influencing development such as heredity. • understand learners on the basis of individual differences.an Overview 1.14 Bachelor of Education Area B. siblings & peers 2. The candidate will attempt two questions from each unit. child rearing practices. Transfer of Learning. teacher & teaching learning process 3.Situated Learning and Cognitive apprenticeship . • improve quality of instructions. cognitive. Multiple Intelligences: implications for understanding learner variations and their learning needs Unit –III Theoretical Perspective on Learning. Objectives: On completion of this course the students will be able to: • understand the nature of learner.social entity. 2. Learner as a developing individual. Learning. moral and their interrelationships 3. • understand learning as a construction of knowledge. stages of development.

2.K. Garret. King. Personality. (1985). Kakkar. (2002): Advanced Educational Psychology.S. Girish bala (1986): Educational Psychology.B. New Delhi. Sessional Work: House Examination. John (1999): Introduction to Psychology. strengthening and sustaining learning styles 1. (1985). and Sodhi. L. Nicholas.S. New York. Rinehart and Winston. New Delhi.F. Chauhan. New Delhi. Mangal S. Patiala. I)..P. J. Psychology: Its Principles and Meaning. (2001) Advanced educational psychology. Kulbir Singh (1998): Statistics in Education and Psychology. New York: Basic Books. Ludhiana. (2005): Statistics in Psychology and Education. Clifford Morgan. Govind and Pal. Samuel. Agra.15 Bachelor of Education Unit –V Learning Styles and Learning Concept of Learning styles. Sahu . Paragon International Publishers. New Delhi. New York.E.audio. T. Bourne. International Publishers. kinesthetic Learning styles and their bearing on different kinds of learning:.Concept learning. Learning and Achievement References: • • • • • • • • • • • • • • • • • • • Bhatia. S.B. Nature of Human Intelligence. Vikas Publishing House. Suri. Interest. Mohanty.R. Kirk. R. S. (2002): Advanced Educational Psychology. K. Kalyani Publishers. New Delhi. Holt. Sidhu. New York. A Dynamic Approach. Binod Kumar (2002): Education of Exceptional Children. modeling 3. New Delhi. Bawa Publication. (Vol. NJ: Erlbaum. Guilford.I & II : 20 Marks 10 Marks 10 Marks Administration and interpretation of any three psychological tests Intelligence. (2001): Educational Psychology. learning of skills. Tata Mc Graw Hill Publishing Company Ltd. Tata Mc Graw Hill Publishing Company Ltd. New Delhi. Jalandhar. Roma (1997): Experimental Psychology. Gardner. (1983) frames of Mind: The theory of multiple intelligence. Teacher’s role in changing. (2003): Bases of Educational Psychology. Thinking and learning skills: Relating Instruction to Basic Research. Prentice Hall of India. . James J.E. APH Publishing Corporation. New Delhi. Hillsdale. & Glaser.E. Kalyani Publishers. S. (2006): Guidance and Counselling. (1953): Developmental Psychology. Houghton Mifflin Company. J. Anmol publications pvt Ltd. A. Segal.K. S. (2nd edition). (1967).W. J. and Anasrasion. Dandapani. Yogesh Kumar (2005): Guidance and Career Counselling. Tiwari. Hurlock. Chipman. (1997): Educating Exceptional Children. Singh. New Delhi. R.P. H. visual. H. S. Kalyani Publishers. New York: McGraw Hill. Gallagher. creative and critical thinking. Vinod Pustak Mandir. Prentice Hall of India. and Weisz.

Teacher controlled learning resources: Explanation. Formative b. a. Material Resources: Projected aids. Administration and interpretation of Art judgment test . Non-projected aids and Activity aids UNIT II 1. illustration. UNIT-I 1. Simulated teaching: Concept. Concept and principles of selection and utilization of learning resources 2. Diagnostic 2.16 Bachelor of Education B2 Learning Resources & Assessment of Learning Time 3 hrs. Preparation of blue print 3. Micro teaching as a training technique: Concept. characteristics. • make aware of models of teaching. On line resources: e-journals. Glaser’s basic teaching model b. questioning 3. Teaching models: Meaning. Programmed learning: Meaning . procedure. Concept and characteristics of teaching and learning 2. Human Resources: Teachers and students as learning resources 3. principles. The paper setter will set three questions from each unit and each question will carry 8 marks. OBJECTIVES: To enable the student teachers to: • understand the concept & scope of learning resources. procedure and theoretical orientation to basic skills 2. modes. role of teacher and use of CAI in education UNIT IV 1. concept and typesa. Maxims and principles of teaching 3. Assessment of Conative and Affective domain a. Construction of various types of test items b. • analyze the process of teaching & learning.blogs b. • make the students aware about the different types of assessment. The candidate will attempt two questions from each unit. narration. Instructional objectives in terms of Bloom’s Taxonomy UNIT III 1. Flander’s interaction analysis category system: Concept and procedure 3.e-books. M. Learner controlled learning resources: a. Observations-Preparation of observation schedule b. CAI: Concept. Concept attainment model UNIT V 1. parameters. types 2. merits and demerits b. Summative c. Concept and Types of assessment a.Marks: 100 Terminal: 80 Sessional: 20 Note: The question paper will consist of five units. • keep abreast with the different innovation in learning resources. Assessment of Cognitive domain a.

Morris: Effective School Management. and Sidhu. Meerut. and Geoffrey.K. London. Sterling Publishers Pvt. New Delhi / Bangalore. (2nd Ed). H. Kumar. Mukhopadhyay. K. New Delhi.L. Tandon Publications.A (2007): Programmed Instruction – An Instructional Technology. Dececcoo. Sharma. P. Chauhan S S(2002): A Text Book of Programmed Instruction. (2008): Educational Technology.17 Bachelor of Education Sessional Work: 20 Marks (a) Performance in two house tests = 10 Marks (b) Preparation of a Blue print along with the question paper = 10 Marks References: • • • • • • • • • • • • • Bhatia. Venkataiah. Sampath et. N. Publishers. Patiala. R.( 2001): Foundations of Educational Technology. Harper and Row Publishers. All India Association for Educational Technology. . New Age International Pvt. Ludhiana.Narang. Bawa Publications. (1990): Educational Technology – Year Book 1988.Lall Book Depot.S. Tandon Publishers. (1981): Introduction to Educational Technology. Sterling Publishers Pvt Ltd. K. Sterling Publishers Pvt. Ludhiana. John. Ltd. Mukhopadhyay. New Delhi. Everard. S. Sharma R. and Ahuja. New Delhi: APH Publishing Corporation. K. Ltd. R.A. (1996): Educational technology. (2002): Educational Technology.B. New Delhi.. (1990): Educational Technology – Challenging Issues. C. M.L. M. Bhushan.. Ltd. Mangal. A. New Delhi (Second Revised Edition). M.K. Goyal Book Depot. Meerut.(2006): Technological foundation of Education. (2001): Foundations of Teaching Learning Process. al.. (1977): Psychology of Learning and Instruction. Prentice Hall of India.

Co-curricular activities Registers and Records a) Meaning. The paper setter will set three questions from each unit I and II. Anecdotal records : 10 Marks : 5 Marks : 5 Marks . • the role of teacher and the principal in ensuring a vibrant school climate. The candidate will be asked to attempt two questions from each unit. 2. 3. 4. functions and latest trends Total Quality Management a) Concept. Sessional Work House Examination I & II Practical work: Preparation of any one record1. Planning of annual school calendar b. II and III.Marks: 50 Terminal: 40 Sessional: 10 Instructions for the Paper Setter/ Candidate 1. physical resources ii. Cumulative record card and Anecdotal records 2. It will consist of two short answer questions covering the entire syllabus and carry 4 marks each. Unit-III will be compulsory. healthy practices for staff and students with special reference to IQAC 3. Duties and functions Mechanism for co-ordinated functioning in school. 3. Unit –I School Organization and Management: Meaning. Attendance register. Admission register. Cumulative Record Card 2. Norms and conditions of opening a school according to CBSE/PSEB 1. Importance b. 2. human resources iii. need and importance b) Significance of TQM to schools with special reference to i. Each question will carry 8 marks. Time Table c. need and importance b) Stock register. • the concept of Quality Enhancement and Management in school. Qualities c. Principal –The Leadership role a. OBJECTIVES: To enable students to understand • school as a conducive learning environment.18 Bachelor of Education B3 (a) School Management Time 1:30 hrs M. The question paper will consist of three units: Unit I. Relation with others d. need. Unit –II 1. a.

S. M.Jaspal & Gera. Ambala. 5. 4. (1990): Educational Administration and Management. New Delhi.S and Suri.S. Ludhiana. Sachdeva. (2001): School Management. Raghunath and Shaida. (1979): School Organization. 6. T. Bawa Publications. Jagannath(1998): Educational Administration: Supervision and School Management. Deep and Deep Publications. Manju (2008): Modern school management. The Indian Press. Bharat Book Centre.D. Kalyani Publishers. Management of School education. 3. Aruna (2002). Singh.S. Delhi. M.19 Bachelor of Education References: 1. Patiala. 2.S. Mohanty. . B. Safaya. Ludhiana. Sarkaria. Sodhi. Dhanpat Rai. Mathur.

Doaba World Education Series-3 Delhi. Problem. NCERT. G. 3. Discipline. The paper setter will set three questions from each unit I and II. nature and organizing curriculum components Different approaches to curriculum theory: a. 4. Arora. New Delhi. 2. Book Enclave. Curriculum Reform in India. 1. II and III. Book seller and Publisher. UNIT I Conceptual frame work of curriculum: Meaning. Critical Approach Curriculum process and different ways of approaching curriculum theory a. .World overviews. need and factors affecting curriculum change 3. Objectives: On completion of this course the students will be able to: • understand the concept of curriculum.C (1990). It will consist of two short answer questions covering the entire syllabus and carry 4 marks each. Curriculum as process c.centered design Competencies required in curriculum development Curriculum change: Meaning. Each question will carry 8 marks.centered design c. (1984): Reflections on Curriculum. Participatory approach UNIT II Curriculum design models: a. Sessional Work House Examination I and II Project work : : : 10 Marks 5 Marks 5 marks Evaluation of curriculum of 9th or 10th standard and submission of report. Traditional approach b. Aggarwal.L. 2. The candidate will be asked to attempt two questions from each unit.Marks: 50 Terminal: 40 Sessional: 10 Instructions for the Paper Setter/ Candidate 1. Curriculum as product b. J. Doaba House. Methods and Techniques. • know various designs of curriculum. 2. 3. Learner. References: • • • Aggarwal. Deepak (2007): Curriculum development: Concept. The question paper will consist of three units: Unit I. 1.centered design b. • understand approaches of curriculum development. Learner driven approach c.20 Bachelor of Education (b) Option (i) Curriculum Development Time 1:30 Hrs M. • understand the importance of curriculum change. Unit-III will be compulsory.

Reddy.B. Jossey-Bass Inc. James (2007): Curriculum and Imagination: Process. NCERT. (2007): Principles of Curriculum Planning and Development. New Delhi. Taba Hilda (1962) Curriculum Development: Theory and Practice. National Curriculum Framework for School Education. (1988) Developing the Curriculum. NCERT. NCERT (2005). NCERT. (2000): Cultures of Curriculum (Studies in Curriculum Theory). Pedagogy and Action Research.21 Bachelor of Education • • • • • • • • • • • • • • • • • Bhalla. and Foresman and Co. New Delhi. New Delhi Dewey. Theory. The Child and the Curriculum. NCERT. Harcourt Brace.W. NCERT. New Delhi-92. New York. National Curriculum Framework for School Education. CIET (2007) Curriculum Syllabus and Textbook: An Audio Interview with Sh. et al. Rohit Dhankar. P. Teacher College Press.K. Jovanovich Inc. Harcourt Brace. New Delhi. Chairperson of the National Focus Group set up under NCF-2005 Process. Sri Aurobindo Marg. New York. New Delhi. U. Curriculum Development Published by Authorpress E35/103 Jawahar Park Laxmi Nagar. Peter F. Audio-Video CDs Wiles. B. National Curriculum Framework-2005. National Curriculum Framework-2005. Joseph. Jovanovich Inc. The University of Chicago Press. Routledge. Diamond Robert M. Taba Hilda (1962) Curriculum Development: Theory and Practice. CIET. New York. McKernan. NCERT (2000). Sri Aurobindo Marg. John (1966). California. Publication. NCERT. Scott. NCTE (2009) National Curriculum Framework for Teacher Education. CIET. Pearson Publication 83 . NCERT (2000). CIET (2006) The Process of Making National Curriculum Framework-2005: A Video Documentary Both in Hindi and English. J. & Joseph Bondi (2006): Curriculum Development: A Guide to Practice. New Delhi. Oliva. Navneet (2007). (1986) Designing and Improving Courses in Higher Education: A Systematic Approach. NCERT (2005).

understand the need and importance of distance and open learning. Printed and Non-printed material b. Merrut. Patiala. satellite based communication system c. II and III. Unit-III will be compulsory. The candidate will be asked to attempt two questions from each unit.K Publishers. 4. Historical development of distance and open learning with special reference to India a. Deep & Deep Publication. Each question will carry 8 marks.Marks: 50 Terminal: 40 Sessional: 10 Instructions for the Paper Setter/ Candidate 1. 3. Distance education. 2. New Delhi. objectives and modes b. Professional training in distance education c. Role of technology in distance education a. Chandra (2007).S. Sharma. (2002): Modern methods of life long learning and distance education. 3. video technology.A. Survey of Distance and open learning centers in your district References: 1. advantages and limitations of distance and open learning 3. Computer technology and Internet a. 2. Open education learning: Development. Prarad D. R. The paper setter will set three questions from each unit I and II. 5. Mohanty. scope. K. Concept.S. . know various evaluation techniques in distance education. (2010): Distance and open education. Distance Education International Publishing House. Sharma S. Correspondence education: Development. Unit –I 1. It will consist of two short answer questions covering the entire syllabus and carry 4 marks each. Audio technology. importance. Need. I. meaning . century Publication. The question paper will consist of three units: Unit I. understand the role of mass media and other technologies in distance and open learning.22 Bachelor of Education B3 (b) Option (ii) Distance and Open Learning Time 1:30 Hrs M. New Delhi. Recommendations of NPE (1986) and NKC (2005) regarding distance education b. differentiate different modes of learning. objectives and modes Unit –II 1. nature of distance and open learning b. 2. (2008). Nandra. Evaluation techniques in distance education Sessional Work House Examination I & II Project work : : : 20 Marks 10 Marks 10 Marks 2. 4. Role of mass media d. Jagannath(2001) Studies in Distance Education. Objectives: On completion of this course the students will be able to: • • • • • understand the distance and open modes of learning. a.

types (air. sources. ozone depletion. OR Preparation of scrap file. a. Pollution: Concept.web & flow of energy. Concept of ecology. objectives. Conservation of environment: an immediate need. The paper setter will set three questions from each unit I and II. 4.Marks: 50 Terminal: 40 Sessional: 10 Instructions for the Paper Setter/ Candidate 1. 3. a. Unit-III will be compulsory. • know about changes taking place in social environment. • know various ways and means to create healthy environment. b. values and respect for protection of environment. soil. 3. Environmental education: Meaning. . II and III. food chain. Need for sensitizing learners towards concern of environmental conservation. The candidate will be asked to attempt two questions from each unit. • organize various activities at the school level to provide environmental education.e. Integration of environmental education in various school subjects and in co-curricular activities. population and ecosystem. Unit –II 1. Concept of migration. need and guiding principles. Unit –I 1. The question paper will consist of three units: Unit I. effect and control of pollution. It will consist of two short answer questions covering the entire syllabus and carry 4 marks each. food . 3. a. community. environment. • develop desirable attitude. biosphere. Various ways and means of protection and preservation of environment with special reference to afforestation and solid waste management.23 Bachelor of Education B3 (b) Option (iii) Environmental Education Time 1:30 Hrs M. Structural and functional components of ecosystem i. green house effect. Role of government and non-government organizations in protection and preservation of environment. Each question will carry 8 marks. Objectives: To enable the student teachers to: • know the need of environmental education. b. Sessional Work House Examination I & II Practical work : : : 10 Marks 5 Marks 5 Marks Work on a project related to any issue of environmental preservation and protection. Approaches of teaching environmental education: Interdisciplinary & multidisciplinary approach. 2. water. 2. 2. • be aware about the interdependence of plants and animals. b. urbanization. abiotic and biotic factors. and noise pollution).

Kohli. Garg. Problems and Prospectus. 6. H. and Kohli. S. Sterling Publishers Pvt. D. Panjab University. Ambala Mukherjee . V. Ltd. : Environment Lessons For Common Man.N.24 Bachelor of Education References: 1.K. K.C. Ghanta R.K and Jain. and Rao. 4. K. New Delhi. 2. Vivek Publishers. 7. Rajagopalan. Delhi. R. Chandigarh.B. D.P. Neelkamal Publications Pvt.Discovery Publishing House. Roma (2002) : Environmental Management and Awareness Issues. 5. (1998): Environmental Education. Dani. New Delhi.M (1996): Environmental Education. Publication Bureau. Environmental Pollution and Management. Oxford University Press. Environment Society of India. (2006): Environmental Studies From Crisis to Cure. 3. . V . (2002): Environmental Education. Reddy. Hyderabad . Ltd. and Reddy.

DLC. • understand the techniques used to diagnose health. role of village health committees.U. A. Sessional Work House Examination I & II Project Work : : : 10 Marks 5 Marks 5 marks Preparation of diet chart for specific health related problem/ BMI [Body Mass Index] References: 1. II and III. Chicken pox. 4. Unit –I 1. Prasad. Bow legs v. The question paper will consist of three units: Unit I. principles of life as a base for positive health b. health appraisal. 2. EEG. Delhi . 3. Communicable diseases: Meaning.B (2005): Sonali publications. Knock Knee iv. Y. The candidate will be asked to attempt two questions from each unit. ECG.K. 2.K. • know problems of defective postures. Techniques for diagnosing health: TLC.V. Rao. causes and preventive measures of Typhoid.Darya Ganj. Ansari Road. a. 2. Flat foot iii. Health Education : Meaning. a. Common Postural deformities i. It will consist of two short answer questions covering the entire syllabus and carry 4 marks each.Marks: 50 Terminal: 40 Sessional: 10 Instructions for the Paper Setter/ Candidate 1. Lordosis Unit-II 1. Diet: Elements of balanced diet b. Health education in rural area : Role of women in health education. AIDS.K (2005): Commonwealth publishers Ansari Road. The training of teachers and supervisors in health education.Sagar P. Delhi. Objectives: To enable the student teachers to: • aware about the concept of health education. Health: Concept of health. • promote an understanding of personal hygiene. Importance of good posture b. Diabetes 3. 2. social service camps. . D. Each question will carry 8 marks.R. organization and administrative purposes of health education. need and importance and objectives. MRI.V. Unit-III will be compulsory. Singh . Kyphosis ii. village health insurance scheme.25 Bachelor of Education B3 (b) Option (iv) Health Education Time 1:30 Hrs M. Personal hygiene: Meaning and importance of personal hygiene c. Posture: a. Nayak. The paper setter will set three questions from each unit I and II. • know the importance of balanced diet. 3.

7. Patna. Objectives: To enable student teachers to: • understand the concepts employed for evaluation of pupils.Marks: 50 Terminal : 40 Sessional : 10 Instructions for the Paper Setter/ Candidate 1. John Wiley. Binod K. Thorndike. • understand the situations in which to employ different evaluation techniques. Singapore. R. N. Anastasi.L. Paragon. New Delhi. (2005): Statistics in Psychology and Education. Measurements and Research Methods in Behavioural Sciences. Garrett.E. New York. L. The question paper will consist of three units: Unit I.E. H. The paper setter will set three questions from each unit I and II. II and III. Linn. 3. 2. Construction of a blue print and a question paper of any subject of any class. Take a class of students. . Sessional work House Examination I & II Practical work : : : 10 Marks 5 Marks 5 Marks 1. Singh. (2005): Statistics in Psychology and Education. Validity and Usability. 3. (1962): Measurement and Evaluation in Psychology and Education. Bharti Bhavan Publishers. Each question will carry 8 marks. R. It will consist of two short answer questions covering the entire syllabus and carry 4 marks each.L. Macmillan Publishing Company. 5. 2. Pearson Education. UNIT I Evaluation: Concept of measurement and evaluation. New York. Unit-III will be compulsory. A. Prentice Hall.their merits and demerits Pearson’s Product Moment co-efficient of correlation UNIT II Construction of different types of test items -Short answer type. Sahu. essay type and objective type test items and their relative advantages and limitations Preparation of blue print and question paper Characteristics of a good tool of evaluation – Reliability.26 Bachelor of Education B3 (B) Option (v) Measurement And Evaluation Time 1:30 Hrs M. (2003): Measurement and Evaluation in Teaching. 2.(2002): Tests. Kalyani Publications. 2. (1991): Essentials of Educational Measurement.K. 3. 4. Take the marks of any two subjects of school examination and find out the coefficient of correlation between these two subjects by Pearson’s Product Moment Method. Ebel. 1. 3. New Delhi. • construct different types of test items. scales of measurement Types of evaluation: Summative and formative. (1988): Psychological Testing. The candidate will be asked to attempt two questions from each unit. 2. Ludhiana. use of computer in evaluation 1. 4. Robert. 6. and Grenlund. A. References: 1.

Approaches of population education b. New Delhi. The paper setter will set three questions from each unit I and II. Aggarwal. (1985): India’s Population Problems.( 2006): Population Education. H.N. 4. Objectives: To enable student teachers to: • understand the concept of population education. objectives. 2. Integration of population concept in different school subjects.K. Tata McGraw Hill. • develop an awareness of the implications of population growth on various aspects of social functioning. S.curricular activities in organization of population education programmes 3. Ludhiana.27 Bachelor of Education B3 (B) Option (vi) Population Education Time 1:30 Hrs M. Each question will carry 8 marks. The candidate will be asked to attempt two questions from each unit. 3. Khanna. : : 10 Marks 5 Marks 5 marks To compare the population density of different countries/states with the help of bar graphs. Ankur Publication.K. K. It will consist of two short answer questions covering the entire syllabus and carry 4 marks each. Gupta. place of curricular and co. 2. Population Education: Concept. Ankur Publication. • understand various terminologies concerned with population studies. Unit-III will be compulsory. Population education agencies: Role of government and Non– government agencies 2. Demographic terminology. Patiala.Marks: 50 Terminal: 40 Sessional: 10 Instructions for the Paper Setter/ Candidate 1. Making surveys regarding progress in population education awareness programmes in rural and urban areas. Effects of population growth on: a) Economic development b) Social development c) Educational development d) Urbanization e) Environmental and natural resources f) Family life g) Health and Nutrition UNIT II 1. scope. II and III. Ludhiana. 4. 3. Soni Publication. ( 2004):Population Education. The question paper will consist of three units: Unit I. population situation in India in the world perspective 3. V. Bhatia. Role of teacher in imparting population education Sessional Work House Examination I & II Any two Practical Activities 1. (2004): Population Education. . UNIT I 1. a. 2. need and importance. misconceptions regarding population education 2. References: 1.

Tiwari. Ludhiana. R.C. Sharma. (1998): Human Population and Related Disasters. Thompson and Lewis (1978): Population Problems. (2001): Population Education. 9. Prakash Publishers. . D. P. Rao. Resources and Environment. G. New Delhi. Gopal (1974): Population Education: A Guide to Curriculum and Teacher. (1986): Concept of Population Education: Urban Population Education. Vinod Publication. 10. 7. 6. Dhanpat Rai and Sons. New Delhi.C. (1988): Population Trends. Tata McGraw Hill. Anmol Publication. New Delhi. R.28 Bachelor of Education 5. New Delhi.P.S. Ludhiana. Sterling Publisher. 8. Walia. Sinha.

Hari Ram (1991): Spiritual Values and Education. References: 1. • know about various methods for value inculcation. Methodology of inculcating values among students i. real life experiences Value orientation in teacher education: The present scenario. • appreciate culture and its strategies. Culture: Concept and strategies for promoting culture among students at elementary and secondary school stage UNIT II 1. Dayakara Reddy and Digumarti Discovery Publishing House. Direct Method: Debates. Symposium and Brainstorming ii.29 Bachelor of Education B3 (B) Option (vii) Value Education Time 1:30 Hrs. Incidental Method: Reward and punishment. Attitude development technique h. Sessional Work House Examination I & II Practical Work : : 10 Marks 5 Marks 5 Marks Application of one strategy of value inculcation with school children and its report. Each question will carry 8 marks. teachers. 3. Unit-III will be compulsory. Indirect Method: Community service. II and III. It will consist of two short answer questions covering the entire syllabus and carry 4 marks each. Value clarification technique d. Mumbai.playing technique g. The question paper will consist of three units: Unit I. 2. importance and characteristics and hierarchy of values. The paper setter will set three questions from each unit I and II. • know the nature. Objectives: To enable student teachers to: • understand concept of value education. Value sheet method e. Meaning. iii. The candidate will be asked to attempt two questions from each unit. • understand the various strategies of value orientation. Critical inquiry approach f. 4. Role. UNIT I 1. 2.their roles and teacher education programmes 3. New Delhi 3. Jasta. Dr. Total atmospheric approach c. What. Experimental approach b. . M. leadership camps. reasons for value crisis 2. Relationship between education and values 3. Brendam Mac Carthaigh (1996): Value Education.Marks: 50 Terminal: 40 Sessional: 10 Instructions for the Paper Setter/ Candidate 1. Integrated concurrent approach 2. Strategies for value orientation: a. Ambala. Associated Press. D Bahskara Rao (2006): Value Oriented Education. sources and classification of values. Dr. Better yourself Book. Why and How.

Theory and Practice. Cosmos Publishers. S. Ambala Cantt.N. New Delhi. Venkatesh. New Delhi. Routledge. 6. Foundation and frontiers. Kaul. Sterling Publishers Pvt.30 Bachelor of Education 4. (1975): Values and Education in Independent India. London. World overview. King (1969): Values and Improvement in Grammar School. Ltd. New Delhi. 9. Ruhela. 5. (1986): Human Values and Education. Joshi (Edited) (2002): Philosophy of Value Oriented Education. The Associated Publishers. Kishore. 10. (2005): Value Education APH Publishing Corporation. . 8.P. Lalit (1990): Value Oriented Education. New Delhi. N. Doaba House. G. Keerat. 7. S. (1999): Teaching of Moral Education. Published by Indian Council of Philosophical Research.R. Ronald. Sharma. New Delhi.

characteristics. Persons with orthopaedic disabilities: Concept. United nation convention on the rights of persons with disabilities (UNCRPD) b. identification. Legal basis of inclusive education a. Juvenile delinquents: Concept. identification. need and importance. II and III. The question paper will consist of three units: Unit I. • understand the nature of difficulties encountered by children. Conduct a survey on the type of supportive services needed for inclusion of children with any disability of your choice and share the findings in the class. 2. UNIT-I 1. Inclusive education for persons with disabilities: Concept. It will consist of two short answer questions covering the entire syllabus and carry 4 marks each. • appreciate the need for promoting inclusive practice. causes. Hearing): Concept. purposes of inclusive education 2. • understand the needs and magnitude of the challenges faced by children with diverse needs. educational provisions and rehabilitation 2. Practice in teaching on school children with some kind of disabilities. The paper setter will set three questions from each unit I and II. educational provisions and rehabilitation 3. Historical perspective of inclusive education 3. identification characteristics. Each question will carry 8 marks. The candidate will be asked to attempt two questions from each unit. Visit to any organization or Rehabilitation center dealing with such persons and preparation of case study of any one person with some kind of disability.Marks: 50 Terminal: 40 Sessional: 10 Instructions for the Paper Setter/ Candidate 1. causes. 4. Role of government organisation and Non-government organizations (NGOs) in taking care of special persons with disabilities UNIT-II 1. M. . causes. 2. Persons with sensory disabilities (Visual. educational provisions and rehabilitation Sessional work House Examination I & II Practical work : : : 10 Marks 5 Marks 5 Marks The students are required to carry out any one of the following:- 1. Objectives: On completion of this course the students will be able to: • understand concept of inclusive education. 3. Unit-III will be compulsory. 3.31 Bachelor of Education B3(B) Option (viii) Inclusive Education Time: 1:30 Hrs. characteristics.

M. Heinemann Educational publishers. Sharma. Chennai. Old Subjimandi. T (2003): The Index for Inclusion: Developing Learning and Participation in Schools. (1990) Teachers handbook on IED-Helping children with special needs N. R .K.N. (1990): Integrated Education for Visually Handicapped. Bristol: Center for Studies in Inclusive Education. • • Sharma P.K. Jangira. A. Booth. (2002): Effective Teacher Training.32 Bachelor of Education References: • Ahuja. . 600042. N. Multivista Global Ltd. M. P. New Delhi. • Ainscow.R .G.. and Mani.I E. 110002. M. E .L.L (2003) Planning Inclusive Education in Small Schools. • Jangira N.( 2002) Inclusive Education for All: Schools Without Walls. C. Cooperative Learning Based Approach: National Publishing House 23 Daryaganj.T. Publication. • Jha. Mysore. India. Gurgaon. Academic Press.

Unit-III will be compulsory. nature and scope of guidance. 2.Marks: 50 Terminal: 40 Sessional: 10 Instructions for the Paper Setter/ Candidate 1. • understand the meaning. Principles of guidance in India 3. Meaning purposes. References: • Bhatnagar. Ltd. assumption 2. • recognize the role of guidance in attaining the goals of education. 3.33 Bachelor of Education B3(B) Option (viii) Guidance And Counseling Time: 1:30 Hrs. Kinds of guidance. nature and scope of counseling. The paper setter will set three questions from each unit I and II. Vol. Asha and Gupta. M. New Delhi: Sterling Pvt. The candidate will be asked to attempt two questions from each unit. Vocational. I: A Theoretical Perspective. New Delhi: Vikas. Unit I 1. and Personal UNIT-II 1. • Bhatnagar. counseling interview 3. Vol. Kinds of counseling: directive. • analyze the relationship between guidance and counseling. . Guidance and Counseling.Educational. Survey of guidance programme of a secondary school Sessional work House Examination I & II Practical work : : : 10 Marks 5 Marks 5 Marks Survey of guidance programme of a secondary school. It will consist of two short answer questions covering the entire syllabus and carry 4 marks each. New Delhi: Vikas. • recognize the different areas of counseling. Asha and Gupta. The Basic Essentials of Counselling. non-directive and eclectic 2. • become acquainted with the skills and qualities of an effective counselor. Objectives: On completion of this course the students will be able to: • understand the meaning. • appreciate the need for guidance. II and III. • Dave Indu (1984). The question paper will consist of three units: Unit I. II: A Practical Approach. Guidance and Counseling. 2. Each question will carry 8 marks. Nirmala (Eds) ( 1999). Nirmala (Eds) ( 1999). Role of teacher and counselor.

An Introduction to the Profession of Counselling. C. Nugent. (1990). • Rao. (1981). • • Gibson.34 Bachelor of Education • Gazda George R. Group Counselling: A Development Approach. Counselling Psychology. J. R. Introduction to Guidance. (1980). New York: McMillan. • Pietrofesa. . • Mallon. Manchester: Manchester University Press. Guidance: An Introduction. & Mitchell.L. Columbus: Merrill publishing Co.H. (1986). B. Guidance Policy and Practice.. (1962).J.( 1989). London: Allyn and Bacon. Solving Discipline Problems: Strategies for Classroom Teachers. An Introduction to Counseling Skills for Special Educational NeedsParticipants Manual. & Stanford.N. Frank A. R. C & Wolfgang. Chicago: Rand McNally. Boston: Allyn and Bacon. • • Mathewson. H. (1981). Bernstein. New York: Harper and row. 3rd Ed. S. S. M. New Delhi: Tata McGraw Hill. Brenda (1987). Glickman. UK.M.

ijvyN I. isDWq Aqy sUqr 1. 3.1. II. III. 4. 2. IV.35 Bachelor of Education Area C. pRikrqI Aqy auqpqI dy isDWq pMjwbI BwSw dw inkws Aqy ivkws mwqBwSw is`iKAw dy audyS. 3. . V pRSn p`qr inrmwqw hryk iekweI ivcoN iqMn pRSn ilKygw.Pedagogical Content Knowledge C1 school subject-I C2 school subject-II pMjwbI AiDAwpn smW: 3 GMty 100 prIiKAw: 80 20 1. mh`qv. auprcwrqimk qy AnMusDwnqimk kuSlqwvW dw ivkws krnw[ • ividAwrQI/AiDAwpkW ƒ loV Anuswr hvwlw pusqkW dI vrqoN krn dI Awdq pwauxI[ • ividAwrQI/AiDAwpkW ƒ swihq dy iviBMn rUpW dy AiDAwpn FMgW bwry jwxkwrI dyxw[ • ividAwrQI/AiDAwpkW ƒ mwqBwSw dI is`iKAw dy audySW Aqy isDWqW dI soJI krwauxw[ iekweI (1) BwSw dI pirBwSw. II. Option i (a) kul AMk: bwhrI AMdrUnI prIiKAw: pRSn p`qr inrmwqw/ividAwrQIAW dy leI inrdyS: pRSn p`qr ƒ pMj iekweIAW iv`c vMifAW jwvygw. III. 2. sUKm Xojnw Aqy AiDAwpn koSlW ‘qy ADwirq hoxgy[ audyS: • ividAwrQIAW/AiDAwpkW iv`c pMjwbI pVHwaux dI rucI pYdw krnI[ • ividAwrQI/AiDAwpkW iv`c skUl p`Dr ‘qy mwqw BwSw pMjwbI pVHwaux sMbDI pyS AwauNdIAW muSiklW h`l krn dy Xog bxwauxw[ • ividAwrQI/AiDAwpkW iv`c isrjnwqimk. IV (sMbMiDq iekweI dy pwTkRm iv`coN) hryk pRSn dy 8 AMk hoxgy[ hryk iekweI iv`coN koeI do pRSn krny hoxgy[ iekweI pMj sB leI zrUrI hY[ iekweI pMj iv`c pwT Xojnw dy A`T AMk hoxgy[ do pRSn cwr cwr AMkW dy pwT Xojnw.

is`iKAw dyx dI aumr/smW. a) A) BwSw is`iKAw iv`c idRStI sroq swDn: ArQ. audyS Aqy ivDIAW [ 3.vwriSk. iksmW Aqy aupXogI vrqoN mulAMkx: inrMqr ivAwpk mulAMkx.ArQ. IX qoN X) BwSw pRXogSwlw ArQ. 3. iekweI Aqy dYink XojnwvW 2. bolcwl dI is`iKAw dw mh`qv. suxn koSl dI BwSw is`iKAw iv`c mh`qqw. mh`qqw. ivDIAW Aqy AiBAws. mwq BwSw dy AiDAwpn leI pwT Xojnw iqAwr krnI is`KxI 3. kivqw Aqy vwrqk AiDAwpn: mh`qv. mh`qqw. ilKqI kMmW dI suDweI Aqy sulyK is`iKAw [ iekweI (3) 1. sUKm pwT Xojnw Aqy AiDAwpn koSl: a) jwx pCwx koSl A) pRSn au~qr koSl e) ivAwiKAw koSl s) blYkborf koSl h) audIpn pirvrqn koSl a) A) AMdrUnI mulWkx do AMdrUnI pRIiKAwvW pRojYkt(pMjwbI leI inrDwirq pwT pusqk dw mulWkx) 10 AMk 10 AMk 20 AMk . ivAwkrn dI is`iKAw: pirBwSw. mh`qqw Aqy isDWq [ iekweI (4) 1. mh`qqw Aqy vrqoN dy FMg BwSw pusqkwlw: mh`qqw. BwSw dy ASu`D aucwrx dy kwrn Aqy suDwr 3. kivqw Aqy vwrqk AiDAwpn iv`c AMqr [ 2.36 Bachelor of Education iekweI (2) 1. lwB Aqy vrqmwn siQqI iekweI (5) 1. 2. audyS. a) mwqBwSw dI pwT pusqk: audyS. Aqy pVHwaux dIAW ivDIAW. mh``qqw Aqy isDWq [ A) mwqBwSw dw pwTkRm: audyS. mh`qqw. audyS. ivSySqwvW Aqy iksmW. a) pVHnw (vwcn) isKwauxw: pVHweI is`iKAw dIAW ivDIAW -sUKm pVHweI Aqy sQUl pVHweI Aqy iksmWmonpwT qy au~cI pwT [ A) ilKxw isKwauxw: ilKq rcnw dw mh`qv. loNVdIAW SrqW Aqy AiBAws 2. ivDIAW Aqy AMk vMf (VI qoN VIII. audyS. pwT Xojnw: pirBwSw.

AmrjIq kOr fw. 6. Orient Longman. T. 3. (1988): AwDuink pMjwbI AiDAwpn pMjwbI BwSw dw AiDAwpn pMjwbI AiDAwpn pMjwbI BwSw dw AiDAwpn mwq BwSw dI is`iKAw ivDI mwq BwSw dI is`iKAw Roles of Teachers and Learners.37 Bachelor of Education shwiek pusqkW dI sUcI 1. 7. Tickoo. rGUnwQ sPwieAw Wright.kol jsvMq isMG j`s fw. 5.(2005) Teaching and Learning English tMfn pbilSrj kilAwxI pbilkySnz sUrIAw pbilkySnz rvI pbilSrj mihqwb isMG (inaU bu`k kMpnI) pRkwS bRdrz Oxford University Press.M.L. 8. aumkwr AYn. New Delhi . 4. 2. Oxford. ieMdrdyv nMdrW suKivMdr isMG syKoN/mndIp kOr syKo fw.

ekweé V AinvwXé hY[ esmyN Ek pwT Xojnw 8 ANk kI qQw 4-4 ANk ky do pR¤noN ky aÈwr krny hoNgy[ aÌy¤X:• • • • • ihñdI iS–x ky ilE sµbñDI Xo©XqwAoN kw ivkws krnw[ BwvI iS–koN myN ihñdI BwÀw iS–x kI kuSlqwAoN kw ivkws krnw[ BwvI iS–koN myN mU¬XwNkn –mqw kw ivkws krnw[ ihñdI iS–x myN shwXk swmgRI ky inmwéx AOr pRXog kI Xo©Xqw kw ivkws krnw[ AwDuink iS–x iviDXoN ky aicq pRXog ky bwry myN BwvI iS–koN ko piricq krvwnw[ pwT`XkRm pRQm ekweé 1. III. ªvx kONSl: mhœv. vwcn mñdqw ky kwrx AOr invwrx ky apwX (K) bolcwl iS–x: mhœv.38 Bachelor of Education ihñdI iS–x Option i (b) smX-3 G&ty kul ANk-100 bwá prI–x-80 Awñqirk prI–x-20 pR¤n-pZ inmwéqw/CwZoN ky ilE indyéS:1. V 2. pRiviDXW 2. mwq¡BwÀw AOr rwÃt‰ BwÀw ky }p myN id¡qIX ekweé 1. BwÀw iS–x ky swmwñX isÛwñq ENv sUZ 3. BwÀw ky AwDwr. BwÀw kI pirBwÀw. pRk´iÄ AOr asky ivivD }p 2. II. aÌy¤X. pR¤n pZ inmwéqw pRœXyk ekweé myN qIn pR¤n ilKygw jYsy I. açcwrx iS–x: mhœv. pRœXyk ekweé myN sy koeé do pR¤n kryN[ 4. invwrx ky apwX 3. III AOr IV (sµbiñDq ekweé ky pwT`XkRm sy)[ pRœXyk pR¤n ky AwT ANk hogy[ 3. IV. pR¤n pZ ko pWc ekweéXoN myN ivBwijq ikXw jwEgw-I. açcwrx doÀoN ky kwrx. aÌy¤X ENv ikRXWE~N . (k) vwcn iS–x: mhœv. II.

dyhlI Kñnw ^Xoiq. "ihñdI BwÀw iS–x. d¡¤X ª±X swDnoN kw mhœv. (v) ¤Xwmpt lyKn[ Awñqirk mU¬XwNkn: I. sU–m AÎXXn ky kOSl:. iviDXW cquQé ekweé 1. mU¬XwNkn: inrñqr ±Xwpk mU¬XwNkn . "ihñdI iS–x". pwT Xojnw kI apXoigqw. Awñqirk prI–wNE~N = II pR¤n pZ inmwéx = shwXk puÆqk sUcI:• • • • • nwXk suryS." tvNtI PwÆté syNcurI pi‹lkySñs. ±Xwkrx iS–x: mhœv.AQé. (ii) ±Xw$Xwœmk kOSl.(i) pwT Xojnw sy jwn phcwn. sopwn[ 3. sopwn. pÖ iS–x: aÌy¤X. iviDXW AOr ANk ivBwjn (VI sy VIII. (iv) aÌIpn pirvqén. iviDXW K. hrIS pRkwSx miñdr. "ihñdI AÎXwpn". pitXwlw brwV svéjIq kOr. (iii) pR¤noÈwr kOSl. IX sy X) pNcm ekweé 1. dyhlI goXl E0ky0. ihñdI AÎXwpk ky gux. ivSyÀqwE~N AOr inmwéx ky isÛwñq[ 2.V sñjæ. kqé±X AOr vqémwn iÆQiq[ 3. Awgrw m#kV nirñdR. gulnwjæ pi‹lkySñjæ. "ihñdI iS–x". aÌy¤X ENv iviDXW 3. " ihñdI iS–x". k¬XwxI pi‹lkySñs. k. cXn qQw pRXog[ 2. iviDXW 2.39 Bachelor of Education q¡qIX ekweé 1. ihñdI kI pwT`XpuÆqk kI apXoigqw. jwlñDr[ ANk: 20 10 10 . Dnpq rwX E. sopwn. khwnI qQw nwtk iS–x kw mhœv. gÖ iS–x: aÌy¤X.

2. Unit-I Teaching of English In India: Some General Principles. To enable student teachers to teach basic language skills such as listening.Marks: 100 Terminal: 80 Sessional: 20 Instructions for Paper Setter/ Candidate 1. To introduce student teachers to some important methodologies & techniques of teaching English. reading. Structural. One question will be based on the preparation of Composite lesson plan carrying 8 marks and two short answer questions will be from the entire V unit carrying 4 marks each. Direct Method and Bilingual Method b. The question paper will consist of five units: I. III. Grammar Translation Method.40 Bachelor of Education Teaching of English Option i (c) Time 3 hrs. To enable student teachers to understand the nature. characteristics of Language and mother tongue as well as the use of language. M. Rhythm. 4. and writing and integrate them for communicative purposes. To develop in student teachers insight into the form and use of English and to give practice in lesson planning. Methods And Approaches 1. speaking. Teaching of English in India Today a. 3. General principles of teaching and learning English Language Methods and Approaches of teaching English a. Linguistic principles of teaching and learning English Language b. IV and V. Importance of English in India b. Communicative Language Teaching Approach 2. III and IV.visual teaching aids for effective teaching of English. The paper setter will set three questions from each Units I. II. Presentation skills: Dramatization Declamation Paper Reading Extempore Role Playing . Unit V will be compulsory and consist of three questions. To enable student teachers to prepare and use appropriate audio. Each question will carry 8 marks. Meaning and Importance of Phonetics: a. Pure and impure vowels and consonants 2. Conditions under which English is taught and learnt.Situational Approach c. The candidate will be asked to attempt any two questions from each unit. 3. Unit-II Developing Language Skills: Listening and Speaking 1. declining standards and suggested remedies Nature of Language a. II. (From the syllabus of the respective Units). Phonetic Symbols b. Features of connected speech: Stress. Intonation 3. Aims and objectives of Teaching English c. To help student teachers to use school & village resources for professional inputs. Objectives: • • • • • • • To promote awareness in student teachers to create a warm & accepting classroom environment conducive to learning.

Teaching Mechanics of Reading & Types of Reading b. Unit-V Lesson Planning 1. Language Games 1.its set up. Development of a Language test 3. Letter writing iii. uses and limitation d. ii. Skill of Stimulus variation iv. Audio. Educational Significance and practical use of Teaching Aids in English b. use of dictionary and thesaurus. Teaching Reading Skills: a. Types and Methods of Teaching Grammar. Prose 2. b. Teaching Reading to Beginners c. iii.Visual Aids a. Advertisement writing iv. Dialogue writing 3. Skill of Illustrating with examples. expansion of vocabulary. Creative writing a. Teaching of Vocabulary: . Teaching of Grammar:-Place of Grammar. LCD projector . Article writing v. writing. Extensive & Intensive Reading d. Micro Lessons i. Essential qualities of teaching Aids. Sessional Work Review of atleast two articles House Examination I & II 20 Marks (5+5) =10 Marks (5+5) =10 Marks .with special reference to OHP. Word Meaning in context. Preparation of Macro Lessons 1. Skill of Introducing a lesson. Grammar 4. Need & importance 2. Teaching of composition from controlled to free practices d. Skill of Fluency in questioning v.Levels of Meaning. technique and weightage distribution (VI to VIII. IX to X) 2. Composition i.B. Skill of B. Teaching writing to Beginners c. Computer c. Message writing ii. Unit-IV Evaluation and Teaching Aids Evaluation: Continuous & Comprehensive Evaluation: Concept. Language Laboratory. Teaching Reading Comprehension e. selection and gradation of vocabulary 2. Teaching of Poetry Teaching Writing Skill: a. 3. Mechanics of Writing b. Poetry 3.41 Bachelor of Education Unit-III Developing Language Skills: Reading and Writing 1.

A. and Wyat.G. (1994): Suggestions for the Teaching of Reading In India. London. London. and Others (2007): Techniques of Teaching English. E. F. OUP. Balasubramaniam. Kalyani Publishers.A. 8. (2005): Teaching of English.L. and Mc Gregor.J. New Delhi. Its Present and Future. (1995): Teaching of English in India.E. 15. Mumbai.(1981):A Textbook of English Phonetics for Indian Students. Bhatia. OUP. Wright. Doff.(2005): Teaching and Learning English.W. and others(1966):Teaching of English: A Handbook for Teachers. ELBS. London.T.S.H.B. Lamba. Thompson. R. Cambridge. (1980): Grammar of Spoken English. Patiala. Bhandari. Hornby. Cambridge. 3. Bindra. W. A. V. Oxford University Press. D.S. (1998). Teach English: A Training Course for Teachers. (1962):The Teaching of Structural Words and Sentence Patterns. Jammu. Dhanpat Rai and Company. (1988): Roles of Teachers and Learners. Palmer. New Delhi. 12. OUP. (1963):Teaching of English In India. 5.M. 13. M. Kohli. New Delhi. (1963): Teaching English as an International Language. 18. Orient Longmans. OUP.S.A. 9. The British Council and Cambridge University Press.(1963): English In India. French.J. Longmans. 16.K. G. Oxford.(2006): Teaching and Learning English as a Foreign Language.K. OUP. .L. Heffer. New Delhi. Mumbai.(1981): Teaching English as a Second Language.K. Bright. Carroll. 17. 7. 4. 21st Century Publication. T.P. Asia Publishing House. 11. Orient Longman. H. 6. Manzel. (1999): Techniques of Teaching English. Ryburn.(1972): Systems and Structures of English.C. 10.42 Bachelor of Education References: 1.Radha Krishan Ananad and Co. Tickoo. 14. 2. Mumbai. Macmillan India Limited. G. London.M. Oxford University Press. Gokak.

oa lksikuA [k.sfrgkfld i`"BHkwfeA laLd`r Hkk"kk f'k{k.k & vfHkizk. .laLd`r esa x| f'k{k.oa lksikuA d.] mís'.43 Bachelor of Education laLd`r f'k{k.] egÙo A d.k ds lkekU.k & vfHkizk.oa lksikuA .A d. II. ekweé V AinvwXé hY[ esmyN Ek pwT Xojnw 8 ANk kI qQw 4-4 ANk ky do pR¤noN ky aÈwr krny hoNgy[ aÌy¤X:• • • • • laLd`r iS–x ky ilE sµbñDI Xo©XqwAoN kw ivkws krnw[ BwvI iS–koN myN laLd`r BwÀw iS–x kI kuSlqwAoN kw ivkws krnw[ BwvI iS–koN myN mU¬XwNkn –mqw kw ivkws krnw[ laLd`r iS–x myN shwXk swmgRI ky inmwéx AOr pRXog kI Xo©Xqw kw ivkws krnw[ AwDuink iS–x iviDXoN ky aicq pRXog ky bwry myN BwvI iS–koN ko piricq krvwnw[ 123- 123- bdkbZ&1 laLd`r vkSj Hkkjrh. V 2. III AOr IV (sµbiñDq ekweé ky pwT`XkRm sy)[ pRœXyk pR¤n ky AwT ANk hogy[ 3. pR¤n pZ ko pWc ekweéXoN myN ivBwijq ikXw jwEgw-I.ka & ikB~.k ds mís'.k .oa lw=A [k.k & vfHkizk. II.laLd`r esa vuqokn f'k{k.{k] vHkh"VA bdkbZ&2 laLd`r esa mPpkj. fl)kUr .laLd`r esa i| f'k{k.] mís'.k dh fofHkUu i)fr.k f'k{k.k ds izdkj] dkj.iqLrd] izR.k & v'kq) mPpkj. III.laLd`r esa jpuk f'k{k.oa lq/kkj ds mik. . IV. Hkk"kkvksa dh . . pR¤n pZ inmwéqw pRœXyk ekweé myN qIn pR¤n ilKygw jYsy I. .oa lksikuA [k.laLd`r Hkk"kk f'k{k. pRœXyk ekweé myN sy koeé do pR¤n kryN[ 4.] mís'.] mís'.k & vfHkizk.laLd`r Hkk"kk f'k{k.k Option i (d) smX-3 G&ty kul ANk-100 bwá prI–x-80 Awñqirk prI–x-20 pR¤n-pZ inmwéqw/CwZoN ky ilE indyéS:1.

JO./kkrq:i & ¼dsoy yV~ rFkk y³~ esa½ Hkw] xe~] pqj] ue~] dFk~ Ä.Loj lfU/kA [k.lqys[kA bdkbZ&4 ewY.ZA [k.oa mldk la'kks/kuA bdkbZ&5 ikB .kkyhA laLd`r f'k{k.k fl)kUrA vkBoha vkSj nloha dh ikB~.kstuk 2 lgk. lk/kuA dlaLd`r f'k{k.k esa ekSf[kd dk.Z .] egÙo rFkk lksikuA vkn'kZ iz'u i= ds fuekZ..k esa n`'.44 Bachelor of Education bdkbZ&3 123d.A 123- 123- Practical:- 2 lw{e ikB .izR. iqLrdA laLd`r f'k{k.k esa funkukRed .kstuk 2 foLr`r ikB .'kCn:i & jke] efr] unh] Hkkuq] bne~ rFkk loZA x.d lkexzh .&iqLrd esa ls d.laLd`r ikB~.kA [k.oa mipkjkRed lk/kuA x`gdk.kstuk & vfHkizk.] vuh.kadu & egÙo] ijh{kvksa ds izdkj] vHkh"V ijh{kk iz. & Dr] DRok] rO.vuqoknkA p.laLd`r v/.kid ds xq.

III. The question paper will consist of five units: I.Marks: 100 Terminal: 80 Instructions for Paper Setter/ Candidate 1. discussion. To collect information from different sources. Unit V will be compulsory and consist of three questions. 4. Self reliance. Teacher’s Activities: Lecture. and preparing lesson plans. To develop proper understanding of Nationalism and Internationalism. Curriculum: Meaning. To take active part in meetings. M. 2. 6. 3. 2. Respect for and pride in national goals and values. Analysis of present day problems in the Social context. To acquaint the pupil-teachers with different audio-visual aids and their utilization. UNIT I Meaning. III and IV. Skills: 1. Language and Art 1. To develop a skill of preparation of question papers. Science. chronological and concentric) b. To develop a skill of preparation of lesson plan and its presentation. 3. Sessional: 20 Objectives: Knowledge 1. objectives and values of teaching social studies 3. 2. To develop the understanding of pupil-teachers concerning curriculum organization. II. Correlation of Social Studies with Math. objectives and values of teaching Social Studies. 6. Difference between social studies and social science 2. Student’s Activities: Listening to lectures preparing notes. 3. scope and importance of social studies. To acquaint the pupil-teachers with various methods and techniques of teaching Social Studies. To enable the pupil-teachers to express themselves clearly. preparing assignments. questioning and seminars. IV and V. . demonstration. 5. 4. seminars and other activities. A. debates. B. nature. 3. Attitudes: 1. C. principles of curriculum construction and organization of curriculum (Topical. The paper setter will set three questions from each Units I. To promote positive social outlook. a. The candidate will be asked to attempt any two questions from each unit.45 Bachelor of Education Teaching of Social Studies Option ii (a) Time 3 Hrs. participation in seminars and discussions. Each question will carry 8 marks. (From the syllabus of the respective Units). To enable the pupil-teachers to understand the nature and concept of Social Studies. 2. Aims. To enable the pupil-teachers to understand aims. II. 4. asking questions and seeking clarifications. One question will be based on the preparation of Composite lesson plan carrying 8 marks and two short answer questions will be from the entire V unit carrying 4 marks each. 5.

4. 5. Shaida. Shaida. 6. Kochhar. CBSE or ICSE. (1983): Teaching of Social Studies. References: 1.D. Prentice Hall. Current affairs in Social Studies: Meaning. Sterling Publishers. New York. D. Panjab Kitab Ghar. 8. Social Studies textbook: Need.N. A. Teaching Micro-skills with special reference to five core skills: Skill of introducing the lesson. 3. importance. S. maps. skill of explanation. Audio-Visual Aids: Meaning. 2. J.K. (1962): Teaching of Social Studies. observation. symposium and dramatization) Need. New Delhi. films and excursions UNIT IV 1. Arya Book Depot. importance and utilizing current events in teaching social studies 2. debate. New Delhi. b) Visit to any community resource and writing a report for the same 1. Anmol Publishers. M. Mofatt. Aggarwal. Evaluation in Social Studies: Continuous & Comprehensive Evaluation: Concept. Kalyani Publishers. A. B. B. Harman Publishing House. Social Studies teacher: Qualities and role 3. charts. Mehta.S. 2. New Delhi. Ludhiana. New Delhi. globe. New Delhi. skill of stimulus variation and skill of black board writing. Kohli. story telling. picture. chalk board. (Seminar. Vikas Publishers. Dash. (2004): Teaching of Social Studies. 7. 3. (2003): Teaching of Social Studies. and Shaida.46 Bachelor of Education UNIT II 1.D. K. (1955): Social Studies Instruction. workshop. model. 10. Dhanija. . panel discussion. skill of questioning. need and importance Construction of Composite lesson plan. importance and qualities 2. Neelam (1993): Multi Media Approaches in Teaching Social Studies. 2. project. computer.C. television. importance and equipments of social studies room UNIT III 1. Tandon Publishers. New Delhi. Binning and Binning (1952): Teaching of Social Studies in Secondary Schools. technique and weightage distribution (VI to VIII.D. IX to X) 3. socialized recitation method. 3.(1996): Teaching of Social Studies. B. McGraw Hill. Different types of tests: Essay type and objective type UNIT V Lesson Planning: Meaning. (2005): Teaching of Social Studies. Jallandhar . Meaning of methods: Characteristics of good and suitable method in Social Studies Types of method-Lecture. (2005): Content – cum – Methods of Teaching of Social Studies. projective and non-projective teaching aids: Overhead projector.R. 9. graphs. Sessional Work : 20 marks House Examination: I & II : (5+5) = 10 Marks Practical Work : 10 Marks Practical work: a) Review of prescribed Social Studies curriculum or text books of any class of PSEB.

lecture. discussion.. Principles of curriculum construction and different approaches to construct curriculum: chronological. The paper setter will set three questions from each Units I. source. 4. charts. models. nature. IV and V. types. • To provide knowledge of different methods of teaching history to student teachers. Meaning. III. types of tests-their construction and uses in history 3. dramatization and field trips/excursions Devices of teaching history: Narration. a. II. concentric and topical 2.Marks: 100 Terminal: 80 Sessional: 20 Instructions for Paper Setter/ Candidate 1. M. • To enable student teachers to construct and analyze critically the curriculum and textbooks of teaching history at secondary stage. objectives and values of teaching history at secondary level 3. The question paper will consist of five units: I. graphs. • To acquaint student teachers with different audio-visual aids and latest information technology. importance and scope of history with special reference to modern concept of history 2. maps. Evaluation: Need. Aims. importance. computer. films. importance and criteria of an ideal text book. Need and importance of local history and current events UNIT III Methods of teaching history: Story telling. 2. illustration.47 Bachelor of Education Teaching of History Option ii (b) Time 3 Hrs. • To acquaint student teachers with different techniques of evaluation.V. radio. importance and Continuous & Comprehensive Evaluation: Concept. UNIT I 1. 1. 3. 2. II. IX to X). Need. bulletin board and News line 2. techniques and weightage distribution (VI to VIII. specimens. (From the syllabus of the respective Units). Cultivation of time and space sense b. • To make the student teachers aware about the role of history in developing National integration and International understanding. Physical Science and Languages) UNIT II 1. Relation of history with other school subjects (Social Sciences. Unit V will be compulsory and consist of three questions. preparation and usage of teaching aids: Tape recorder. • To enable student teachers to develop an understanding of aims and objectives of teaching history. T. Role of history in developing National Integration and International Understanding . OHP. III and IV. chalk board. description and explanation Qualities and role of history teacher in changing scenario UNIT IV 1. 3. One question will be based on the preparation of Composite lesson plan carrying 8 marks and two short answer questions will be from the entire V unit carrying 4 marks each. Objectives: • To enable student teachers to understand the importance of history. Each question will carry 8 marks. project. questioning. Need. The candidate will be asked to attempt any two questions from each unit. critical analysis of history text book at secondary stage 3.

(1967) :Audio Visual Education in India. (1953): Suggestions for Teaching of History. 11. Burton. attitudes in teaching of history Steps of construction of lesson plan Teaching Micro-skills with special reference to five skills: i) Skill of introducing the lesson ii) Skill of questioning iii) Skill of explanation iv) Skill of stimulus variation v) Skill of black board writing. Atma Ram and Sons.P. B. Paris. 2.P. Bhallia . (1954): History Text Book and International Understanding . Hil. 4. Dobbsen .A. D. Delhi. Ghate. (1956): Teaching of History. 6. Critical analysis of History textbook of any class. (1962): Principles of Teaching History .H. Sessional Work House Examination: I & II : 20 marks : 10 Marks Practical Work : 10 Marks 1. Shaida. R. Kochhar.K. 5. Iaurwerys.E. 12. Calcutta. 3. 3. Kieffer and Cochran. (1977): Teaching of History.L. A Handbook for History Teacher. Leeln (1966): Manual of Audio Visual Techniques . 13. To arrange a visit to a historical place and write a report of the same References: 1.48 Bachelor of Education 1. (1963): Audio Visual Aids in Education. Johnson. Paris Unesco. 7. and Green. C. 10. C. Henry (1950): Teaching of History in Elementary and Secondary School. S.D. 8. Sahib: Teaching of History. K. 2. skills. Dennis: The teaching of History. and Singh. Das Gupta and Company. 9. UNIT V Elements of a lesson plan and content analysis of a topic in terms of knowledge. Gunnin. Teaching of History.De. C. V. I.L. Chakrabarti. W. . S.D. Arora .K. 2. W.

II. 2. 2. • understand the role and importance of geography in schools.General objectives. • get equipped with the knowledge of organization of curriculum. Each question will carry 8 marks. • prepare and use different teaching aids. • get acquainted with different methods of teaching geography. approaches of organization of Geography curriculum – concentric. Objectives: To enable student teachers to: • understand the nature and concept of geography. III and IV. The candidate will be asked to attempt any two questions from each unit. 2. III. The question paper will consist of five units: I. • understand the aims and objectives of geography. (From the syllabus of the respective Units). II. role and his professional growth 1. 3. The paper setter will set three questions from each Units I. IV and V. 3. M. 3. qualities and usage Geography teacher – Qualities. 2. One question will be based on the preparation of Composite lesson plan carrying 8 marks and two short answer questions will be from the entire V unit carrying 4 marks each. UNIT I Meaning.Marks: 100 Terminal: 80 Sessional: 20 Instructions for Paper Setter/ Candidate: 1. nature. Unit V will be compulsory and consist of three questions. understanding. topical and unit. scope and latest trends in Geography Importance of Local and Regional Geography Objectives of teaching Geography. instructional objectives like knowledge. 1. • get acquainted with the latest concept and techniques of evaluation. . 1. 3. aptitude and interest UNIT II Principles of curriculum construction. 4. importance and designing geography laboratory Geography textbook – Importance. critical study of existing curriculum of Geography at secondary school stage Methods of teaching Geography: • Project • Observation • Discussion • Field Study • Regional • Laboratory Study of current events in Geography UNIT III Geography room – Need.49 Bachelor of Education Teaching of Geography Option ii (c) Time 3 Hrs.

O. Visit of an observatory planetarium or Geography museum. Sharma. (2000): Modern Methods of Teaching Geography. 2. (1999): Teaching of Geography. New Delhi. Sessional Work House Examination: I & II Practical Work • • : : : 20 marks 10 Marks 10 Marks A simple survey of local place – its physical features and natural resources. 9. Hindi). B. London.H. films.. Sarup and Sons Publisher. Publisher.V. graphs. K. UNIT IV Evaluation in Geography: Continuous & Comprehensive Evaluation: Concept. Lall Book Depot. Prakash Brothers. 4. . M. Singh (2004): Teaching of Geography. Construction of composite lesson plan 3. R. charts. Mathematics. short answer type and objective type tests Correlation with other school subjects: History. B. References: 1. : Teaching of Geography. Science. need. Verma. A. J.P. 7. different types of tests. Delhi.. D.L. Rao. 11. 6. 3. globes. Rai.D. (1989): Teaching of Geography. models.P. O. : Geography in Education. E. (1979): Methods of Teaching of Geography . IX to X). (2004): Teaching of Geography (Hindi). O.50 Bachelor of Education 1. Lesson planning: Meaning. Teaching Micro skills with special reference to five skills: i) Skill of introducing the lesson ii) Skill of questioning iii) Skill of explanation iv) Skill of stimulus variation v) Skill of black board writing. importance 2. 3. Arora. techniques and weightage distribution (VI to VIII. Singh. Source Book for Geography Teaching. (1987) : Geography Teaching .H. Aggarwal. English.S. Heinemannn. Cambridge University Press.P.A. Meerut. Norman.C.P. 8. Ltd. R. 5. T. Art and Economics Need. atlas. (1951): The Teaching of Geography. Macnee. maps. Civics. writing the report of the same. Unesco. Anmol Publication Pvt. Paris. computer and Multimedia projects 2. preparation and use of teaching aids: Chalk board. 10. (In Punjabi. UNIT V 1.essay type. New Delhi. Yogesh K. importance. Ludhiana Graves.

• To enable student teachers to know various political problems which our country is facing. • To enable student teachers to know objectives of teaching Political Science as a school subject. 3. II. 4. Field Trips. dramatisation and mock parliament) Current Events : Importance. techniques and weightage distribution (VI to VIII. symposium. reference books Political Science Room: Need. Globe. Sociology and languages) 3. UNIT I 1. The candidate will be asked to attempt any two questions from each unit. Evaluation: Continuous & Comprehensive Evaluation: Concept. Workshop. principles of selection and methods of their teaching Political Science Text-Book: : Importance and qualities UNIT III 1. Different Types of Tests: Essay. Unit V will be compulsory and consist of three questions. • To provide student teachers to know different methods of teaching Political Science. II. 2. Pictures. Objective Type Tests and Short Answer Types. Film-strips. Principles of curriculum construction b. Geography. Meaning of Method: Traditional and New Approach. IV and V. Aims. Objectives: • To enable student teachers to know the concept of Political Science. Films. Over head Projector and Computer). newspapers. Charts. Graphs.. Television. The question paper will consist of five units: I. 3. Project. Uses and importance of teaching aids (Black Board. IX to X). 3. (From the syllabus of the respective Units). 1. 2. III and IV. scope and importance of Political Science in the Modern era a. objectives and values of teaching of Political Science b. Socialised recitation Method. 2.Marks: 100 Terminal: 80 Sessional: 20 Instructions for Paper Setter/ Candidate 1. . 2. M. Supplementary Material: Magazines. Critical study of existing curriculum of Political Science at Senior Secondary stage UNIT II 1. a. 3. One question will be based on the preparation of Composite lesson plan carrying 8 marks and two short answer questions will be from the entire V unit carrying 4 marks each. importance and equipment Political Science Teacher: Qualities and role UNIT IV 2. Correlation of Political Science with other subjects (History. 2. Panel Discussion. journals. types of methods: Lecture. Map. III. Meaning. • To provide student teachers knowledge of various teaching aids. Each question will carry 8 marks. Debate. (Seminar. Posters.51 Bachelor of Education Teaching of Political Science Option ii (d) Time 3 hrs. nature. The paper setter will set three questions from each Units I.

52 Bachelor of Education UNIT V Lesson Planning: Meaning. H. : Teaching of Social Studies. Singh. E. 3. (2005): Teaching of Social Studies. 2. 4.: View Points in Civics Education.L. Kochhar. (v) Skill of black-board writing. need and importance Construction of composite lesson-plan. Arya Book Depot. Whill. References: 1.: Teaching of History. (iv) Skill of stimulus . 2. 6. New Delhi. R.: Narang.I & II : Practical Work : 1. Bhatia. 5. Preparation of two teaching models.L: Teaching of History and Civics.K.S. Teaching of Political Science and Civics. (ii) Skill of questioning. 2.K. Shiels. S. 1.variation. B.C. Shaida. and Shaida. Sessional Work : House Examination. C. Preparation of the question paper for senior secondary class. Teaching of Modern Civics. 3.K. 20 Marks (5 + 5) = 10 Marks 10 Marks . K. J . Aggarwal. (iii) Skill of explanation. A. and Sidhu. Teaching Micro-skills with special reference to five skills: (i) Skill of introducing the lesson.M. 7.D.

3. Knowledge: 1.importance and criteria of selection 1. M. Conducting economic survey. III. To provide understanding of growing concept. II. Aims and objectives of teaching Economics as given in present school curriculum Correlation of Economics with Commerce. 4. To develop interest in teaching of economics. The paper setter will set three questions from each Units I. symposium and discussion. 8. Preparation of test items of an achievement test. Wise Consumerism 6. Mathematics. Critical Analysis 3.Marks: 100 Terminal: 80 Sessional: 20 Instructions for Paper Setter/ Candidate 1. II. The question paper will consist of five units: I. 2. 4. 1. 6. Each question will carry 8 marks. 2. Writing instructional objectives. B. 2. Political Science Geography and Science UNIT II Principles of constructing curriculum of Economics and approaches of curriculum organization . topical and concentric Critical Analysis of existing curriculum of Economics Economics text book. Providing solution to economic problems. Skills: 1. 3. Statistics. 3. 2. UNIT I Meaning. 7. (From the syllabus of the respective Units). Importance of teaching of Economics in school curriculum b. Critical Thinking 2. Preparation of teaching aids. Unit V will be compulsory and consist of three questions. Use of devices and techniques of teaching. Organize seminars. 5. One question will be based on the preparation of Composite lesson plan carrying 8 marks and two short answer questions will be from the entire V unit carrying 4 marks each. Objectives A. Scientific Outlook 4. Use of various methods of teaching.53 Bachelor of Education Teaching of Economics Option ii (e) Time 3 Hrs.unit. 6. 2. To acquaint them with various economic problems which our country is facing. nature and scope of Economics as a teaching subject a. 3. History. 3. To provide knowledge of different teaching aids. Observation 5. . principles and theories of economics. To enable the pupil-teachers to develop an understanding of aims and objectives of teaching of economics. IV and V. Attitude: To promote among pupil-teacher an attitude of 1. III and IV. To provide knowledge of different methods of teaching. 5. To develop skill in making use of Educational Technology. 4. C. The candidate will be asked to attempt any two questions from each unit.

Radio.skill of black board writing Sessional Work : 20 Marks House Examination. excursions and supervised study (a) Economics teacher: Importance. Yadav. Charts. (2005): Teaching of Economics.54 Bachelor of Education 1. 4. Ludhiana. Ludhiana.I & II : (5 + 5) = 10 Marks Practical Work : 10 Marks 1. Kalyani Publications.New Delhi. (2005): Teaching of Economics. discussion method. qualities and professional growth (b) Economics Room: Importance and equipment UNIT IV Teaching Aids: Importance and types of teaching aids. inductivedeductive method Techniques and devices: Assignment. 2.H. 1. Ludhiana. liberalization and globalization and consumer awareness. illustration. 3. Satinder and Chopra. Kiran (2002): Teaching of Economics. Kanwar. seminar. survey method. need and Importance Construction of composite lesson plan Teaching micro skills with special reference to five skills: . UNIT III Methods of teaching: Lecture method. IX to X). New Delhi.. 2. Maps and Computer.skill of stimulus variation .skill of explanation . Sidhu. types of tests-Essay type. M. project method. Prakash Brothers. 2. Films. 3. 3. References: 1. 3. B. Low cost and improvised teaching aids. oncepts and current affairs: Major challenges before Indian economy. Siddiqui. 3. 4.V. UNIT V Lesson Planning: Meaning. Critical analysis of existing textbook and curriculum of Economics.Tandon Publications. Evaluation – Continuous & Comprehensive Evaluation: Concept. . symposium. Surveys and Projects on a chosen theme. Ashish Publishing House. T.S. 5. Co-curricular activities in school related to teaching of economics. 2. Anmol Publications . 5. Suggested Practical Work (any two) 1. (1970): Teaching of Economics. 2. Write up on a current economic issue. techniques and weightage distribution (VI to VIII. Amita (2005): Teaching of Economics.skill of introducing the lesson . short answer type and objective type. H.skill of questioning . Graph.S. Dhillon.

5. mathematics and public administration UNIT II Curriculum-Meaning. A. Attitudes: 1. 2. scope of teaching Commerce (a) Place of commerce in school curriculum (b) Aims. 3. value and objective with reference to Bloom’s Taxonomy Correlation-Meaning and types. 1. Correlation of Commerce with language.55 Bachelor of Education Teaching of Commerce Option iii Time 3 Hrs. and preparing lesson plans. 4. Self reliance. M. asking questions and seeking clarifications. Skills To enable the pupil-teachers to express themselves clearly. demonstration. Analysis of present day problems in the Social context. To develop skill of preparation of question papers. seminars and other activities. To collect information from different sources. To enable the pupil-teachers to understand aims. To enable the pupil-teachers to understand the nature and concept of Commerce 2. 2. 3. Respect for and pride in national goals and values. To acquaint the pupil-teachers with different audio-visual aids and their utilization. 2. The candidate will be asked to attempt any two questions from each unit. To acquaint the pupil-teachers with various methods and techniques of teaching Commerce 5. Objectives: Knowledge 1. To promote positive social outlook. UNIT I Meaning. 2. Each question will carry 8 marks. 3. One question on lesson plan will be framed and will carry 8 marks. 6. Students Activities: Listening to lectures preparing notes. Teacher’s Activities: Lecture. debates. II. The question paper will consist of five units: I. To develop the understanding of pupil-teachers concerning curriculum organization. 1. To develop proper understanding of Nationalism and Internationalism. III and IV. economics. discussion. III. Unit V will consist of lesson planning. 3. IV and V. 4. All the questions will be compulsory. 2. Four short answer questions carrying 2 marks each will also be framed. To develop skill of preparation of lesson plan and its presentation. (From the syllabus of the respective Units). 4. B. . objectives and values of teaching Commerce 3. participation in seminars and discussions. To take active part in meetings. nature. questioning and seminars. preparing assignments. II. principles and critical analysis of curriculum of teaching of commerce Criteria of selection of good commerce text book Qualities and role of Commerce teacher 1.Marks: 100 Terminal: 80 Sessional: 20 Instructions for Paper Setter/ Candidate 1. 6. C. The paper setter will set three questions from each Units I. 3.

I & II : (5 + 5) = 10 Marks Practical work : 10 Marks Two Low cost and improvised teaching aids (Model/Chart/Graph) 1. New York. 7. Tonne. Green.skill of questioning . Iopham and Freemanc: Methods of Teaching Business Subjects. Mc Graw Hill. Prentice Hall. 2. Palnford and Anderson (2000): Teaching Bussiness Subjects. 6. McGraw Hill . Vikas Publication. Warlu K. Bhaskara: Methods of Teaching of Commerce.skill of stimulus variation . short answer type and objective type 3. New Delhi. C. New York. Douglas. (2003): Teaching of Commerce. 3.skill of explanation . techniques and weightage distribution (VI to VIII. UNIT III Method . Aggarwal.skill of black board writing Sessional Work: : 20 Marks House Examination. New York. (2005): Teaching of Commerce. Anmol Publishers. 1. 5.K. Community resources and its use in Commerce Evaluation – Continuous & Comprehensive Evaluation: Concept.meaning and principles of selection of method Types of method: i) Lecture Method ii) Problem-Solving Method iii) Inductive-Deductive Method iv) Demonstration Method Method of teaching short hand and typing. UNIT V Lesson Planning:Meaning. importance and equipment Development and utilization of teaching aids (projective and non-projective and performing arts required for commerce programme). Seema. New York. 3. Western Publishing Company. need and importance Construction of composite lesson plan Teaching micro skills with special reference to five skills: . S. 8. Dema and Brinkman: Guidance in Business Education South. Musselman and Hann: Teaching Book Keeping and Accounting. UNIT IV Commerce room-need. types of tests-Essay type.56 Bachelor of Education 1. 4. 2. . and Basha Johni and Digumarti. Rao. (): Activity Handbook for Business Teachers. and Rao.skill of introducing the lesson . References: 1. Venkatest. 2. IX to X). 2. Mc Graw Hill. J. New York. 3. New Delhi. H.

Bio-Sciences.57 Bachelor of Education Teaching of Mathematics Option iv Time 3 hrs. Place of Mathematics in school curriculum and relationship of Mathematics with other school subjects such as Physical Sciences. III. The paper setter will set three questions from each Units I.) 2. M. Methods of teaching i.LCD and computers • • . moral. home work. chalk boards. Meaning. The question paper will consist of five units: I./P. • To make the students aware of the value of Mathematics and relationship of Mathematics with the other subjects. Economics. nature and values of Mathematics. short answer type and objective type) 3. IX to X) (ii) Construction of test items (essay type.Marks: 100 Terminal: 80 Sessional: 20 Instructions for Paper Setter/ Candidate 1. techniques and weightage distribution (VI to VIII. aesthetic and intellectual 2. Remedial measures for defects in present day teaching of Mathematics to make it more interesting and activity based UNIT III 1. mathematical laboratories and libraries. • To help pupil teachers in the process of comprehensive evaluation in Mathematics. II. OHP. models.Practical. text books.E. Problem Solving iv.S. The candidate will be asked to attempt any two questions from each unit. Objectives: To acquaint pupil teachers with the methods and techniques of teaching Mathematics. (From the syllabus of the respective Units). To help pupil teachers in instructional planning and development of relevant material for the teaching of Mathematics.S. Inductive. II. III and IV. Unit V will be compulsory and consist of three questions. drill work. Pedagogical analysis of different topics of Mathematics 3. Each question will carry 8 marks. 3.E.B. Fine arts 3. Laboratory 2. social.charts. (i) Qualities for Mathematics teacher and role of Mathematics teacher in drill work and written work. Logic. (i) Selection and evaluation of text book (ii) Critical study of 10th class Mathematics curriculum (C.Deductive ii. UNIT I 1. Analytic – Synthetic iii. (i) Concept of evaluation : Continuous & Comprehensive Evaluation: Concept. One question will be based on the preparation of Composite lesson plan carrying 8 marks and two short answer questions will be from the entire V unit carrying 4 marks each. • To acquaint them with the role of teaching aids. concepts and the terms in the teaching of Mathematics and to enable them to apply the same. IV and V. 2. supervised study and Error analysis (ii)Mathematics laboratory: Teaching aids. • To enable the students to learn the principles. (i) Aims and objectives of teaching Mathematics at Secondary Level (ii)Formulation of objectives with reference to Bloom’s Taxonomy UNIT II 1.B. 4. • To acquaint pupil teachers with the use of computers in teaching of Mathematics.

S. Sidhu. (i) Trigonometric ratios. line segment. and Kaur. (2004): Learning Mathematics Lab. Construction of test items 3. . J. K. Median.(1965): The Teaching of Secondary School Mathematics. Preparation of two Micro lessons plans References: • • • • • • Butler. Mangal. S. (2003): The Teaching of Mathematics.L. Preparation of two teaching aids 2.M. (2006): The Teaching of Mathematics. components and preparation of micro lesson plans for developing teaching skills of a. (2005): The Teaching of Mathematics. angle and triangle. C.N. (i) Geometrical Concept: Point. Ratnalikar . identities. 3.58 Bachelor of Education UNIT IV (i) Number system. Panipat. Concept. Mode) 1.al. skill of stimulus variation e. Triangles and quadrilaterals. skill of explanation d. simultaneous and quadratic. heights and distances. UNIT V Lesson planning: Meaning.H.C. (ii)Types of Angles. Tandon Publications. and et. N. Experience. Analytic report of curriculum 4. Sessional Work : House Examination I and II : Practical Work/ Activities : Suggested Practical Work (Any two) 1. Ludhiana. skill of questioning c. skill of introducing the lesson b. Sterling Publishers. Geometry. Publications. 2. (ii) Polynomials and equations – linear.(Mean. and Wren F. line.S.K. Kumar K. importance and Herbartian steps Planning of Macro lessons with special reference to Arithmetic. McGraw Hill (International Student Edition). D. 2. New Delhi. skill of black board writing 20 Marks (5 + 5) = 10 Marks 10 Marks 1. Algebra. (2004): Teaching of Mathematics. Trigonometry and Statistics. (ii) Measure of central tendencies. Gakhar. 3.

To understand the learning strategies. Methods of teaching: Lecture. To acquire knowledge on latest trends in Information Technology. To make them able to plan lessons and present them effectively. Concept. To enable them to use computers to enhance teaching / learning skills. III and IV. need and importance of Computer Education. III. (From the syllabus of the respective Units). Project method. special features of computer lab. Aims and objectives of Computer Education-Meaning and formation of a. Laboratory Method. 2. II. The question paper will consist of five units: I. OBJECTIVES: • • • • • • • To understand the concept of Computer Education To understand the values of learning computer. 3. Critical analysis of 10th class computer education curriculum(PSEB. Computer Assisted Instructions. Web Based Instructions 2.CBSE) 3.59 Bachelor of Education Teaching of Computer Education Option–v Time 3 Hrs. The candidate will be asked to attempt any two questions from each unit. To equip them with knowledge to set up and maintain a Computer laboratory. importance and principles of curriculum development in Computer Education. The paper setter will set three questions from each Units I. setting a computer lab. Economics. professional growth and code of conduct for ethical computer teaching. IV and V. M. Units V will consist of lesson planning. Need for computer laboratory. Social Sciences. Each question will carry 8 marks. Computer Teacher: Essential qualifications and qualities. Art. Problem solving. 4. UNIT I 1. UNIT III 1. Instructional Objectives b. utilities of computers in different fields with special reference to Education 2. Lecture cum Demonstration. II. . Characteristics and criteria for selection of computer text books. One question on lesson plan will be framed and will carry 8 marks. 3. All the questions will be compulsory. Concept. Behavioural objectives UNIT II 1. 2. Languages.Marks: 100 Terminal: 80 Sessional: 20 Instructions for Paper Setter/ Candidate 1. Four short answer questions carrying 2 marks each will also be framed. Place of Computer Education in School Curriculum and relationship of Computer Education with other school subjects such as Science. 3.

V. 2. P. 5. (1988): Computers and Common Sense. Dayal. IX to X). Hunt. Delhi. PHI Publications. J.. Gottfried. Dean. New York. need and importance 2. short answer type. and SheIley. New Delhi. Online testing. Lesson plan –Meaning . objective type 3. McGraw Hill Publication. . Allied Publishers. . 4. Evaluation: Continuous & Comprehensive Evaluation: Concept. : Computer Science for Class XII. Aggarwal. Grover. Components and Preparation of Micro Lesson Plan for developing teaching skills of: • Skill of Introducing a Lesson • Skill of Explanation • Skill of Stimulus Variation. (1983): Computer Programming in BASIC. D. UNIT V 1. Types of test items for evaluation -Essay type. Steps in writing lesson plan . • Skill of Questioning • Skill of Blackboard Writing Sessional Work: : 20 Marks Home Examination. Outline of Theory and Problems of Programming with BASIC including expanded Micro Computer Basic Section. techniques and weightage distribution (VI to VIII. (1966): Computer Science for Class XI and XII.60 Bachelor of Education UNIT IV 1. R.S. Bala Guruswamy : C++ Computers. 2.B. 3.I & II : 10 Marks Practical Work : 10 Marks Two Low cost and improvised teaching aids (Model/Chart/Graph) References: 1. digital lesson plan 3.

To develop scientific attitude. characteristic and their classification. III. 2. One question will be based on the preparation of Composite lesson plan carrying 8 marks and two short answer questions will be from the entire V unit carrying 4 marks each. c. scientific temper and scientific approach. communicational and problem solving skills.Meaning . place of science in school curriculum. Critical study of science curriculum of 10th class (CBSE/PSEB). Science excursions . Meaning. a. Marks 100 Terminal: 80 Marks Sessional: 20 Marks Instructions for Paper Setter/ Candidate 1. nature. UNIT –II 1.Use of chalk board. 3. b. Curriculum. problem solving method and inductive and deductive method Science teacher and the professional growth Scientific attitude and scientific method: Concept and its development Unit-III 1. 2. a. Objectives: • • • • • • To develop an objective attitude towards experimental evidences and to make decisions on the basis of facts and data. Museum. characteristics. To correlate the knowledge of science and technology to economic and social development of the community. III and IV. Bloom’s taxonomy of educational objectives. computers Science text book. Principles of science curriculum construction. models. Methods of teaching Science: Lecture cum demonstration method. The candidate will be asked to attempt any two questions from each unit. project method. (From the syllabus of the respective Units). Max. impact of Science on our modern living and globalization. Science and its correlation with other school subjects. The paper setter will set three questions from each Units I. b. 3. its evaluation procedure Importance and Organization of Science club. Instructional Media: Need and importance. The question paper will consist of five units: I. II. charts. 2. To place due emphasis on scientific knowledge in every day life. 2. IV and V. spirit of cooperation.Importance. To develop instrumental. Objectives of teaching Science and instructional objectives. 3. To make a judicious use of National resources after their proper identification. 4. II. OHP. UNIT –I 1. Each question will carry 8 marks.61 Bachelor of Education Teaching of Science Option–vi (a) Time: 3 Hrs. 3. Unit V will be compulsory and consist of three questions.

S. Herbartian approach in lesson planning 3. Ambala. N. Preparation of temporary mount of Onion peels and cheek cells. 2. Need and Organization of Practical work in science b. 2. Sharma. 6. Arya Book Depot. Material –Selection. Mangal. purchase and maintenance of laboratory Evaluation: Continuous & Comprehensive Evaluation: Concept. NCERT. Kohli. 4. Vivek Publishers. Vaidya. short answer type.C. UNIT-V 1.K. and Siddiqi. N.. Delhi. 7. (1983): Teaching of Science Today and Tomorrow. N. New Delhi. (1971): The Impact of Science Teaching. zinc with dilute sulphuric acid. Thurber. (1998): Modern Science Teaching. a. Teaching Science in Today’s Secondary Schools. 5. 3. N.V. Types of test items for evaluation -Essay type. Inderjeet (2007): A Text Book of Science for Class X. sodium sulphate and barium chloride in water. heating of lead nitrate.K. 3. 4. Oxford and IBH Publishers. (2006): How to Teach Science. To verify the laws of reflection and refraction. and Collete (1964): A. techniques and weightage distribution (VI to VIII. New Delhi. Dhanpat Rai Publishers. References: 1.C. Allen and Becon. objective type Preparation of a blue print along with the question paper in science 2. Introducing the Lesson c. New Delhi. Raghuvirs and Kaur. (1997): Teaching of Science. Lesson Planning: need and importance 2. To observe and draw any 5 preserved specimens of the animal kingdom. New Delhi. Garg. Explaining and illustrating with examples Sessional Work : 20 Marks House Tests : 10 Marks Suggested Practical Work (Any three) : 10 Marks Students will perform any three experiments (one each from Physics. New Delhi. burning of magnesium in air. Lecture cum Laboratory plan for a high school.62 Bachelor of Education UNIT-IV 1. W. d. 3. Singh. To prepare (a) mixture (b) a Compound. R. Micro skills a. Black board writing b. 5. 8. M. Sterling Publishers. To draw Magnetic Lines. To carry out the following chemical reactions and to record their observation and to identify the type of reaction in each.iron and copper sulphate in water. Improvisation of science apparatus c. Doaba House. IX to X).K. Chemistry and biology) 1. Das . . K. Probing Questions d. 6. Siddiqui. Boston. R. (1989): Science Teaching in Schools.

To formulate precise questions about various things in environment. problem solving approach and Inductive-Deductive approach of teaching Physical Science Professional growth of Physics/Chemistry teacher UNIT III Instructional media: Need and importance. events. To make a judicious use of National resources after their proper identification. communicational and problem solving skills. IV and V. project method. UNIT I Meaning. 1. scientific temper and scientific approach. To correlate the knowledge of science and technology to economic and social development of the community.V and computers in teaching Physics and Chemistry Criteria for selection of Physical Sciences text book and its evaluation procedure Importance and organization of science club. 3. To classify objects. M. 2. Each question will carry 8 marks. 2. II. To analyze data and make inference. 3. III and IV. Objectives : • • • • • • • • • • • • • • • 1. T. The paper setter will set three questions from each Units I. Classification and integration of media in teaching learning process. To find some cause-effect relationship from the data available. spirit of cooperation.Marks: 100 Terminal: 80 Sessional: 20 Instructions for Paper Setter/ Candidate 1. One question will be based on the preparation of Composite lesson plan carrying 8 marks and two short answer questions will be from the entire V unit carrying 4 marks each. To design simple experiments. To collect information from various sources and use it in a given situation.63 Bachelor of Education Teaching of Physical Sciences Option vi (b) Time 3 Hrs. 2. To solve problems. To develop instrumental. nature and scope of Physical Sciences. To develop scientific attitude. phenomenon. The candidate will be asked to attempt any two questions from each unit. science exhibition. To place due emphasis on scientific knowledge in every day life. 4. III. Use of chalk board. 1. To arrange objects and data in a sequence so as to ascertain a pattern. To develop an objective attitude towards experimental evidences and to make decisions on the basis of facts and data. science excursion and wall magazine 3.Concept and role of Physical Sciences teacher in their development UNIT II Curriculum. Unit V will be compulsory and consist of three questions. 2. II.Meaning and principles of constructing a good curriculum in Physical Sciences Methods of teaching Physical Sciences with reference to lecture cum demonstration. Reasons for including physical sciences in school curriculum and its correlation with other school subjects Aims and objectives of teaching Physical Sciences (a) Bloom’s taxonomy of educational objectives (b) Writing instructional objectives in behavioral terms Scientific attitude and scientific method. 3. over head projector. The question paper will consist of five units: I. To make predictions. (From the syllabus of the respective Units). . periodic tables. charts.

64 Bachelor of Education
UNIT IV 1. Need and organization of Practical work in Physical Sciences, Physical Science laboratory in a high school 2. Evaluation: Continuous & Comprehensive Evaluation: Concept, techniques and weightage distribution (VI to VIII, IX to X),

Types of test items for evaluation -Essay type, short answer type, objective type
3. Preparation of a blue print along with the question paper in Physical Sciences UNIT V 1. Lesson Planning: need and importance 2. Herbartian approach in lesson planning 3. Micro teaching skills: • Black Board writing • Writing instructional objectives • Illustrating with examples, • Probing questions • Stimulus variation.

Sessional Work : House Examination- I & II : Practical Work : Suggested Practical Work Student will perform any three experiments: 1. To verify the laws of reflection. 2. To verify the laws of refraction. 3. Preparation of hydrogen gas and study of its properties. 4. Preparation of methane gas. References: 1. 2. 3. 4. 5. 6. 7.

20 Marks (5 + 5) = 10 Marks 10 Marks

Das,R.C.(1989):Science Teaching in Schools. Sterling Publishers. New Delhi. Kohli, V.K. (1998): How to Teach Science. Vivek Publishers, Ambala. Kumar, Amit (2002): Teaching of Physical Sciences. Anmol Publications, New Delhi. Mangal,S.K.(1997): Teaching of Science, Arya Book Depot, New Delhi. Mohan, Radha (2002): Innovative Physical Science Teaching Methods. P.H.I, New Delhi. Sharma, R.C. (1998): Modern Science Teaching. Dhanpat Rai and Sons, New Delhi. Vaidyas, Narendra (1996): Science of Teaching for 21st Century. Deep and Deep Publishers, New Delhi.

65 Bachelor of Education

Teaching of Life Science Option vi (c)
Time: 3 Hrs. Max. Marks 100 Terminal: 80 Marks Sessional: 20 Marks

Instructions for Paper Setter/ Candidate 1. The question paper will consist of five units: I, II, III, IV and V. 2. The paper setter will set three questions from each Units I, II, III and IV. (From the syllabus of the respective Units). Each question will carry 8 marks. 3. The candidate will be asked to attempt any two questions from each unit. 4. Unit V will be compulsory and consist of three questions. One question will be based on the preparation of Composite lesson plan carrying 8 marks and two short answer questions will be from the entire V unit carrying 4 marks each.

Objectives:
To know various objectives of teaching life sciences as a school subject and to draft the same in behavioral terms. To know, apply; select various methods of teaching life sciences; limitations and advantages of selecting a method with special reference to conditions in Indian schools and the concepts to be taught. To understand, analyze and improve present curriculum of life sciences. To understand the importance and appropriate use of different audio visual aids and improvised apparatus in Indian conditions and with reference to concepts to be taught. To be familiar with materials and principles for setting an ideal life science laboratory. To know the present techniques of evaluation in life sciences.

UNIT I
1. 2. 3. Nature and scope of life sciences Correlation of Life Sciences with physical sciences and social sciences a. Bloom’s taxonomy of educational objectives b. Formulation of specific objectives in behavioral terms

UNIT II
1. 2. 3. 1. 2. Meaning of Curriculum, Principles of curriculum organization Content analysis of latest life sciences school syllabus- IXth and Xth standard of CBSE & PSEB Concept Mapping

UNIT-III
Teaching learning strategies- Lecture cum demonstration, Assignment method, Project method, Inductivedeductive approach. Visualizing, Organizing and contextualizing learning situations through a. Field trips b. Science fairs and exhibitions c. Botanical garden d. Museum e. Aquarium and vivarium f. Biological club Audio- visual aids –blackboard, charts, models, television, computer, slide projector, overhead projector.

3.

66 Bachelor of Education UNIT-IV
1. Characteristics of a good text book 2. Life science Laboratory-Infrastructure and safety measures 3. Evaluation: Continuous & Comprehensive Evaluation: Concept, techniques and weightage distribution (VI to VIII, IX to X),

Types of test items for evaluation -Essay type, short answer type, objective type

UNIT-V
1. 2. 3. Lesson Planning - Meaning, need and importance Steps involved in lesson planning. Micro lesson plans with special references to the following skills: • Introducing the Lesson. • Questioning. • Stimulus variation. • Blackboard writing. • Explanation.

Sessional Work House Examination- I & II Practical Work References: 1. 2. 3. 4. 5. 6. 7. 8. 9.

: : :

20 Marks (5 + 5) = 10 Marks 10 Marks

Bhandula , N. Chadha, Sharma, P. C. (1989) : Teaching of Science. Parkash Brothers, Ludhiana. David, F. Millar and Glenn, W. Blaypes. : Methods and Materials for Teaching the Biological Sciences. Gupta V.K. (1994): Life Science Education Today. Arun Publishing House, Chandigarh. Kohli, V.K. (2006): How to Teach Science. Vivek Publishers, Ambala. Rai, B.C.: Method: Teaching of Science Sharma and Walia, G.S. :Teaching of Life Science. Sharma.R.C. (1998): Modern Science Teaching. Dhanpat Rai Publishers , New Delhi. Sood, J.K. (1987) : Teaching of Life Science. A Book of methods. Kohli Publishers, Chandigarh. Venkataish, S. (2002): Science Education in 21st century. Anmol Publications, New Delhi.

10. Yadav, K. : Teaching of life science. Anmol Publications. New Delhi.

2. Max. To help student teachers in understanding correlation of home science with the school subjects. 2. Evaluation: Continuous & Comprehensive Evaluation: Concept. II.principle and critical analysis of existing school curriculum of Home Science.67 Bachelor of Education Teaching of Home Science Option vi (d) Time : 3 Hrs. The candidate will be asked to attempt any two questions from each unit. 2. Different methods for teaching Home science such as demonstration method. The paper setter will set three questions from each Units I. techniques and weightage distribution (VI to VIII. 4. Qualities and competencies of a good Home science teacher . IX to X). 2. Two short answer questions carrying 4 marks each will also be framed. General Principles of teaching Home science Maxims of teaching as applied to the teaching of Home science Co-relation of Home science with other school subjects UNIT III 1. III. Types of test items for evaluation -Essay type. II. 1. Units V will consist of lesson planning. Objectives: • • • • To make student teachers aware about scope of home science teaching. III and IV. (a) Organization of Home science laboratory. 2. 3. planning and selection of equipments (b) Curriculum construction. UNIT I Meaning and scope of Home science Importance of home science teaching and its place in school curriculum Aims of teaching Home science UNIT II 1. Marks 100 Terminal: 80 Marks Sessional: 20 Marks Instructions for Paper Setter/ Candidate 1. 3. All the questions will be compulsory. To make them understand various principles associated with teaching of home science To keep them abreast with various methods used for teaching of home science. 3. Each question will carry 8 marks. lecture method and project work Use of teaching aids in Home science Importance and criteria of selection of Home science text book UNIT IV 1. short answer type. IV and V. 3. One question on lesson plan will be framed and will carry 8 marks. objective type 3. The question paper will consist of five units: I. (From the syllabus of the respective Units).

Shah and Joshi: Fundamantals of Teaching Home Sciences Chanderkant: Teaching of Home Science . Skill of introducing the lesson c. 3. 2. Skill of questioning e. 2. importance. Atkinson: Teaching of Home Science Chander. Preparation of low cost and improvised teaching aids. Lesson planning.I & II Practical Work : : Practical work/Activities 1. essentials of a good lesson plan Steps in lesson planning Micro teaching skills relevant in home science: a. Skill of explanation d. 3. Preparation of one fresh and one dry flower arrangements Books recommended: 1.68 Bachelor of Education UNIT V 1.Need. 2. Skill of black board writing 20 Marks (5 + 5) = 10 Marks 10 Marks Sessional Work House Examination. Organizing co-curricular activities related to Home science in school. Skill of writing instructional objectives b.

Objectives To enable student teachers to: • develop an understanding of aims. Max. II. short answer type.69 Bachelor of Education Teaching of Physical Education Option vii Time : 3 Hrs. • bring the overall awareness of values and to inculcate among students the desired habits and attitude towards physical education. objectives and importance of teaching of physical education in schools. • develop awareness regarding first aid. Motivation: Meaning. The paper setter will set three questions from each Units I. • know the importance and values of teaching physical education and the relationship of physical education with other subjects. • promote physical education through various means and methods of teaching. Two short answer questions carrying 4 marks each will also be framed. whole method and whole part whole method. Each question will carry 8 marks. All the questions will be compulsory. 2. Marks 100 Terminal: 80 Marks Sessional: 20 Marks Instructions for Paper Setter/ Candidate 1. The question paper will consist of five units: I. T. LCD and OHP Physical Fitness: Components of physical fitness UNIT III Qualifications. importance and qualities of a good Physical Education text book Need and importance of Physical Education room and equipments UNIT IV 1. Physical Education: Meaning. (From the syllabus of the respective Units). UnitV will consist of lesson planning. techniques and weightage distribution (VI to VIII..V. 3. • make the teaching of physical education more interesting and innovative. aims and objectives of teaching Physical Education in school curriculum 2. qualities and responsibilities of Physical Education teacher Need. psychology and health education 3. 2. magazines. newspaper clippings. models. . III and IV. Project method Audio-visual Aids: Charts. black-board. Role of Physical Education in developing National Integration and International understanding 1. discussion method. Evaluation: Continuous & Comprehensive Evaluation: Concept. Relationship of Physical Education with general education. 2. part method. IX to X). 3. 4. IV and V. 1. need and principles. UNIT I 1. command method. III. computers. Types of test items for evaluation -Essay type. One question on lesson plan will be framed and will carry 8 marks. • understand the importance of physical education room. The candidate will be asked to attempt any two questions from each unit. 3. Warming up and cooling down 2. II. • develop an awareness regarding the importance of physical fitness and organic efficiency in individual and social life. objective type UNIT II Teaching methods: Intensive study of lecture method. importance and types 3. equipment and text book. demonstration method. First Aid – Meaning.

13. To help in conduct and organization of annual sports meet of the college. (1982): Nutrition and Athletic Performance. Costall (): Physiology of Sports and Exercises. Kamlesh. L. 9. 6. Publications Pvt. (1964): The Organisation and Administration of Physical Education . Bull Publishing. 8.I & II Practical Work Suggested Practical Work (Any two) 1. Tandon Physical Education Facts and Foundations. (1986): Method in Physical Education . South India Press. Ludhiana. Demonstration of any five skills of different games or teaching skills. Champaign. F. Halt. Charles. Hardyal Science of Sports Training. Louis . P. 4. The C. 2. Willmore. Ajmer and Others (2003): Essentials of Physical Education. 2. Kaur. 2. The Times of India Press. 12. IL. C: An Introduction to Health and Physical Education. J. 8th ed. M.H. Ajmer and Others (2004): Essentials of Physical Education. Third Edition. CBS College Publications. Thomas. DVS Publications. Gnanodaya Press. A. Singh. Publishers. (): Organizations of Physical Education. and Esslinger. need and importance Construction of lesson plan Micro Teaching: Concept and procedure Teaching Micro-Skills with special reference to: • Skill of introducing the lesson • Skill of instructional objectives • Skill of Questioning • Skill of Explanation with illustration • Skill of stimulus – variation : : : 20 Marks 10 Marks 10 Marks Sessional Work House Examination. Organizing sports activity in a school. . 11.P.V. UNIT V Lesson Planning: Meaning. Bucher (1979): Foundations of Physical Education. Human Kinetics Language Book Society. Madras. References: 1. Bombay. Kamlesh.70 Bachelor of Education 1. Ludhiana. Manjit and Sharma. M. Ludhiana. Edward L. Metropolitan Book Company . 7. Ltd. E. Singh. Fox. (1983): Psychology in Physical Education and Sports. (1984): Sports Physiology . A. J. 10. Mosby Company. W. Trinarayan and Hariharan. Kalyani Publishers. St.B. 3. 4.New Delhi. (1988): Faridabad. 3. Karaikudi Voltmeter.V. Kalyani Publishers. Singh . New Delhi. Haskell. 5. To motivate students to participate in sports activities by using different methods. R. L. 3.

Notation system of pt. UNIT II 1. Ektal. Jhaptal. 2. 3. II. 3. The candidate will be asked to attempt any two questions from each unit. The question paper will consist of five units: I. Max. Types of test items for evaluation -Essay type. b. • To develop interest among pupil-teachers for Music. Knowledge of following Talas-Ekgun and Dugun of Dadra. Keharva.71 Bachelor of Education TEACHING OF MUSIC Option viii Time : 3 Hrs. 3. short answer type. Knowledge of Swaras. Non Detail Ragas (only Description) of following Ragas MALKAUNS. IV and V. UNIT IV 1. Units V will consist of lesson planning. Chartala and Teental. 4. (From the syllabus of the respective Units). 2.Bhatkhande and pt. Four short answer questions carrying 2 marks each will also be framed. • To equip them with various types of ragas and different tals. Audio-Visual Aids for Teaching of Music. 2. V. • To acquaint the pupil-teachers with latest teaching skills. techniques and weightage distribution (VI to VIII.N. Knowledge of different parts of instruments Tanpura/Sitar/Tabla. The paper setter will set three questions from each Units I. Folk Music: Its role and significance in Education Voice-Culture and its importance UNIT III 1. Objectives: • To enable the pupil-teachers to understand the importance. aims and objectives of teaching of Indian Music. BHAIRAV BHAIRAVI. Each question will carry 8 marks. Evaluation: Continuous & Comprehensive Evaluation: Concept. Pulskar. All the questions will be compulsory. division of Swaras and measures of Shruti. II. Rupak. 3. Suggestions for the popularization of Indian Classical Music. IX to X).D. a. V. Aims and objectives of Teaching of Music. III. One question on lesson plan will be framed and will carry 8 marks. . UNIT I 1. Marks 100 Terminal: 80 Marks Sessional: 20 Marks Instructions for Paper Setter/ Candidate 1. • To enable pupil-teachers to organize competitions and other practical activities. 2. III and IV. Qualities and effective education of music teacher. 2. • To provide the knowledge of different methods and techniques of teaching of music. Methods of teaching Music. objective type 3. YAMAN and BHUPALI.

Monika Prakashan. Hathras. Sangeet Karylaya. Awasthi. Shah. need and importance (b) Construction of lesson Plan (General and Specific). 2. Jallandhar. Lesson Planning (a) Meaning. Jyoti (1992): Teaching of Music. Shimla. Shobhna (1986): Sangeet Shikshan Pranali. 2. Khanna.72 Bachelor of Education UNIT V 1. Teaching Micro-Skills with special reference to: • Skill of introducing the lesson • Skill of instructional objectives • Skill of Questioning • Skill of Explanation with illustration • Skill of stimulus – variation Internal Assessment Home Examination. 6. Pb. (1988): Teaching of Music. 7. 8. Jalandhar. Saryu (1968): Sangeet Shikshan Parichaya . Bhatnagar. S. 3. 5. Hathras . Practical Work Suggested Practical Work Raag and Tal of Unit IV Books Recommended: 1. : : : 20 Marks (5 + 5) = 10 Marks 10 marks . Kitab Ghar Vinod Pustak Mandir . 4.S. Teaching of Music. S. Madan Panna Lal. M. (1987): KRAMIK Pustak Mahika Laxmi Narayan Garg.I & II To prepare students to act as accompanist. Agra Vasant (1986): Sangeet Visharad. Micro Teaching: Concept and procedure 3. (1964): A Critique of Hindustan Music and Music Education. Kalekar. V. Bhatkhande.

Direct observation Method. Sohan Singh.G. Rhythm. Dominance. 3. Stages a. All the questions will be compulsory. techniques and weightage distribution (VI to VIII. Objectives To enable student teachers to: • develop imagination and sense of appreciation of art and interest in teaching of art. b. III. Gang Age. Two short answer questions carrying 4 marks each will also be framed. d. colour. The question paper will consist of five units: I. importance of art exhibitions and competitions among children Evaluation: Continuous & Comprehensive Evaluation: Concept. Marks 100 Terminal: 80 Marks Sessional: 20 Marks Instructions for Paper Setter/ Candidate 1. objective type UNIT – IV 1. II. Sobha Singh. Indian and Western concept of Art (Origin and Development of Art). • learn and understand the principles. Six links of Indian Art. 2. tone Place of Art in daily life and Education Principles of Art: Balance. 3. Art room and its requirements UNIT – III 1. Contribution of Artists: S. S. Unit V will consist of lesson planning. (a) Correlation of Art with other school subjects (b) Principles of curriculum constructions at different levels 3. II. UNIT – I 1. Demonstration Method. Perspective UNIT – II Aims and objectives of teaching Art. The paper setter will set three questions from each Units I. • be acquainted with different techniques of painting. IV and V. 2.Meaning. • develop aesthetic sense. S. elements of art and to apply them in actual teaching and daily life. Each question will carry 8 marks. 4. Importance. Elements of Art: Line. texture. short answer type. Scribbling Stage. c. concept.G. One question on preparation of composite lesson plan will be framed and will carry 8 marks. Harmony. c. Qualities and functions of art teacher Field trips and excursions. 2. 2. Pre-schematic stage. Define Art. Adolescent stage. The candidate will be asked to attempt any two questions from each unit.S. 1. 2. b. Types of test items for evaluation -Essay type.S. e. 3. 3. Amrita Sher Gill. Max. Thakur Singh. . IX to X). III and IV. (From the syllabus of the respective Units). Child Art. Form. Schematic Stage. Method of teaching Art a.73 Bachelor of Education Teaching of Fine Art Option ix Time : 3 Hrs. Project Method.

Introducing the Lesson Sessional Work House Examination. e. (): Art in Education . Patiala. Walia J.I & II Practical Work Nature study -1 Full sheet Comoposition. b. Demonstration d. Kala Ka Adhyapan. Stimulus Variation b. Micro Teaching Skills a. Kalaa Ke Sidhant.1 Full sheet Still LifeHalf sheet Poster 1 Full sheet Design for Rangoli 20 Marks 10 Marks 10 Marks : : 5. Publication Bureau. 3. Atms Ram and sons Delhi. Teaching of Fine Arts. ” Appreciation and Fundamentals and History of Art. d. 6. Lesson Planning: Need & importance 2.74 Bachelor of Education UNIT –V 1. S. 8. 4. Panjabi University. (): Teaching and Appreciation of Art in Schools. Kalyani Publishers. 2. Kanishka Publisher. Design. Tip Top Trading company Ludhiana. Preapartion of composite lesson plan a. Prasad Janardan. 5. Bharti chetna. Atma Ram and sons. Tie and Dye. K. Landscape. Composition. 4. References: 1.S. 5. Still life. New Delhi. 6. (1986): Teaching of Art. Arya Jaidev. 3. Jaswani. Use of Black Board c. Paul Publisher. . 7. Ludhiana Chawla. Art Education. Jalandhar.K. Meruth. Delhi.S. Dhawan.K. 7. Luxmi Publication. c. Jaswani. K.

Deleting slides. Mouse. Internet: Meaning. components of computer 2. Storage devices: Floppy Disk. its Types and Units. MS-PowerPoint: Introduction to Slides. Introduction to Computer: Characteristics. Arjinder (2009). Input devices Keyboard. L. Joystick. Editing and Formatting (Font Properties and Paragraph Settings. Creation of PowerPoint Presentation (Inserting. Computer Fundamentals. Scanner. Memory.Managing Slide show Practical Work/ Activities One PowerPoint Presentation Viva-Voce File References: • • • : : 10 Marks (Soft and Hard copy) 10 Marks 05 Marks Singh. Creating a graph. New Delhi: BPB.K. Print Preview). Unit-I 1.M. Printers.ICT Integration in Pedagogy M. Spell Checking) Printing (Page Setup. Creating a table. Hard Disk. (Sessional): 25 Objectives: • • To enable the student teachers to know about computer and its components To enable the student teachers to make slide presentation. Formatting) Slide Transitions and Animation. Services -E-mail. Hardware & software. Subramanian.Monitor. Sharma. Introduction to Computers (F lidamentals of Computer Science). Chat Unit-II (Practical Work) 1. entering and editing text in table and changing format of a table 2. (1992). Modern Approach to Computer Education. Views. Sinha. (1988). P. 3. Jalandhar: Modern Publisher. CD-ROM and DVD. Opening and Saving of a document. Light Pen and Track Ball. N. Computer Education. (2006).75 Bachelor of Education Add on Course El . New Delhi: Tata McGraw Hill. application. MS-Word: Creation. Ferozepur Cantt: Wintech Publications. Output devices . .

Communication: types. • Singh & Bhatia: Unique communication skills. the components of an effective talk. to help student teachers to learn effective ways of correspondence. Note taking and note making: Purposes and methods of note taking and note making 2. Marks (Sessional): 25 Objectives: • • to enable student teachers to acquire basic language skills such as listening. (b) Listening: Process. e-mail. • • to develop the skill of oral presentation and group discussion Unit-I 1. role of communication in a society and channels of communication 2. (a) Reading: Process. models.76 Bachelor of Education E2. reading. speaking. organizing the preparation. to introduce student teachers to techniques of note taking and note making. structure of meaning techniques (b) Writing: Elements of effective writing styles. audience analysis . the skills of effective speaking. strategies. barrier to listening. ten steps to a successful preparation. practice. .Language Proficiency M. process. feedback skills 3. agenda and minutes Practical Work/ Activities Oral presentation (English/Punjabi/Hindi) Group Disussion File 10 Marks 10 Marks 05 Marks References: • Indrajit Bhattacharya: An approach to communication skills.Oral presentation & Group Discussion: Objects/aims. and writing and integrate them for communicative purposes. Correspondence: Effective letters. reading purposes. scientific and technical writing Unit-II 1. occasion analysis. methods of writing an oral presentation and group discussion 3. how to deliver an oral presentation. faxes. effective listening skills. (a) Speaking: Introduction to phonetics and organs of speech. notices. preparation.

: : : : 25 Marks 10 Marks 10 Marks 5 Marks A. Marks (Sessional): 25 Objectives To enable student teachers to: • develop imagination and sense of appreciation of art and interest in art. Prakashan Kendra. • prepare effective teaching aids. Preparation of colour chart in file i. Neeraj Publications.K. Sessional Work file Blackboard sketching Books Recommended: 1. Preparation of 2 Flash cards according to their teaching subjects Practical Teaching aids/ charts/ flash cards etc. Motto writing in 3 languages i. M. . any sports activity. Thames and Hudson: How to Paint and Draw. Ludhiana.e English .77 Bachelor of Education E3. • have basic knowledge about colour scheme. 2. Black Board Writing and Work Experience. neutral 3. 30 Bloomsbury Street. Jalandhar. Alphabets in English.e scene at the railway station. Khanna Printers. Theme based action figures i. Rohtak. London. 5. Gurmukhi and Hindi 4. any festival UNIT-II 1. Dhawan: Dhawan's Art Book. 3. UNIT-I 1. New Buildings. market scene. Sketching of different objects related with their respective teaching subjects 2. • develop aesthetic sense. any story. Writing and Sketching practice on the black board in relation with their teaching subjects 2. Dr. Gurmukhi and Hindi 3. Secondary. Phagwara Gate. warm. Kapuria: Stick and Sketch. cool.e Primary. Lucknow. Aminabad.Art in Education. 4. B-IX 1076 Dhawan Building. Work Experience and Black Board Writing.

M. Effects of exercise on respiratory system. Physical Education: Meaning. 400m b) Jumps-Long Jump. a) Padma. To give elementary knowledge of human body. Meaning and importance of yoga. Discus Throw. 2. Sarvang (Cultural) UNIT-II 1. Warming up and cooling down. circulatory system and muscular system. Javelin Throw 3. Meaning and importance of physical fitness and its components. Basketball. Skills in games: (Any one) Hockey.its meaning and importance. Pashimottar. a. 3. Kamlesh and Sangral: Methods and Principals of Physical Education. Sessional House Examination I & II Practical Work File Work Books Recommended: 1. To give awareness regarding yoga for harmonious development/ de-stress activity. 2. Mangal: Health and Physical Education. Vollyball. 200m. To develop an awareness regarding the importance of Physical Fitness and organic efficiency in individual. Ushtra. objectives of teaching of Physical Education. S. Kho-Kho.M. Yoga Asana.78 Bachelor of Education E4 Physical Education Time : 1:30 Hrs. Table Tennis. 3. Vajra (Meditative) b) Shava and Makar (Relaxive) c) Bhujang. Kuldeep: Teaching of Physical Education M. Chakra Ardhmatryendra. 2. . b. Sidha. High Jump (any one) c) Throws-Shot Put. Badminton. UNIT-I 1. : : : : 25 Marks 10 Marks 10 Marks 5 Marks . objectives and importance. 25 Objectives To develop an understanding of aims. Dhanur.K.L. Kaur. aims. Fundamental Skills in Athletics a) Races – 100m. To give awareness regarding physical fitness and its components. Football.

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