B.Ed.

Syllabus

Syllabus
for
Bachelor of Education
(B.Ed.)
(Jammu University)

B.Ed. Syllabus

Syllabus and Courses of Study for B.Ed. Examinations

The Examination shall consist of two parts as under:

700 Marks
300 Marks

Part-I:
Part-II:

Theory Papers
Practice of Teaching

Paper

Title of the Theory Paper

Marks

Time

Paper-I

Education in Emerging Indian

Society

100

3 hrs.

Paper-II

Psychology of Teaching -Learning Process

100

3 hrs.

Paper-III

School Management and Pedagogies of Education

100

3 hrs.

Paper-IV

Development of Educational System in India

100

3 hrs.

Paper-V

Any one of the following specializations:-

(B) Information & Communication Technology

100
100

3 hrs.
3 hrs.

(C) Guidance & Counselling

100

3 hrs.

(D) Educational Measurement and Evaluation

100

3 hrs.

(E) Comparative Education

100

3 hrs.

(F) Educational Administration

100

3 hrs.

(G) Environmental Education

100

3 hrs.

(H)

Work Experience

100

3 hrs.

(I)

Special Education

100

3 hrs.

(A) Essential of Educational Technology

Paper-VI
& VII

Methodology of Teaching any two school subjects from the following groups

Group-I
Group-II
Group-III
Group-IV
Group V
Group VI
Group-VII
Group-VIII

Teaching of English/Hindi/Urdu/Punjabi

Teaching of Social Studies

Teaching of General Science

Teaching of Mathematics
Teaching of Commerce
Teaching of Music
Teaching of Home Science
Teaching of Health & Physical Education

100
100
100
100
100
100
100
100

3 hrs.
3 hrs.
3 hrs.
3 hrs.
3 hrs.
3 hrs.
3 hrs.
3 hrs.

The students shall have to opt any two subjects selecting not more than one from each of the groups.

B.Ed. Syllabus

The theory papers will be of 700 marks and practice of teaching for 300 marks. There shall be four compulsory papers of
100 marks each. One optional paper of 100 marks and two teaching subjects of 100 marks each. Each paper will be of
three hours duration. The theory paper for all the seven papers will be of eighty marks and twenty marks are reserved for
internal assessment. The split of twenty marks is as under:-

i)
ii)

Two class tests and one written assignment of 5 marks each

Attendance
Total:

Part-II

15 Marks
5 Marks
20 Marks

Practice of Teaching
The practice of teaching shall be done through Micro and Macro lessons to be delivered by the pupil teachers.

The practice of teaching shall be of 300 Marks. Out of which 150 marks shall be awarded by the two external
examiners
for two final lessons to be observed in the two teaching subjects offered and internal examiner shall award the remaining

150 marks.
i)
ii)
iii)

15 Micro-Lessons

Preparation of Teaching Aids

20 Supervised (Macro Lessons)
Two Criticism Lessons One in each teaching subject opted by

iii)

30 Marks
10 Marks
50 Marks
10 Marks

the candidate
iv)
v)
vi)
vii)

Observation of 20 Lessons

Internship
Co-curricular Activities

Final Practice of Teaching

Total:

10 Marks
30 Marks
10 Marks
150 Marks
300 Marks

The micro-lessons are preparatory and are to be prepared and delivered for three different skills prior to the
commencement of macro lessons. Any three skills can be chosen for developing competence in skills in teaching. The

skills are as such:a)

b)
c)
d)

e)

Questioning
Reinforcement

Explanation
Illustration with examples and visuals
Stimulus Variation

The pupil teachers have to attain mastery by using micro cycle on any three skills out of the above mentioned
skills by preparing 15 Micro-Lessons in any two teaching school subjects. Each pupil teacher will be required to produce
a notebook prepared for Fifteen Micro-Lessons and Twenty Supervised Lessons in addition to two final lessons to be
delivered at the time of final examination.
The statutes relating to the result of B.Ed. Examination shall continue to be on the existing pattern of

examination.

B.Ed. Syllabus
PAPER I

TITLE EDUCATION IN EMERGING

INDIAN SOCIRTY

Duration of
Examination 3 Hours

MAXIMUM MARKS
(a) Theory Papers
(b) Internal Assessment

- 100
- 80
- 20

COURSE OBJECTIVES:
To enable the pupil-teachers understand:

(a)
(b)
(c)
(d)

(e)
(f)

the discipline of education in philosophical and sociological perspectives

the importance and role of education in the progress of Indian society
the role of education in national development
the contribution of great Indian and western educators to the field of education
the means and measures towards the promotion of National Integration and promotion of human rights
their role in modernization and social change

COURSE CONTENTS
Weightage : 20%
Marks
: 16

UNIT I

1. Nature, Meaning and Functions of Education. Its objectives in relation to time and place. Distinction between
education and :
a) Instruction
b) Training
c) Introduction
d) Literacy
2. Agencies of Education: Meaning, importance and role of each of the following agencies :
Formal agencies
:
School and State
Informal agencies
:
Home, community, peer-groups, Mass media
Non-formal agencies
:
Continuing Education, National Literacy Mission
3.

Aims of Education in Contemporary Indian Society:

Education for:
a) values
b) modernization
c) vocationalization
d) health (physical, mental and emotional), and
e) development of democratic outlook.

B.Ed. Syllabus
UNIT-II

Weightage : 20%

Marks

: 16

1. Philosophy and Education: Significance of studying philosophy in understanding educational practices and
problems. Indian philosophy of education :
a) Salient features of Indian philosophy
b) Concept of knowledge according to Indian Philosophy
c) Indian thought and its contribution to educational practices.

2. Major philosophical systems, their salient features and their impact on education with reference to
aims,
curriculum, methods of teaching and role of teacher:
a) Idealism with reference to Plato, Socrates and Advaita Philosophy
b) Naturalism with reference to the views of Rousseau and Rabindera Nath Tagore.

c) Pragmatism with reference to John Deweys

Instrumentalism and Experimentalism

3. Salient features of the following philosophical systems and their impact on education with reference to aims,
curriculum methods of teaching and role of teachers:
a) Realism with reference to Aristotle and Jainism
b) Humanism historical and scientific and Buddhism.
UNIT-III

Weightage : 20%
Marks
: 16

1. Contribution of the following educational thinkers :

a) Swami Vivekananda: Man making education.
b) Sri Aurbindo : Integral education, its basic premises and stages of development
c) Froebel: The play-way method.
2. Indian Constitution :
a) Its directive principles
b) Its various articles related to education
c) Meaning of secularism and social goals
d) Democracy and socialistic pattern of society.
3. National and Emotional Integration :
a) Meaning, Barriers and role of education in the promotion of national and emotional integration :
b) Recommendations of :
i) Indian Education Commission (1964-66)
ii) Education Policy (1986) / Programme of Action (1992)
c) Philosophy of celebration of Indian festivals.
d) i) Nationalism Meaning, problems of nationalism and role of education.
ii) National character Meaning, problems and role of education.
UNIT-IV

Weightage: 20%

Marks

: 16

1. Sociological basis of education :

a) Concept of sociology and sociology of education
b) Relationship between individual to individual, and
c) Individual to society in terms of norms given by the existing social order.
6

B.Ed. Syllabus
2. Education as liberal and utilitarian, education as a means of National Welfare through the immediate welfare
of
the society and education for human resource development.
3. Social change: meaning, factors viz., caste, ethnicity, clan, language, religion, regional and sectional imbalances

and role of education.

UNIT-V

Weightage: 20%

Marks

: 16

1. Structure and concerns of Modern Indian Society :

a) Structure of Indian society : class, caste, religion, ethnicity and language
b) Concerns of Indian society :
i) democracy, social justice and equality, human rights, secularism;
ii) gender equality, social cohesion, population explosion
iii) environmental degradation, globalization and privatisation.
2. Culture: Meaning, salient features of Indian culture, cultural heritage and role of education,
contribution of
different religions towards human upliftment and philosophy of celebration of different festivals.

3. New Social Order :

i) Meaning, eradication of illiteracy, objectives of National Adult Education Programme (NAEP).
ii) Educating socially, culturally and economically deprived members of the Indian society
iii) Means and measures taken for equality of opportunities in terms of castes, tribes, disabled, gender, minorities

and poverty.
Internal Assessment:

a) Attendance
b) Two Tests
c) One Assignment

20 Marks

- 05 Marks
- 10 Marks
- 05 Marks

Every student will be required to write one assignment on any one of the following topics or any other related topic
not included in the concerned paper to be prepared within ten pages:
Educational contribution of following thinkers

1.
2.
3.
4.

M.K. Gandhi

Montessori

: The Didactic Apparatus

: The World of the Child

Giggu Bhai

Basic tenets of Basic Education

Erosion of values and Inculcation of values

NOTE FOR PAPER SETTERS:

The question paper will contain two questions from each of the five units (total ten questions) and the candidates will
be required to attempt one question from each unit (total questions to be attempted will be five) with internal choice

within each unit.

B.Ed. Syllabus
References :
Anand, C.L. et.al. (Eds.)

The Teacher and Education in Emerging Indian Society, NCERT, New Delhi.

Brubacher, John S. (1971)

Modern Philosophies of Education, Tata McGraw Hill, New Delhi.

Delars, Jacques (1996)

Learning the Treasure within Report to UNESCO of the International

Commission

Bhatia, Kamla and

Baldev Bhatia (1998)

on Education for Twenty First Century, UNESCO.

: The Philosophical and Sociological Foundations of Education, Doaba House, Delhi.

Ghosh, Muktshree (1991)

Gupta, V.K. (1996)

Gore, M.S. (1982)

Mathur, S.S. (1985)

Nath, Prem (1979)
Ross, J.S. (1972)

Taneja, V. R. (1985)

Concept of Secular Education in India, B.R. Publishing House, Delhi.

Education in Emerging Indian Society, New Academic Publishing House, Jallandhur.

Education and Modernization in India, Rawat Publication, Jaipur.

A Sociological Approach to Indian Education, Vinod Pustak Mandir, Agra.

The Basis of Education, S. Chand Co. New Delhi.

Ground Work of Educational and Theory, Oxford Univ. Press, Calcutta.

: Educational Thought and Practice, Sterling Publishers, New Delhi.

*******

B.Ed. Syllabus
PAPER II

TITLE PSYCHOLOGY OF TEACHING

LEARNING PROCESS
Duration of
Examination 3 Hours

MAXIMUM MARKS
(a) Theory Papers
(b) Internal Assessment

- 100
- 80
- 20

COURSE OBJECTIVES:
To enable the pupil-teachers to:

(a)

acquire knowledge and understanding of different stages of human development and developmental tasks
with special reference to adolescents.
develop understanding of process of learning in the context of various theories of learning
understand intelligence, motivation and various types of exceptional children
understand the meaning of personality, its types and assessment for through understanding of the learner
develop skills of effective teaching learning process and use of psychological tests
understand the functions of statistics in education and its application in education and psychology

(b)
(c)
(d)

(e)
(f)

COURSE CONTENTS
UNIT-I

Weightage: 20%

Marks

: 16

1. Nature and scope of educational psychology, contribution of psychology in the field of education and role of
teacher.
2. Human growth and developmental meaning, principles, difference between growth and development; role of
heredity and environment in human development; stages of human development physical, social, emotional and
intellectual development during adolescents, guiding and counseling for adolescents (Role of School Teacher).

3. Methods of studying behaviour: meaning, process, merits and demerits of the following :
a)
Observation,
b) Experimental, and
c) Clinical
UNIT-II

Weightage : 20%
Marks
: 16

PSYCHOLOGY OF LEARNING
1. a) Learning: Nature of learning, factors influencing learning (personal and environmental). Domains of learning
(cognitive, Affective and Psychomotor)

b) Theories of learning with educational implications:

i) Learning by Trial and Error
ii) Classical conditioning
iii) Insight theory
iv) Operant conditioning
9

B.Ed. Syllabus
2. Motivation: Meaning of motivation, types of motivation, techniques of enhancing learners
motivation in teaching-learning process, factors influencing motivation.
3. Memory and forgetting: Nature of memory, types of memory, methods of memorizing, causes of forgetting
and
improvement of memory.
UNIT-III

Weightage : 20%
Marks
: 16

1. Intelligence :
a) Nature of intelligence, concept of IQ and constancy of I.Q. Termans classification on the basis of IQ
b) Theories of Intelligence: Spearmans Two-factor theory, Thorndikes Multifactor theory and Thurstons

Group Factor theory. Educational implications of each theory.

verbal, non-verbal and performance tests.

c) Measurement of intelligence:

2. Creativity: Concept of creativity, difference between creativity and intelligence, methods of developing creativity
(Brain-storming, group discussion, play-way, problem solving and quiz), Role of teacher in promoting creativity.

3. a) Adjustment: Meaning of adjustment, characteristics of a well adjusted person; maladjustment, causes and
detection of maladjustment; frustration and conflicts; role of teachers in the process of adjustment.
b) Mental Hygiene: Concept, functions, factors affecting mental health, factors causing dissatisfaction among
teachers and characteristics of mentally healthy teacher.

UNIT-IV

Weightage : 20%
Marks
: 16

1. Personality Nature and types; development of personality biological and socio-cultural determines; trait
theories of personality (Cattell & Allport), assessment of personality subjective, objective and projective

techniques.
2. Exceptional children:
i) Concept of exceptional children types, characteristics of each type including children with
learning
disabilities.
ii) Learner centered techniques for teaching exceptional children.
3. a)
b)

Delinquency : Meaning, symptoms, causes and remedial measures.

Emotionally disturbed children, concept, etiology and educational provisions.

UNIT-V

Weightage : 20%
Marks
: 16

1. Statistics: Meaning, use of statistics in education, concept of continuous and discrete series, tabulation of
raw
scores into frequency distribution.

2. Measures of central tendency: Concept and calculation of mean, Median and Mode, Merits and demerits of mean,
median and mode.
3. Measure of Variability: Meaning and computations of quartile and standard deviation, merits and demerits of

each.

B.Ed. Syllabus
Internal Assessment

20 Marks

- 05 Marks
- 10 Marks
- 05 Marks

a) Attendance
b) Two Tests
c) One Assignment

Every student will be required to write one assignment on any of the following topics or any other related topic not
included in the concerned paper to be prepared within 10 pages:

i)
ii)
iii)
iv)

Defence Mechanism

Individual Differences
Group Dynamics
Mechanism of heredity

NOTE FOR PAPER SETTERS:

The question paper will contain two questions from each of the five units (total ten questions) and
the
candidates will be required to attempt one question from each unit (total questions to be attempted will be five)
with
internal choice within each unit.

References:
Ausubel, D.P.C. (1968)
Bhatnagar, Suresh and
Anamika Saxena (2000)

: Educational Psychology: A Cognitive View, Holt, Rinehart and Winston, New

York.
: Advanced Educational Psychology R. Lall Book Depot, Meerut.

Bigge, M.L. (1977)

Bigge, M.L. & Hunt (1968)
Blair, G.S., R.S. Jones and
R.H. Simpson (1975)

: Learning Theories for Teachers, UBS, New Delhi.

: Psychological Foundations of Education, Harper and Row, New York.
: Educational Psychology, McMillan Burner, New York

Chauhan, S.S. (2002)

: Advanced Educational Psychology, Vikas, New Delhi.
Child Denis (1993)

Psychology and the Teacher, Holt, Rinehart and Winston, New York.

Damral, B.D. (2004)

Foundation of Educational Psychology, Radha Krishnan Anand, Jammu.

DeCeeo, J.P. & Crawford (1988) :

The Psychology of Learning and Instruction, Prentice Hall, New Delhi.

Elizabeth, Hurlock (1979)

Child Development

Elizabeth, Hurlock (1982)

Development of Personality, Prentice Hall, New Delhi.

Hilgard, E.R. and Bower,

G.H. (1975)

Theories of Learning, Englewood, Cliff, New Jersey.

11

B.Ed. Syllabus
Jersild, A.J. (1963)

Psychology of Adolescence, Methueu, New York

Kulshreshtra, S.P. (1998)

Educational Psychology, R. Lall Book Depot, Meerut.

Pandey, K.P. (1988)

Advanced Educational Psychology, Konark Publishers, Delhi.

Sharma, R.A. (2001)

Fundamentals of Educational Psychology, R. Lall Book Depot, Meerut.

Verma, L.K. and Sharma,

N.R.(2002)

Statistics in Education and Psychology, Narendera Publishing House,

Jammu

*******

12

B.Ed. Syllabus
PAPER III

TITLE SCHOOL MANAGEMENT AND

PEDAGOGICS OF EDUCATION

Duration of
Examination 3 Hours

MAXIMUM MARKS
(a) Theory Papers
(b) Internal Assessment

- 100
- 80
- 20

COURSE OBJECTIVES :
To enable the pupil-teachers understand:

(a)
(b)
(c)
(d)

(e)
(f)

the role of teacher and headmaster / principal in the smooth functioning of the school
school complexes and their functioning
the steps for the preparation of an institutional plan
principles of successful teaching and maximums of teaching
the need and importance of various devices of teaching in the development of teaching-learning process
the different levels of teaching and organize teaching at these levels.

COURSE CONTENTS
Weightage : 20%
Marks
: 16

UNIT-I
1. a) Meaning, scope and objectives of school management.
b) Meaning and scope of pedagogic of education

2. Role of head of the school (headmaster / principal) and teachers as elements of school management.
3. School plant :
a) Concept
b) Library
c) Laboratory
d) Hostel
e) Playground
UNIT-II

Weightage : 20%
Marks
: 16

1. School complex: concept, objectives and programmes for effective implementation.

2. Institutional planning : concept, objectives, characteristics and steps for the preparation of an effective institutional
plan, role of head of the institution in planning, decision making and execution (approaches), delegation of powers

3. School records : concept, objectives, salient features, types, including cumulative records, data entry of records in
computer related to admission, profile of students, unit plan/term, preparation of a format for and terminal records.

13

B.Ed. Syllabus
UNIT-III

Weightage : 20%

Marks

: 16

1. a) Micro Teaching : Nature, main proposition, phases, steps, different skills, merits and demerits.
b) Principles of successful teaching and maxims of teaching.
2. Professional ethics for teachers: Meaning, need and significance of professional ethical code for teachers,
ethical oath for teachers obligation towards:
3.

Effective teacher: Meaning, characteristics of an effective teacher, conditions essential for promoting effective teaching.

UNIT-IV

Weightage : 20%
Marks
: 16

1. Devices of teaching : Meaning, importance, types of devices of teaching :

a) Teaching Devices: Meaning oral communication; exposition, narration, description,
explanation,
illustration, questioning, chalk-board, home-work, textbooks, reference books.

b) Fixing Devices: Meaning and types (drill, review, recapitulation and repetitive practice).
2. Audio-visual aids : Meaning, objectives, classification, importance, advantages and limitations of :
a) Audio aids : Radio, tape-recorder
b) Visual aids: Over-head projector, slide projector, maps, charts, models, flash cards, display
boards and diagrams.
c) Audio-visual aids: films with sound tracks television.
d) Preparation of Unit, daily, yearly lesson plans.
3. Lesson Planning :
a) Meaning, importance, principles of planning, criteria of an effective lesson plan
b) Types of lessons : Knowledge, skill and appreciation lessons, significance and steps of each lesson
c) Approaches to lesson, planning : Herbartian and RCEM approaches
d) Preparation of unit/yearly/lesson plan.
Weightage : 20%
Marks
: 16

UNIT-V

1. School Community Relationship : Meaning, significance, factors affecting school-community relationship,

techniques of establishing relationship between school and community, organization of Village Education
Committees (VECs) and role of Panchayats.

2. Methods of teaching : Meaning, importance, procedure, advantages and limitations of :

a) Inductive Deductive method
b) Analytical Synthetic method
c) Project method
d) Problem solving method
3. a) Accountability in school education: Meaning, methods used for assessing accountability, use of professional

norms and ethics.

b) Time Management: Time table, its importance and types, time schedules for various activities of school
weekly, monthly and yearly calendar of activities.

14

B.Ed. Syllabus
Internal Assessment:

a)
b)
c)

Attendance
Two Tests
One assignment

20 Marks

05 Marks
10 Marks
05 Marks

Every student will be required to write one assignment on any one of the following topics or any other related
topic not included in the concerned paper to be prepared within ten pages :

i)
ii)
iii)
iv)
v)

School Records and Registers

Discipline
School Mapping
Block Resource Centre
Educational Management Information System (EMIS).

NOTE FOR PAPER SETTERS:

The question paper will contain two questions from each of the five units (total ten questions) and the candidates will be
required to attempt one question from each unit (total questions to be attempted will be five) with internal choice within each unit.

References:
Aggarwal, J.C. (2002)

: Principles, Methods and Techniques of Teaching, Vikas Publishing House, New Delhi

Allan, Dwight and Kevin

Rayan (1969)

: Micro Teaching, Addison Wesley Publication Company London.

Chakravarti, S.R. (1979)

: Audio-Visual Aids in Education, Sagar Publication, New Delhi

Nangira, N.K. and

Ajit Singh (1982)
Kochhar, S.K. (2001)

: Core Teaching Skills: The Micro Teaching Approach, NCERT, New Delhi.

Mohiyudin, M.S. (2000)

: School Organisation and Management Jay Kay Book House, Jammu.

NCERT (1983)

: The Teacher and Education in the Emerging Indian Society, NCERT, New Delhi.

NCTE (1998)

: Competency Based and Commitment Oriented Teacher Education for Quality School

: Methods and Techniques of Teaching Sterling Publishers, New Delhi.

Education, Pre-service and In-service Programme, NCTE, New Delhi.

Safaya, R.N. (1977)

: School Administration and Organisation, Dhanpat Rai and Sons, Jallandhar.

Singh, L.C. & P.C.

Sharma (1995)

: Teacher Education and the Teacher, Vikas Publishing House, New Delhi.

Singh, M.P. (1962)

: Manual of School Organisation, City Book Depot, Amritsar

Singh R.P. (1990)

: Studies in Teacher Education, Bahri Publication, New Delhi.

*******
15

B.Ed. Syllabus
PAPER IV

TITLE DEVELOPMENT OF

EDCATIONAL SYSTEM IN INDIA

Duration of
Examination 3 Hours

MAXIMUM MARKS
(a) Theory Papers
(b) Internal Assessment

- 100
- 80
- 20

COURSE OBJECTIVES:
To enable the pupil-teachers understand:

(a)
(b)

understand that development of education is influenced by socio-political forces of the time

acquire knowledge of characteristics features of ancient, medieval and British system of education in India
and of their strengths and limitations
understand the contribution of various major committees and commissions on education set up from time to

(c)

time
(d)

appreciate the developments in Indian education during the postindependence era

understand the constitutional obligation in relation to education in India.

(e)

COURSE CONTENTS
Weightage : 20%
Marks
: 16

UNIT-I
1. Education in India during
a) Vedic period
b) Buddhist period
c) Medieval period

Detailed description of salient features, objectives, curriculum, methods of teaching, role of teacher of these
systems of education.
a) Charter Act of 1813

2.

b)
c)

Macaulays minutes and Bentincks resolution of 1835.

Adams Report (1838) and its recommendations.

3. Wood Dispatch of 1854: Recommendations, importance and limitation of Woods dispatch.

UNIT-II

Weightage : 20%
Marks
: 16

1. Hunter Commission (1882): Recommendations of Hunter Commission of 1882, its influence on the
subsequent development of education in India.
2.

Lord Curzons Educational Policy. Growth of national consciousness. National educational movement.

3. Essential features of Sadler Commission (1917-19) and its impact on Indian education.

16

B.Ed. Syllabus
UNIT-III

Weightage : 20%

Marks

: 16

1. Wardha Scheme of Education (1937): Salient features, recommendations and its impact on Indian education.
2. Sargent Committee Report (1944) on Basic and Secondary Education.
3.

University Education Committee (1948-49):Salient features, recommendations and its impact on Indian

UNIT-IV
1.

education.

Weightage : 20%
Marks
: 16

Review of Secondary Education after independence with special reference to : Secondary

Education Commission Report (1952-53) and its impact on Indian education

2. Recommendations of Indian Education Commission (1964-66) and its impact on Indian education.
3. National Policy of Education (1986): Salient features and critical appraisal of National Policy
of
Education (1986). Recommendations of the revised National Policy on Education (1992).
UNIT-V

Weightage : 20%
Marks
: 16

1. Distance Education: Concept, Growth, Features, Methods of imparting Distance Education

through Open University and Correspondence Courses (Features, Procedure and Problems).

2. Vocationalisation of secondary education: Its need and implications. Problems of vocationalisation of

secondary education in India.
3. a) Teacher education at secondary level : pre-service and in-service in J&K State.
b) Universalisation of elementary education: Concept and problems of universalisation of elementary
education in India, present programmes of UEE and critical appraisal of Sarv Shiksha Abhiyan with
special reference to J&K State.
c) Environmental Education: Concept, need, objectives at Secondary School level, methods of
improving environment with special reference to role of education.
Internal Assessment :

a)
b)
c)

Attendance
Two Tests
One Assignment

20 Marks

05 Marks
10 Marks
05 Marks

Every student will be required to write one assignment on any one of the following topics or any other related
topic not included in the concerned paper to be prepared within ten pages:

i)
ii)
iii)
iv)
v)

Women Education
Human Rights and Fundamental Duties
Features of continuous comprehensive evaluation in State of J&K

Consumer Education
Drawbacks of Examination system.
17

B.Ed. Syllabus
NOTE FOR PAPER SETTERS:
The question paper will contain two questions from each of the five units (total ten questions) and
the
candidates will be required to attempt one question from each unit (total questions to be attempted will be five)
with
internal choice within each unit.

References:
Aggarwal, J.C. (1998)

: Major Recommendations of Educational Commission, Vikas Publication, New Delhi

Bhatia, K. K. and
Chadda, D.P. (1980)

Modern Indian Education and Its Problems, Prakash Bros., Jallandhar.

Dayal, B. (1965)

The Development of Modern Indian Education, Orient Longman, New Delhi.

Dunkin, J.M. (1987)

:
The International Encyclopedia of Teaching and Teacher Education, Pergamon, New
York.

Garg, B.R. (1979)

Gupta, P. & V.K. (1998)

:
:

Ministry of Education

Environmental Education New Academic Publishing House, Main Hiran Gate,

Jallandhar.

Kochhar, S.K. (1982)

Mangla, Sheela (2000)

Education For Tomorrow, International Book Agency, Ambala Cantt.

Pivotal Issues in Indian Education, Sterling, New Delhi

: Teacher Education Trends and Strategies, Radha Publishing House, New Delhi.

(1964-66)
:

MHRD (1986)
MHRD (1990)

Education and National Development: Report of Indian Education Commission,

Govt. of India, New Delhi.

:

National Policy on Education and Programme of Action, Govt. of India, New Delhi.

Rama Murti Committee Report, Govt. of India, New Delhi.

Mukherji, S.N. (1996)

Naik, J.P. &

Nurulla, S. (1964)

: History of Education in India, Acharya Book Depot, Baroda

:

Development of Education (1800-1947), MacMillan and Co., New Delhi.

Current Problems in Indian Education, Punjab Kitab Ghar, Jallandhar.

Swak, N.S. (1995)

*******

B.Ed. Syllabus
PAPER V-A

TITLE ESSENTIALS OF EDUCATIONAL

TECHNOLOGY
Duration of
Examination 3 Hours

MAXIMUM MARKS
(a) Theory Papers
(b) Internal Assessment

- 100
- 80
- 20

COURSE OBJECTIVES:
To enable the pupil-teachers to:

(a)
(b)

obtain a total perspectives of the role of technologies in modern educational practices.

equip him/her with his /her various technological applications available to him/her for improving instructional

practices.
(c)

help him/her to attain skills required for effective instructional management

be familiar with the techniques of assessing accountability.

(d)

COURSE CONTENTS
UNIT-I

Weightage : 20%
Marks
: 16

1. Definition of educational technology, distinction between hardware and software technologies. Their role in
modern educational practices.

2. Hardware technologies : Important accessories and the application Over Head Projector, Still and
Movie
Projectors, Audio-Video recording instruments, television , computers.

3. Behavioural Objectives: Meaning, importance, Blooms taxonomy of instructional objectives,

formulation instructional objectives (Merger).
UNIT-II

Weightage : 20%
Marks
: 16

1. Programmed learning: Meaning, origin, principles of programmed learning.

2. Linear, branching and skip linear programmes. Advantages and limitations of programmed learning steps
of the development of programmed instructional material preparation, writing and evaluation.

3. Computer Assisted Instruction: Concept, instructional uses of computers, advantages and limitation
of Computer Assisted Instruction.
UNIT-III

Weightage : 20%
Marks
: 16

1. Communication Process: Concept and process, principles of communication, barriers in

communication, classroom communication (verbal and non-verbal).

19

B.Ed. Syllabus
2. Modification of Teacher Behaviour Flanders
procedure, advantages and limitations.

Interaction Analysis: Concept, basic assumptions,

3. Team teaching: Meaning, origin, objectives, types, principles, procedure, advantages and limitations.
UNIT-IV

Weightage : 20%
Marks
: 16

1. Action research: Concept, procedure and significance in teacher education.

2. Evaluating institutional performance: Concept, methods used pupil evaluation, teacher evaluation, evaluation of
institutional performance.

3. Methods of teacher evaluation: Use of pupil rating, peer rating, supervisor rating, community rating.
UNIT-V

Weightage : 20%

Marks
1. Information

Technology:

Meaning,

nature

and

: 16

significance of information technology in

teaching-

learning
process, different media of information technology.

2. Multimedia approach to education. Role of video conferencing, radio conferencing, television,

EDUSATand
Internet in teaching-learning process. Their advantages and limitations.
3. Role and composition of Central Institute of Education and Technology, National Open School, State Educational
Technology Cells, Indira Gandhi National Open University and their role for the improvement of teaching

learning.

20

B.Ed. Syllabus
PAPER V-B

Duration of
Examination 3 Hours

TITLE COMMUNICATION AND

INFORMATION TECHNOLOGY
MAXIMUM MARKS
(a) Theory Papers
(b) Internal Assessment
(c) Practical

- 100
- 60
- 20
- 20

COURSE OBJECTIVES:
To enable the pupil-teachers to:

(a)
(b)

To acquaint pupil-teachers with general terminology related to computer.

To help pupil teachers to understand the use of computers in education with respect to :
i) use of text editor

ii) use of graphic package

(c)

To enable the student teacher to appreciate the role of computers in modern society.

COURSE CONTENTS
UNIT-I

Weightage : 20%
Marks
: 12

1. Information Technology: Concept, approaches, taxonomy of information system, information technology

and computers.
2. History of computers, types, generation of digital computers, characteristics and applications. Benefits
and limitations of computers.

3. CPU, Memory, types of memories, storage devices, Input-output devices.

UNIT-II

Weightage : 20%
Marks
: 12

Operating System :

1. Functions of operating system, types, single user and multi-user, operating system CUI and GUI.
2. Disk operating System (DOS), internal & external commands. Directory and file related commands,

Format, F-disk commands.

3. Introduction to MS Windows, anatomy of windows, files and folders, icons, screen saver.

21

B.Ed. Syllabus
UNIT-III

Weightage : 20%

Marks

: 12

Word Processing:

1. Introduction to MS-Word, creation and editing of document, bold, italics, underline, type of font, line spacing,
margins, paragraphs, cut and paste, copy and paste, basic editing tips, printing, page set up, find, find replace,

spell and grammar, creation of tables, table properties, clip art mail merge.

2. Introduction to MS-Excel
3. Introduction to Computer Systems:
a) DBMS & Database Software
b) FoxPro
UNIT-IV

Weightage : 20%
Marks
: 12

Network & Internet:

1. Definition of Network, LAN and their uses.

2. Internet, evolution and services.
3. WWW, search engine, utility of internet for teacher trainees.
UNIT-V

Weightage : 20%
Marks
: 12

Applications of Computer:

1. Concept and significance of Computer Managed Learning (CML) and Computer Assisted Learning (CAL)
2. Concept of CD Magazines and E-books, their advantages and limitations.
3. Use of Computers in teaching and evaluation, multi-media approach to teaching learning process.
Practicals

20 Marks

1. Know your computer (list configuration, input-output devices).

2. Start Computer, create a programme folder, create a file, save and close file, shutdown computer.
3. Microsoft Windows word basic function, typing and editing, formatting text, page
design and
layout (students are supposed to prepare documents), preparing wallpaper and screen saver in windows.

4. Power Point:
i) Presentation of Graphics, introducing power point, creating presentation
ii) E-mail, read, compose and send E-mail.

22

B.Ed. Syllabus
Internal Assessment:

20 Marks

a) Attendance
b) Two Tests
c) One Assignment

- 05 Marks
- 10 Marks
- 05 Marks

Every student will be required to write one assignment on any one of the following topics or any other related
topic not included in the concerned paper to be prepared within ten pages :
Multimedia approach to education.
a) Satellite and its impact on education

b) EDUSAT
NOTE FOR PAPER SETTERS:
The question paper will contain two questions from each of the five units (total ten questions) and the candidates will be required to
attempt one question from each unit (total questions to be attempted will be five) with internal choice within each unit.

References:
Bharioke, Deepak

: Fundamentals of Information Technology

Comdex DOS for Dummies : Pustak Mahal, New Delhi(1997)

Nelson, Stephen, L.

Rajaraman, V.

: Fundamentals of Computers

Saxena, Sanjay

: A first course in computers Vikas Books.

The Complete Reference Office, Tata McGraw Hill, New Delhi.

*******

23

B.Ed. Syllabus
PAPER V-C

TITLE GUIDANCE AND COUNSELLING

Duration of
Examination 3 Hours

MAXIMUM MARKS
(a) Theory Papers
(b) Internal Assessment

- 100
- 80
- 20

COURSE OBJECTIVES:
To enable the pupil-teachers to :

(a)
(b)
(c)
(d)
(e)

Impart understanding of the concepts of guidance

Make the pupil teachers aware about the concept of counseling
Make the pupil teachers aware with testing and non-testing techniques
Make the pupil teachers clear about the kind of guidance service
Enable the pupil-teachers to understand the procedure of dissemination of occupational information and

organisation
(f)

Prepare the pupil-teachers with the understanding of types of counseling and qualities of an effective
counseling and qualities of an effective counselor.

COURSE CONTENTS
UNIT-I

Weightage : 20%
Marks
: 16

1. Education and Vocational Guidance:

a) Meaning of guidance, need for guidance and its scope in India, aims of guidance.
b) Foundations of guidance (Philosophical, Psychological and Socio-cultural).
c) History of Guidance Movement in India and U.K.
UNIT-II

Weightage : 20%
Marks
: 16

1. Types of guidance (Education, Vocational and Personal).

2. Non-Testing Techniques in Guidance:
- Interview
- Observation
- Case Study
- Commulative Record
- Socio-metric techniques
3. Testing Techniques in Guidance
i) Role of testing techniques in Guidance:
ii) Use of psychological tests, appraisal of intelligence and personality tests, aptitude tests.
UNIT-III

Weightage : 20%
Marks
: 16

1. Guidance Services:
Purpose, principles of organization, guidance services at elementary and secondary levels.

24

B.Ed. Syllabus
2. Guidance Services:
a) Individual Inventory Service
b) Placement Service
c) Follow-up Service
3. Roles of the following in the Guidance Services:
a) Head of the institution
b) Teacher
c) Counsellor
d) Parents role
e) Outline Programme of Guidance Services.
UNIT-IV

Weightage : 20%
Marks
: 16

1. Career information: Meaning of career and career information, components of career information. Need,
importance and objectives to study career information at different school levels, sources of career information,
methods of collection, classification, filling up and evaluation of information.

2. Date gathering techniques:

- Job analysis
- Survey method
3. Occupational information, meaning and importance, information about education and job opportunities
and personal and social information. Disseminations of information through

i)
ii)
iii)
iv)

Career talks
Exhibition
Class talks
Career Resource Centre (Importance and organization).

UNIT-V

Weightage : 20%

Marks
: 16
1. Counseling:
i) Meaning, purposes, elements of counseling types (directive non directive), counseling
and psychotherapy.
ii) Counseling interview: Concept, importance, steps, merits and demerits.
iii) Qualities of a counsellor, role of counsellor in counseling.
Internal Assessment:

a) Attendance
b) Two Tests
c) One Assignment

20 Marks

- 05 Marks
- 10 Marks
- 05 Marks

Every student will be required to write one assignment on any one of the following topics or any other related
topic not included in the concerned paper to be prepared within ten pages:

i)

Organisation of Guidance Services

25

B.Ed. Syllabus
ii)
iii)

Methods of imparting guidance

Case history

NOTE FOR PAPER SETTERS:

The question paper will contain two questions from each of the five units (total ten questions) and the candidates will be required to
attempt one question from each unit (total questions to be attempted will be five) with internal choice within each unit.

References:
Aggarwal, J.C. (1995)

Educational and Vocational Guidance and Counselling, Doaba House, New Delhi.

Jones, J.A. (1970)

Principles of Guidance, Tata McGraw Hill, Bombay.

Pandey, K.P. (2000)

Strang, Ruth (1968)

Taxler, A.E. (1964)

Kochhar, S.K. (2000)

: Guidance and Counseling in Colleges and Universities, Sterling, New Delhi.

Educational and Vocational Guidance in India, Vishwa Vidyalaya Prakashan,

Varanasi.
Counseling Techniques in Colleges and Secondary Schools, Harper and Row, New York

Techniques of Guidance, McGraw Hill, New York

*******

26

B.Ed. Syllabus
PAPER V-D

TITLE EDUCATIONAL MEASUREMENT

& EVALUATION

Duration of
Examination 3 Hours

MAXIMUM MARKS
(a) Theory Papers
(b) Internal Assessment

- 100
- 80
- 20

COURSE OBJECTIVES:
To enable the pupil-teachers to:

(a) Familiarise with the utility of measurement evaluation

(b) Understand the concept and use of action research
(c) Familiarise with different kinds of psychological tests
(d) Prepare to understand the steps for the construction of an achievement test
(e) Familiarise with the characteristics of good test and type of test i.e. standardized and non-standardised tests
(f) Give with the concepts and application of statistical techniques.
COURSE CONTENTS
UNIT-I

Weightage: 20%

Marks

: 16

1. Concept of measurement and evaluation in education, difference between measurement and evaluation,
scales of measurement (nominal, ordinal, interval and radio scales).

2. Teaching-learning process and evaluation, need and importance of evaluation, characteristics of good evaluation.
3. Approaches to evaluation: Formative and summative evaluation, difference between formative and
summative evaluation.
UNIT-II

Weightage : 20%
Marks
: 16

1. Action Research: Concept of action research, importance of action research, steps of conducting
action research, limitations of action research.

2. Techniques of Evaluation:
a) Psychological tests (intelligence, personality and aptitude tests)
b) Rating scales
c) Questionnaire
d) Interview
e) Observation
3. Characteristics of a good test:
a)

Validity

b) Reliability

c) Norms

d) Usability

27

B.Ed. Syllabus
UNIT-III

Weightage : 20%

Marks

: 16

1. Achievement test: Meaning of achievement, steps in the construction and standardization of an achievement test

a)
b)
c)
d)
e)

Writing of item
Item analysis
Reliability
Validity
Norms

2. Knowledge of standard tests, teacher made tests and diagnostic tests, difference between the three
tests, uses and limitations of standardized teacher-made and diagnostic tests.

3. Criterion referenced tests:

Meaning, steps in the construction of criterion-referenced and norm-referenced (traditional) tests.

UNIT-IV

Weightage : 20%
Marks
: 16

1. Types of Tests: Essay type, objective type, their merits and demerits.
2. Measure of Relative position: Uses, limitations and computations of :
a) Percentile
b) Percentile Rank
c) Standard Scores
3. Normal distribution curve-characteristics and application of normal distribution curve.
a) Determination of standard scores from raw scores.
b) Determination of percent of cases and number of cases falling above, below and between and
given scores from the mean.
Weightage : 20%
Marks
: 16

UNIT-V

1.

Measures of Relationship: Concept, uses and computation of co-efficient of correlation using Pearson
s Product Movement Method (ungrouped data) and Spearmans Rank Difference Method.

2. Hypothesis Testing: Meaning of null hypothesis, level of confidence, degree of freedom.

3. Testing significance of difference between means for small and large samples (uncorrelated).
Internal Assessment:

a)
b)
c)

Attendance
Two Tests
One Assignment

20 Marks

05 Marks
10 Marks
10 Marks

28

B.Ed. Syllabus
Every student will be required to write one assignment on any one of the following topics or any other related
topic not included in the concerned paper to be prepared within ten pages:

i)
ii)
iii)

Features of Question Bank and Grading System

Open Book Examinations

Characteristics of Normal Probability Curve.

NOTE FOR PAPER SETTERS:

The question paper will contain two questions from each of the five units (total ten questions) and the candidates will be required to
attempt one question from each unit (total questions to be attempted will be five) with internal choice within each unit.

References:
Adams, G.K. (1965)

: Measurement and Evaluation in Psychology and Education, Holt, Rinehart and

Winston, New York.

Aggarwal, R.N. and

Vipin, Asthana (1983)

: Educational Measurement and Evaluation, Vinod Pustak Mandir, Agra.

Anastasi, A. (1982)

: Psychological Testing, Harper and Row, New York.

Cronback, L.J. (1964)

: Essentials of Psychological Testing, Harper and Row, New York.

Garrett, H.E. (1989)

: Statistics in Education and Psychology, Vakil Feffer & Simon, Bombay.

Ebel, R.L. and Frisbel,

D.A. (1990)

: Essentials of Educational Measurement, Prentice Hall, New Delhi.

Freeman, F.S. (1965)

: Theory and Practice of Psychology Testing, Holt, Rinehart and Winston, New York

Lindeman, Richard H. (1971) : Educational Measurement, D.B. Taraporewala Sons, Bombay.

Mehrens, W.A. and I.J.

Lehman (1984)
: Measurement and Evaluation in Psychology and Education, John Wiley,
New York

Thorndlike, R.L. and

E. Hagen (1970)
Sharma, R.A. (2002)

: Measurement and Evaluation in Psychology and Education, John

Wiley,
New York.
: Essentials of Measurement, R. Lall Book Depot, Meerut.

*******

29

B.Ed. Syllabus
PAPER V-E

TITLE COMPARITIVE EDUCATION

Duration of
Examination 3 Hours

MAXIMUM MARKS
(a) Theory Papers
(b) Internal Assessment

- 100
- 80
- 20

COURSE OBJECTIVES:
(a)
(b)
(c)

To give insight to the pupil-teachers to understand the concept of comparative education.

To familiarize the pupil-teachers with the various problems in Pakistan, Sri Lanka and India.
To enable the pupil-teachers to understand the different types of educational systems in Pakistan, Sri Lanka

and India.
COURSE CONTENTS
Weightage: 20%

UNIT-I

Marks

: 16

1.

Meaning and scope of comparative education.

2.

Historical development of comparative education.

3.

Relationship of comparative education with other subjects. Factors affecting National System of Education.

UNIT-II

Weightage: 20%

Marks
1.

: 16

A study of educational problems in India, Pakistan and Sri Lanka in context of:

a)
b)
c)
d)
e)
f)

Poverty
Unemployment
Illiteracy
Terrorism
Political Instability

Population Explosion

2.

Language problems in India, Pakistan and Sri Lanka

3.

Problems in Education:

a)
b)
c)
d)

Management and Supervision

Educational Autonomy
Examination System
Student Unrest m Admission Policy with reference to India, Pakistan and Sri Lanka.

30

B.Ed. Syllabus
UNIT-III

Weightage: 20%

Marks

: 16

A comparative study of India, Pakistan and Sri Lankas Educational System in context of organization,
curriculum and evaluation scheme at
a) Elementary level b)
Secondary level c)
Teacher Education
UNIT-IV

Weightage : 20%
Marks
: 16
A comparative study of India, Pakistan and Sri Lankas Educational System in context of organization,

curriculum and evaluation for

a) Undergraduate courses
b) Professional courses
c) Education for all
UNIT-V

Weightage: 20%

Marks

: 16

A comparative study of India, Pakistan and Sri Lankas Educational System in context of organization,
curriculum and evaluation of
a) Vocationalisation of Education
b) Non-formal Education (Open University, Open School, Part-time courses etc.)
c) Educational Administration
Internal Assessment:

a)
b)
c)

Attendance
Two Tests
One Assignment

20 Marks

05 Marks
10 Marks
10 Marks

Every student will be required to write one assignment on any one of the following topics or any other related
topic not included in the concerned paper to be prepared within ten pages:

i) Problems of Admission in India

ii) Autonomy of Universities in India
iii) Measures for Quality Control in Higher Education in India
NOTE FOR PAPER SETTERS:
The question paper will contain two questions from each of the five units (total ten questions) and the candidates will be required to
attempt one question from each unit (total questions to be attempted will be five) with internal choice within each unit.

31

B.Ed. Syllabus
References:
Aggarwal & Biswas

: Comparative Education

Education for All

Sri Lanka Status Report. Ministry of Education and Higher Education

(Govt. of Sri Lanka) Colombo

Govinda, R.

Haq & Haq

: Human Development in South Asia OUP Karachi

Human Development in
South Asia 2000

: The Gender Question Oxford.

India Education Report A profile of Basic Education OUP

*******

32

B.Ed. Syllabus
PAPER V-F
Duration of
Examination 3 Hours

TITLE EDUCATIONAL ADMINISTRATION

MAXIMUM MARKS
(a) Theory Papers
(b) Internal Assessment

- 100
- 80
- 20

COURSE OBJECTIVES:
To enable the pupil-teachers to :

(a)
(b)
(c)
(d)
(e)
(f)

understand the concept of educational administration

understand the styles of leadership
familiarize the teachers with the understanding of educational planning
understand the structure and ladder of educational administration in J&K State
understand the organization and role of State and Central organisation
with the concept and type of supervision

COURSE CONTENTS
UNIT-I

Weightage : 20%
Marks
: 16

1. Nature, objectives and scope of educational administration, concept of educational management,

human beings as inputs, process and products.

2. Different patterns of educational administration

a) Administration: Centralised and decentralized
b) Human relationship approach to administration
3. Role and functions of head masters and teachers: Basic functions of administration planning,
organizing,
directing and controlling.

UNIT-II

Weightage : 20%
Marks
: 16

1. Leadership in educational administration: meaning and nature of Leadership, Theories of Leadership

and Assessment of Leadership.
2. Educational Planning: Meaning and Nature, Approaches to Educational Planning and perspective planning.
3. Communication in educational administration: Role of communication in school management and administration,
methods of communication, barriers of communication in educational administration and overcoming
these communication barriers.

33

B.Ed. Syllabus
UNIT-III

Weightage : 20%

Marks

: 16

1. Structure and Development of Education in the State of J&K. The existing educational ladder, control
of school education in the state a critical analysis.

2. Inspection Agencies and their problems with special reference to the expanding system of education
in the State of Jammu and Kashmir. Defects in existing educational administration and supervision in

the state of J&K.

3. Functions of the state government in relation to secondary and higher secondary schools.
UNIT-IV
1.

Weightage : 20%
Marks
: 16

The organization of Education in India

Relation between the Centre and State in the field of educational administration. Roles if Central
of Education (CABE) towards National System of Education.

Advisory Board

2. Composition and functions of the following:

a) National Council of Educational Research and Training (NCERT)
b) University Grants Commission (UGC)
c) National Institute of Educational Planning and Administration (NIEPA)
3. Composition and functions of the following:
a) District Institute of Education and Training (DIET) and State Institute of Education (SIE)
b) Board of Secondary Education in Controlling Schools (CBSE and State Board).
c) Problems of Secondary School Administration in Government Schools.
Weightage : 20%
Marks
: 16

UNIT-V

1. Educational Supervision : Meaning and Nature, supervision as service activity, supervision as a process,
supervision as functions, supervision as educational leadership, functions of supervision, planning and
organizing, supervisory programmes, types of supervision, drawbacks in present supervision.

2. Problems of Financing Education in India resources and expenditure of education.

3. Monitoring and evaluation in terms of modern management techniques case stud manpower surveys.
Internal Assessment:

a) Attendance
b) Two Tests
c) One Assignment

20 Marks

05 Marks
10 Marks
05 Marks

Every student will be required to write one assignment on any one of the following topics or any other
related topic not included in the concerned paper to be prepared within ten pages:

34

B.Ed. Syllabus
i) Styles of Leadership
ii) National Council of Teacher Education (NCTE)
iii) National Assessment Accreditation Council NAAC
NOTE FOR PAPERSETTERS:
The question paper will contain two questions from each of the five units (total ten questions) and
the
candidates will be required to attempt one question from each unit (total questions to be attempted will be five) with
internal choice within each unit.
Books Recommended:

Bhatnagar, R.P. & Verma , I.B.

Educational Supervision

Linder, Ivan, H. & Gunu, Hurry M.

Secondary School Administration

Mukerji, S.N.

Secondary School in India

Mukerji, S.N.

Secondary School in Administration

Naik , J.P.

Elementary Education in India

Khanna, S.P. Lamba, T.P. Sexena,

V.R. & Murthi, V.

Educational Administration, Planning and Supervision

*******

35

B.Ed. Syllabus
PAPER V-G
Duration of
Examination 3 Hours

TITLE ENVIRONMENTAL EDUCATION

MAXIMUM MARKS
(a) Theory Papers
(b) Internal Assessment

- 100
- 80
- 20

COURSE OBJECTIVES :
To enable the pupil-teachers to:

(a)
(b)
(c)
(d)

develop awareness about problems related to the human environment.

develop a perspective in which these problems can be framed and analysed in a scientific manner.
Communicate to school children and adults the information about different aspects of the human
environment and problems related to it.
develop an appreciations of the fact that a balanced eco system is necessary for the survival of human

species.
(e)

develop familiarity with different issues of bio-diversity and sustainable development.

COURSE CONTENTS
UNIT-I

Weightage : 20%
Marks
: 20

Environmental Education:

1. Concept, scope and importance of Environmental Education.

2. Objectives of Environmental Education at secondary school level
3. Approaches of Environmental Education, role of Environmental and Natural resources in
sustainable development.
UNIT-II

Weightage : 20%
Marks
: 20

Environmental Hazards:
1. Causes and effects of environmental hazards, global and local: environmental pollution (Soil pollution, water
pollution, air pollution, noise pollution) and its remedies.

2. Green House effect an impending catastrophe.

3. Ozone layer depletion environmental threat, acid rain, pillar melting, rise of sea level and their implications.

36

B.Ed. Syllabus
UNIT-III

Weightage : 20%

Marks

: 20

Environmental Awareness:

1. Salient features of environmental awareness through education: programmes of environmental education for
secondary school children.

2. Programmes of environmental education for attitude changes among the children.

3. Curriculum development in environmental education.
UNIT-IV

Weightage : 20%
Marks
: 20

Man and Environment:

1.
Man as
related to

creator

and

destroyer,

effect

of

human

activities

on

environment,

values

and

ethics

environment.
2. Biodiversity: Conservation of genetic diversity. An important environmental priority: Learning to
live in
harmony with nature.
3. Miscellaneous Environmental Issues :
i)
Forests and their conservation
ii) Wildlife and its conservation
iii) Conservation of energy resources
iv) Alternate sources of energy
v) Waste management
vi) Population and environment
Weightage : 20%
Marks
: 20

UNIT-V
Sustainable Development:

1. Sustainable development, environmental education for development conservation of soil, water, forests, wild life,
movement to save environment, eco-friendly technology.

2. National Parks, sanctuaries and Zoos, plan and projects of Environmental protection like Save Dal, Save
Hangul,
Save tiger project and Chipko movement.
3. Projects in Environmental Education in India and abroad.
20 Marks

Internal Assessment:

a) Attendance
b) Two Tests
c) One Assignment

05 Marks
10 Marks
05 Marks

37

B.Ed. Syllabus
Every student will be required to write one assignment on any one of the following topics or any
other related topic not included in the concerned paper to be prepared within ten pages :

i) Role of Education in Improving Environment

ii) Environment Pollutants: Nature and classification
iii) Gift of Nature (Natural Resources) Problems and Management
NOTE FOR PAPERSETTERS:
The question paper will contain two questions from each of the five units (total ten questions) and the
candidates will be required to attempt one question from each unit (total questions to be attempted will be five)

with internal choice within each unit.

References :
Canter, E.W. (1977)

: Environmental Impact Assessment. McGraw Hill Co., New York

Fedron, E. (1980)

: Man and Nature, Progress Publishers, Moscow

Gupta, V.K. (1998)

: Environmental Education, New Academic Publishing House, Mail

Hiran Gate, Jallandhar.

Kormondy, E. (1991)

: Concept of Ecology, Prentice Hall of India, New Delhi.

Odem, E.P. (1975)

: Ecology, Oxford and IBH Publishing Co., New Delhi.

Palmer J. & N. Philips

(1994)

: The Handbook of Environmental Education, Routledge, London &

New York

Purdom, P.W. & Anderson, :

S.H. (1980)
Saxena, A.B. (1996)

Environmental Science, Charles E. Merril Publishing Co.,

Columbus Ship
: Education for the Environmental Concerns, Implications and
Practices, Radha Publication, New Delhi.

Sharma, P.D. (1993)

: Environmental Biology, Rastogi & Co., Meerut.

*******

38

B.Ed. Syllabus
PAPERV-|H
Duration of
Examination 3 Hours

TITLE WORK
EXPERIENCE
- 100
MAXIMUM MARKS
(a) Theory Papers
(b) Internal Assessment
(c) Practicals

- 60
- 20
- 20

COURSE OBJECTIVES:
To enable the pupil-teachers to :

(a)
(b)
(c)
(d)

understand the need and importance of work experience in education.

illustrate the concept of work experience and understand the objectives of introducing work
experience as an integral part of education.
compare the views of Indian and philosophers on work experience.
understand the criteria for selecting work experience for school and organizing work experience programmes.

COURSE CONTENTS
UNIT-I
1.

Weightage : 20%
Marks
: 12
Concept, need and importance of work experience: objectives of introducing work experience in school

curriculum.
2.

Views of Indian and Western Philosophers on work experience. Tagore, Gandhi, Freebel and Dewey.

3.

Recommendations of Indian education Commission (1964-66), National Policy on Education (1986)

and Programme of Action (1992) towards work experience.

UNIT-II

Weightage : 20%
Marks
: 12

1.

Components of Work Experience: Chalk board kinds of different chalk board, advantages and
limitations of chalk board, technique of chalk boards writing, knowledge of paint and posters.

2.

Importance and principles of interior decoration, factors to be considered for selecting furniture

and furnishings for a house.

3.

Computer Applications: Introduction to Windows, use of windows in learning materials towards

work experience, essential modules of MS Office.

39

B.Ed. Syllabus
UNIT-II

Weightage : 20%

Marks

: 12

1. Art and Soft Work : meaning of work experience specially Art and Soft work (card Board and wood
Work);
Knowledge of Ostroald Colour Circle; Primary and Secondary Colours; Educational and Psychological

importance of colours on ones personality; Aims and importance of Art and soft education
in Primary, Upper Primary and High school Stage, teaching of Art (Water, Tempa, Postal, Oil).

2.

Method of imparting experience in different areas of work experience by composition, poster, design, collage,
landscape, principle of art, child art, paper folding and cutting, cardboard, simple objects, preparation of
simple wooden objects (nameplate and pointer).

3.

Methods of Teaching of work experience:

d) Lecture - Demonstration Method

e) Assignment Method
c)
Excursion Method
d)
Exhibition Method
UNIT-IV

Weightage : 20%
Marks
: 12

1.

Criteria for selecting work experience activities for High School Stage.

2.

Organization of work experience programmes.

3.

Socially productive useful work (SPUW) Meaning, need and importance of SPUW in Education.

UNIT-V

Weightage : 20%
Marks
: 12

Teaching Aids: Meaning, uses and abuses, classification of teaching aids, materials required for teaching
aids: paper, colour, scale, pencil, eraser.

20 Marks

Practicals

1.

Letter writing (in ink or colour) English/ Hindi / Punjabi / Urdu for preparing :

i)
ii)
iii)
iv)
2.

Flash Cards
Pic to graph
Mottos
Diagrams ( three in each category) concerning two teaching subjects

Preparation of four charts/Models (two in each teaching subject) with any suitable material viz., Paper
Machine, Card-Board, thermocole, Dry Grass, Match sticks etc.

3. Proper knowledge of colours i.e. Primary, Secondary, Tertiary, Warm and Cool colour etc. a coloured chart is
to be prepared by pupil teacher.

40

B.Ed. Syllabus
4.

Black Board writing and sketching in any two subjects.

5.

Understanding computer configuration, creating a document in MS Word.

6.

Preparation of slides in Power Presentation.

Internal Assessment:

a) Attendance
b) Two Tests
c) One Assignment

20 Marks

05 Marks
10 Marks
05 Marks

Every student will be required to write one assignment on any one of the following topics or any
other related topic not included in the concerned paper to be prepared within ten pages :

i) Place of Art in Education

ii) Contribution of Artists viz., Raja Ravi Verma, M.F. Hussain and Sobha Singh
iii) Correlation of Art with Language. Maths, History, Craft and Sciences as school subjects.

*******

41

B.Ed. Syllabus

PAPERV-I

TITLE SPECIAL
EDUCATION

Duration of
Examination 3 Hours

- 100
MAXIMUM MARKS
(a) Theory Papers

- 80
- 20

(b) Internal Assessment

COURSE OBJECTIVES:
(a)
(b)

To enable the pupil-teachers to understand the concept of special education.

To make the pupil-teachers aware about the concept of exceptional children and types of exceptional children.

(c)

To familarise the pupil-teachers with the visually impaired, hearing impaired and learning disabled and

(d)

kind of educational provisions suited to their needs.

To enable the pupil-teachers to understand the role of RCI and PWD Act for improving educational facilities

for disabled students.

|(e) To enable the teachers trinees to demarcate the differentials between gifted and creativity and educational
considerations for them.

COURSE CONTENTS
UNIT-I

Weightage : 20%
Marks
: 16

Special Education
1. Concept and scope of special education
2.

Need and importance of special education.

3.

Exceptional Children - Definition, Identification and Types of exceptional children

UNIT-II

Weightage : 20%
Marks
: 16

Integrated Education:
1. Concept of mainstreaming
2.

Concept of integration

3.

Importance of integrated schools

4.

Role of RCI and Person with Disability Act (PWD) 1995.

42

B.Ed. Syllabus
UNIT-III

Weightage : 20%

Marks
1.

Education of mentally retarded children:

2.

: 16

Definition
Classification causes of mental retardation
Guidance programmes for such children

Education of the visually impaired:

- Concept
- Characteristics
- Degree of impairment
- Etiology and prevention
- Educational programmes
Weightage : 20%
Marks
: 16

UNIT-IV
1.

Education of the Hearing impaired:

2.

Concept
Characteristics
Degree of impairment

Etiology and prevention

Educational programmes
Education of the learning disabled:

Concept
Characteristics

Etiology
Educational considerations
Weightage : 20%
Marks
: 16

UNIT-V
Education of the creative and gifted child
- Concept of creativity and giftedness
- Difference between creativity and intelligence
- Characteristics of highly creatives
- Measurement of the creativity
Education of the emotional disturbed:

Concept
Characteristics

Etiology
Educational provisions

43

B.Ed. Syllabus
NOTE FOR PAPERSETTERS:
The question paper will contain the questions from each unit (total ten questions) and the candidates will be
required to attempt one question from each unit (total questions to be attempted will be five) i.e. there will be internal
choice within each question from each unit.
Books Recommended:

Panda, .KC.(1999)

Education of Exceptional Children. New Delhi: Vikas Publishing House.

Shanker, Uday (1978) :

Problem Children. Delhi : Atma Ram & Sons.

Venkataih, N (1993)

Readings in Special Education. Ambala : The Associated Publisher

Hewett, F.M. &

: Education of Exceptional Learners. Massochusetts:Allyn & Bacon Inc.

Forness, S.R. (1984)

Singh, Bharat (2004)

Modern Teaching of Exceptional Children. New Delhi:Anmol Publication Pvt. Ltd.

Heward, W. L. &
: Exceptional Children : New York : Macmillan Publishing Co.
Orlansky, M.D. (1992)
Bhargava, M. (1998)
Pillai, M.G. (2003)

Intoduction to Exceptional Children. New Delhi:Sterling Publishers Pvt. Ltd.

Exceptional Children Jaipur: Pointer Publishers

****

44

B.Ed. Syllabus
GROUP I
PAPERVI / VII
Duration of
Examination 3 Hours

TITLE TEACHING OF ENGLISH

MAXIMUM MARKS
(a) Theory Papers
(b) Internal Assessment

- 100
- 80
- 20

COURSE OBJECTIVES :
To enable the pupil-teachers to :

(a)
(b)
(c)
(d)
(e)
(f)

familiarize with elements of English language

develop linguistic skills
develop teaching skills in teaching of English
make effective use of instructional aids in teaching of English
use different methods of teaching English
evaluate the performance of their students

COURSE CONTENTS
UNIT-I
1.

Weightage : 20%
Marks
: 16
The position and role of English in India. The Charter of 1813, problem of language study and 3-

language formula.
2.

Objectives of teaching English as a second language at secondary level.

3.

Problem in effective teaching of English in our Country. Principles of teaching English Psychological,

linguistic and pedagogical.

UNIT-II

Weightage : 20%
Marks
: 16

1.

Behavioural Objectives: Meaning and importance of behavioural objectives, essentials of behavioural

objectives, writing behavioural objectives for teaching English Psychological, linguistic and pedagogical.

2.

Curriculum: Meaning, importance and principles of preparing good curriculum for English as a second
language, Principles and rationale of curriculum development.

3.

Textbook: meaning and importance of text-book for teaching English. Qualities of a good textbook in

the subject of English.

45

B.Ed. Syllabus
UNIT-III

Weightage : 20%

Marks
1.

Co-curricular activities:
Meaning, importance of co-curricular activities for teaching English through:

a)
b)
c)
d)
2.

Literary clubs
School magazines
Debates
Quiz programmes

Development of the following teaching skills:

a)
b)
c)
d)
3.

: 16

Listening
Speaking
Reading
Writing

Reading and Writing

Concept, meaning and importance of reading, Types of reading, intensive, extensive, loud and silent reading
for pronunciation, clear comprehensive fluency and thinking. Defects in writing skills and their
improvement, elaboration and summarization, essay and letter writing.

UNIT-IV

Weightage : 20%
Marks
: 16

1.

Aims of teaching prose, poetry, drama and composition at various levels.

2.

Audio-visuals aids:
Meaning and importance of audio-visuals aids in teaching English viz. Chalk-board, models, charts, audio
tapes, video tapes, television, computers and language laboratory. Preparation of low cost teaching English

at various levels.
3.

Methods of teaching English prose, poetry, grammar & composition with special reference to :

a) Difference between an approach and method . Meaning of structure and pattern,

principle of selection and gradation of structure, presentation and practice of structure.
b) Direct method of teaching
c) Grammar-cum-translation method.
UNIT-V

Weightage: 20%

Marks
1.

i)
ii)
iii)
iv)
iv)
2.

: 16

Concept, components and preparation of any three micro lessons based on the following skills:

Questioning
Reinforcement

Explanation
Illustration with examples and visuals
Stimulus variation

Lesson planning : Meaning and importance of lesson plans at macro level, meaning and purpose of unit
and yearly plans steps for the preparation of lesson plans for teaching English using Herbartian and RCEM

approaches.
46

B.Ed. Syllabus
3.

Evaluation in English in terms of cognitive, affective and psychomotor behavioural

developments. Diagnostic testing, error analysis and remedial teaching.

Internal Assessment:

a) Attendance
b) Two Tests
c) One Assignment

20 Marks

05 Marks
10 Marks
05 Marks

Every student will be required to write one assignment on any one of the following topics or any
other related topic not included in the concerned paper to be prepared within ten pages:

i)
ii)

Preparation of Language Dictionary

General Principles of Language Teaching

NOTE FOR PAPER SETTERS:

The question paper will contain two questions from each of the five units (total ten questions) and the
candidates will be required to attempt one question from each unit (total questions to be attempted will be five)

with internal choice within each unit.

References:
Bansal, R.K. and Harrison
J.B. (1983)

Spoken English for India, Orient Longman, New Delhi

Bansal, R.K. (1990)

Introduction to English Teaching Vol. II Phonetics and Spoken

English, English CIEFL, OUP, Hyderabad.

Bhatia, K.K. (1988)

New Techniques of Teaching English as Foreign Language, NBS

Educational Publishers, Chandigarh.

Frisby, A.W. (1970)

Teaching English: Notes and Comments in Teaching English

Overseas, ELBS, London.

Gupta, P.K. (2001)

Teaching of English, R. Lall Book Depot, Meerut.

Kohli, A.L. (2003)

Teaching of English, Dhanpat Rai and Sons, Jallandhar.

Singh, M.K. (1998)

Teaching of English, International Publishing House, Meerut

Srivastava, B.D. (1966)

Structural Approach to the Techniques of English, ram Prashad and

Sons, Agra.
Srivastava, R.P. (1979)

The teaching of Reading, Bahari publishers, New Delhi.

*******

47

B.Ed. Syllabus
GROUP I
PAPERVI / VII

TITLE TEACHING OF
URDU

Duration of
Examination 3 Hours
COURSE OBJECTIVES:

- 100
MAXIMUM MARKS
(a) Theory Papers

- 80
- 20

(b) Internal Assessment

To enable the pupil-teachers to :

(a)

understand the importance and role of Urdu language in our country.

(b)

understand the aims of teaching of Urdu at elementary and secondary level.

(c)

be familiar with various methods of teaching Urdu.

(d)

understand the concept of curriculum in teaching Urdu, qualities of good textbook and co-curricular

activities in teaching Urdu.

(e)

acquaint them with different teaching skills associated with teaching of Urdu.

(f)

learn various techniques and methods of evaluating performance of learners in the subject of Urdu.

COURSE CONTENTS
UNIT-I
a)

Weightage : 20%
Marks
: 16
Origin of development of Urdu language, Origin and development of Urdu in J&K State and its present
position. Its nomenclature and different views regarding its origin and development expressed by various

authors. (Mir Aman, Ragab Ali Beg Saroer, rattan Nath Sarshar, Mir, Ghalib, Hasrat Mohani, Shad,
Firaq Gorakhpuri).
b)

Origin and development of Urdu Imla, Arrab and punctuation. Contribution of Rasheed Hasan Khan in
the development of Urdu Imla.

c)

Behavioural objectives: Meaning and importance of behavioural objectives, essentials of behavioural

objectives, writing behavioural objectives for teaching Urdu prose, poetry and composition. Mother
tongue aims of teaching mother tongue at primary and secondary level.

48

B.Ed. Syllabus
UNIT-II

Weightage : 20%

Marks
1.

: 16

Curriculum: Meaning, importance and principles of preparing good Urdu. Curriculum at secondary
level. Principles and rationale of curriculum development.

2.

Text book: Meaning and importance of Urdu textbook, qualities of a good textbook in the subject of
Urdu. Qualities of language teacher.

3.

Co-curricular activities: Meaning, importance of co-curricular activities for teaching Urdu through:

i)
ii)
iii)
iv)
v)
vi)

Literary Club
School Magazine
Debates
Dramatics
Quiz Programme
Mushiarah

UNIT-III

1.

Weightage : 20%
Marks
: 16
Development of the following linguistic skills:

i)
ii)
iii)
iv)
2.

Listening
Speaking
Reading
Writing

Reading and Writing

Concept, meaning and importance of reading
Types of reading: Silent/low, extensive and intensive.
Defects in writing skills and their improvement, elaboration and summarization, essay and letter writing.

3.

i)

Aims of teaching prose, poetry, drama and composition at various levels.

ii) Methods of teaching prose, poetry, composition and grammar.

*******

49

B.Ed. Syllabus
GROUP I
PAPERVI / VII
Duration of
Examination 3 Hours

TITLE TEACHING OF PUNJABI

MAXIMUM MARKS
(a) Theory Papers
(b) Internal Assessment

- 100
- 80
- 20

COURSE OBJECTIVES :
To enable the pupil-teachers to :

a)

understand the importance and role of Punjabi language in our country.

b)

understand the aims of teaching Punjabi at elementary and secondary levels

c)

be familiar with various methods of teaching Punjabi.

(d)

understand the concept of curriculum in teaching Punjabi, qualities of good textbook and co-curricular

activities in teaching Punjabi.

(e)

acquaint them with different teaching skills associated with teaching of Punjabi.

(f)

learn various techniques and methods of evaluating performance of learners in the subject of Punjabi.

COURSE CONTENTS
UNIT-I
1.

Weightage : 20%
Marks
: 16

Origin of development of Punjabi language and its dialects. Importance of Punjabi as a

regional language. Aims of teaching Punjabi at elementary and secondary levels.

2.

Problems of teaching Punjabi at secondary school level. Contributions of Baba Farid, Guru Nanak Dev,

Shah Hussain, Varis Shah, Bulleh Shah, Bhai Veer Singh, Amrita Pritam, Mohan Singh, Shiv Kumar
Batalavi
3.

UNIT-II

1.

Behavioural objectives : Meaning and importance of behavioural objectives, essentials of behavioural

objectives, writing behavioural objectives, heriting behavioural objectives for teaching Punjabi
prose, poetry and composition.
Weightage : 20%
Marks
: 16

Curriculum: Meaning, importance and principles of preparing good Punjabi. Curriculum at secondary
level. Principles and rationale of curriculum development.

50

B.Ed. Syllabus
2.

Text book: Meaning and importance of Punjabi textbook, qualities of a good textbook in the subject of

Punjabi.
3.

Co-curricular activities: Meaning, importance of co-curricular activities for teaching Punjabi through :

i)
ii)
iii)
iv)
v)

Literary Clubs
School Magazine
Debates
Dramatics
Quiz Programme
Weightage : 20%
Marks
: 16

UNIT-III

1.

Development of the following linguistic skills:

i)
ii)
iii)
iv)
2.

Listening
Speaking
Reading
Writing

Reading and Writing

Concept, meaning and importance of reading .Types of reading: Silent/low, extensive and intensive.
Defects in writing skills and their improvement, elaboration and summarization, essay and letter writing.

3.

a) Aims of teaching prose, poetry, drama and composition at various levels.

b) Methods of teaching prose, poetry, composition and grammar.

UNIT-IV

1.

Weightage : 20%
Marks
: 16

Audio Visuals aids :

Meaning and importance of audio-visual aids in teaching Punjabi viz Chalk-board, models,
charts,
audio tapes, video tapes, television, computers and language laboratory.

2.

Development of teaching skills:

Micro lessons plans for developing skills of :

a)
b)
c)
d)
e)
3.

Questioning
Reinforcement

Explanation
Illustration with examples and visuals
Stimulus variation

Lesson planning: Meaning and importance of lesson plans at macro level, meaning and purpose of unit

and monthly plans.

51

B.Ed. Syllabus
UNIT-V

Weightage : 20%

Marks
1.

: 16

Steps for preparing lesson plans for teaching Punjabi using Herbartian and RCEM
approaches. Advantages and limitations of these approaches.

2.

Preparation of lesson plans for teaching prose and poetry at the secondary level.

3.

Evaluation in Punjabi in terms of cognitive, affective and psychomotor behavioural

developments. Diagnostic testing, error analysis and remedial teaching.

Internal Assessment:

a) Attendance
b) Two Tests
c) One Assignment

20 Marks

05 Marks
10 Marks
05 Marks

Every student will be required to write one assignment on any one of the following topics or any
other related topic not included in the concerned paper to be prepared within ten pages :

i)
ii)
iii)

Preparation of diagnostic tests.

Contribution of Baba Farid

Importance of folk songs

NOTE FOR PAPER SETTERS:

The question paper will contain two questions from each of the five units (total ten questions) and the
candidates will be required to attempt one question from each unit (total questions to be attempted will be five)

with internal choice within each unit.

References:
Grey, W.S. (1982)

Teaching of Reading and writing, UNESCO, Paris

Kochhar, S.K. (1989)

Mat Bhasha Dee Shiksha

Safaya, R.N. (1992)

Punjabi Di Shiksha Vidhi, Dhanpat Rai & Sons, Jallandhar

Sekhon, Sant Singh (1961)

Punjabi Boli Da Itihas, Bhasha Vibhag Punjab, Chandigarh

Singh, G.B. (1981)

Gurumukhi Lipi Da Janam Te Vikas, Punjab University Publication

Bureau, Chandigarh.

Singh, Gurdev (1971)

Gurumukhi Lipi Bare, Lahore Book Depot, Ludhiana

*******
52

B.Ed. Syllabus
GROUP I
PAPERVI / VII

TITLE TEACHING OF
HINDI

Duration of
Examination 3 Hours
COURSE OBJECTIVES :

- 100
MAXIMUM MARKS
(a) Theory Papers

- 80
- 20

(b) Internal Assessment

To enable the pupil-teachers to :

a)
b)
c)
(d)

understand the importance and role of Hindi language in our country.

understand the aims of teaching Hindi at elementary and secondary levels
be familiar with various methods of teaching Hindi.
understand the concept of curriculum in teaching Hindi, qualities of good textbook and co-curricular

activities in teaching Hindi.

(e)
(f)

acquaint them with different teaching skills associated with teaching of Hindi.
learn various techniques and methods of evaluating performance of learners in the subject of Hindi.

COURSE CONTENTS
UNIT-I
1.

Weightage : 20%
Marks
: 16
Origin of development of Hindi language and. Objectives of teaching Hindi at elementary and secondary

levels.
2.

Role of Hindi as a link and national language. Problems of Hindi teaching. Contributions of : Tulsidas,
Surdas, Bhartendu Harishchandra, Ramdhari Singh Dinkar, Sumitra Nandan Pant, Mahadevi Verma.

3.

Behavioural objectives : Meaning and importance of behavioural objectives, essentials of behavioural

objectives, writing behavioural objectives for teaching Hindi prose, poetry and composition.

UNIT-II

Weightage : 20%
Marks
: 16

1.

Curriculum : Meaning, importance and principles of preparing good Hindi curriculum at secondary
level. Principles and rationale of curriculum development.

2.

Text book : Meaning and importance of Hindi textbook, qualities of a good textbook in the subject of

Hindi.
3.

Co-curricular activities : Meaning, importance of co-curricular activities for teaching Hindi through :

i) Literary Clubs
53

B.Ed. Syllabus
ii)
iii)
iv)
v)

School Magazine
Debates
Dramatics
Quiz Programme

UNIT-III

Weightage : 20%

Marks
1.

Development of the following linguistic skills:

i)
ii)
iii)
iv)
2.

: 16

Listening
Speaking
Reading
Writing

Reading and Writing

Concept, meaning and importance of reading .Types of reading : Silent/low, extensive and intensive.
Defects in writing skills and their improvement, elaboration and summarization, essay and letter writing.

3.

i)

Aims of teaching prose, poetry, drama and composition at various levels.

ii) Methods of teaching prose, poetry, composition and grammar.

UNIT-IV

1.

Weightage : 20%
Marks
: 16

Audio Visuals aids :

Meaning and importance of audio-visual aids in teaching Hindi viz Chalk-board, models,
charts, audio tapes, video tapes, television, computers and language laboratory.

2.

Development of teaching skills :

Concept, components and preparation of any three Micro lessons plans for developing skills of :

i)
ii)
iii)
iv)
v)
3.

Questioning
Reinforcement

Explanation
Illustration with examples and visuals
Stimulus variation

Lesson planning : Meaning and importance of lesson plans at macro level, meaning and purpose of unit

and monthly plans.

UNIT-V

1.

Weightage : 20%
Marks
: 16

Steps for preparing lesson plans for teaching Hindi using Herbartian and RCEM approaches.
Advantages and limitations of these approaches.

54

B.Ed. Syllabus
2.

Preparation of lesson plans for teaching prose and poetry at the secondary level.

3.

Evaluation in Hindi in terms of cognitive, affective and psychomotor behavioural developments.

Diagnostic testing, error analysis and remedial teaching.

Internal Assessment:

a) Attendance
b) Two Tests
c) One Assignment

20 Marks

05 Marks
10 Marks
05 Marks

Every student will be required to write one assignment on any one of the following topics or any
other related topic not included in the concerned paper to be prepared within ten pages :

i) Contribution of Kabir and Tulsi Das.

ii) Criteria of a Good Language Test
iii) Kabirs Dohe (7thand 9thGrade Text)
NOTE FOR PAPER SETTERS:
The question paper will contain two questions from each of the five units (total ten questions) and the
candidates will be required to attempt one question from each unit (total questions to be attempted will be five)

with internal choice within each unit.

References :
Pandey, R.S. (1992)

Hindi Shikshan, Vinod Pustak Mandir, Agra

Singh, Niranjan Kumar (1983) :

Madhyamik Vidyalayon Mein Hindi Shikshan, Rajasthan Hindi

Granth Academy, Jaipur.

Singh, Savitri (1992)

Hindi Shikshan, R. Lall Book Depot, Meerut

Shukla, Bhagwati Charan (1974) : Hindi Ucharan Aur Vartani, Aryan Book Depot, New Delhi
Sukhia, K.K. (1988)

Hindi Dhwanian Aur Unka Shikshan , Rannaryan Lal,

Allahabad
*******

55

B.Ed. Syllabus
GROUP II
PAPERVI / VII
Duration of
Examination 3 Hours

TITLE TEACHING OF SOCIAL STUDIES

MAXIMUM MARKS
(a) Theory Papers
(b) Internal Assessment

- 100
- 80
- 20

COURSE OBJECTIVES:
To enable the pupil-teachers to :

a)
b)
c)
d)
e)

Appreciate the need for learning History, Geography, Civics and Economics either as separate disciplines
or as an integrated discipline.
Develop knowledge about the basic principles governing social studies.
Develop the teaching skill needed for teaching of social studies.
Acquire competency to prepare lesson plans for teaching social studies.
Develop the ability to conceive and organize co-curricular activities for teaching of social studies.

1.

Acquire the ability to develop instructional support materials.

COURSE CONTENTS
UNIT-I

Weightage: 20%

Marks
1.

: 16

Meaning, scope and importance of social studies in secondary schools. Social sciences and social
studies: Core subjects of social sciences: history, civics, geography, economics: interrelationship
between them. Objectives and values of teaching social studies in secondary schools.

2.

Behavioural objectives: Meaning and importance of behavioural objectives, steps for preparing
behavioural objectives for teaching of social studies.

3.

Role of school and teacher in teaching of social studies. Qualities of a teacher teaching social studies.

UNIT-II

Weightage: 20%

Marks

: 16

1.

Curriculum: Meaning, importance and principles of designing a good curriculum for social studies.
Approaches to organize social studies curriculum in terms of correlation, integration, concentric,
spiral, unit and chronological approaches.

2.

Textbooks: Meaning and importance of textbooks in teaching of social studies. Qualities

of a
good textbook. Role of library and reference books in teaching of social studies.

56

B.Ed. Syllabus
3.

Co-curricular Activities : Meaning and importance of co-curricular activities. Steps of organizing

co-curricular activities. Role and organization of the following in teaching of social studies.

a) Excursion
b) Supervised Study
c) Dramatisation
d) Debates and Quizzes
e) Social Studies Clubs
f) Visit to museums
Weightage : 20%
Marks
: 16

UNIT-III

1.

Audio-visuals Aids : Meaning, importance and classification of audio-visuals aids viz.,

a)
b)
c)
d)
e)
f)
g)
h)
i)
j)
k)
l)
2.

Chalk board
Data-line charts
Models
Scrap-books
Globes
Radio
Film strips
Television
Videos /CDs
OHP
Field trips
Computer

Methods of teaching social studies:

a)
b)
c)

Lecture Method

d)

Story telling Method

Dramatisation

e)
f)

Lecture cum discussion Method

Project Method

Socialised Recitation Method

3. Development of teaching skills: Concept, components and preparation of any Microteaching

lesson plans for developing the skill of:

a)
b)
c)
d)
e)

Questioning
Reinforcement

Explanation
Illustration with examples and visuals
Stimulus variation

57

B.Ed. Syllabus
UNIT-IV

Weightage : 20%

Marks

: 16

1.

Lesson planning: Meaning and importance of lesson plan unit and yearly plans.

2.

Steps for preparing lesson plans for teaching social studies using Herbartian approach.

3.

RCEM approach. Advantages and limitations, remedial teaching.

Weightage : 20%
Marks
: 16

UNIT-V

1.

Evaluation: Meaning, need and objectives of evaluation in social studies.

2.

Formative and summative evaluation, salient features of the two.

3.

Evaluation techniques: their relative merits and demerits:

a)
b)
c)
d)

Diagnostic testing
Oral tests
Essay type tests
Objective type tests

Internal Assessment:

a) Attendance
b) Two Tests
c) One Assignment

20 Marks

05 Marks
10 Marks
05 Marks

Every student will be required to write one assignment on any one of the following topics or any
other related topic not included in the concerned paper to be prepared within ten pages :

i) Factors affecting Indian society

ii) History of freedom movement
iii) Major issues facing Indian economy today

NOTE FOR PAPER SETTERS:

The question paper will contain two questions from each of the five units (total ten questions) and the
candidates will be required to attempt one question from each unit (total questions to be attempted will be five)

with internal choice within each unit.

58

B.Ed. Syllabus
References:
Binning, A.C. and Binning, D.H. :
(1952)
Burton, W.H. (1973)

Teaching the Social Studies in Secondary Schools, McGraw Hill,

New York.
Principles and Practice of Geography Teaching, University Tutorial

Press, London.
Chowdhary, K.P. (1975)

The Effective Teaching of History in India, NCERT, New Delhi

Kochhar, S.K. (1973)

The teaching of Social Studies, University Publishers, Delhi

Mofatt, M.R. (1965)

Social Studies Instruction, Prentice Hall, New York

UNESCO (1981)

Handbook of Teaching of Social Studies, UNESCO, Paris.

*******

59

B.Ed. Syllabus
GROUP
III
PAPERVI / VII

Duration of
Examination 3 Hours

TITLE TEACHING OF GENERAL

SCIENCE
MAXIMUM MARKS
(a) Theory Papers
(b) Internal Assessment

- 100
- 80
- 20

COURSE OBJECTIVES :
To enable the pupil-teachers to :

a)
b)
c)
d)
e)
f)
g)

Develop a broad understanding of the principles and procedures used in modern science education.
Develop teaching competence related to general science at the secondary level.
Become effective teachers in order to perform desired roles as a science teacher.
Familiarize with the concept and place of general science in school curriculum.
To understand the concept of behavioural objectives in teaching of general science.
Familiarize with the concept of curriculum, text books and co-curricular activities.
Realize the importance of various tools of evaluation in general science.

COURSE CONTENTS
UNIT-I

Weightage : 20%
Marks
: 16

1.

Concept of Science and General Science. Need and place of general science in school curriculum,
objectives of teaching general science at secondary stage with special reference to Tara Devi Seminar,
Kothari commission and Ishwar Bhai Committee. Impact of Science on society. Globalisation and Science.

2.

Path breaking discoveries and land mark development in science. Eminent world scientist and eminent Indian

scientists.
3.
UNIT-II

Role of school and teacher in teaching of general science. Qualities of a science teacher.
Weightage : 20%
Marks
: 16

1.

Behavioural objectives: Meaning and importance of behavioural objectives, steps for preparing behavioural
objectives for teaching of general science.

2.

Curriculum: Meaning, importance and principles of designing a good curriculum for general science.
Concentric, topical and integrated approaches in organizing curriculum for general science.

3.

Textbooks: Meaning and importance of textbooks in teaching of general science. Qualities of a good
textbook of general science. Role of textbooks and encyclopedia in teaching of science.

60

B.Ed. Syllabus
UNIT-III

Weightage: 20%

Marks

: 16

1. Co-curricular Activities: Meaning and importance of co-curricular activities. Steps of organizing

cocurricular activities. Role and organization of the following in teaching of general science.

a)
b)
c)
d)
e)
f)
g)
h)
2.

Preparation of low-cost teaching aids.

Audio-visuals Aids: Meaning, importance and classification of audio-visuals aids viz.,

a)
b)
c)
d)
e)
f)
g)
3.

Field trips
Science clubs
Science museums
Aquariums
Herbariums and virariums
Science fairs
School gardening

Chalk board
Models and specimens
Scrap-books
Radio
Films
Television
OHP and Computers.

Methods of teaching general science:

a)
b)
c)
d)
e)
f)

Lecture Method
Lecture cum demonstration Method
Project Method

Problem Solving Method

Inductive Deductive Method
Heuristic Method

UNIT-IV

1.

Weightage : 20%
Marks
: 16

Development of teaching skills : Concept, components and preparation of any Micro-teaching lesson plans
for developing the skill of :

a)
b)
c)
d)
e)

Questioning
Reinforcement

Explanation
Illustration with examples and visuals
Stimulus variation

2.

Lesson planning: Meaning and importance of lesson plans, unit plans and yearly plans.

3.

Steps for preparing lesson plans for teaching Punjabi using Herbartian and RCEM approaches for teaching of
general science. Advantages and limitations of these approaches.

61

B.Ed. Syllabus
UNIT-V

Weightage : 20%

Marks
1.

Evaluation: Meaning, need and objectives of evaluation in general science.

2.

Formative and summative evaluation, salient features of the two.

3.

Evaluation tools:
a) Diagnostic testing and remedial teaching
b) Oral tests
c) Quizzes
d) Essay type tests
e) Objective type tests

Internal Assessment:

a) Attendance
b) Two Tests
c) One Assignment

: 16

20 Marks

05 Marks
10 Marks
05 Marks

Every student will be required to write one assignment on any one of the following topics or any
other related topic not included in the concerned paper to be prepared within ten pages :

i)
ii)
iii)

Photosynthesis

Atomic Structure
Water as universal solvent

NOTE FOR PAPERSETTERS :

The question paper will contain two questions from each of the five units (total ten questions) and the
candidates will be required to attempt one question from each unit (total questions to be attempted will be five)

with internal choice within each unit.

References :
Anderson, R.D. (1970)
Gupta, S.D. & D.R. Sharma
(2002)
Gupta, S.K. (1998)
Kohli, V.K. (2001)

Developing Childrens Thinking Through Science, Prentice Hall,

New Delhi.
Teaching of Science, Malhotra Bros. Jammu

Teaching of Physical Science, Sterling, New Delhi

How to teach Science, Vivek Publishers, Ambala City

Modern Science Teaching, Dhanpat Rai Publishing Co. Delhi

Teaching of Science, Wilson Publication New Delhi.

Sharma, R.C. (1981)

Siddiqui, N.N. &
Siddiqui N.(1995)

*******
62

B.Ed. Syllabus
GROUP
IV
PAPERVI / VII
Duration of
Examination 3 Hours

TITLE TEACHING OF MATHEMATICS

MAXIMUM MARKS
(a) Theory Papers
(b) Internal Assessment

- 100
- 80
- 20

COURSE OBJECTIVES :
To enable the pupil-teachers to :

a)
b)
c)
d)
e)
f)

understand and appreciate the uses and significance of mathematics in daily life.
Appreciate the contributions of famous mathematicians in mathematics.
Learn successfully various methods and techniques of teaching mathematics and to use them judiciously.
Know the methods of planning instruction for the classroom
organize curricular activities as per the needs to teach mathematics
understand the process of comprehensive evaluation in mathematics

COURSE CONTENTS
UNIT-I

Weightage : 20%
Marks
: 16

1.

Meaning and history of mathematics, assumptions, postulates, axioms, value of mathematics Practical,
social, moral, artistic, aesthetic and intellectual, place of mathematics in school curriculum, relationship
of mathematics with other subjects.

2.

Contributions of famous mathematicians: Bhaskaracharya, Aryabhatta, Leelabathi, Ramanujam, Euclid,

Pythagorous, Rene-descarte.

3.

Behavioural objectives: meaning and importance of behavioural objectives, writing instructional objectives
for teaching of mathematics.

UNIT-II

Weightage: 20%

Marks

: 16

1.

Curriculum: meaning, importance and principles of designing a good curriculum for mathematics,
principles and rationale of curriculum development.

2.

Textbooks: Meaning and importance of textbooks in mathematics, qualities of a good textbook in

mathematics.
3.

Co-curricular activities: Meaning and importance of co-curricular activities. Procedure for organizing
co-curricular activities like quiz programme, skill development in answering puzzles, riddles, magic
squares, short cuts mentioned in Vedic mathematics for teaching mathematics.

63

B.Ed. Syllabus
UNIT-III

Weightage: 20%

Marks
1.

: 16

Audio-visual aids: meaning and importance of audio-visual aids in teaching mathematics viz., chalkboard, models, charts, television, video tapes and computers.
Preparation of low cost teaching aids for teaching mathematics.

2.

Methods of teaching mathematics:

i)
ii)
iii)
iv)
v)
vi)
3.

Inductive-Deductive method
Analytic-Synthetic method
Project method

Problem solving method

Heuristic method

Laboratory method

Techniques of teaching mathematics:

i)
ii)
iii)
iv)
v)

Oral work
Written work
Home Assignment
Drill
Self and supervised study

UNIT-IV

Weightage: 20%

Marks
1.

Development of teaching skills : Concept, components and preparation of any Micro-teaching lesson
plans for developing the skill of :

a)
b)
c)
d)
e)
2.

: 16

Questioning
Reinforcement

Explanation
Illustration with examples and visuals
Stimulus variation

Lesson planning: Meaning and importance of lesson plans at macro level, meaning and purpose of unit

and monthly plans.

3.

Steps for preparing lesson plans for teaching mathematics using Herbartian and RCEM approaches.
Advantages and limitations of these approaches.
Weightage : 20%
Marks
: 16

UNIT-V

1.

Evaluation: Meaning of comprehensive and continuous evaluation.

2.

Evaluation in mathematics in terms of cognitive, affective and psychomotor behavioural developments.

3.

Evaluation tools: Meaning, need and use of diagnostic testing and remedial teaching.

64

B.Ed. Syllabus
Internal Assessment:

a) Attendance
b) Two Tests
c) One Assignment

20 Marks

05 Marks
10 Marks
05 Marks

Every student will be required to write one assignment on any one of the following topics or any
other related topic not included in the concerned paper to be prepared within ten pages :

i) Application of computers in teaching of mathematics

ii) Pedagogical analysis of sets
iii) Pedagogical analysis of congruency
NOTE FOR PAPER SETTERS:
The question paper will contain two questions from each of the five units (total ten questions) and the
candidates will be required to attempt one question from each unit (total questions to be attempted will be five)

with internal choice within each unit.

References :
Aggarwal, S.M. (1999)

Teaching of Modern Mathematics, Dhanpat Rai and Sons, New

Delhi

Bell, E.T. (1965)

Men of Mathematics I and II, Penguin

Land, Frank (1985)

The language of Mathematics, London: John Surrey

Mackintosh, Jerry, A. (1971)

Perspectives on Secondary Mathematics, John Wiley and Sons, New

York.
Sidhu, K.S. (1998)

The Teaching of Modern Mathematics, Sterling, New Delhi.

*******

65

B.Ed. Syllabus
GROUP V
PAPER VI/VII

TITLE : TEACHING OF COMMERCE

COURSE OBJECTIVES:
To enable the student teachers to:
1.
introduce student teachers with the methodology of teaching used in teaching commerce in schools.
2.
make student teachers aware of the values of commerce and the relationship of commerce with other subjects.
3.
encourage student teachers to use a wider range of teaching techniques in order to enable them to plan
their lessons in teaching of commerce.
4.
develop the competencies of a commerce teacher with the present needs of the environment.

COURSE CONTENTS
Weightage : 20%
Marks
: 16
Meaning, nature and scope of commerce as subject, objectives of teaching of commerce at secondary level. Place
of commerce in Secondary School curriculum, Importance of commerce in daily life.

UNIT-I
1.
2.

Methods of teaching book-keeping, accountancy, typing and short hand. Commerce Room: Meaning, need and
equipments. Use of Raxims in teaching of commerce.

3.

Role of school and teacher in teaching of commerce: Qualities, qualification and professional
growth of a
commerce teacher.

UNIT-II
1.
2.
3.

Weightage : 20%
Marks
: 16

Behavioural objectives: Meaning and importance of behavioural objectives, steps for preparing
behavioural
objectives for teaching of commerce.
Curriculum: Meaning, importance and principles of designing a good curriculum of commerce.
Textbooks: Meaning and importance of textbooks in teaching of commerce. Qualities of a good textbooks of
commerce. Role of textbooks in teaching of commerce.
Weightage : 20%
Marks
: 16

UNIT-III

1.

2.

Co-curricular Activities: Meaning and importance of co-curricular activities. Steps of organizing cocurricular
activities. Role and organization of the following in teaching of commerce.

a)
b)
c)
d)

Field trips
Commerce clubs
Commerce fairs
Preparation of low-cost teaching aids

Audio-visual Aids: Meaning, importance and classification of audio-visual aids viz.

a)
b)
c)

Chalk-board
Models and Graphs
Scrap-books

66

B.Ed. Syllabus
d)
e)
f)
g)
3.

Films
Radio
Television
OHP and Computer

Methods of teaching commerce:

a)
b)
c)
d)
e)
f)

Lecture Method
Discussion Method
Problem-Solving Method
Project Method

Survey Method
Demonstration Method

UNIT-IV
1.

Weightage : 20%
Marks
: 16

Development of Teaching skills : Concept, components and preparation of any Micro-teaching lesson plans
for developing the skill of :

a)
b)
c)
d)
e)
2.
3.

Questioning
Reinforcement

Explanation
Stimulus variation
Illustration with examples and visuals

Lesson planning: Meaning and importance of a lesson plan, unit plans and yearly plans.
Step for preparing lesson plans through Herbartian and RCEM approaches for teaching of commerce. Advantages
and limitations of these approaches.
Weightage : 20%
Marks
: 16

UNIT-V

1.
2.
3.

Evaluation: meaning, need and objectives of evaluation in commerce.

Formative and summative evaluation, salient features of the two.

Evaluation tools:
a)
Diagnostic testing and remedial teaching
b)
Oral tests
c)
Quizzes
d)
Objective type tests
e)
Essay type test
Internal Assessment:

a)
b)
c)

Attendance
Two tests
One Assignment

Marks: 20

05 Marks
10 Marks
05 Marks

Every student will be required to write one assignment on any one of the following topics or any other related
topic not included in the concerned paper to be prepared within ten pages:

67

B.Ed. Syllabus
1.
2.
3.
4.
5.

Understanding an economy: Meaning, types-capitalistic, socialistic and mixed economy.

Forms of organization Sole trader, partnership and joint stock company

Double entry system

Final Accounts
MNCs

RECOMMENDED BOOKS:
Aggarwal, J.C (2003) : Teaching of Commerce, Vikas Publication, New Delhi.
Chopra, H.K and Sharma, H.(2007):Teaching of Commerce, Kalyani Publisher, Ludhiana
Dona and Brinkman: Guidance in Business Education, South Western Publishing Company, New York.
Douglas, Painford and Anderson (2000): Teaching Business subjects, Prentice Hall, New York
Green H.O., Activity Hand book got Business Teachers, McGraw Hill, New York

Musselman and Hann : Teaching Book keeping and Accounting, McGraw Hill, New
York Rao Saeema(2005) : Teaching of Commerce, Anmol Publishers, New Delhi
Tonne, Iopham and Freeman: Method of Teaching Business Subjects, MCGraw Hill, New York
. Venkatest, Warlu,K. and Basha, Josjhi and Digumarti, S.K. and Rao, Bhaskara : Methods of teaching of Commerce

*******

68

B.Ed. Syllabus

PAPERVI / VII

GROUP
VI

Duration of
Examination 3 Hours

TITLE TEACHING OF
MUSIC
- 100
MAXIMUM MARKS

COURSE OBJECTIVES:
To enable the student teachers to:
1.
understand the importance, aims and objective of teaching of Music.
2.
provide to student teacher the knowledge of different methods and techniques of teaching music.
3.
develop understanding and awareness of the essentials of music
4.
develop competence and skills for teaching of music
5.
enable student teachers to organize competition and other practical activities
6.
develop interest of student teacher for music.

COURSE CONTENTS
Weightage : 20%
Marks
: 16

UNIT-I

1. A brief history of Indian music. Aims and objectives of music as a subject in the School curriculum,
Importance
of classical music. Suggestions for the popularization of classical music.

2. Knowledge of notation and Rhythm, voice culture and larynx, setting of music room (vocal and
instrumental),
effect of music on behavior, activity and fatigue.

3. Role of school and teacher in teaching of music. Qualities of a music teacher-gayak, vadak and vagyakar
UNIT-II
1.
2.
3.

Weightage : 20%
Marks
: 16

Behavioural objectives: Meaning and importance of behavioural objectives, steps for preparing
behavioural
objectives for teaching of music.
Curriculum: Meaning, importance and principles of designing a good curriculum of music.

Textbooks: Meaning and importance of textbooks in teaching of music. Qualities of a good textbooks of
music.
Role of textbooks in teaching of music.
Weightage : 20%
Marks
: 16
Co-curricular Activities: Meaning and importance of co-curricular activities. Steps of organizing cocurricular
activities. Role and organization of the following in teaching of music.

UNIT-III

1.

a)
b)
c)
d)
e)

Field trips
Music clubs
Music Museums
Music fairs
Preparation of low-cost teaching aids

69

B.Ed. Syllabus
2.

Audio-visual Aids: Meaning, importance and classification of audio-visual aids viz.,

a)
b)
c)
d)
e)
f)
g)
3.

Chalk-board
Models and specimens
Scrap-books
Films
Radio
Television
OHP and Computer

Methods of teaching Music:

a)
b)
c)
d)
e)

Lecture Method
Discussion Method
Problem-Solving Method
Project Method
Lecture-cumDemonstration Method

UNIT-IV
1.

Weightage : 20%
Marks
: 16

Development of Teaching skills: Concept, components and preparation of any Micro-teaching lesson plans for

developing the skill of :

a)
Questioning
b)
Reinforcement
c)
Explanation
d)
Stimulus variation
e)
Illustration with examples and visuals
2.
3.

Lesson planning: Meaning and importance of a lesson plan, unit plans and yearly plans.
Step for preparing lesson plans through Herbartian and RCEM approaches for teaching of music. Advantages and
limitations of these approaches.
Weightage : 20%
Marks
: 16

UNIT-V

1.
2.
3.

Evaluation: meaning, need and objectives of evaluation in music.

Formative and summative evaluation, salient features of the two.

Evaluation tools:
a)
Diagnostic testing and remedial teaching
b)
Oral tests
c)
Quizzes
d)
Objective type tests
e)
Essay type test
Internal Assessment:

d)
e)
f)

Attendance
Two tests
One Assignment

Marks: 20
05 Marks
10 Marks
05 Marks
70

B.Ed. Syllabus
Every student will be required to write one assignment on any one of the following topics or any other related
topic not included in the concerned paper to be prepared within ten pages :

a) Different parts of instruments - Tanpura/Sitar/Tabla

b) Description of following Ragas-Malkauns, Bhairav/Bhairavi, Yaman and Bhupali
c) Music and Folk music.
RECOMMENDED BOOKS
Awasthi, S.S.A., Critique of Hundustani Music and Music Education, Jalandhar : Adhunik Printer,
1964
Singh, Bharpur, Punjab School Education Board, Sahibjada Ajit Singh Nagar.
Bhatkanda, V.N., Karmik Pustak Malika Laxme Narayan Garg, Sangeet Karyalaya, Hathras
.

Nhatnagar, S., Teaching of Music, Shimla: Monika Prakashan, 1988.

*******

71

B.Ed. Syllabus

PAPERVI & VII

GROUP
VII
TITLE HOME SCIENCE

Duration of
Examination 3 Hours

MAXIMUM MARKS

- 100

COURSE OBJECTIVES:
To enable the student teachers to:
1.
develop understanding of the aim of teaching of Home Science
2.
develop understanding of the various methods and procedures required for teaching Home Science effectively.
3.
develop basic skills and competencies required for teaching of Home Science
4.
develop practical skills to organize various activities related to Home Science.
5.
develop skills and competencies required for preparing teaching aids in teaching of Home Science.
6.
develop competencies and skill for effective evaluation in Home Science.

COURSE CONTENTS
Weightage : 20%
Marks
: 16

UNIT-I
1.

Meaning, importance, principles and scope of home science, objectives of teaching of home science at secondary

level. Place of home science in Secondary School curriculum, correlation-Meaning and its correlation
with
2.

different subjects.

3.

Critical analysis of existing school curriculum of home science. Home Science Laboratory-Concept
and
importance, planning of space and equipment for Home Science Laboratory.
Role of school and teacher in teaching of home science. Qualities, qualification and competencies of a home
science teacher.

UNIT-II
1.
2.
3.

Weightage : 20%
Marks
: 16

Behavioural objectives: Meaning and importance of behavioural objectives, steps for preparing
behavioural
objectives for teaching of home science.
Curriculum: Meaning, importance and principles of designing a good curriculum of home science.

Textbooks: Meaning and importance of textbooks in teaching of home science. Qualities of a good textbooks
of
home science. Role of textbooks in teaching of home science.
Weightage : 20%
Marks
: 16

UNIT-III

1.

Co-curricular Activities: Meaning and importance of co-curricular activities. Steps of organizing cocurricular
activities. Role and organization of the following in teaching of home science.

a)
b)

Field trips
Home science clubs

72

B.Ed. Syllabus
c)
2.

Audio-visual Aids: Meaning, importance and classification of audio-visual aids viz.,

a)
b)
c)
d)
e)
f)
g)
3.

Preparation of low-cost teaching aids

Chalk-board
Models
Scrap-books
Films
Radio
Television
OHP and Computer

Methods of teaching home science:

a)
b)
c)
d)
e)
f)
g)

Lecture Method
Discussion Method
Problem-Solving Method
Project Method

Survey Method
Demonstration Method

Assignment Method

UNIT-IV

1.

Weightage : 20%
Marks
: 16

Development of Teaching skills: Concept, components and preparation of any Micro-teaching lesson plans for

developing the skill of:

a)
Questioning
b)
Reinforcement
c)
Explanation
d)
Stimulus variation
e)
Illustration with examples and visuals
2.
3.

Lesson planning: Meaning and importance of a lesson plan, unit plans and yearly plans. Meaning, Importance
and
Essentials of lesson Planning.

Step for preparing lesson plans through Herbartian and RCEM approaches for teaching of home
science.
Advantages and limitations of these approaches.
UNIT-V

1.
2.
3.

Weightage : 20%
Marks
: 16

Evaluation: meaning, need and objectives of evaluation in home science.

Formative and summative evaluation, salient features of the two.

Evaluation tools:
a)
Diagnostic testing and remedial teaching
b)
Oral tests
c)
Quizzes
d)
Objective type tests
73

B.Ed. Syllabus
e)

Essay type test

Marks: 20

Internal Assessment:

g)

Attendance
Two tests
One Assignment

h)

i)

05 Marks
10 Marks
05 Marks

Every student will be required to write one assignment on any one of the following topics or any other related
topic not included in the concerned paper to be prepared within ten pages:

a)
b)
c)
d)

Food its constituents, functions and sources.

Care and maintenance of cotton, wool, silk and synthetics.
Importance of care of the child.
Cleaning and polishing of brass, silver, glass and plastic articles.

RECOMMENDED BOOKS:
Bhargava, Priya (2004): Teaching of Home Science/Common wealth Publishers, New Delhi
Chandra,
Home

Arvinda:

Shah, Anupama

and Joshi,

UMA

(1995):

Fundamentals of

Teaching of

Science,

Sterling Publisher, New Delhiu.

Dass, R.R and Ray, Binita(1985): Teaching of Home Science, Sterling Publisher, New Delhi
Devdas(1955): Teaching of Home Science in Secondary School, All India Council for Secondary Education, New

Delhi
Dapoor, Ritu (1994): Teaching of Home Science, Parkash Book Depot, Ludhiana
Mago, Neelam: Teaching of Home Science, Tandon Publications, Ludhiana.
Siddiqui, Mujibul Hasan(2007) : Teaching of Home Science, A.P.H. Publishing Corporation, New Delhi
Yadav, Seema(1994): Teaching of Home Science, Anmol Publications, New Delhi

Begum, Fahmeeda(2006) : Modern Teaching of Home Science, Anmol Publications, New Delhi
*******

74

B.Ed. Syllabus

PAPER PAPERVI & VII

GROUP VIII

Duration of
Examination 3 Hours

TITLE HEALTH AND PHYSICAL

EDUCATION
MAXIMUM MARKS

- 100

COURSE OBJECTIVES:
To enable the student teachers to :

a) Explain the aims and objectives of Health and Physical Education.

b) Develop an understanding of the concept of Health Education.
c) Explain the need and importance of Health Education
d) Describe the relationship between physical fitness and health
e) Acquaint themselves with the methods of prevention of health problems.

COURSE CONTENTS
UNIT-I
1.

2.

Weightage : 20%
Marks
: 16

Physical Education: Definition and scope of physical education, foundations of physical education,
need of
physical education in secondary schools, objectives of physical education, concept of physical fitness. A historical
review of physical education in India (Post Independence Period)

Organization of physical education programme in secondary schools. Competitions their role,

values and
limitations. Problems in organizing physical education programme in Indian Schools. Role of school and teacher
in teaching of health and physical education. Qualities of a health and physical education teacher.

2. Health Education: Concept of Health Education, objectives of health education: relationship between
physical
fitness and health, concept of positive health. Promoting health and fitness programme for secondary school
children: Health hazards (use of alcohol, nicotine, narcotics and drugs) among adolescents and their remedial

measures.

UNIT-II

1.

Weightage : 20%
Marks
: 16

Behavioural objectives: Meaning and importance of behavioural objectives, steps for preparing
behavioural
objectives for teaching of health and physical education.

75

B.Ed. Syllabus
2. Curriculum: Meaning, importance and principles of designing a good curriculum for health and physical education,
School heath programmes and services.

3.

Textbooks: Meaning and importance of textbooks in teaching of health and physical education. Qualities of
a
good textbooks of health and physical education. Role of textbooks in teaching of health and physical education
Weightage : 20%
Marks
: 16

UNIT-III

1.

2.

Co-curricular Activities: Meaning and importance of co-curricular activities. Steps of organizing cocurricular
activities, Role and organization of the following in teaching of health and physical education.

a)
b)
c)
d)

Field trips
Camps
Yoga classes
Preparation of low-cost teaching aids

Audio-visual Aids: Meaning, importance and classification of audio-visual aids viz,

3.

a)
b)
c)
d)
e)
f)
g)

Chalk-board
Models and specimens
Scrap-books
Films
Radio
Television
OHP and Computer

Methods of teaching health and physical education:

a)
b)
c)
d)

Lecture Method
Lecture-cum-demonstration Method
Project Method
Problem-Solving Method

UNIT-IV
1.

Weightage : 20%
Marks
: 16

Developing of teaching skills: Concept, components and preparation of any Micro-teaching lesson plans for

developing the skill of:

a)
b)
c)
d)
e)
2.
3.

Questioning
Reinforcement

Explanation
Stimulus Variation
Illustration with examples and visuals

Lesson planning: Meaning and importance of a lesson plan, unit plans and yearly plans.
Step for preparing lesson plans through Herbartian and RCEM approaches for teaching of health and physical
education. Advantages and limitations of these approaches.

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B.Ed. Syllabus
UNIT-V

Weightage : 20%

Marks
1.
2.
3.

: 16

Evaluation: Meaning, need and objectives of evaluation in health and physical education.
Formative and summative evaluation, salient features of the two.

Evaluation tools:
a)
Diagnostic testing and remedial teaching
b)
Oral tests
c)
Quizzes
d)
Objective types tests
e)
Essay type test
Internal Assessment:

Marks: 20

a)
b)
c)

05 Marks
10 Marks
05 Marks

Attendance
Two tests
One Assignment

Every student will be required to write one assignment on any one of the following topics or any other related
topic not included in the concerned paper to be prepared within ten pages:

1.
2.
3.
4.

Sports Authority of India

Respiratory and circulatory Physiological System
First Aid in Hummarage, Lacration, dislocation, cuts wounds, Sprain and Strain
Rules and Regulations of some major games (cricket, hockey, football, basketball, badminton, kabaddi, table-

tennis, kho-kho).
RECOMMENDED BOOKS:
Bucher, C.A., (1964). Fo0undations of Physical Education, New York:Mosby and Company
Kilander, H.F., (1971). School Health Education, New York: Mac Millian Company
Manjul, J.U.S., (1965). Sch0ool Swasthya Shiksha, Agra University: Universal Publisher
Atwal & Kansal, (2003) A Textbook of Health, Physical Education and Sports, Jalandhar, A.P. Publisher
Kamlesh. M.L. & Sangral, M.S (1986) Methods in physical Education, Ludhiana : Prakash Brothers
Kaur, Manjeet,(2003) Health and Physical Education

Ludhiana: Tendon Publications.

Singh, Ajmer & Gill, Jagtar Singh and Brar, Racchpal Singh and Bains, Jagdish and Rathee, Nirmaljit Kaur,(2003)
Essentials of Physical Education, Ludhiana : Kalyani Publishers,.

*******

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