B.Ed.

Syllabus Revised 2019

MAULANA AZAD NATIONAL URDU UNIVERSITY

(A Central University established by an Act of Parliament in 1998)

(Accredited “A” Grade by NAAC)

Two Year B.Ed. Programme

B.Ed. Syllabus – 2019

(w.e.f. 1 Aug-2019)

SCHOOL OF EDUCATION AND TRAINING

Gachibowli, Hyderabad – 500 032.

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B.Ed. Syllabus Revised 2019

Rules and Regulations of B.Ed. Course offered at

Maulana Azad National Urdu University, Gachibowli, Hyderabad, Telangana.
(Based on NCTE Regulations 2014)
Applicable to the Students admitted from the academic year
2018-2019 onwards for Two year B.Ed. Degree Course in Education.
All the rules and regulations, hereinafter, specified should be read as a whole for the purpose of
interpretation.
I. Eligibility for Admission
A candidate for admission to Two year B.Ed. Course has to qualify at the B.Ed. Common
Entrance Test conducted by Maulana Azad National Urdu University for the concerned academic
year. The Candidates will be admitted strictly in accordance with the merit secured at the
entrance examination, keeping in view the rules in force in respect of the statutory reservation of
seats under various categories of candidates.
II. General Objectives of the B. Ed. Programme
To enable the student teacher to:
1. integrate the study of Perspectives in Education, Curriculum and Pedagogic Studies and
Engagement with the School and Community.
2. engage with studies on Indian society and education, acquire conceptual tools of
sociological analysis and hands-on experience of engaging with diverse communities,
children and schools.
3. develop a conceptual understanding about issues of diversity, inequality and
marginalization in Indian society and their implications for education.
4. focus on aspects of social and emotional development which include self and identity,
cognition, learning, etc.
5. address the theoretical foundations of school knowledge from historical, philosophical and
sociological perspectives, with critical analysis of curricular aims and contexts, and the
relationship between curriculum, policy and learning.
6. develop an understanding of the cultures, policies and practices that need to be addressed in
order to create an inclusive school.
7. develop understanding of the curriculum, linking school knowledge with community life.
8. construct concepts from subject knowledge through appropriate pedagogic processes and
communicate them meaningfully to the children.
9. develop a broad repertoire of perspectives, professional capacities, teacher dispositions,
sensibilities and skills.
10. enhance the professional competencies and skills needed for becoming an effective teacher.
11. understand, develop and use various evaluation techniques in education.
12. make them sensitive to emerging issues such as environment, population, gender equality,
legal literacy, critical understanding of ICT, yoga education, etc.
13. attain a sound knowledge base and proficiency in languages.
14. develop an artistic and aesthetic sensibility among student teachers through art education.
III. Curriculum Transaction
The duration of B.Ed. Course will be of Two years i.e., Four Semesters. For each Semester
the breakup of curriculum transaction is as follows:
Total number of working days -100 days per Semester. (Excluding days earmarked for
Admissions and Theory Examinations)
Curricular Areas of the Teacher Education Programme
The programme structure offers a comprehensive coverage of themes and rigorous
field engagement with the child, school and community. It comprises of three broad inter
related curricular areas:-
I. Perspectives in Education
II. Curriculum and Pedagogic Studies

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III. Engagement with the School and the Community.

All the curricular areas include theoretical inputs along with the practical work from an
interdisciplinary perspective.

IV. The Two Year B.Ed. Program

There are 20 courses in the B.Ed. Program, out of which 10 courses are with 4 credits and
the remaining 10 courses with 2 credits. The courses with 4 credits carry 100 marks each,
out of which 30 marks for internal assessment and 70 marks are earmarked for semester-
end examinations conducted by the university. The courses with 2 credits carry 50 marks
each, 15 marks for internal assessment and 35 marks for semester-end examinations
except ICT Competencies in which 50 marks are for external assessment. Art in
Education, Reading and Reflecting on Texts and Understanding the Self are courses with
internal assessment of 50 marks. The School Experience program which includes Peer
Teaching, Teaching Practice Phase I and II and Internship carries 20 credits and 500
marks. Thus the B.Ed. course is of 80 credits with 2000 marks.

V. Selection of Methods of Teaching

 Every candidate is expected to select two methods of teaching under B.Ed. programme.
 Method –I shall be based on the group subjects, the candidate has studied in Degree
course (eligibility qualification). If Method-I is Urdu/English/Hindi, the second
methodology subject should be offered in any subject relating to their group subjects/
subjects studied at Intermediate/+2
 Method –II also shall be based on the group subjects in the qualifying examination and
will be allotted by the Department/ CTE where the candidate is admitted. In case of BCA,
BBM, B.Tech. candidates, the selection of methodology subject shall be based on their
Intermediate study as per MANUU-CET norms. However, candidates who have studied
restructured courses may be allowed to opt the second methodology close to the subjects
studied in the qualifying examination or a language.
Note:
i. No candidate is allowed to select two language methods
ii. Candidate may select one Language and one Non-language method or two Non-
language methods.

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VI. Structure of the Course - Semester I

Total credits = 20, Total marks = 500, Total hours = 448 hours
Theory Teaching Practicum Internal External
# Paper Codes Subject Name Marks Working
Credits Hours Credits Assessment Assessment
Hours
Philosophical Foundations
1 B9ED101CCT 100 3 48 1 32 30 70
of Education
Psychology of Learner and
2 B9ED102CCT 100 3 48 1 32 30 70
Learning
3 B9ED103CCT Communicative English 50 1 16 1 32 15 35
Pedagogy of a School Subjects – Part II (Any one) POT-I
B9ED101DST, Mathematics
4
B9ED102DST, Biological Sciences 100 3 48 1 32 30 70
B9ED103DST Social Studies
Pedagogy of a School Subjects – Part 1 (Any one) POT-II
B9ED114DST, Physical Sciences
5 B9ED111DST, Urdu
100 3 48 1 32 30 70
B9ED112DST, Hindi
B9ED113DST English

6 B9ED150CCP Peer Teaching 50 0 0 2 2 weeks 50 0

160 + 2
Total Marks 500 13 208 7 185 315
Weeks

Semester II
Total credits = 20 Total marks = 500 Total hours = 384 hours + 4 weeks
Theory Teaching Practicum Internal External
# Paper Codes Subject Name Marks Working
Credits Hours Credits Assessment Assessment
Hours
Sociological Foundations of
1 B9ED201CCT 100 3 48 1 32 30 70
Education
ICT Based Teaching and
2 B9ED203CCT 50 1 16 1 32 15 35
Learning
3 B9ED202CCT Learning and Teaching 100 3 48 1 32 30 70

Pedagogy of a School Subjects – Part II (Any one) POT-I

B9ED201DST Mathematics
4
B9ED202DST Biological Sciences 100 3 48 1 32 30 70
B9ED203DST Social Studies
Pedagogy of a School Subjects – Part II (Any one) POT-II
B9ED214DST Physical Sciences
5 B9ED211DST Urdu
100 3 48 1 32 30 70
B9ED212DST Hindi
B9ED213DST English
6 B9ED250CCP SITP-I 50 0 0 2 2 weeks 50 0
128+6
Total Marks 500 13 208 7 185 315
Weeks

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Semester III
Total credits = 20, Total marks = 500, Total hours = 224+ 10 weeks
Theory Teaching Practicum Internal External
# Paper Codes Subject Name Marks Working
Credits Hours Credits Assessment Assessment
Hours
1 B9ED301CCT Assessment for Learning 100 3 48 1 32 30 70

2 B9ED302CCT School Management 50 1 16 1 32 15 35

3 B9ED303CCT ICT Competencies 50 0 0 2 64 0 50
4 B9ED302EPP Art in Education 50 0 16 2 64 50 0
Reading and Reflecting on
5 B9ED301EPP 50 0 0 2 64 50 0
Texts
6 B9ED350CCP SITP-II 200 0 0 8 8 weeks 200 0
224 + 8
Total Marks 500 4 80 16 345 155
weeks

Semester IV
Total credits = 20, Total marks = 500, Total hours = 256 + 6 weeks
Theory Teaching Practicum Internal External
# Paper Codes Subject Name Marks Working
Credits Hours Credits Assessment Assessment
Hours
Contemporary issues in
1 B9ED401CCT 100 3 48 1 32 30 70
Education
2 B9ED402CCT Environmental Education 50 1 16 1 32 15 35
3 B9ED403CCT Inclusive Education 50 1 16 1 32 15 35
Health and Physical
4 B9ED404CCT 50 1 16 1 32 15 35
Education
5 B9ED401EPP Understanding the Self 50 0 0 2 64 50 0
6 B9ED450CCP SITP-III 200 0 0 8 8 week 200 0
256+8
Total Marks 500 6 96 14 325 175
week
768 + 20
GRAND TOTAL 2000 36 592 44 1040 960
Weeks

TP/INTERNSHIP
Semester Credits Marks Activities
ACTIVITY
10% Marks and
Duration as
II Peer Teaching 2 50 Micro Teaching(2x5x5) 2 week Suggested by
NCTE
(I st Year)
II SITP-I 2 50 10 Lessons(2x5x5) 2 week

20 Period Plans (2x10x5)=100, 40% Marks and

SAT(2X25)=50, Duration as
III SITP-II 8 200 Observations(2x5x2)=20, 8 week Suggested by
Co-Curricular Activities=20, NCTE
Portfolio =10 (II Year)

10 Period Plans(2x5x5)=50,
Action Research=25,
IV SITP-III 8 200 Community Study=50, 8 week
Final Lesson(2x25)=50,
Internship Dairy=25

20 500 25% Marks of Total Course for TP&I 20 weeks

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VII. Records and Projects

1. Theory based Practicum (as per the syllabus of the concerned theory paper)
2. Micro Lesson Record (one for each method)
3. Practice Teaching Lesson Record (one for each method)
4. Internship diary
5. EPC course - Records and Practicals.
VIII. Internal Assessment of Theory Courses
a) Theory Courses – Semester end exams will be conducted for theory papers for 70 marks.
b) Internal Assessment of Theory Courses
The Award of Continuous Internal Evaluation i.e. internal assessment marks in each
semester for theory papers shall be as follows:
Theory 100 Marks Paper 50 Marks Paper
Class test - 2 15 7.5
Assignment -1 10 5
Attendance 5 2.5
Total 30 15
The Award of Continuous Internal Evaluation i.e. internal assessment marks in each
semester for the practical papers shall be as follows:
S. No. Aspects Marks
1. Activity Report 25
2. Presentation/ Seminar 20
3. Attendance 5
Total 50

The marks for attendance will be given as follows:

S. No. Max marks Max marks =2.5
=5 (CIE=30) (CIE=15)
1. ≥ 95 5 2.5
2. ≥ 90 to 94.99 4 2
3. ≥ 85 to 89.99 3 1.5
4. ≥ 80 to 84.99 2 1
5. ≥ 75 to 79.99 0 0
6. Less than 75 0 0

IX. Rules of Attendance

1. The degree of Bachelor of Education shall be conferred on a candidate who, after getting
admission into the B.Ed. course as specified above, has pursued a “Regular course of
study” as herein prescribed and fulfilled the conditions laid-down for the attendance of
students and passed the prescribed examination both in theory and practical.
2. The minimum attendance of student-teachers shall have to be 80% for all course work and
90% for practicum i.e., Teaching Practice and School Internship. In special cases the Vice-
Chancellor may condone deficiency of attendance not exceeding 10% on the
recommendation of the HOD/ Principal, based on medical certificate by an authorized
medical officer. A monthly consolidated attendance statement will be displayed on the
institution notice board on 5th of every month and the same be sent every month to the
Dean, School of Education and Training, MANUU, Hyderabad.
3. Students who are continuously absent for ten days or more, a notice will be served stating
that he/she has to forfeit his/her seat, if he/she fails to report to the college immediately.
4. The Candidates whose attendance is below 70% and more than 40% may be given
readmission within a period of two consecutive years with complete fee but without
appearing at the Entrance Examination and in such a case the candidate has to fulfill all
the rules and regulations which are followed by a fresh candidate. Otherwise such

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candidate should appear at the subsequent entrance exam and seek admission. Any request
for readmission will be considered in the subsequent academic year only.
5. The students who do not have adequate attendance will not be considered for the award of
any scholarship or any kind of financial aid by the University or any other government or
quasi government agency.
6. Attendance shall be reckoned from the date of admission to the last instructional day as
per the almanac.

X. General Rules for Examination

1. Applications for permission to appear for an Examination shall be made on the prescribed
form, accompanied by three passport size full face photographs (not profile) along with
the necessary certificates regarding attendance, practical work etc. The prescribed fee
should be submitted on or before the date fixed for this purpose. The HOD/Principal, after
verifying the eligibility of the candidate, shall forward the application to the Examination
Branch of the University.
2. When a candidate’s application is found to be in order, the Controller of Examinations
shall send the attested Hall Ticket with the photograph of the candidate affixed to it, to the
HOD/ Principal. The HOD/ Principal will then ensure that the candidate has complied
with all the conditions regarding eligibility criteria and only then, issue the Hall Ticket to
him / her. Hall Ticket thus issued to the candidate shall have to be produced by the
candidate before he / she can be admitted to the premises where the Examination is held.
3. A candidate who has been allowed to appear at the examination of the University once,
but has not been able to appear or has failed to pass the examination may be permitted to
appear at the same examination again without putting in any further attendance, provided
he/she does not change the subject or subjects originally selected by him/ her.

XI. Transitory Rules:

Whenever a course or scheme of instruction is changed in a particular year, two more
examinations immediately following thereafter shall be conducted according to the old
syllabus / regulations. Candidates not appearing at the examinations or failing in them
shall take the examination subsequently according to the changed Syllabus / Regulations.

XII. Grades, Credits, SGPA and CGPA

The Two-Year B.Ed. Programme proposes to implement Cumulative Grade Point Average
(CGPA) in continuous evaluation system of Two-Year B.Ed. Programme.
Grades, Credits, SGPA and CGPA

After receiving the marks of the student teachers from the HOD/Principals of Colleges of
Teacher Education through the Chairperson, Board of Studies in Education for B.Ed., the
Examination Branch of the University shall prepare Semester Grade Point Average
(SGPA) and Cumulative Grade Point Average (CGPA) Memos by incorporating the
marks obtained by the students in the semester end university examinations as described
below. As 40% is the minimum required for pass in the examinations, the student teachers
should obtain at least 28 marks (out of 70) in courses which carry 100 marks and 14 marks
(out of 35) in courses which carry 50 marks in the University examinations. However,
there is no minimum for internal assessment.
Award of Grades
Examination Regulations under Choice Based Credit System
(Effective from Academic Year 2016 –17) will be followed.

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XIII. Improvement of Grade

1. Paper – wise Improvement:
(a) When a candidate has passed in one or more papers / subjects in the first attempt in the
regular * examination (s) conducted by the University for his / her batch, paper – wise
improvement is permissible only in those papers.
(b) A candidate is permitted to appear for paper-wise improvement only once for a semester
examination.
(c) A candidate who wishes to improve his / her performance may be permitted to do so if
he / she appears in the immediate next regular examination conducted by the University.
Paper – wise improvement not permissible for any backlog ** completed paper.
(d) A candidate appearing for paper – wise improvement is permitted to have the better of
the two awards for the purpose of award of division.
Note: * Regular examination means, an examination conducted at the end of the
semester for which the candidates were admitted and had undergone
instruction.
** Backlogs means: (i) the papers / subjects in which the candidate registered for
examination but either absented or failed, or (ii) papers / subjects for which
the candidate has not registered for the examination along with his / her batch
of students.
2. Improvement in Aggregate:
Improvement in aggregate is permitted only after the candidate exhausts the chances of
paper – wise improvement as per the following conditions:
(a) Aggregate improvement is permissible only when a candidate appears in all papers /
subjects (including practicals if any as per scheme) but not piece – meal or a semester.
Further, the candidate has to appear for improvement examination as per the scheme of
examination and syllabus in vogue at the time of taking his / her examination.
(b) When a candidate appears for improvement in any semester / semesters, he / she may be
permitted to have the better of the two aggregates i.e., the original or improvement.
(c) The candidate is allowed for improvement in aggregate by appearing not more than two
times for any semester. Further, aggregate improvement is limited to a period of one (1)
year after passing the final semester examination for two (2) year course.
Note: Candidate who appear for improvement of performances under the above two
categories are not eligible for the award of Distinction / Prizes / Medals / Merit
Certificates etc.

XIV. Appearance and Reappearance for the Examination

1. Candidates who have put in the required attendance both in Theory and Practicum and
those who have completed practical work and submitted records specified in the
curriculum alone are eligible to appear for theory and practical examinations of B.Ed.
course.
2. No candidate without the completion of teaching practice and school internship, projects
and practical record work will be allowed for final university level theory/ practical
examinations.
3. The HOD/Principal of the college of Education should not allow any candidate to appear
for the final theory examination if their practical work as prescribed is not satisfactory or
incomplete at the time of forwarding the application for examination to the university.
Such candidates should seek fresh admission or readmission in the subsequent year to
complete their practical work.
4. A candidate who fails in the theory part of the examination may be allowed to reappear
either in the concerned theory course(s) in which he / she failed or in all the theory
courses, at any subsequent examination without putting in further attendance, provided he
/ she does not change the subjects originally studied by him / her.

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5. In case of teaching practice-cum-internship and other practical projects / records are not
satisfactorily completed, the candidate will be permitted to appear for the final
examination only after completing such practical work after seeking re-admission to B.Ed.
as a casual student and producing thereafter, certificates of satisfactory work in the
required areas.
6. Attendance at N.C.C. / N.S.S. Camps or Inter-Collegiate or Inter University or Inter-State
or National or International matches or Debates, youth festivals or educational excursions
if they form the part of the curriculum, or attendance at such other inter-university, inter-
college activities, as approved by the university, will not be treated as absence. However,
the aggregate of such absence should not exceed four weeks in the entire course of two
years or four semesters

XV. Moderation Board

1. Projects, activities and records are part of the B.Ed. programme which requires objective
evaluation for awarding marks/ grades. All the practical work will be moderated by the
Moderation Board duly constituted by the University drafting the senior Faculty members
from the School of Education and Training. The committee will consist of three members.
The same moderation committee will moderate all the programs offered by School of
Education and Training. Moderation will be done at the end of the fourth semester.
2. Moderation Board will examine a minimum of 20% of the total practical records / work
randomly selected.
3. The Moderation Board will scrutinize the internal assessment marks in each course and
practical work (Activities, Projects, Methods Records, etc.) of the candidates and ensure
that evaluation standards are uniformly maintained in the department and at all the other
CTE’s. They will also check any significant difference in the assessment by constituent
colleges and moderate to maintain a uniform standard of assessment among them.
4. The Moderation Board, after due review shall declare the appropriate marks to be
awarded. The Moderation Board has the authority to reduce or enhance the marks awarded
by teacher educators/ subject teachers/ Heads of the Schools.
5. The HOD/Principals of Colleges of Teacher Education should submit all the practical
records of their Department/CTE’s to the Dean, School of Education and Training for
moderation.
6. Moderation Board shall forward these recommendations to the concerned HOD/Principals
to effect the changes and request them to submit soft and hard copies of the same to the
Dean, School of Education and Training. The Dean, School of Education and Training
shall forward the duly revised award lists to the Chairman, Board of Studies in Education
for onward transmission to the Controller of Examinations, MANUU, Hyderabad.
7. Recommendations of the Moderation Board are final and are not subject to review or
revision.

XIX. Teaching Faculty as Mentors

1. It is envisaged to continue the practice of the concept of “Mentorship” in the Colleges of
Teacher Education.
2. Each Teacher Educator in the Department/College of Teacher Education will act as a
mentor, who will be responsible for monitoring the overall progress of the student teacher
i.e., attendance, preparation of projects, teaching practice-cum-Internship and his overall
participation in the programme.
3. Each mentor will be allotted minimum of 7-8 student teachers from each batch and he /
she will take care of his / her progress and participation in the B.Ed. Programme.
4. Each mentor, besides providing overall guidance, is also responsible for resolving of any
problems faced by the students. Mentor will authenticate the reports prepared by student –
teachers and conduct of various projects of the B.Ed. Programme.

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5. The HOD/Principal of the Colleges of Teacher Education has to submit the list of mentors
and the students allotted to each mentor to the Dean, School of Education and Training
immediately after commencement of the B.Ed. program.

XVI. Guidelines for School Head Masters / Head Mistresses

The Head Masters / Head Mistresses of Practicing/Cooperating Schools are expected to:
1. Maintain the attendance of student teachers both for the forenoon and afternoon sessions
in the school during the teaching practice/Internship.
2. Give strict instructions to supervisor teachers to follow the instructions given by the
teacher educators and monitor the classroom performance of the student teachers. Also
instruct the supervisor teachers to record their observations in the lesson plan records of
the student teachers.
3. Instruct all the student teachers to stay in the school from morning first bell to evening last
bell, during the school internship
4. Instruct the student teachers to participate in School Assembly and also to present
different value added activities in the assembly sessions.
5. Assign any activity to the student teachers related to clean and green programme, eco-
club, conducting science fairs, exhibitions, festivals, debates, elocution, quiz, cultural and
literary programmes, decoration activities, remedial classes, parent-teacher meetings, field
trips, excursions, etc.
6. Sign on the records / project reports carried out by the student teachers during their stay in
the school.

XVII. Instructions to Paper Setters

The Model Questions Paper is given below.

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Model Paper
MAULANA AZAD NATIONAL URDU UNIVERSITY
Model Paper
Faculty of Education
B.Ed. Semester Examination
Subject Paper
Time: 2 Hours Max. Marks: 35

Section – A (5 x 1= 5 marks)
Note :

1. Section A consists of 5 objective type questions.

2. All questions are compulsory.
3. Each question carries 4 marks.

Section B (5x4=20 Marks)

Note :

1. Section B consists of 8 questions, the candidate has to answer 5 questions by

following internal choice in about 100 words.
2. Each question carries 4 marks.

Section – C (1 x 10 = 10 marks)

Note :
1. Part B – consists of 2 essay type questions.
2. The candidate is to answer 1 question by following internal choice.
3. Each question carries 10 marks.

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Model Paper
MAULANA AZAD NATIONAL URDU UNIVERSITY
Model Paper
Faculty of Education
B.Ed. Semester Examination
Subject Paper
Time: 3 Hours Max. Marks: 70
Section – A (10 x 1= 10 marks)
Note :
1. Section A consists of 10 objective type questions
2. All questions are compulsory.
3. Each question carries 1 mark.

Section B (5x6=30 Marks)

Note :
1. Section B consists of 8 questions, the candidate has to answer 5 questions by
following internal choice in about one page not exceeding 200 words.
2. Each question carries 6 marks.

Section – C (3 x 10 = 30 marks)
Note :
1. Section C – consists of 5 essay type questions.
2. The candidate is to answer 3 questions by following internal choice not exceeding
500 words.
3. Each question carries 10 marks.

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Semester-I
Course Code Course Title Semester
B9ED101CCT PHILOSOPHICAL FOUNDATIONS OF EDUCATION I

Scheme of Instruction Scheme of Examination

Total Duration : 48+32 = 80 Hrs Maximum Score : 100

Periods / Week : 5 Internal Evaluation : 30

Credits : 3 +1 = 4 End Semester : 70

Instruction : Lecture-cum-Discussion, Group Exam Duration : 3
Mode Discussion, Presentations, Panel Hrs
Discussion, Seminar
Presentations
Objectives
The Course will enable the student-teacher to:
1. understand the concepts of Education and Philosophy
2. understand the Indian and Oriental Philosophical thought on Education
3. understand the implications of various western schools of thought on Education
4. understand the implications made by recent thinkers on Education.
5. appreciate the nobility of teaching as a profession.
6. understand the need and importance of values and their role in making an individual
humane.
7. understand and appreciate the contributions made by the Oriental Philosophies to
Education
Course Content
Unit-1: Introduction to Philosophy and Education (10 hours)
1.1 Concept and Scope of Philosophy
1.2 Concept and Scope of Education
1.3 Relationship between Philosophy and Education
1.4 Philosophy and Aims of Education
1.5 Philosophy of Education and Educational Philosophy

Unit-2: Indian Education: Historical Perspective ( 15 hours)

2.1 Education during Ancient Period (Vedic Education and Buddhist Education )
2.2 Education during Medieval Period (Including Islamic Education)
2.3 Education during Modern Period (Pre-Independent and Post Independent era)
2.4 Educational Thinkers
i. Rabindranath Tagore
ii. Sri Aurobindo Ghosh
iii. Mohandas Karamchand Gandhi
iv. Allama Iqbal
v. Sir Syed Ahmed Khan
vi. Maulana Abul Kalam Azad

Unit-3: Eastern Systems and Western Schools of Philosophy (15 hours)

3.1 Eastern Systems of Philosophy
i. Sankhya ii. Yoga iii. Nyaya iv. Sufism
3.2 Western Schools of Philosophy
i. Idealism ii. Naturalism iii. Pragmatism iv. Existentialism

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Unit 4: Value Education ( 5 hours)

4.1 Concept of Value
4.2 Classification of Values
4.3 Value Crisis
4.4 Approaches to inculcate Values
4.5 Values and Harmonious Life

Unit-5: Teaching as a Profession (5 hours)

5.1 Teacher: Professional Competencies and Commitments
5.2 Teacher as a Nation Builder
5.3 Teacher as a Creator and Facilitator of Knowledge
5.4 Professional Ethics of Teachers
5.5 Teacher and the Future Society

Practicum - Any Two of the Following:

1. Critically review a selected book written by Contemporary Educationist in India.
2. Thoughts and reflections of Western Philosophical Schools and its relevance to the
present day Indian Education – A Report
3. A report on the different roles played by an ideal teacher in the classroom, school and
community
4. Evaluate the existing school system and state to what extent the educational ideologies
of the Islamic modernist in our country are reflected.
5. List out the values which make an individual a righteous human being.

Text Books
1. Ramesh, G., & Dash, B.N., (2013). Foundations of education. Hyderabad: Neelkamal
Publications.
2. Aggrawal, J.C. (1996). Theory and principles of education (10th rev. ed.). New Delhi:
Vikas Publication.
3. Altakar A.S. (1957). Education in ancient India. Varanasi: Nand Kishore Publication.
4. Anand, C. L. (1993). Teacher and education in the emerging Indian society. New
Delhi: NCERT.

Reference Books
1. Amaldass, A. (2001). Introduction to philosophy. Chennai: Satya Nilayam
Publications.
2. Chandra, B. (2000). India after independence. New Delhi: Roopa.
3. Brubacher. J. S. (1962). Modern philosophies of education. New York: McGraw-
Hill Co.
4. Butler, J.D. (1968). Four philosophies and their practice in education and
religion (3rd ed.). New York: Harper and Row Publisher.
5. Chakravarthy, D.K. (2000). Fundamental questions of epistemology and
metaphysics. New Delhi: Omsons Publications.
6. Chaube, S.P., & Chaube, A. (2007). Philosophical and sociological foundations of
education. Agra: Vinod Pustak Mandir.
7. Deota, N.P. (2012). Effective leadership qualities. Germany: Lap Lambert
Academic Publishing.
8. Deota, N.P. (2012). Kaleidoscopic views on education. Germany: Lap Lambert
Academic Publishing.
9. Dewey, J. (1963). Democracy and education. New York: Mac Millan & Co.
10. Dhavan, M.L. (2005). Philosophy of education. Delhi; Isha Books.

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B.Ed. Syllabus Revised 2019

11. Peters, R. S. History of philosophy. New York: Orient Longman.

12. Thilly, F. (2018). Introduction to history of philosophy. New Delhi: S B W Publishers.
13. Jaffar, S.M. (1972). Education in Muslim India. Delhi: Idrah-I-Ababiyat.
14. Brubacher, J. S. (2007). Modern philosophy of education. New Delhi: Surjeet
Publications.
15. Kabir, H. (1961). Indian philosophy of education. Bombay: Asia Publishing
House.
16. M. Keynes, 5th Edition. Cambridge: Cambridge University Press.
17. Dhawan, M.L. (2005). Philosophy of education. Delhi: Esha Books.
18. Mookerji, R.K. (1960). Ancient Indian education. Delhi: Moti Mahal.
19. Mukherjee, S. (2007). Contemporary issues in modern Indian education. New Delhi:
Authorpress.
20. Mukherji, S.N. (1955). History of education in India. Baroda: Acharya Book Depot.
21. Nurullah, S., & Naik, J. P. (1951). A history of education in India. Bombay: Macmillan
& Co.
22. Park, J. (Ed.). (1968). Selected readings in the philosophy of education (3rd ed.).
London: The MacMillan Company.
23. Passi, B. K. (2004). Value education. Agra: National Psychological Corporation.
24. Radhakrishnan, S. (1953). History of philosophy: Eastern and western. London:
George Allen & Unwin Limited.
25. Saiyidain, K. G. (1970). Facts of Indian education. New Delhi: NCERT.
26. Sharma, R.N. (2000). Textbook of educational philosophy. New Delhi: Kanishka
Publishers & Distributors.
27. Smith, P.G. (Ed.). (1970). Theories of value and problems of education. London:
University of Illinois Press.
28. Thakur, A. S., & Berwal, S. (2007). Education in emerging Indian society. New Delhi:
National Publishing House.
29. Thakur, A.S. (1977). The philosophical foundations of education. New Delhi:
National Publishing House.

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Course Code Course Title Semester

B9ED102CCT PSYCHOLOGY OF LEARNER AND LEARNING I

Scheme of Instruction Scheme of Examination

Total Duration : 48+32 = 80 Hrs Maximum Score : 100

Periods / Week : 5 Internal Evaluation : 30

Credits : 3 +1 = 4 End Semester : 70

Instruction : Lecture-cum-Discussion, Group Exam Duration : 3
Mode Discussion, Presentations, Panel Hrs
Discussion, Seminar
Presentations
Objectives:
This Course will enable the student teachers to:
1. appreciate the need and significance of the study of Educational psychology in
understanding, analyzing and interpreting the development of the learner.
2. understand the nature and principles of growth and development.
3. understand the different theories of growth and development.
4. understand the nature of adolescents and their specific characteristics.
5. understand the role of teacher, school and parents for holistic development of learners.
6. understand the nature of personality and its assessment.
7. understand the nature and process of learning and factors that facilitate or obstruct the
learning process.
Course Content
Unit-1: Nature and Methods of Educational Psychology (8 hours)
1.1. Psychology: Meaning, Nature and Scope
1.2. Educational Psychology: Meaning, Nature and Scope
1.3. Methods of Educational Psychology: Introspection, Observation, Experimental and Case
Study.
1.4. Need and Importance of Educational Psychology to the teacher

Unit-2: Growth and Development of the Learner (15 hours)

2.1. Concept and Nature of Growth, Development and Maturation.
2.2. Difference between Growth and Development, Principles of Development.
2.3. Factors influencing Growth and Development: Heredity and Environment.
2.4. Stages of Growth and Development- Infancy, Childhood and Adolescence.
2.5. Theories of Development: Cognitive(Piaget), Psycho-Social(Erickson), Moral
(Kohlberg), Psycho-Analytic (Freud) and Language ( Noam Chomsky)

Unit-3: Individual as a Unique Learner (5 hours)

3.1. Concept and types of individual differences.
3.2. Concept of intra and inter individual differences.
3.3. Factors responsible for individual differences.
3.4. Implications of individual differences for organizing educational programs.

Unit-4: Personality of Learner and its Assessment (10 hours)

4.1 Personality: Concept, Nature and Types of personality (Types and Trait Approach).
4.2 Factors influencing Personality: Heredity and Environment.
4.3 Development of Integrated Personality

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B.Ed. Syllabus Revised 2019

4.4 Assessment of Personality: Projective Techniques (Rorschach’s Ink Blot Test, TAT and
CAT), 4.5 Non-Projective Techniques, Observation, Questionnaire, Interview, Rating scales,
Check-lists, Attitude scales and Anecdotal records.

Unit-5: Learning and Memory (10 hours)

5.1.Learning: Concept, Process and Principles of Learning
5.2.Factors affecting learning, learner’s individual differences, Conditions of Learning:
Physiological, Psychological, Social, Emotional, Environmental and Educational factors.
5.3.Theories of Learning and their Classroom Implications- Trial and Error (Thorndike),
Classical Conditioning (Pavlov), Operant Conditioning (Skinner), Learning by Insight
(Gestalt), Social Learning (Bandura) and Constructivism (Vygotsky).
5.4.Transfer of Learning: Concept, Types of theories of Transfer, Role of teacher in
Developing Positive Transfer
5.5.Memory and Forgetting: Concept, Causes of Forgetting, Effective methods of
Remembering

Practicum - Any Two of the Following:

1. Visit a balwadi centre / NGO Centres for orphans / street children homes and prepare a
detailed report on the functionaries of these centres.
2. Understanding Development through Case Study
3. Describe salient features of Child Rights Act-2005
4. Interact with five adolescent and collect information about their attitudes, interest,
aspirations in respect of their educational and occupational choices.
5. Observe the various age group children (Early childhood, Later childhood, Adolescent) in
various situations like in the classroom, playground, at home, with parents, friends,
siblings and list down the characteristics of them in physical, social, emotional and
intellectual domain.
6. Find out the plug-in points from your school subjects and link it with the components of
Adolescence Education. Also plan out supplementary co-curricular activities for the
same.
7. Observe some successful individuals and list down the behavioural characteristics which
impress you.
8. Take interview of five low achievers and five high achievers and find out their modes of
learning.

Text Books:
1. Hurlock, E.B. (1999). Developmental psychology. New Delhi: Tata MCGraw- Hill
Publishing Company Ltd.
2. Kundu, C.L., & Tutoo, D.N. (1993). Educational psychology. New Delhi: Sterling
Publishers Pvt. Ltd.
3. Mangal, S.K, (2000). Advanced educational psychology. New Delhi: Prentice Hall
of India Pvt. Ltd.
4. Mohan, J., & Vasudeva, P. N. (1993). Learning theories and teaching. In Mohan Jitendra
(Ed.). Educational Psychology (pp. 146). New Delhi: Wiley Eastern Limited.
5. Aggarwal, J.C. (1995), Essential Psychology. New Delhi: Vikas Publishing House
Pvt. Ltd.
6. Chauhan, S.S. (1988). Advanced educational psychology. New Delhi: Vikas
Publishing House Pvt. Ltd.
7. Dandapani. (2002). Advanced educational psychology. (2nd ed.). New Delhi: Anmol
Publications Pvt. Ltd.

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References:
1. Bhatia, H.R. (1977). Textbook of educational psychology. New Delhi: The Macmillan
Company of India Ltd.
2. Dash, M. (1988). Educational psychology. Delhi: Deep and Deep Publications.
3. Dececco, J.P. (1977). The Psychology of learning and instruction. New Delhi: Prentice
Hall of Indian Pvt. Ltd.
4. International Bureau of Education. (1990). Educational sciences: Essentials of
educational psychology (International Bureau of Education ,UNESCO). New Delhi:
Sterling Publishers. Duric, L.
5. Hilgard, E.R., & Bower, G. H. (1981). Theories of learning. New Delhi: Prentice Hall
India.
6. Kakkar, S.B. (1989). Educational psychology & guidance. Ambala, Cantt: The Indian
Publication, Hill Road.
7. Lindgren, H. C. (1967). Educational psychology in classroom (3rd ed.). New York: John
Wiley and sons.
8. Mangal, S. K. (1984). Psychological foundations of education. Ludhiana: Prakash
Publishers.
9. Papalia, D. E., & Sally, W. O. (1978). Human development. New York: McGraw Hill
Publishing Company
10. Parmeshwaran, E.G., & Beena, C. (2002). An invitation to psychology. Hyderabad:
Neel Kamal Publications Pvt Ltd.
11. Rao S. N. (1990). Educational psychology. New Delhi: Wiley Eastern Ltd.
12. Skinner, E. C. (1984). Educational psychology (4th ed.). New Delhi: Prentice Hall of India
Pvt. Ltd.
13. Spinthall, N., & Spinthall, R. C. (1990). Educational psychology (5th ed.). New York:
McGraw Hill Publishing Company.

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Course Code Course Title Semester

B9ED103CCT COMMUNICATIVE ENGLISH I

Scheme of Instruction Scheme of Examination

Total Duration : 16 + 32 = 48Hrs Maximum Score : 50
Periods / Week : 4 Internal Evaluation : 15

Credits : 1+ 1 = 2 End Semester : 35

Instruction : Lecture-cum-Discussion, Group Exam Duration : 2
Mode Discussion, Presentations, Panel Hrs
Discussion, Seminar Presentations
Objectives :
The Course will enable the student teacher to:
1. develop listening comprehension.
2. improve voice quality and speaking skills.
3. develop conference skills for a better presentation.
4. improve reading comprehension.
5. develop writing skills to write invitations, application, letters and resumes etc.
Course Content
Unit-1: Grammar and Phonetics (5 hours Theory +10 hours Practical)
a) Grammar
a. Parts of Speech
b. Types of Sentences
c. Tenses
d. Transformation of Sentences- Active-Passive, Direct-Indirect and Affirmative-
Negative.
e. Degrees of Comparison
f. Clauses
g. Question Tags
b) Phonetics
a. Sounds, Stress, Intonation, Rhythm, Voice quality, clarity, pace, pauses, and
voice modulation
Unit-2: Listening Comprehension and Speaking Skills (5 hours Theory + 10 hours Practical)
a) Listening comprehension
a. Difference between Hearing and Listening, Types of listening.
b. Characteristics of a good listener – Learning to listen.
b) Speaking Skills
a. Making speeches and presentations.
b. Compering and Anchoring.
c. Role-play.
Unit-3: Reading Comprehension and Writing skills: (6 hours Theory+ 12 hours Practical)
a) Reading Comprehension
a. Purpose of reading.
b. Types of reading.
c. Speed of reading.
d. Characteristics of a good reader.
b) Writing Skills
a. Writing a paragraph.
b. Letter writing: Formal and Informal
c. Writing invitations.

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B.Ed. Syllabus Revised 2019

d. Writing a resume
e. Writing notices and announcements.
f. Report writing.
Practicum
(All activities to be conducted and record to be maintained) 15 marks
1. Prepare an Invitation for Farewell/ Birthday/ Festival
2. Write a Notice / Report / Circular
3. Prepare a Resume
4. Write a letter formal and informal
5. Write the agenda and minutes of a meeting
References:
1. Wren., & Martin.(2016). High school English grammar & composition. Chennai:
Blackie Books.
2. Speak English (2004): 1-8 Audio cassettes and Student’s Books (A course in Speaking
and Listening) Orient Longman
3. Hello English (2004.) For communicating in real world – Orient Longman.
4. New connect (2004) For communication 1-8, Orient Longman.
5. English is easy (2004) 1-8, Orient Longman.
A set of carefully designed reading cards to provide supplementary reading for learners
with varied proficiency in English (2004), Orient Longman.

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Course Code Course Title Semester

B9ED101DST PEDAGOGY OF MATHEMATICS-I I

Scheme of Instruction Scheme of Examination

Total Duration : 48+32 = 80 Hrs Maximum Score : 100

Periods / Week : 5 Internal Evaluation : 30

Credits : 3 +1 = 4 End Semester : 70

Instruction : Lecture-cum-Discussion, Group Exam Duration : 3
Mode Discussion, Presentations, Panel Hrs
Discussion, Seminar
Presentations

Objectives
The Course will enable the student teacher to:
1. develop insight into the meaning, nature, scope and objectives of mathematics
education.
2. appreciate the role of mathematics in day to day life.
3. understand history, development of mathematics and the contributions of Indian
mathematicians to mathematics.
4. understand aims and objectives of different branches of mathematics.
5. identify the role of branches of mathematics and their implications on the society.
6. understand and practice various methods and approaches of teaching mathematics.
7. understand the selection, preparation and uses of learning resources.

Course Content
Unit-1: Introduction to Mathematics (8 Hours)
1.1 Meaning, Nature, and Scope of Mathematics.
1.2 History of Mathematics with special emphasis on Teaching of Mathematics.
1.3 Contributions of Indian Mathematicians a) Aryabhatta b) Brahmagupta c)
Varahamihira d) Bhaskaracharya e) Srinivasa Ramanujan f) Shakuntala Devi
1.4 Contributions of western mathematicians a) Euclid b) Pythagoras c) Renedescarte
d) Geroge Cantor.
1.5 Correlation of Mathematics with other school subjects and with other branches of
mathematics.

Unit-2: Aims and Objectives of Teaching Mathematics (8 Hours)

2.1 Need for establishing general objectives for teaching mathematics.
2.2 Aims, values and general objectives of teaching mathematics.
2.3 Specific objectives and teaching points of various content areas in different branches
of secondary school mathematics.
2.4 Recommendations of various Educational Committees and Commissions as regards to
Aims and Objectives of Teaching Mathematics.
2.5 Meaning and Concept of Competencies and Academic Standards of CCE.
2.6 Blooms Taxonomy of Educational objectives - Critique, Revised Bloom’s Taxonomy
by Anderson(2001)
2.7 Linking Bloom’s Taxonomy with Academic Standards.

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Unit-3: Approaches, Methods and Strategies in Teaching and Learning of Mathematical

Concepts (12 Hours)
3.1 Nature of Concepts, types of Concepts, Concept Formation and concept assimilation;
distinguishing and stating necessary and sufficient conditions in the process of
teaching concepts. Comparing and contrasting. Giving counter example and non-
example in teaching concepts. Planning and implementation strategies in teaching
concepts.
3.2 Creating awareness among student teachers on various concepts of Arithmetic,
Algebra, Geometry, Trigonometry, Probability and Statistics from classes VI to X.
3.3 Methods of Teaching Mathematics: Inductive and Deductive, Analytic and Synthetic,
Laboratory. Heuristic, Project Method and Activity Based Teaching.
3.4 Problem solving- Stages and Steps in problem solving; Discovering or Exploring
various options for solving a given problem in Algebra, Arithmetic, Business
Mathematics, Geometry, Trigonometry, Probability and Statistics.
3.5 Concept Attainment Model of Jerome Bruner and its application in teaching
mathematics.

Unit-4: Planning for Teaching – Learning Mathematics (12 Hours)

4.1 Microteaching: Concept, Definition, Microteaching cycle, Components of
Microteaching, Merits and Limitations.
4.2 Microteaching Skills: Introducing a lesson, Explaining a Concept, Stimulus Variation,
Illustrating with Examples, Probing Questioning, Reinforcement, Structuring
Classroom Questions, and Blackboard writing.
4.3 Planning of Instruction: Unit plan, Period plan based on Blooms Taxonomy and
academic standards (CCE).
4.4 Technology Integrated Lesson-Planning the Lesson using digital technology.

Unit-5: Learning Resources in Mathematics (8 Hours)

5.1 Mathematics Text Book – Importance and Criteria of good Mathematics text book.
5.2 A Critical Analysis of existing Secondary School Mathematics Text Books.
5.3 Audio, Visual and Multimedia resources – Selection and design according to learner
needs.
5.4 On line Resources – ICT based Pedagogical tools.
5.5 Using community resources for mathematics learning. Visits, mathematical field
trips and excursions.
5.6 Handling hurdles in utilizing resources.

Practicum - Any Two of the Following:

1. Create different activities to realize concept attainment by children in any unit from
Mathematics Text books of 6-10 classes
2. Each student has to collect and present history and contributions of one Indian or Western
mathematician
3. Preparation of T.L.M. for any one topic from classes 6-10 Mathematics
4. Preparation of power point presentation (PPP) for any one topic from a different branch of
mathematics
5. Identifying suitable methods/ approaches of teaching different topics from mathematics
text of any one class (Inductive/ Deductive/ Analytic/ Synthetic/ Laboratory/ Heuristic/
Project methods and Activity based learning)
6. Create a Mind map on any topic of mathematics.
7. Create a concept map on any topic of mathematics.

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Text Books
1. Davis, D. R. (1960). The Teaching of mathematics. New Delhi: Surjeet Publications.
2. Mangal, S.K. (1993). Teaching of mathematics. New Delhi: Arya Book Depot.
3. NCERT. (2012). Pedagogy of mathematics. New Delhi: NCERT.
4.Siddu, K.S. (1990). Teaching of Mathematics. New Delhi: Sterling Publishers.

Reference Books
1. Benjamin, B. S. (Ed.). (1958). Taxonomy of educational objectives, Handbook 1:
Cognitive domain. New York: Harcourt Brace & World Inc.
2. James, A. (2016). Methods of teaching of mathematics. Hyderabad: Neelkamal
Publications Pvt. Ltd.
3. Kulshrestha, A.K. (2012). Teaching of mathematics. Meerut: R. Lall Book Depot.
4. NCERT. (2000). National curriculum framework for teacher education. New Delhi:
NCERT.
5. NCERT. (2005). National curriculum framework. New Delhi: NCERT.
6. NCTM. (1970). The teaching of secondary school mathematics, XXXIII Yearbook.
Washington: NCTM.
7. Packiam, S. (1983). Teaching of modern mathematics. New Delhi: Doaba House.
8. Rao, N.M. (2016). A manual of mathematics laboratory. Hyderabad: Neelkamal
Publications Pvt. Ltd.
9 Rao, N.M. (2016). Mathematics projects. Hyderabad: Neelkamal Publications Pvt.
Ltd.

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Course Code Course Title Semester

B9ED102DST PEDAGOGY OF BIOLOGICAL SCIENCES-I I

Scheme of Instruction Scheme of Examination

Total Duration : 48+32 = 80 Hrs Maximum Score : 100

Periods / Week : 5 Internal Evaluation : 30

Credits : 3 +1 = 4 End Semester : 70

Instruction : Lecture-cum-Discussion, Group Exam Duration : 3
Mode Discussion, Presentations, Panel Hrs
Discussion, Seminar
Presentations

Objectives
The Course will enable the student teacher to:
1. develop an insight on the meaning, scope, nature and aims of biological sciences.
2. identify and relate everyday experiences with the learning of biological sciences.
3. integrate the knowledge of biological sciences with other school subjects.
4. facilitate the development of scientific attitude and scientific temper in the learners of
biological sciences.
5. develop competencies for teaching and learning biological sciences through Herbartian
and Constructivist approaches.
6. stimulate curiosity, creativity and inventiveness in the learners towards biological
sciences.

Course Content
Unit-1: Introduction to Science and Biological Sciences (5 Hours)
1.1. Science and Biological Sciences: Meaning Nature and Scope.
1.2. Structure of Science: Substantive Structure (Product of Science) and Syntactic
Structure (Process of Science).
1.3. Values of learning Biological Sciences.
1.4. Co-relation of Biological Sciences with other school subjects.

Unit-2: Development of Biological Sciences (6 Hours)

2.1 Milestones in the development of Biological Sciences.
2.2 Contributors of Biological Sciences – Aristotle, Charles Darwin, Gregor Johann
Mendel, Robert Hook, Louis Pasteur, William Harvey, Alexander Fleming and M.S.
Swaminathan.
2.3 Concept of Neo-darwinism
2.4 Role of Biological Sciences in Human Welfare.

Unit-3: Aims and Objectives of Teaching Biological Science (9 Hours)

3.1 Meaning, Importance, Aims and Objectives of teaching Biological Sciences.
3.2 Taxonomy of Educational Objectives – Bloom, Krathwohl, Simpson, et al.
3.3 Revised Bloom’s Taxonomy and Higher Order Thinking Skills.
3.4 Writing Instructional, Behavioural Objectives and Specifications of Teaching
Biological Sciences.
3.5 Competencies for Teaching of Biological Sciences.

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Unit-4: Approaches, Methods and Techniques of Teaching Biological Sciences (15 Hours)
4.1 Approaches to Biological Sciences Teaching – Inductive, Deductive and
Constructivist.
4.2 Methods of Teaching Biological Sciences- Lecture cum Demonstration, Historical,
Heuristic, Project, Problem solving and Laboratory.
4.3 Modern Teaching Techniques - Brainstorming, mind mapping, concept mapping,
Team Teaching and Models of Teaching – Concept Attainment Model and Biological
Sciences Inquiry Training Model

Unit-5: Transactional Strategies for Teaching Biological Sciences (13 Hours)

5.1 Year Plan, Unit Plan and Period Plan (Lesson Plan) Herbartian steps vs.
Constructivist approach.
5.2 Continuous Comprehensive Evaluation (CCE) Model, Period plan.
5.3 Microteaching – Concept, Nature and Importance, Skills of Microteaching, Practice of
Microteaching Skills- Introducing a lesson, Explaining a Concept, Stimulus Variation,
Probing Questioning, Drawing and Blackboard writing.

Practicum - Any Two of the Following:

1. Visit any zoological park/Botanical Garden/Agro based industry/ food park/ institution
of scientific interest or Science and Technological Museum in your vicinity and report.
2. Identify and write the objectives and specifications under the three domains on any
topic of your choice
3. Sketch the life history and write his/her contributions of any one Biologist
4. Name any common branch of both Botany and Zoology and explain how you integrate
the pedagogy in dealing with the content.
5. Organize an event on Earth Day/ Environment Day/ Population Day, etc. in the school
during the internship and report.

Text Books:
1. Agarwal, D. D. (2001). Modern methods of teaching biology. New Delhi: Sarup & Sons.
2. Ahmed, J. (2011). Teaching of biological science. New Delhi: PHI Learning Pvt.Ltd.
3. Chikara,M.S., & Sarma, S. (1985). Teaching of biology. Ludhiana: Prakash Brothers.

References:
1. Benjamin, S. Bloom. (Ed.). (1958). Taxonomy of educational objectives, Handbook I:
Cognitive domain, New York: Harcourt Brace & World Inc.
2. Gupta, S. K. (1983). Technology of science education. New Delhi: Vikas Publishing
House Pvt. Ltd.
3. Hassard, J. (2000). Science as inquiry. New Jersey: Good Year Books.
4. Krathwohl, D. R. (Ed.). (1964). Taxonomy of educational objectives, Hand Book II:
Affective domain. New York: David Mckay.
New UNESCO Source. (1978). Book for science teaching. New Delhi: Oxford & IBH
Publishing House.

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Course Code Course Title Semester

B9ED103DST PEDAGOGY OF SOCIAL STUDIES-I I

Scheme of Instruction Scheme of Examination

Total Duration : 48+32 = 80 Hrs Maximum Score : 100

Periods / Week : 5 Internal Evaluation : 30

Credits : 3 +1 = 4 End Semester : 70

Instruction : Lecture-cum-Discussion, Group Exam Duration : 3
Mode Discussion, Presentations, Panel Hrs
Discussion, Seminar
Presentations

Objectives
The Course will enable the student teacher to:
1. understand the meaning and scope of Social Studies.
2. develop general and specific aims of teaching Social Studies.
3. inculcate values through teaching of Social Studies.
4. understand major concepts and develop critical thinking through teaching inter
disciplines of Social Studies.
5. acquire knowledge on different strategies and approaches of teaching Social Studies.

Course Content
Unit-1: Social Studies as an Integrated Area of Study (7 Hours)
1.1 Meaning, Nature and Scope of Natural and Social Sciences
1.2 Distinction between Natural and Social Sciences
1.3 Meaning, History, Nature, Scope and Development of Social Studies with special
reference to Geography, History, Civics and Economics.
1.4 Distinction between Social Sciences and Social Studies
1.5 Understanding society through various Social Sciences

Unit-2: Aims Objectives and Academic Standards of Social Studies (7 Hours)

2.1 Major aims and objectives of teaching Social Studies
2.2 Bloom’s taxonomy of Educational Objectives
2.3 Academic Standards and Learning outcomes of teaching Social Studies
2.4 Recommendations of NPE 1986 and NCF 2005.
2.5 Values of Teaching Social Studies
Unit-3: Approaches, Methods, Strategies and Techniques of Teaching Social Studies
(14 ours)
3.1 Meaning, need and significance of various approaches, methods, strategies and
techniques of Teaching Social Studies.
3.2 Teacher centred approaches. Lecture, Lecture-demonstration, Source and Supervisory
Study.
3.3 Learner centered approaches. Project, Problem Solving, Discussion, Inductive and
Deductive, Observation, Constructivistic Approach.
3.4 Strategies / Techniques - Brain Storming, Team Teaching, Mind Mapping, Concept
Mapping.
3.5 Activities. Dramatisation, Role play, Field Trips, Excursions, Social Science Clubs,
Exhibitions.

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Unit-4: Planning in Teaching Social Studies (12 Hours)

4.1 Micro-teaching - Meaning, Concept and Nature.
4.2 Micro-teaching Skills - Introduction, Explanation, Questioning, Reinforcement,
Stimulus Variation.
4.3 Year Plan and Unit Plan.
4.4 Need and Importance of Lesson Planning (Period Planning).
4.5 Technology Integrated Lesson Planning.

Unit-5: Teaching Learning Resources in Social Studies (8 Hours)

5.1 Community Resources - Human and Material.
5.2 Social Studies Library, Laboratory and Museum.
5.3 Need and Significance of Current Events and Controversial Issues in Teaching Social
Studies.
5.4 Handling hurdles in utilizing resources.
5.5 Professional Development of Social Studies Teacher.

Practicum - Any Two of the Following:

1. Identify values depicted in the lessons of Social Studies of any one class and prepare a
report.
2. Select and plan appropriate strategies for teaching a lesson of Social Studies of your
choice and submit.
3. Identify any village/ward/ colony and make social survey and find out the literacy rate,
adult education programmes, electricity, toilets, sanitary and water facilities, maintenance
of roads, etc and submit village/ward description report.
4. Organise a programme in the school in connection with celebration of national festivals,
birthdays of social scientists/ National leaders, etc.

Text Books:
1. Aggarwal J.C. (1993). Teaching of social studies: A practical approach (2nd ed.). New
Delhi: Vikas Publishing House.
2. Aggarwal J.C. (1983). Teaching of history. New Delhi: Vikas Publishing House.
3. Kochhar, S. K. (1988). Teaching of social studies. New Delhi: Sterling Publishers
Private Ltd.
4. Bining, A.C., & Bining, B. H. (1952). Teaching of social studies in secondary schools
(3rd ed.). Bombay: TATA Mc Graw- Hill publishing Company Ltd.

Reference Books:
1. Edwin, F. (1967). The new social studies in secondary schools: An inductive
approach. New York: Holt Binchart and Winston Inc.
2. Martorella, P. M. (1976). Social studies strategies: Theory into practice. New York:
Harper and Row Publishers Inc.
3. Mechlinger, M. D. (1981). UNESCO handbook of teaching social studies. London:
Croom Helm.
4. Moffat, M. P. (1955). Social studies instruction (2nd ed.). New York: Prentice Hall Inc.
5. Edgar, B. W., & Stareky, P. W. (1958). Teaching social studies in high schools.
Boston: 11C Health and Company.
6. Patel, R. N. (2010). Educational Evaluation: Theory and practice. Mumbai: Himalaya
Publishing House.

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Course Code Course Title Semester

B9ED111DST PEDAGOGY OF URDU-I I

Scheme of Instruction Scheme of Examination

Total Duration : 48+32 = 80 Hrs Maximum Score : 100

Periods / Week : 5 Internal Evaluation : 30

Credits : 3 +1 = 4 End Semester : 70

Instruction : Lecture-cum-Discussion, Group Exam Duration : 3
Mode Discussion, Presentations, Panel Hrs
Discussion, Seminar
Presentations

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B.Ed. Syllabus Revised 2019

Course Code Course Title Semester

B9ED112DST PEDAGOGY OF HINDI-I I

Scheme of Instruction Scheme of Examination

Total Duration : 48+32 = 80 Hrs Maximum Score : 100

Periods / Week : 5 Internal Evaluation : 30

Credits : 3 +1 = 4 End Semester : 70

Instruction : Lecture-cum-Discussion, Group Exam Duration : 3
Mode Discussion, Presentations, Panel Hrs
Discussion, Seminar
Presentations

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B.Ed. Syllabus Revised 2019

Course Code Course Title Semester

B9ED113DST PEDAGOGY OF ENGLISH-I I

Scheme of Instruction Scheme of Examination

Total Duration : 48+32 = 80 Hrs Maximum Score : 100

Periods / Week : 5 Internal Evaluation : 30

Credits : 3 +1 = 4 End Semester : 70

Instruction : Lecture-cum-Discussion, Group Exam Duration : 3
Mode Discussion, Presentations, Panel Hrs
Discussion, Seminar
Presentations

Objectives
The Course will enable the student teachers to:
1. understand the place of English language teaching in India.
2. understand the different roles of language.
3. understanding the importance of home language, school language and the role of mother
tongue in education.
4. identify different methods, approaches and techniques needed for teaching different skills
of ELT in the Indian context.
5. understand different skills of English language.
6. improve their ability in planning a lesson in prose, poetry and supplementary reader.
7. develop integrated skills in ELT.
8. prepare different activities and tasks for learners.

Course Content
Unit-1: Introduction to ELT (6 Hours)
1.1 Meaning, Nature and Scope of English Language Teaching.
1.2 Aims and Objectives of Teaching English in India.
1.3 Status of English Language in the global and Indian contexts, Language and
Education Policy in India.
1.4 Teaching English in Bilingual/Multi-lingual contexts. Teaching English as a second
Language.
1.5 Constitutional provisions and policies of language education: Articles 343, 351, 350A; Kothari
Commission (1964-66); NPE- 1986; POA-1992; NCF-2005 (Language Education).

Unit-2: Different Approaches/Theories to Language Learning and Teaching (10 Hours)

(Mother Tongue & Second Language)
2.1 Approach, Method and Technique.
2.2 Structural Approach, Communicative Approach, Total Physical Response,
Thematic Approach (inter-disciplinary).
2.3 Inductive and deductive approach, whole language approach, constructive approach,
multilingual approach to language teaching.
2.4 Grammar translation method, Direct method, Bilingual Method and Dr. West’s
Method, Structural-situational method, Audio-lingual method, Natural method
2.5 Groupwork, Pairwork, Roleplay and Dramatisation

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Unit-3: Acquisition of Language Skills: (12 hours)

Development of the linguistic skills: Listening, speaking, reading and writing.
3.1 Listening and Speaking: Sub skills of listening and speaking, Tasks, Materials and
resources for developing the listening and speaking skills: Storytelling, dialogues,
situational conversation, role plays, simulations, speech, games and contexts,
pictures, authentic materials and multimedia resources.
3.2 Reading: Sub skills of reading, Importance of development of reading skills, Reading
aloud and silent reading; Extensive and intensive reading; Study skills, including using
thesauruses, dictionary, encyclopedia, etc.
3.3 Writing: Stages of writing; Process of writing; Formal and informal writing such as
poetry, short story, letter, diary, notices, articles, reports, dialogue, speech,
advertisement etc. Reference skills, Higher order skills.
3.4 Introduction to Phonetics: Vowels, Consonants, Stress, Intonation and Techniques
of using Language Laboratory.
3.5 Role of Language Laboratory in acquisition of language skills

Unit-4: Developing Integrated Skills and Use of ICT in English Language Teaching ( 8 Hours)
4.1 Teaching of Prose.
4.2 Teaching of Poetry.
4.3 Use of Multi-media in ELT.
4.4 Online resources for ELT.
4.5 ELT and Social Networking.

Unit-5: Planning for Teaching English ( 12 Hours)

5.1 Importance of Planning for Teaching English.
5.2 Year Plan, Unit Plan, Period Plan as per CCE model.
5.3 Plan (Lesson Plan) – Herbartian Steps vs. Constructivist Approach.
5.4 Microteaching - Concept and Meaning, Skills of Microteaching, Practice of
Microteaching Skills- Introducing a lesson, Explaining a Concept, Stimulus Variation,
Illustrating with Examples, Probing Questioning, Reinforcement, Structuring Classroom
Questions, and Blackboard writing.

Practicum - Any Two of the Following:

1. Enumerate ten activities (5 for reading and 5 for writing) from the text books of classes VI to X.
2. Enumerate ten activities (5 for listening and 5 for speaking) from the text books of classes
VI to X. Suggest your own activities using supplementary materials.
3. Prepare a detailed report on the methods, approaches and techniques in teaching the
English language skills to any one class.
4. Critically analyse the listening activities given in the text books of classes VI to X and
report.
5. Critically analyse the speaking activities given in the text books of classes VI to X and
report.
6. Critically analyse the reading activities given in the text books of classes VI to X and report.
7. Critically analyse the writing activities given in the text books of classes VI to X and
report.
8. Analyze the tasks given at the end of any one unit in the textbook and check their
relevance to cognitive, affective and Psychomotor domain.
9. Analyse the tasks given at the end of any one unit in the textbook and check their
relevance to cognitive, affective and psychomotor domains.
10. Prepare a PPT to teach a prose/poetry lesson of your choice (classes 6 th to 10th)

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Text Books:
1. Krishnaswamy, N., & Sriraman, T. (1994). Teaching English in India. Chennai: T.R.
Publishers.
2. Tickoo, M. L. (2003). Teaching and learning English. Hyderabad: Orient Longman.
3. Richards, J.C., & Rogers, T. (1998). Approaches and methods to language
teaching. London: Cambridge University Press (CUP).
4. Doff, A. (1981). Teach English. London: Cambridge University Press (CUP).

References:
1. Graham, B. (2008). Lesson planning. New York: Continuum International Publishing
Group.
2. Grillet, F. (1983). Developing reading comprehension. Cambridge: CUP.
3. Parrott, M. (1993). Developing reading comprehension. Oxford: Pergamon Press.
4. Allen, V. F. (1983). Techniques in teaching vocabulary. New York: Oxford University
Press (OUP).
5. Cruttenden, A. (7th ed.). (2008). Gimson’s pronunciation of English.UK: Hodder
Education.
6. Frank, C., & Rinovolucri, M. (1983). Grammar in action. Oxford: Pergamon Press.
7. Makey, S. L. (1985). Teaching grammar. Oxford: Pergamon Press.
8. Mario. (1984). Grammar games. Cambridge: Cambridge University Press (CUP).
9. Roach, P. (3rd ed.). (2007). English phonetics and phonology. Cambridge: CUP.

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Course Code Course Title Semester

B9ED114DST PEDAGOGY OF PHYSICAL SCIENCES-I I

Scheme of Instruction Scheme of Examination

Total Duration : 48+32 = 80 Hrs Maximum Score : 100

Periods / Week : 5 Internal Evaluation : 30

Credits : 3 +1 = 4 End Semester : 70

Instruction : Lecture-cum-Discussion, Group Exam Duration : 3
Mode Discussion, Presentations, Panel Hrs
Discussion, Seminar
Presentations
Objectives
The Course will enable the student-teacher to:
1. know the nature of science, structure, value and correlation with other school subjects.
2. draw the attention on development of science and the contributions of Western and
Indian scientists.
3. understand the aims and objectives of teaching physical sciences.
4. develop the skill of organizing science curriculum and critique on the present
secondary school physical sciences curriculum.
5. organize the content into plan of action and practice the micro and macro teaching
skill.
6. cope up with adoption of methods of teaching physical sciences and use the learning
experiences.
Course Content
Unit-1: Introduction to Science and Physical Sciences (8 Hours)
1.1 Science and Physical Sciences – Meaning, Nature, Scope and Importance.
1.2 Structure of Science – Syntactic Structure (Process of Science – Domain of Inquiry),
Substantive Structure - Product of Science-Facts, Concepts, Theories, Laws and
Principles – characteristics in the context of Physical sciences (citing examples).
1.3 Values of Learning Physical Sciences.
1.4 Correlation of Physical Sciences with Mathematics, Biological Sciences, Social
Studies, Languages, Fine Arts, Environment, Health, Development, Peace and Equity.
Unit-2: Development of Science - Physical Sciences (8 Hours)
2.1 Milestones in the Development of Sciences – Physics and Chemistry.
2.2 Contributions of Western Scientists –Aristortle, Copernicus, Newton and Einstein.
2.3 Contributions of Indian Scientists- Aryabhatta, Bhaskaracharya, .C.V.Raman, S.
Chandrashekhar, Homi J.Bhabha and A.P.J. Abul Kalam.
2.4 Landmarks, Status and Development of Indian Science and Technology.
2.5 Physical Science and Human Life.
Unit-3: Aims, Objectives and Competencies of Teaching Physical Sciences (8 Hours)
3.1 Meaning, Importance, Aims and Objectives of teaching Physical Sciences.
3.2 Taxonomy of Educational Objectives – Bloom, Krathwohl, Simpson, et al – Revised
Bloom’s Taxonomy and Higher Order Thinking Skills.
3.3 Instructional Objectives of Teaching Physical SciencesBehavioural or Specific
Objectives of Teaching Physical Sciences.
3.4 Competencies for Teaching of Physical Sciences and academic standards of CCE.

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Unit-4: Approaches, Methods and Techniques of Teaching Physical Sciences (12 Hours)
4.1 Concept of Teaching with special reference to Physical Science
4.2 Approaches to Physical Sciences Teaching – Inductive, Deductive and Constructivist.
4.3 Teacher-centred Methods - Lecture, Lecture-cum-Demonstration, Historical.
4.4 Student-centred Methods - Heuristic, Project, Problem Solving and Laboratory
(Illustration of each method by taking examples from specific contents of Physics and
Chemistry).
4.5 Modern Teaching Techniques - Brainstorming, mind mapping, concept mapping,
Team Teaching and Models of Teaching – Concept Attainment Model and Inquiry
Training Model

Unit-5: Planning for Teaching Physical Sciences (12 Hours)

5.1 Importance of Planning for Teaching
5.2 Year Plan, Unit Plan, Period Plan as per CCE model.
5.3 Plan (Lesson Plan) – Herbartian Steps vs. Constructivist Approach
5.4 Microteaching - Concept and Meaning, Skills of Microteaching, Practice of
Microteaching Skills- Introducing a lesson, Explaining a Concept, Stimulus Variation,
Illustrating with Examples, Probing, Questioning, Reinforcement, Structuring
Classroom Questions and Blackboard writing.

Practicum - Any Two of the Following:

1. Identify Concrete and Abstract Concepts in Physics and Chemistry of any class and
suggest the appropriate Teaching methods and approaches to teach them.
2. Create a mind map on any topic in physics and chemistry.
3. Create a concept map on any topic in physics and chemistry.
4. Prepare biographical sketch of any scientist highlighting his/her contributions to Physics/
Chemistry
5. List out different content aspects of a unit in Physics/ Chemistry and write down the
objectives and specifications under all Domains.

Text Books
1. Vaidya, N. (1989). The impact of science teaching. New Delhi: Oxford and IBH
Publishing Co. Pvt. Ltd.
2. Sharma, R.C. (1987). Modern science teaching. New Delhi: Dhanpat Rai and Sons.
3. Vanaja, M. (2004). Methods of teaching physical sciences. Hyderabad: Neelkamal
Publications Pvt. Ltd.
4. Das, R.C. (1990). Science teaching in schools. New Delhi: Sterling Publications Pvt. Ltd.

Reference Books
1. Siddiqui, N. N., & Siddiqui, N. (1998). Teaching of science today & tomorrow. New
Delhi: Doaba House.
2. Kumar, A. (1999). Teaching of physical sciences. New Delhi: Anmol Publications Pvt. Ltd.
3. Soni, A. (2000). Teaching of science. Ludhiana: Tandon Publications.
4. Mohan, R. (2004). Innovative science teaching for physical science teachers. New Delhi: PHI.
5. Lewis, J. L. (Ed.). (1972). Teaching school physics. London, UK: Penguin Books-
UNESCO.
6. Waddington, D. J. Teaching of school chemistry. France: Penguin Books- UNESCO.

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Semester-II
Course Code Course Title Semester
INFORMATION AND COMMUNICATION TECHNOLOGY
B9ED203CCT II
(ICT) BASED TEACHING AND LEARNING
Scheme of Instruction Scheme of Examination
Total Duration : 16 + 32 = 48Hrs Maximum Score : 50
Periods / Week : 4 Internal Evaluation : 15

Credits : 1+ 1 = 2 End Semester : 35

Instruction : Lecture-cum-Discussion, Group Exam Duration : 2
Mode Discussion, Presentations, Panel Hrs
Discussion, Seminar
Presentations
Objectives:
The Course will enable the student teachers to:
1. understand the concept and uses of computer in education.
2. understand the concept, need and importance of ICT in education.
3. understand the process of using the application software for creating documents,
database, presentation and other media applications.
4. appreciate the role of ICT in improving the professional competencies of a teacher
5. and facilitate the process of teaching and learning in the classroom.
6. understand the ICT supported teaching learning process in education.
7. prepare and present ICT based instructional materials.
8. prepare ICT enabled pupil teachers
9. develop various skills to use computer technology for sharing of information and ideas
through the blogs and chatting groups.
10. enable student-teachers to recognize, understand and appreciate ICT as an effective
learning tool for learners and a support to teachers.
Course Content
Unit-1: Information & Communication Technology in Education
1.1 Concept, Need and Importance of Information and Communication Technology.
1.2 Paradigm shift in Education due to ICT content, with special reference to Curriculum,
Role of Teacher, Methods of Teaching, Classroom Environment, Evaluation
procedure and Educational management.
1.3 Uses of ICT in Education
a) Teaching Learning Process
b) Publication
c) Evaluation
d) Research
e) Administration
1.4 Challenges and Barriers in integrating Information and Communication Technology in
school education
1.5 Digital Learners and ICT skilled Teacher.
Unit-2: Internet and Education
2.1 Concept , Need and Importance of Internet in Education
2.2 Search Engines - Concept and uses in Education
2.3 Facilities available for Communication - e-mail, chat, online conferencing, (Audio-
video), Blog, wiki. Internet- forum, News- Groups.
2.4 Behaviour on Internet – Netiquettes, Student safety on Internet (Net – safety
2.5 Viruses and its Management, Legal and Ethical issues - Copyright, Hacking

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B.Ed. Syllabus Revised 2019

Unit-3: ICT supported Teaching/ Learning Strategies (Concept, Features and Educational
Applications)
3.1. e-Learning
3.2. Web based learning
3.3. MOOC’s (Massive Open Online Courses)
3.4. Blended Learning and Flipped Classroom
3.5. Cloud Computing.
Practicum - Any one of the Following:
1. Visit any two educational websites/ MOOC’s and write a critical assessment report
about it in MS Word.
2. Study of Subject wise online learning programs and write a report on it.
Text Books:
1. Arulswamy, S., Sivakumar, P. (2012). Application of ICT in education. Hyderabad:
Neelkamal Publication.
2. Simmons, C., & Hawkins, C. (2009). Teaching ICT. Sage Publications India Pvt. Ltd.
3. Talsera, H., Marashdeh, W., & Nagda, M. L. (2005). Web Based Learning. New
Delhi: Authors Press.
4. Manoj, D. (2010). ICT in teacher development. Hyderabad: Neelkamal Publications.
5. Mishra, R.C. (2005). Teaching of information technology. New Delhi: APH
Publishing Corporation.
6. Sampath K., Panneerselvam, A., & Santhanam, S. (1998). Introduction to educational
technology (4th ed.). New Delhi: Sterling Publishers Pvt. Ltd.
7. Santoshi, V. (2009). Information and communication technology for teacher
education. New Delhi: Kanishka Publications.
8. Vanaja M., Rajashekhar S., & Arulswamy, S. (2013). Information and communication
technology (ICT) in education. Hyderabad: Neelkamal Publications.
References:
1. Aggarwal, J.C. (1995). Essentials of educational technology: Teaching-learning
innovations in education. New Delhi: Vikas Publications.
2. Chetan, S. (2003). Fundamentals of information technology (2nd ed.). New Delhi: Kalyani
Publishers.
3. Curtin, D., Foley, K., Sen, K., & Morin, C. (2000). Information technology – The breaking
wave. New Delhi: Tata McGraw – Hill Publishing Co. Ltd.
4. Intel Teach to the Future - Version 10.1
5. Verma, M. (2006). Technology in digital education. New Delhi: Murari Lal & Sons,
6. Merill, P.F., Hammons, K., Vincent, B. R., Reynolds, P. L., Christensen, L., & Tolman,
M. N. (1985). Computers in Education (2nd ed.). New York: Allyn & Bacon.
7. Norton, P. (2000). Introduction to computers. New Delhi: Tata McGraw Hill Publications.
8. Roblyer, M.D. (2006). Integrating educational technology into teaching (8th ed.). New
Jersey: Pearson Prentice-Hall Inc.
9. Schwatz., & Schltz. (2000). Office 2000. New Delhi: BPB Publications..
10. Shukla, S. S. (2005). Basics of information technology for teacher trainees. Ahmedabad:
Varishan Prakashan.
11. Sinha, P. K. (1992). Computer fundamentals. New Delhi: BPB Publications.
12. Underwood, J. D.M., & Underwood, G. (1990). Computers and learning helping children
acquire thinking skills. Oxford: Basil Black Well.
2007 ‫ایس ایم شاہد مجید بک ڈپو۔ الہور‬ ‫کمپیوٹر اینڈ ایجوکیشن‬ .13
‫مجید بک ڈپو۔‬،‫ناصر حفیظ شاہد محمود‬ ‫تعلیم میں ٹیکنالوجی اور کمپیوٹر ایپلی کیشن‬ .14
‫الہور‬

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B.Ed. Syllabus Revised 2019

Course Code Course Title Semester

Learning and Teaching
B9ED202CCT II

Scheme of Instruction Scheme of Examination

Total Duration : 48+32 = 80 Hrs Maximum Score : 100

Periods / Week : 5 Internal Evaluation : 30

Credits : 3 +1 = 4 End Semester : 70

Instruction : Lecture-cum-Discussion, Group Exam Duration : 3
Mode Discussion, Presentations, Panel Hrs
Discussion, Seminar
Presentations
Objectives:
The student will be able to:
1. understand the variables in the teaching-learning process
2. explain major approaches of learning
3. plan instructional process and apply the basic teaching model.
4. incorporate teaching models
5. employ the taxonomy of educational objectives and delineate the instructional
objectives.
6. use various skills and competencies in class room teaching and management
7. appreciate the role of a teacher as leader, organizer and manager
8. bridge the gaps between teaching styles and learning styles
9. employ various approaches of teaching-learning, such as, behaviourist, cognitivist,
constructivist, connectionist and wholistic.
Course Content
Unit 1: Understanding the Learner and Teaching-Learning Process
1.1. Characteristics and needs of the learner
1.2. Matching the Teaching Styles with the Learning Styles
1.3. Delineation of Instructional Objectives-Cognitive, Affective,
Psychomotor 1.4.Skills of Teaching and Learning and Maxims of Teaching
Unit 2: Learners’ Diversity
2.1. Critical thinking: Importance of critical thinking in education – developing
critical thinking among learners – role of teachers.
2.2. Creativity: Concept and definitions of creativity, nature, process, identification,
fostering creativity in school.
2.3. Intelligence: The concept of IQ. Types of Intelligence, theories of intelligence –
Two factor theory, Multifactor theory (PMI) and Guilford’s structure of intellect.
2.4. Attitude – concept, nature, characteristics, formation of attitudes, factors
influencing attitudes.
Unit 3: Approaches to Teaching
3.1. Nature of Teaching
3.2. Phases and Levels of Teaching,
3.3. Various Approaches to Teaching such as Behaviourist, Cognitivist,
Constructivist, Connectionist, Participatory, Cooperative, Personalized, Wholistic.
3.4. Models of Teaching : Concept Attainment Model ( Jerome Bruner), Advance Organiser
( David Ausubel), Juris Prudential Inquiry Model (Donald Oliver), Inquiry Training
Model (Suchman)

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B.Ed. Syllabus Revised 2019

Unit-4: Teaching as a Profession

4.1. Teaching as a Profession, Roles and functions, Skills and Competencies and
Professional Ethics.
4.2. Teacher Development- Concept, factors influencing teacher development (Personal and
Contextual),
4.3. Approaches to Teacher development: Self Directed, Cooperative
Collaborative development
4.4. Teacher and Classroom Management

Unit 5: Theories of Learning and teaching

5.1. Gagne’s Hierarchy of Learning
5.2. Brain based Learning
5.3. Constructivist theories: Bruner’s Discovery Learning, Ausubel’s Meaningful Learning.
5.4. Constructivist Methods of Teaching: Cooperative Learning, Brain storming,
Concept Mapping and Reciprocal Teaching.

Mode of transaction
Lecture, discussion, project work, field trip, assignment, seminar etc.

Practicum (Any Two)

1. Study of the Teaching Styles of a Teacher
2. Study of the Learning Styles of the Learners
3. Presentation of a lesson through innovative teaching methods

Suggested Reading
 Passi, B. K., & Shah, M. M. (1974). Microteaching in teacher education. Baroda: Centre of
Advanced Study in Education
 Bloom, B. S. (1956 ). Taxonomy of educational objectives. Boston: Longman Group.
 Joyce, B. (1985). Models of teaching (2nd ed.). New Jersey: Prentice Hall
 Chauhan, S.S. (1978). Advanced educational psychology. New Delhi: Vikas Publishing
house Pvt. Ltd.
 Encyclopaedia of Modern Methods of Teaching and Learning (Vol. 1-5) Gavriel Salomon
(1981) Communication and education Sage Karthikeyan, C. (2004 )A Text book on
instructional technology, RBSA
 Mangal, S. K. (1984). Psychological foundations of education. Ludhiana: Prakash
Publishers.
 Nayak, A. K. (2002). Classroom teaching: Methods and practices. New Delhi: APH
Publishing Corporation.
 Ohles, J.F. (1970). Introduction to teaching. New York: Random House.
 Siddiqui, M. H. (2005). Techniques of classroom teaching. New Delhi: APH Publishing
Corporation.
 Skinner, E. C. (1984). Educational psychology (4th ed.). New Delhi: Prentice Hall of India
Pvt. Ltd.
 Snowman, J., & Biehler, R. F. (2006). Psychology applied to teaching. Boston:
Houghton Mifflin Company.
 Stephens, L. M., & Evans, E. D. (1973). Development and classroom learning: An
introduction to educational psychology. New York: Holt, Rinehart and Winston, Inc.
 Tanner, L.N., & Lindgren, H.C. (1971). Classroom teaching and learning. New York:
Holt, Rinehart and Winston, Inc.

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B.Ed. Syllabus Revised 2019

Course Code Course Title Semester

SOCIOLOGICAL FOUNDATIONS OF
B9ED201CCT II
EDUCATION
Scheme of Instruction Scheme of Examination
Total Duration : 16 + 32 = 48Hrs Maximum Score : 100
Periods / Week : 4 Internal Evaluation : 30

Credits : 1+ 1 = 2 End Semester : 70

Instruction : Lecture-cum-Discussion, Exam Duration : 3
Mode Group Discussion, Hrs
Presentations, Panel
Discussion, Seminar
Presentations

Objectives:
This Course will enable the student teachers to:
1. understand the sociological basis of Education
2. understand the impact of culture and socialization on Education
3. sensitize the student teacher about the impact of Education on the quality of life
4. understand the preamble of the constitution in the light of Education
5. organize various programmes to achieve national integration and international
understanding

Course Content
Unit 1 - Sociology and Education
1.1 Meaning, nature and scope of sociology
1.2 Relationship between sociology and Education
1.3 Agencies of socialization (Family, peer group, school, Media, Religion)
1.4 Role of Teacher in Socialisation process
1.5 Impact of Socialisation on Education

Unit2 - Culture and Education

2.1 Meaning and definitions of culture.
2.2 Characteristics of culture.
2.3 Dimensions of culture, cultural lag, cultural pluralism.
2.4 Impact of culture on Education.
2.5 Role of Education in preservation, transmission and promotion of culture.

Unit 3 - Social Change and Education

3.1 Meaning and factors responsible for Social change.
3.2 Concept and attributes of Modernization.
3.3 Social stratification, Social Mobility and Education.
3.4 Role of Education for social change
3.5 Social Networking and its implications on social cohesion and education.
Unit 4- Democracy and Education
4.1 Concept and Principles of Democracy
4.2 Equality and equity in Education
4.3 Preamble of the Constitution in relation to Education
4.4 Role of Education in strengthening democracy
4.5 Concept of Socialism and Secularism: The role of Education in promoting them.

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Unit 5 - Education and National Integration

5.1 Concept, Need for National Integration
5.2 Education as an instrument for national integration
5.3 Programmes to promote National Integration and International understanding,
5.4 Peace education in schools
5.5 Social Crisis and its Management

Practicum - Any Two of the Following:

1. Study the cultural practices prevailing in the local community and submit a report
2. Study the diversities existing in the community and describe the root causes for such
diversities.
3. Study the social stratification in a village/ward and prepare a report on it.
4. Education and social mobility – Conduct a survey in a village/ward and prepare a report.
5. Identify the common events celebrated by the Hindus and Muslims in your community
and write a detailed report on it.

Text Books
 Anad, C. L., & Nayar, P. R. (1983). The teacher and education in emerging Indian society.
New Delhi: NCERT.
 Srinivas, M. N. (1966). Social change in modern India. New Delhi: Allied Publishers.
 Nath, P. (1979). The bases of education: A philosophical and sociological approach. New
Delhi: S Chand & Co. Ltd.
 Aggrawal, J. C. (2009). Psychological, philosophical and sociological Foundations of
Education. New Delhi: Shipra Publications.

Reference Books:
 Sandeep, P., & Madhumati, C. (2008). Philosophical and sociological foundations of
education. Secunderabad: Vera Educational Services Public Ltd.
 Havighurst, R. (1995). Society and education. Boston: Allyn and Bacon.
 Thakur, A. S., & Berwal, S. (2007). Education in emerging Indian society. New Delhi:
National Publishing House.
 Jaffar, S. M. (1972). Education in Muslim India. Delhi: Idrah-I-Ababiyat
 Mukherji, S. (2007). Contemporary issues in modern Indian education. New Delhi:
Authorspress.
 Sharma, Y. K. (2001). History and problems of education. New Delhi: University Press.
 Richard, C. W., & Wendy, D. W. (1985). Sociology. Boston: Allyn and Bacon.
 Taneja, Y. R. (1990). Educational thought and practice. New Delhi: Sterling Publishers Pvt.
Ltd.
 Coombs, P. H. (1970). The world education crisis: A systems analysis. Allahabadd: A H
Wheeler & Co. Pvt. Ltd.
 Vaizey, J. (1967). Education in the modern world. London: World University Library.

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B.Ed. Syllabus Revised 2019

Course Code Course Title Semester

B9ED201DST PEDAGOGY OF MATHEMATICSII II

Scheme of Instruction Scheme of Examination

Total Duration : 48+32 = 80 Hrs Maximum Score : 100

Periods / Week : 5 Internal Evaluation : 30

Credits : 3 +1 = 4 End Semester : 70

Instruction : Lecture-cum-Discussion, Group Exam Duration : 3
Mode Discussion, Presentations, Panel Hrs
Discussion, Seminar
Presentations

Objectives:
This Course will enable the student teachers to:
1. develop knowledge of mathematics.
2. construct appropriate assessment tools for evaluating mathematics learning.
3. stimulate curiosity, creativity and inventiveness in teaching of mathematics
4. develop competencies to develop gifted and slow learners.
5. engage with research on children’s learning in specific areas of mathematics.
6. appreciate mathematics as a tool to engage the mind of the student
7. appreciate role of mathematics to strengthen the students resource skills

Course Content
Unit-6: Mathematics Curriculum:
6.1. Concept of Curriculum, Syllabus and Curriculum framework, Principles of Curriculum
Construction.
6.2. Approaches of Curriculum Organisation: Concentric, Topical, Psychological Logical and
learner centered curriculum.
6.3. Curriculum trends in Mathematics: Subject Centred to Behaviouristic and Constructivist
approach.
6.4. Recommendations and critical appraisal of NCF- 2005 on Mathematics curriculum. 6.5.
Teacher as Curriculum Developer- Localised Curriculum, Place for artisans, knowledge
systems in curriculum, Local innovators and innovative practices in Mathematics.

Unit-7: Learning Experiences and Aesthetic sense of Mathematics

7.1. Constructivist Approach of Teaching
Mathematics
7.2. Edgar Dale’s Cone of Experience
7.3.Experiential Learning- Abilities of an experiential learner.
7.4.Aesthetic Sense in Mathematics; three aesthetic experience variables identified by
Brikhoof and their relation.
7.5.Co-existence of Precision and beauty in Mathematics- order pattern, structure and
symmetry.

Unit-8: Assessment and Evaluation in Mathematics

8.1.Meaning of Assessment, Formative and summative Assessment, Measurement and
Evaluation in mathematics.
8.2.Achievement tests and Speed tests in mathematics- Arithmetic, Algebra, and Geometry.

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8.3.Preparation of test items – Precautions to be taken while preparing test items in different
branches of mathematics
8.4.Concept of CCE and measurement of different behavioural changes like interest, attitude,
and aptitude in learning mathematics.
8.5.Assessment Framework
a. Purpose of assessment
b. Learning Indicators (LI) (B1) Types of indicators, (B2) Illustrations: Learning
Indicators (LI), (i) Assessment of activity, (ii) Assessment of presentation, (iii)
Assessment of group work, (iv) Assessment of collaborative learning.
c. Tools and Techniques of Assessment, (C1) Written test, (C2) Project work, (C3) Field
trips and field diary, (C4) Laboratory work, (C5) Interview / Oral test (C6) Journal
writing, (C7) Concept mapping.
d. Recording and Reporting, (D1) Measurement of students’ achievements, (D2) grading
system (D3) Measurement of process skills, (D4) Measurement of attitudes, (D5)
Portfolio: Its role in evaluating students’ performance.
e. Reflecting Process, (E1) Assessment as a reflected process, (E2) Assessment as a
reflecting process.

Unit-9: Mathematics for all

9.1. Planning and organising activities for – Gifted, slow learners, backward and learners with
dyscalculia- enrichment and remedial programmes.
9.2. Teaching learners with special needs - Co-operative learning, Collaborative Learning
Approach (CLA), Peer learning, Reciprocal learning, Group Learning and using of ICT
and multimedia.
9.3. Activities enriching Mathematics learning- Mathematics fairs, Olympiads, Talent tests.
9.4. Mathematics Kits, Mathematic Laboratory, Mathematical Clubs and its effective use.
9.5. Ways and means of providing positive attitude towards Mathematics and reducing
mathematics phobia.

Unit-10: Professional Development of Mathematics Teacher

10.1. In-service programmes for Mathematics Teacher
10.2. Mathematics Teacher’s Associations – Role and Functions
10.3. Journals and other resource material in Mathematics Education
10.4. Professional Growth – Participation in conferences/Seminars/ Workshops and E-Learning
10.5. Action Research for improving Quality of Mathematics teaching and learning

Practicum - Any Two of the Following:

1. During Internship, conduct of Essay writing/ quiz competitions in mathematics and
report
2. One case study of gifted child and slow learner with interventions suggested.
3. Preparation of Mathematical Puzzles, Games, riddles and other recreational activities.
4. Preparing two types of assessment tests – Formative, Summative type of tests.
5. Preparing Diagnostic test in Algebra, Arithmetic and Geometry from VIII to X class
Mathematics syllabus.

Text Books and Reference Books

As given in Course BBED111DST- Pedagogy of Mathematics

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Course Code Course Title Semester

B9ED202DST PEDAGOGY OF BIOLOGICAL SCIENCES-II II

Scheme of Instruction Scheme of Examination

Total Duration : 48+32 = 80 Hrs Maximum Score : 100

Periods / Week : 5 Internal Evaluation : 30

Credits : 3 +1 = 4 End Semester : 70

Instruction : Lecture-cum-Discussion, Group Exam Duration : 3
Mode Discussion, Presentations, Panel Hrs
Discussion, Seminar
Presentations

Objectives:
The Course will enable the student teachers to:
1. understand the importance of biological science curriculum and its organisation
2. develop the skill, procurement and maintenance of the science laboratory.
3. equip the resources for effective teaching of biological sciences.
4. utilize the applications of science and technology on society.
5. construct the achievement test on CCE model and analyse the results

Unit 6: School Curriculum in Biological Sciences

6.1.Curriculum – Concept and Meaning, Principles of Curriculum construction.
6.2.Different approaches of Curriculum organization: Concentric, Topical, Psychological,
Logical and Learner centered approach.
6.3.Current trends in Biological Science Curriculum from subject centered to behaviourist to
constructivist approach to curriculum development.
6.4.Recommendations of NCF 2005, NCFTE-2009 on Science Teachers.
6.5.Teacher as Curriculum Developer- Localised Curriculum, Place for artisans, knowledge
systems in curriculum, Local innovators and innovative practices in biological Sciences.

Unit 7: Instructional Resources & Strategies for Biological Science Teaching.

7.1.Curriculum accessories and support materials, text books, journals, hand books, student
work books, display and laboratory materials.
7.2.Edgar Dales Cone of experience.
7.3.Importance of teaching aids and Types of teaching aids, ICT and Multimedia resources.
7.4.Importance of practical work in Botany and Zoology, Planning and organization of
Science Laboratories, Procurement and care of laboratory equipment, Registers, safety and
First Aid – Conduct of laboratory experiment, Preparation of Lab Instruction Card.
7.5.Development of improvised Apparatus for concrete and abstract concepts

Unit 8: Lifelong Biological Sciences Learning

8.1.Science Clubs, Science Exhibition, Science Museums, Science Fairs and Olympiads.
8.2.Role of Government and Non-Government Organizations in the Propagation of Science.
8.3.Utilizing Knowledge Resources – Identification of online and offline resources – context
and challenges in Utilization.
8.4.Science Communication in India – DST-NCSTC Network – National Children Science
Congress, National Teachers Science Congress, Initiative for Research and Innovation in
Science.
8.5.Development of Scientific Temper and encouraging and inspiring students to choose
science as career and to become scientists.

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Unit 9: Professional Development of Biological Sciences Teachers

9.1.Professional development & Participation of Sciences Teachers in Seminars, Conferences,
Workshops and In-service Training programmes.
9.2.Membership in Professional Organizations; Teachers as a community of learners. 9.3.Role
of reflective practices in professional development of biological science teachers.
9.4.Teacher as a researcher: Action Research in biological Science – Learning to understand
how children learn Science.

Unit 10: Evaluation in Biological Sciences

10.1.Evaluation:Meaning and needs, Formative and Summative Evaluation, Diagnostic and
Remedial teaching.
10.2.Continuous and Comprehensive Evaluation (CCE), Educational Assessment
and Educational Evaluation, Performance based Assessment.
10.3.Assessment Framework: Purpose of assessment, Learning indicators, Types of indicators,
Assessment Rubrics.
10.4.Tools and Techniques of Assessment: Written tests, Project work, Field trips and
Field diary, Laboratory work, Concept mapping.
10.5.Recording and Reporting. Measurement of student’s achievements. Grading system,
Measurement of Science process skills, Measurement of attitudes.

Practicum - Any Two of the Following:

1. Prepare two models with locally available material resources in Biology.
2. Participate in a district, state level Science Fair and prepare a report on the exhibits and
activities presented.
3. Celebrate any important day related to Science in the school during the internship and submit a
report.
4. Analysis of Science Textbook.
5. Survey of Science Laboratory in a school.
6. Visit to Community Science Centre, Nature Park and Science City.

Text Books and Reference Books

As given in BBED 212DST Pedagogy of Biological Sciences.

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Course Code Course Title Semester

B9ED203DST PEDAGOGY OF SOCIAL STUDIES-II II

Scheme of Instruction Scheme of Examination

Total Duration : 48+32 = 80 Hrs Maximum Score : 100

Periods / Week : 5 Internal Evaluation : 30

Credits : 3 +1 = 4 End Semester : 70

Instruction : Lecture-cum-Discussion, Group Exam Duration : 3
Mode Discussion, Presentations, Panel Hrs
Discussion, Seminar
Presentations

Objectives:
This course will enable the pupil teachers to
1. understand the teaching and learning of History, Geography, Political Science and
Economics and identify the difference among them.
2. understand the importance of Social Studies curriculum and its organizations.
3. understand the importance of teaching learning materials for Social Studies.
4. understand the assessment process through continuous and comprehensive evaluators.
5. sensitize and equip teachers to handle social issues and concerns.
6. inculcate qualities and competencies required for a good teacher.

Course Content
Unit 6: Teaching and learning of History and Geography
6.1. Periodization of world History, Indian History (Ancient, Medieval, Modern and
Contemporary) with reference to secondary school Social Studies text books.
6.2. Colonialism, Capitalism, Democracy and Citizenship – American, French and Russian
Revolutions
6.3. Fundamental concepts of Geography-Latitudes, Longitudes, Earth rotation, Climatology,
temperature, pressure, wind, humidity, Hydrology and Oceanography.
6.4. Indian Geography – Geographical divisions, rivers and land forms.

Unit 7: Teaching and Learning of Political Science and Economics

7.1. Nature and scope of Political Science, key concepts and current trends.
7.2. Indian constitution – Fundamental Rights, Fundamental Duties, Organs of government,
legislature, executive and judiciary.
7.3. Meaning, Nature and scope of Political Science, key concepts and current trends.
7.4. Teaching strategies of political Science and Economics.
Unit 8: Curriculum Planning in Social Studies
8.1. Meaning, Nature and Need of Curriculum.
8.2. Principles of Curriculum construction with reference to Social Studies.
8.3. Approaches of organizing Social Studies Curriculum – Concentric, Spiral, Chronological,
Topical and Correlation.
8.4. Text book of Social Studies: Characteristics
8.5. Analysis and a critical study of Social Studies text books of state boards and Central
Board of Secondary Education.

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Unit 9: Instructional Material in Social Studies

9.1.Importance of Teaching learning material in the teaching learning process of Social
Studies.
9.2.Classification of Teaching Learning materials printed, visual, audio and audio-visual and
their usages with reference to Social Studies.
9.3.Maps and Globe their types – map language, map reading and map making.
9.4.Charts and graphs their types – chronology, tabor, diagrammatic and pictorial, bar, pie,
line and pictorial graph.
9.5.Model and its types – working, still and diorama.

Unit 10:Evaluation in Social Studies

10.1. Meaning, Nature and characteristics of Evaluation.
10.2. Types of evaluation.
10.3. Quantitative and qualitative tools of evaluation in Social Studies.
10.4. Continuous and comprehensive evaluative model of assessment in Social Studies.

Practicum - Any Two of the Following:

1. Observe a day’s session in house of the Parliament and report.
2. Collect Newspaper clippings on a contemporary social issue and prepare a report on that
with your comments.
3. Organize any one of the social awareness programme on Swatch Bharat, Aids awareness
and plantation programme in your neighbourhood and report.
4. Observe the functioning of any local body office and report.
5. Critically analyse the characteristics of Social Studies text book of any secondary class
and prepare a detailed report.

Text Books and Reference Books

As given in Course BBED113DST- Pedagogy of Social Studies

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Course Code Course Title Semester

B9ED211DST PEDAGOGY OF URDU-II II

Scheme of Instruction Scheme of Examination

Total Duration : 48+32 = 80 Hrs Maximum Score : 100

Periods / Week : 5 Internal Evaluation : 30

Credits : 3 +1 = 4 End Semester : 70

Instruction : Lecture-cum-Discussion, Group Exam Duration : 3
Mode Discussion, Presentations, Panel Hrs
Discussion, Seminar
Presentations

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Course Code Course Title Semester

B9ED212DST PEDAGOGY OF HINDI-II II

Scheme of Instruction Scheme of Examination

Total Duration : 48+32 = 80 Hrs Maximum Score : 100

Periods / Week : 5 Internal Evaluation : 30

Credits : 3 +1 = 4 End Semester : 70

Instruction : Lecture-cum-Discussion, Group Exam Duration : 3
Mode Discussion, Presentations, Panel Hrs
Discussion, Seminar
Presentations

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Course Code Course Title Semester

B9ED 213DST PEDAGOGY OF ENGLISH-II II

Scheme of Instruction Scheme of Examination

Total Duration : 48+32 = 80 Hrs Maximum Score : 100

Periods / Week : 5 Internal Evaluation : 30

Credits : 3 +1 = 4 End Semester : 70

Instruction : Lecture-cum-Discussion, Group Exam Duration : 3
Mode Discussion, Presentations, Panel Hrs
Discussion, Seminar
Presentations

Objectives
The Course will enable the student teachers to:
1. understand the gradation of English grammar and composition teaching and learning.
2. develop the skills of presentation of vocabulary
3. develop the study skills in English Language.
4. develop the reference skills in English.
5. critically evaluate the English text book.
6. understand the role of language laboratory in teaching learning of English.
7. understand constructivist approach to language teaching and learning.
8. assess and evaluate the student’s skills of language learning
9. develop skills to evaluate learner performance through written as well as other types of tests.
10. keep abreast of the latest trends and innovations in teaching learning of English.

Course Content
Unit 6: School Curriculum in English (6 Hours)
6.1. Curriculum - Concept and Meaning, Principles of Curriculum Construction
6.2. Different Approaches of Curriculum Organisation: Concentric, Topical, Psychological &
Logical – Learner Centred curriculum
6.3. Characteristics of a Good English Text Book.
6.4. Authentic Materials for English Language Teaching and Language Laboratory.

Unit 7: Teaching Vocabulary, Study and Reference skills (10 hours)

7.1.Selection and Gradation of vocabulary items
7.2.Techniques of teaching vocabulary
7.3.Vocabulary games and activities
7.4.Techniques of teaching Study Skills: Note-making, Note-taking, Mind mapping, Brain-
storming.
7.5.Techniques of teaching Reference Skills: Dictionary, Thesaurus, Encyclopaedia and
Bibliography

Unit-8: Teaching of Grammar and Composition ( 12 hours)

8.1.Need and importance of teaching Grammar and Composition

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8.2.Types of Grammar and Techniques of Teaching Grammar and Composition

8.3.Grammar and Composition - Games and activities
8.4.Remedial teaching in Grammar and Composition

Unit-9: Language Assessment and Evaluation (8 Hours)

9.1.Characteristics of a good test in English
9.2.Techniques of evaluation – oral and written; self evaluation; peer evaluation; group
evaluation.
9.3.Formative Assessment, Summative Assessment and CCE
9.4.Preparing tests for different skills of language – Listening, speaking, reading, writing,
study skills and reference skills
9.5.Preparation of Scholastic Achievement Test (SAT)

Unit 10: Professional Growth and Development and Innovative practices in teaching
English. (12 Hours)
10.1. Characteristics of a Good English Teacher.
10.2. Professional development of an English Teacher - Participation in Seminars,
Conferences, Workshops and In-service Training Programmes.
10.3. Membership in Professional Organisations, Teachers as a community of learners
10.4. Synectic model of teaching, CLIL (Content and Language Integrated Learning), MALL
(Mobile assisted language Learning),Reflective Practice in Language Learning,
Project Based Learning, Spaced Learning, Concept Mapping.

Practicum - Any Two of the Following:

1. Critically analyse the curriculum of English as a second language.
2. Analyse the grammar activities listed in English Readers of any one class VI to XII.
3. Analyse the composition activities listed in English Readers of any one class VI to XII.
4. Select 10 vocabulary items from a unit and prepare a plan to teach in the relevant
context. Give reasons for your selection.
5. Prepare 3 activities for practicing pronunciation and spelling of 15 words from a lesson
in any text book of classes VI to XII.
6. Develop a question paper for classes VI to XII to assess all the aspects of language
learning.
7. Prepare a Concept Map on any topic of English of any one class VI to XII.
8. Critically analyse the English textbook of any one Class VI to XII.
9. Prepare a plan for own professional growth and development.
10. Visit a language lab and write a report.

Text Books and References

As given in Course BBED123DST Pedagogy of English.

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Course Code Course Title Semester

B9ED204DST PEDAGOGY OF PHYSICAL SCIENCE-II II

Scheme of Instruction Scheme of Examination

Total Duration : 48+32 = 80 Hrs Maximum Score : 100

Periods / Week : 5 Internal Evaluation : 30

Credits : 3 +1 = 4 End Semester : 70

Instruction : Lecture-cum-Discussion, Group Exam Duration : 3
Mode Discussion, Presentations, Panel Hrs
Discussion, Seminar
Presentations

Objectives:
The Course will enable the student teachers to:
1. understand the importance of physical science curriculum and its organisation
2. develop the skill, procurement and maintenance of the science laboratory.
3. equip the resources for effective teaching of physical sciences.
4. utilize the applications of science and technology on society.
5. construct the achievement test on CCE model and analyse the results

Unit 6: School Curriculum in Physical Sciences

6.1.Curriculum – Concept and Meaning, Principles of Curriculum construction.
6.2.Different approaches of Curriculum organization: Concentric, Topical, Psychological,
Logical and Learner centered approach.
6.3.Current trends in Science Curriculum from subject centered to behaviourist to constructivist
approach to curriculum development.
6.4.Recommendations of NCF 2005, NCFTE-2009 on Science Teachers.
6.5.Teacher as Curriculum Developer- Localised Curriculum, Place for artisans, knowledge
systems in curriculum, Local innovators and innovative practices in Mathematics.

Unit 7: Instructional Resources & Strategies for Physical Science Teaching.

7.1.Curriculum accessories and support materials, text books, journals, hand books, student
work books, display and laboratory materials.
7.2. Edgar Dales Cone of experience.
7.3.Importance of teaching aids and Types of teaching aids, ICT and Multimedia resources.
7.4.Importance of practical work in Physics and Chemistry, Planning and organization of
Science Laboratories, Procurement and care of laboratory equipment, Registers, safety and
First Aid – Conduct of laboratory experiment, Preparation of Lab Instruction Card.
7.5.Development of improvised Apparatus for concrete and abstract concepts

Unit 8: Lifelong Physical Sciences Learning

8.1.Science Clubs, Science Exhibition, Science Museums, Science Fairs and Olympiads.
8.2.Role of Government and Non-Government Organizations in the Propagation of Science.
8.3.Utilizing Knowledge Resources – Identification of online and offline resources – context
and challenges in Utilization.

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8.4 Science Communication in India – DST-NCSTC Network – National Children Science

Congress, National Teachers Science Congress, Initiative for Research and Innovation in
Science.
8.5.Development of Scientific Temper and encouraging and inspiring students to choose science
as career and to become scientists.

Unit 9: Professional Development of Physical Sciences Teachers

9.1.Professional development of Physical Sciences Teachers.
9.2.Participation of Sciences Teachers in Seminars, Conferences, Workshops and In-service
Training programmes.
9.3.Membership in Professional Organizations; Teachers as a community of learners.
9.4.Role of reflective practices in professional development of physical science teachers.
9.5.Teacher as a researcher: Action Research in Physical Science – Learning to understand how
children learn Science.

Unit 10: Evaluation in Physical Sciences

10.1. Evaluation:Meaning and needs, Formative and Summative Evaluation, Diagnostic and
Remedial teaching.
10.2. Continuous and Comprehensive Evaluation (CCE) Educational Assessment and
Educational Evaluation, Performance based Assessment.
10.3. Assessment Framework: Purpose of assessment, Learning indicators, Types of
indicators, Assessment Rubrics.
10.4. Tools and Techniques of Assessment: Written tests, Project work, Field trips and Field
diary, Laboratory work, Concept mapping.
10.5. Recording and Reporting, Measurement of student’s achievements, Grading system,
Measurement of Science process skills, Measurement of attitudes.

Practicum - Any Two of the Following:

1. Prepare two improvised apparatus each with locally available material resources in Physics
and Chemistry.
2. Participate in a district, state level Science Fair and prepare a report on the exhibits and
activities presented.
3. Celebrate National Science Day / Earth Day / Water Day / any important day dated to
Science in the school during the internship and submit a report.
4. Analysis of Science Textbook.
5. Survey of Science Laboratory in a school.
6. Visit to Community Science Centre, Nature Park and Science City.

Textbooks and References: As given in course BBED124DST Pedagogy of Physical Science

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Semester-III
Course Code Course Title Semester
B9ED301CCT Assessment for Learning III
Scheme of Instruction Scheme of Examination
Total Duration : 48+32 = 80 Hrs Maximum Score : 100

Periods / Week : 5 Internal Evaluation : 30

Credits : 3 +1 = 4 End Semester : 70

Instruction : Lecture-cum-Discussion, Group Exam Duration : 3
Mode Discussion, Presentations, Panel Hrs
Discussion, Seminar
Presentations
Objectives:
This Course will enable the student teachers to:
1. gain a critical understanding of issues in assessment and evaluation (from a constructivist
paradigm).
2. become cognisant of key concepts, such as formative and summative assessment, evaluation
and measurement, test, examination.
3. be exposed to different kinds and forms of assessment that aid student learning;
4. become the use of a wide range of assessment tools, and learn to select and construct these
appropriately.
5. evolve realistic, comprehensive and dynamic assessment procedures that are able to keep the
whole student in view.
Unit 1- Overview of Assessment and Evaluation
1.1. Meaning and understanding of the terms
a. Test, examination, assessment, measurement and evaluation
b. Formative and Summative evaluation
c. Continuous and Comprehensive evaluation
d. Grading system and their interrelationship.
e. Principles and Characteristics of quality assessment.
1.2. Classification of assessment: Based on Purpose (Formative, Summative, Prognostic and
Diagnostic), Scope ( teacher made, standardized); attribute measured (achievement, aptitude,
attitude), Nature of information gathered (qualitative, quantitative), Mode of response (Oral
and written; selection and supply), Nature of interpretation (Self-referenced, Norm-
referenced and criterion referenced) and Context; (Internal and External)
1.3. Distinction between 'Assessment of Learning' and 'Assessment for Learning'
1.4. Critical review of current evaluation practices and their assumptions about learning and
development. Perspective on assessment and evaluation of learning in a constructivist
paradigm.
1.5. Purpose of assessment in a ‘constructivist’ Approach:
i. Engage learner’s minds in order to further learning in various dimensions.
ii. Promote development in cognitive, social and emotional aspects.
Unit 2: Policy Perspectives and Reforms in Evaluation
Examination reform efforts in India based on: 2.1.Secondary
Education Commission (1952-53) 2.2.Indian Education
Kothari Commission (1964-66)
2.3.National Policy on Education (1986) and Programme of Action (1992)

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2.4.National Curriculum Framework (2005) developed for school education and National Focus
Group Position Paper on Examination Reforms.
2.5.Reforms in Examination system, Role of ICT in Examination System
(Discussion should cover analysis of recommendations, implementations and the emerging
concerns).
Unit 3: Dimensions and Tools of Assessment
3.1.Dimensions and levels of learning.
3.2.Retention/recall of facts and concepts; Application of specific skills
3.3.Manipulating tools and symbols; Problem-solving; applying learning to diverse situations
3.4.Meaning-making propensity; Abstraction of ideas from experiences; Seeing links and
relationships; Inference; Analysis; Reflection
3.5.Originality and initiative; Collaborative participation; Creativity; Flexibility.
3.6.Evolving suitable criteria for assessment, Contexts of assessment -Subject-related,
individual-related
Unit 4: Teacher Competencies in Assessment
4.1.Enlarging notions of 'Subject-based Learning' in a constructivist perspective.
4.2.Tools of Assessment their uses and preparation
4.3.Kinds of tasks: projects, assignments, performances, Kinds of tests and their constructions
4.4.Observation of learning processes by self, by peers, by teacher. Self-assessment and peer -
assessment –Use of Rubrics
4.5.Portfolios: Meaning, types, Purposes, Constructing portfolios, guidelines for portfolio entries
and assessing portfolios.
Unit 5: Data Analysis, Feedback and Reporting
5.1. Analysis of Students’ Performance: Using statistical tools
a. Processing test data, Frequency Distribution, Graphical representation, Central
tendency, Variation, Normal Probability Curve, Percentages, percentiles, Percentile
Ranks, Correlation, Grade point average.
5.2. Interpretation based on the statistical measures.
a. Frame of reference for interpretation of Data: Norm referenced, Criterion-referenced
and self- referenced i.e.; relative and absolute interpretation.
5.3. Feedback
a. Feedback as an essential component of formative assessment, Use of assessment for
feedback; for taking pedagogic decisions, for furthering learning
b. Teacher’s feedback (written comments, oral); Peer
c. Place of marks, grades and qualitative descriptions
5.4. Reporting
a. Purposes of reporting i) To communicate Progress and profile of learner ii) Basis for
further pedagogic decisions.
b. Developing and maintaining a comprehensive learner profile
c. Reporting a consolidated learner profile
Practicum - Any Two of the Following:
1. Plan and construct an achievement test in one of the methodology subjects
2. Survey the assessment practices followed in different schools –
Government/Private/Residential and prepare a report
3. Prepare a report by undertaking question paper analysis of two school subjects (Annual
Examinations of Previous Years)
4. Administer (any test to measure attributes) on students of any class and interpret the results
5. Conduct a survey to find out occupational choices of 9th Class students and prepare a report
6. Critical review of current evaluation practices and their assumptions about learning and

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development;
7. Explore alternative modes of certification/evaluation.
8. Explore the perceptions and your views on the prevailing examination system on student
learning and stakeholders.
9. Entrance tests and their influence on students and school system.
10. De-linking school-based assessment from examinations: Some possibilities and alternative
practices.
11. Critically review the efforts in exam reforms in India based on various commissions and
committees.
12. Critically read and reflect on the ‘National Focus Group Position Paper on Examination
Reforms.
Text Books
1. Bransford, J., Brown, A. L., & Cocking, R. R. (Eds.). (2000). How people learn: Brain,
mind, experience, and school. Washington, DC: National Academy Press.
2. Burke, K. (2005). How to assess authentic learning (4th ed.). Thousand Oaks, CA: Corwin.
3. Burke, K., Fogarty, R., & Belgrad, S. (2002). The portfolio connection: Student work linked
to standards (2nd ed.). Thousand Oaks, CA: Corwin.
4. Carr, J.F., & Harris, D.E. (2001). Succeeding with standards: Linking curriculum,
assessment, and action planning. Alexandria, VA: Association for Supervision and
Curriculum Development.
5. Danielson, C. (2002). Enhancing student achievement: A framework for school
improvement. Alexandria, VA: Association for Supervision and Curriculum Development.
6. Gentile, J.R. & Lalley, J.P. (2003). Standards and mastery learning: Aligning teaching and
assessment so all children can learn. Thousand Oaks, CA: Corwin.
Reference Books:
1. Delpit, L.D. (1988). The silenced dialogue: Power and pedagogy in educating other people's
children. Harvard Educational Review, 58(3), 280-299.
2. Delpit, L.D. (2012). Multiplication is for white people: Raising expectations for other people's
children. New York: The New Press.
3. Glaser, R., Chudowsky, N., & Pellegrino, J.W. (Eds.). (2001). knowing what students know:
The science and design of educational assessment. Washington, DC: National Academies
Press.
4. Guskey, T.R., & Bailey, J.M. (2001). Developing grading and reporting systems for student
learning. Thousand Oaks, CA: Corwin.
5. McMillan, J. (2013). Classroom Assessment: Principles and Practice for Effective Standards-
Based Instruction (6th ed.). Boston, MA: Pearson
6. Natrajan V., & Kulshreshta, S. P. (1983). Assessing non-scholastic aspects: Learners
behaviour. New Dlehi: Association of Indian Universities.
7. NCERT. (1985). Curriculum and Evaluation. New Delhi: NCERT
8. Newman, F.M. (1996). Authentic achievement: Restructuring schools for intellectual quality.
San Francisco, CA: Jossey-Bass.
9. Nitko, A.J. (2001). Educational assessment of students (3rd ed.). Upper Saddle River, NJ:
Prentice Hall.
11. Norris, N. (1990). Understanding Educational Evaluation. London: Kogan Page Ltd.
12. Parker Boudett, K., et. al. (2013). Data Wise: A step-by-step guide to using assessment results to
improve teaching and learning. Cambridge, MA: Harvard Education Press.
13. Shepard, L.A. (2000). The role of assessment in a learning culture. Educational Researcher, 4-
14. Stiggins, R. (2005). From formative assessment to assessment for learning: A path to success
in standards-based schools. Phi Delta Kappan, 324-328.

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B.Ed. Syllabus Revised 2019

Course Code Course Title Semester

B9ED302CCT Management III
Scheme of Instruction Scheme of Examination
Total Duration : 16 + 32 = 48Hrs Maximum Score : 50
Periods / Week : 4 Internal Evaluation : 15

Credits : 1+ 1 = 2 End Semester : 35

Instruction : Lecture-cum-Discussion, Group Exam Duration : 2
Mode Discussion, Presentations, Panel Hrs
Discussion, Seminar
Presentations

Objectives
1) To understand the fundamentals of Educational Management.
2) To understand the role, duties and qualities of school Principal.
3) To understand the need, nature, concept and scope of school organization.
4) To understand the basic components, principles for functioning of school organization.
5) To understand principles of school management and community school relationship.

UNIT-1-Educational Management
1.1 Meaning, definition, concept and aims of Educational Management.
1.2 Types of Educational Management-Democratic and Autocratic.
1.3 Role, duties and qualities of school principal.
1.4 Principal’s relationship with staff, students and parents.

Unit-2 Understanding School Organization

2.1 School Organization: Concept and major Components; Community an important agency.
2.2 Basic Principles for the functioning of school organization.
2.3 School as an organization and as a part of organization.
2.4 Relation between Schools and other educational organizations: Teacher education
institution, state and National level bodies.

Unit-3 Aspects of School Management

3.1 School management: Concept, basic principles and system nature; Community-School
Relationship
3.2 Planning mechanism in school management: annual school calendar, day to day
schedules, time table, staff meeting, activities, student issues, monitoring.
3.3 Managing School resources: The school Building, School budget, Laboratory, Workshop
library, sports ground, Hostel, School office; cleanliness, maintenance and optimum
utility.
3.4 Role of school records in effective management system

Practicum: Any one of the following

1) Prepare a study report on the role of PTA in improving quality of School Management

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B.Ed. Syllabus Revised 2019

2) Field visit to any national / State level organization holding the educational administration
Secondary Education level and submit the report.

References:
3 Aggarwal, J.C. (2007). School management. New Delhi: Shipra Publications.
4 Anthony, D. (2006). Leaders for today hope for tomorrow. Mumbai: Pauline Publications.
5 Bhatnagar, R.P., & Verma, I.B. (2000). Educational administration. Meerut: Loyal Book Depot.
6 Famulavo, J. (1986). Handbook of human resource administration. New York: McGraw-Hill.
7 Loomba, K., & Loomba , P. (2013). School management. New Delhi: Twenty first Century
Publications.
8 Kaushik, V.K. (2002). School administration & organization. New Delhi: Anmol Prakashan.
9 Kimbrough, R.B., & Nunnery, M.Y. (1983). Educational administration: An introduction. New
York: Mac Milan Publishing Co. Inc.,
10 Kochar, S.K. (1978). Secondary school administration. New Delhi: Sterling.
11 Prasad, L.M. (2015). Principles and practice of management. New Delhi: Sultan Chand and
Sons.
12 Mathur, S.S. (1990). Educational administration and management. The Indian Publication India.
13 Mathur, S.S., & kohli, V.K. (1973). School administration and organization. Jalandher: Krishna
Brothers.
14 Mohanti, J. (2002). Education administration, supervision and school management. New Delhi:
Deep and Deep.
15 Mohanty, J. (2007). Educational management, supervision and school organization.
Hyderabad: Neelkamal Publications Pvt., Ltd.
16 Mukerjee, S.N. (1962). Secondary school administration. Baroda: Acharya Book Depot.
17 Nwankwo, J. I. (1982). Educational administration theory and practice. New Delhi: ViKas
Publishers.
18 Owens, R. G. (1970). Organizational behaviour in schools. Englewood Cliffs, N.J: Prentice Hall
Inc.
19 Pandya, S.R. (2001). Administration and management of education. Mumbai: Himalaya.
20 Pareek, U. (1993). Making organizational roles effective. New Delhi: Tata McGraw-Hill.
21 Pareek, U., & Rao, T. V. (1992). Designing and managing human resource systems. New Delhi:
Oxford & IBH Publishing Company.
22 Kochhar, S. K. (2011). School administration and management. New Delhi: Sterling Publishers
Pvt. Ltd.
23 Safaya, R. N., & Shaida, B.D. (2000). School administration and organization. Delhi. Dhanpat
Rai and Sons.
24 Siddhu, S.K. (1987). School organization and administration. New Delhi: Sterling Publishers,.
25 Sukla, P.D. (1983). Administration of education in India. New Delhi: National Book Trust.
26 Vashit, S.R. (2002). Classroom and school administration. New Delhi: Anmol Prakashan,

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B.Ed. Syllabus Revised 2019

Course Code Course Title Semester

B9ED303EPP ICT Competencies III

Scheme of Instruction Scheme of Examination

Total Duration : 64Hrs Maximum Score : 50
Periods / Week : 4 Internal Evaluation : -

Credits : 2 End Semester : 50

Instruction : Lecture-cum-Discussion, Exam Duration : 2
Mode Group Discussion, Hrs
Presentations, Seminar
Presentations, Practicals

Objectives:
This Course will enable the student teachers to:
1. enable student-teachers to recognise, understand and appreciate ICT as an effective learning
tool for learners and a support to teachers.
2. enable the students to develop the skills of handling and operating different types of
computer equipment in real classroom situations.
3. enable the students to understand the application of information and communication
technology in education.
4. enable the students to appreciate the application of computers in education
5. enable the students to apply the knowledge of networking and internet in their daily life.

Course Content
Unit 1: Computer and Office Applications:
1.1 Introduction to Computers – Characteristics, Hardware, Software, Input, Output and
Storage Devices
1.2 Word: Main Features and its uses
1.3 Excel: Main Features and its applications
1.4 Power Point: Preparation of Slides with Multimedia Effects
1.5 Publisher: Newsletter and Brochure

Unit 2: Internet applications

5.1. Effective browsing of the internet – Checking for authenticity of information, and
selecting relevant information.
5.2. Downloading relevant material.
5.3. Developing PPT slide show for classroom use.
5.4. Use of available software or CDs with LCD projection for subject learning

Unit 3: Experience In ICT Aided Learning

3.1 Innovative usage of technology: Showcasing T Pack, any other
3.2 Critical issues in 'internet usage' – checking for plagiarism and obtaining copyright
permissions
3.3 Social networking groups – membership and rules
3.4. Netiquettes and safety on the net.

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Practical Records - Any four of the following

1. Create a Power point presentation / poster/ brochure/flyer on any topic of a school
subject.
2. Create a mind map / concept map using ICT on any topic of your choice.
3. Prepare your Bio-Data in Word
4. Prepare the time-table of your class in Excel.
5. Prepare Attendance Sheet of your class in Excel.
6. Preparing Word Document using advanced features of word - on any subject , topic
from secondary school syllabus.

References:
1. Kumar, K. L. (2003). Educational technology. New Delhi: New Age International.
2. Aggarwal, J. C. (1995). Essentials of educational technology: Teaching-learning
innovations in education. New Delhi: Vikas Publications.
3 Sampath K., Panneerselvam, A., & Santhanam, S. (1998). Introduction to
educational technology (4th ed.). New Delhi: Sterling Publishers Pvt. Ltd.
4. Chauhan, S. S. (2009). Innovations in teaching-learning process. New Delhi: Vikas
Publishing House Pvt. Ltd.
5. Vanaja, M., & Rajasekar S. (2014). Educational technology & computer education.
Hyderabad: Neelkamal Publications.
6. Mohanthy, J. (1992). Educational technology. New Delhi: Deep & Deep Publications
Pvt. Ltd.
7. Apter, M. J. (1968). The new technology of education. London: Mac. Millan and Co.
Ltd.
8. Varanasi, L. (2005). Computer education. Hyderabad: Neelkamal Publications Pvt.
Ltd.

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Course Code Course Title Semester

B9ED302EPP ARTS IN EDUCATION III

Scheme of Instruction Scheme of Examination

Total Duration : 64Hrs Maximum Score : 50
Periods / Week : 4 Internal Evaluation : 50

Credits : 2 End Semester : -

Instruction : Lecture-cum-Discussion, Exam Duration : -
Mode Group Discussion,
Presentations, Panel
Discussion, Seminar
Presentations

Objectives
After completion of the course, the student-teacher will be able to
1. integrate Art with Education and become better communicator.
2. develop creative thinking through different Art forms.
3. realize that liberal arts help in making better professionals.
4. understand Art as a medium of expression.
5. understand the role of Art as a medium of Education.
6. deepen students ability for perception and reflection.
7. use Art as an alternative languages to experience and communicate concepts in teaching-
learning.

Course Content
Unit-1: Aesthetics and Arts
1.1 Aesthetics and Art– its meaning, dimensions and constituents.
1.2 Importance of Arts in Education
1.3 Types of Arts – visual and performing
1.4 Renowned Indian Arts and Artists – Classical, folk and contemporary.
1.5 Indian festivals and their artistic significance.

Unit-2: Visual Arts and Education

2.1 Visual Art as a medium of education.
2.2 Visual Arts for self- expression, observation, and appreciation.
2.3 Different materials of visual arts– Rangoli, pastels, posters, clay, paintings.
2.4 Using different methods of visual arts- Paintings, block printing, collage, clay modelling,
paper cutting and folding.

Unit-3:Performing Arts and Education

3.1 Drama as a medium of education.
3.2 Identification of local performing art forms and their integration in teaching – learning.
3.3 Listening/viewing performing art forms of music, dance, puppetry and theatre.
3.4 Evaluation strategies; assessing the different forms of Art.

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Practicum:
1. Select a concept from the school curriculum which includes a social message and identify
an appropriate art form to spread the message in public and prepare a report.
2. Identify a local art form and integrate it in teaching an appropriate lesson from school
curriculum – Prepare a lesson plan
3. Select an appropriate lesson from the school curriculum and rewrite it in the form of a
drama.
4. Organise a show on dance, music or dramas.

References
 Dewey, J. (1934). Art as experience. New York: Minton.
 Reed, H. (1968). Education through art. New York: Faber and Faber.
 Eisner, E. W. (1972). Educating artistic vision. New York: Macmillan.
 John, B., Yogin, C., & Chawla, R. (2007). Playing for real: Using drama in the classroom.
New York: Macmillan.
 Jefferson, B. (1969). Teaching art to children – Continental view point. Boston: Allyn
Bacon.
 Tagore, R. (1962). Lectures and addresses. New Delhi: Macmillan.
 Coomaraswamy, A. K. (1974). Christian and oriental philosophy of art. New Delhi:
Munshiram Manoharlal.

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Course Code Course Title Semester

B9ED301EPP Reading and Reflecting on Texts III
Scheme of Instruction Scheme of Examination
Total Duration : 64Hrs Maximum Score : 50
Periods / Week : 4 Internal Evaluation : 50

Credits : 2 End Semester : -

Instruction : Lecture-cum-Discussion, Group Exam Duration : -
Mode Discussion, Presentations, Panel
Discussion, Seminar
Presentations

Essence of the Course

Language is the medium for comprehending ideas, for reflection and thinking, as well as for
expression and communication. Enhancing one's facility in the language of instruction is thus a vital
need of student teachers, irrespective of the subject areas that they are going to teach. This course is
visualised as a range of primarily text-based language activities, which will aid in strengthening the
ability to 'read', 'think', ‘discuss and communicate' as well as to 'write' in the language of instruction.
The course is designed to enhance the reading capacity of the student teachers. It will enable them to
develop meta-cognitive awareness. The course offers opportunities to student teachers to read a
variety of texts and respond to it creatively and critically.
It is likely that student teachers will begin the programme with different levels of language ability;
hence group work that supports different levels of learning is envisaged as a central feature of this
course.

Objectives of the Course

1. To strengthen the ability to 'read', 'think', ‘discuss and communicate' as well as to 'write' in
the language of instruction.
2. To develop abilities in reading and understanding meaning of different kinds of texts.
3. To engage with ideas and appreciate that different kinds of writing are used to communicate
these ideas in different contexts.
4. To become self-learners, reflective and expressive teachers, and collaborative professionals.

Course Outline
Unit 1: Engaging with Narrative and Descriptive Accounts
 5 texts to be done , 4 periods for each text =20 periods
 Any 2 texts of English to be selected by the Teacher Educator from readers/ books of classes
9th, 10th, 11th and 12th (Any Board – CBSE, ICSE, IGCSE, Etc.) and 3 texts of Urdu to be
selected from Readers of 11th, 12th or higher levels.
 The selected texts could include stories or chapters from fiction, dramatic incidents, vivid
descriptive accounts or even well-produced comic strip stories.

Suggested Activities
• Reading for comprehending and visualising the account (individual plus group reading and
discussion/explanation)
• Re-telling the account – in one's own words/from different points of view (taking turns in a smaller
group)

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• Narrating/describing a related account from one's life experience (in front of a smaller group)
• Discussion of characters and situations – sharing interpretations and points of view (in a smaller
group)
• Writing based on the text, e.g. summary of a scene, extrapolation of story, converting a situation
into a dialogue, etc. (individual task).

Evaluation
For each text the student has to write any one of the following:
 Summary of the text, Character sketches, Descriptions, Conversion to dialogue, etc.
 3 marks for each text X 5 texts = 15 marks

Unit 2: Engaging with Popular Subject-based Expository Writing

 5 texts to be done, 4 periods for each text =20 periods
 Any 1 text of English/ Urdu to be selected by the Teacher Educator from Autobiographies of
great Indian personalities, any 2 - 1 English and 1 Urdu from popular non-fiction writings
and any 2 - 1 English and 1 Urdu from subject text books of classes 9th, 10th, 11th and 12th
and texts of Urdu to be selected from subject text books of 11 th, 12th or higher levels.
 The selected texts could include articles, biographical writing, or extracts from popular non-
fiction writing with themes that are drawn from the subject areas of the student teachers
(various sciences, mathematics, history, geography, literature/language pieces)
 For this Unit, the student-teachers should work in groups divided according to their subjects
within which different texts could be read by different pairs of student-teachers.

Suggested Activities
 Reading to extract overall meaning, information, subject knowledge (guided reading in pairs
and simple note making)
 Identifying major concepts and ideas involved and making notes on these in some schematic
form – flow diagram, tree diagram, mind map, etc. (guided working in pairs)
 Explaining the gist of the text/topic to others (in the larger subject group)
 Attending the writing style, subject-specific vocabulary and 'perspective' or 'reference frame'
in which different topics are presented—this will vary across subjects and texts, and requires
some interpretative skills for 'placing' the context of each text (group discussion and sharing)
 Writing a review or a summary of the text, with comments and opinions (individual task)

Evaluation
For each text the student has to write any one of the following:
 Summary of the text, descriptions, reviews, flow charts, etc.
 3 marks for each text X 5 texts = 15 marks

Unit 3: Engaging with Journalistic Writing

 5 articles to be done, 4 periods for each article =20 periods
 Any 2 articles of English and 3 of Urdu to be selected by the Teacher Educator from current
newspapers, magazines, Internet etc.
 The selection would include newspaper or magazine articles on topics of contemporary
interest. Student-teachers can be grouped randomly for this Unit.

Suggested Activities
 Using reading strategies such as scanning, skimming and reading for extracting information
– as appropriate for initial reading of articles (guided individual task)

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 Analysis of structure of the article, identifying sub-headings, key words, sequencing of ideas,
use of concrete details, illustrations and/or statistical representations etc. (guided working in
pairs)
 Critical reading for identifying the 'frame' of the article, point(s) of view presented, possible
biases or slants (small group discussion)
 Researching and writing articles on topics of local interest (working to produce a local
interest magazine).

Evaluation
For each text the student has to write any one of the following:
 Summary of the text, descriptions, reports, critical review, article, etc.
 3 marks for each text X 5 texts = 15 marks

Final Evaluation = 5 marks (4 Periods)

 The student will write a reflective report on his/her experiences of the activities
conducted as part of the EPC Enhancing Professional Capabilities Course 1- Reading
and Reflecting on Texts.

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Semester IV
Course Code Course Title Semester

B9ED401CCT Contemporary Issues in Education IV

Scheme of Instruction Scheme of Examination

Total Duration : 48+32 = 80 Hrs Maximum Score : 100

Periods / Week : 5 Internal Evaluation : 30

Credits : 3 +1 = 4 End Semester : 70

Instruction : Lecture-cum-Discussion, Exam Duration : 3
Mode Group Discussion, Hrs
Presentations, Panel
Discussion, Seminar
Presentations

Objectives of the course content:

The course will enable student to:
1. acquire knowledge on Liberalization of Education
2. understand the concept of Globalization and its influence in the expansion of education at
global level
3. acquaint with the knowledge of Privatization and its impact on Education
4. reflect on the issues of students’ unrest and explore understanding of most appropriate remedial
measures for students’ unrest
5. understand the concept of International Understanding and Peace Education and the means to
overcome value crises and acquaint with the role played by education in making an individual
into a humane
6. identify the contemporary issues in education and its educational implications

Unit – 1 Liberalization and Education

1.1Concept and objectives of Liberalization
1.2 Need for Liberalization of Education
1.3Advantages and Disadvantages of Liberalization of Education
1.4 Role of Education in Liberalization

Unit – 2 Privatization and Education

2.1Concept and objectives of Privatization
2.2 Need for Privatization of Education with special reference to India
2.3 Advantages and Disadvantages of Privatization
2.4 Role of Education in Privatization

Unit –3 Globalization and Education

3.1Concept and objectives of Globalization
3.2Factors contributing to Globalization
3.3Advantages and Disadvantages of Globalization of Education
3.4 Role of Education in Globalization

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Unit – 4 Problems of Students' Unrest

4.1 Concept of Unrest
4.2 Causes of Students' Unrest (social, economic, political and economic factors)
4.3 General measures to be taken to minimize/remove students’ unrest (Role of Administrators,
Teachers and Parents)
4.4 Role of mass media in minimizing/removing Students' Unrest

Unit – 5 Other Important Issues in Education

5.1 Equalization of Educational Opportunities – SC/ ST, OBC, Women, Handicapped and
religious minorities
5.2 International Understanding and Peace Education
5.3 Environmental Education and the Role of Education
5.4 Crisis Management at organizational level

Engagement/activities
 Group discussion on Precautionary Measures against the dangers of Globalization of
education
 Critical reflections on need for Privatization of Education with special reference to India
 Debate on contemporary issues in education
 University Campus visits to explore Students’ unrest.
 Reflecting over the issues related to women and strategies to overcome
 Conducting seminars/workshop on Peace Education
 Creating awareness among SC/ST students about various schemes and scholarships available
to them,
 Survey of schools to see the implementation of various incentives of government to equalize
educational opportunities

References:
 Josephene, Y. (2011). Globalization and challenges of education: Focus on equity and
equality. New Delhi: Shipra publications.
 Krishnan, D.K., & Thamarasseri, I. (2016). Contemporary issues in Indian education. New
Delhi: Kanishka Publishers.
 Aggrawal, J. C. (1996). Theory and principles of education (10th ed.). New Delhi: Vikas
Publications.
 Thakur, A. S., & Berwal, S. (2007). Education in emerging Indian society. New Delhi:
National Publishing House.
 Bano, A. (2000). Indian women the changing face. New Delhi: Kiloso Books.
 De Souza, A. (1975). Women in contemporary India: Traditional images and changing
roles. New Delhi: Manohar Publishers.
 Pruthi, R., Rameshwari, D., & Romila, P. (2002). Encyclopedia of status and empowerment
of women in India. Delhi: Saurabh Communications.
 Rao, U. (2012). Education for Peace (1st ed.). Hyderabad: Himalya Publishing House.
 Rao, D. B. (1996). Global perception on peace education Vol. I, II & III. New Delhi:
Discovery Publishing House.

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B.Ed. Syllabus Revised 2019

Course Code Course Title Semester

B9ED402CCT Environmental Education IV

Scheme of Instruction Scheme of Examination

Total Duration : 16 + 32 = 48Hrs Maximum Score : 50
Periods / Week : 4 Internal Evaluation : 15

Credits : 1+ 1 = 2 End Semester : 35

Instruction : Lecture-cum-Discussion, Exam Duration : 2
Mode Group Discussion, Hrs
Presentations, Panel
Discussion, Seminar
Presentations

Objectives:
This Course will enable the student teachers to:
1. understand the concept of Environmental Education & Its Importance
2. understand the environmental hazards, disasters & Disaster management.
3. understand the need for protecting the environment
4. know about sustainable development
5. understand the term environmental counciousness and green audit
6. know how technology can be integrated into teching of Educational Environment
7. understand the curriculum and teaching methods of Educational Environment in primary,
secondary and higher secondary level
8. know about assessment methods in educational environment.

Unit –1
1.1 Nature and scope of Environmental Education
1.2 Environmental hazards & disasters
1.3 Environmental & Disaster management
1.4 Environmental protection policies with special reference to India

Unit – 2
2.1 Sustainable development
2.2 Environmental consciousness: Energy Conservation, Rainwater Harvesting, Water
Recycling, Carbon Neutral
2.3 Water management
2.4 The concept of Green audit/ Environmental audit

Unit-3
3.1 Environmental Education and School Curriculum –Primary, Secondary and higher
secondary level.
3.2 Different teaching strategies of environmental education.
3.3 Assessment methods of environmental education.

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B.Ed. Syllabus Revised 2019

3.4 Integrating technology for environmental education.

3.5 Role and responsibilities of a teacher in the development of competencies of environmental
education.

Practicum - Any one of the Following:

a. List out Biodiversity of Campus
b. List out measures for making Campus Eco friendly
c. Visit any Polluted area and record the causes and suggest preventive measures

References:
1. Barucha, E. (2004). Textbook for environmental studies. New Delhi: UGC.
2. Jadhav, H. V, & Bhosale, V. M. (1995). Environmental protection and laws. New Delhi:
Himalaya Publication House.
3. Keln, P. (2000). Environmental education a conceptual analysis. Calicut: Calicut University.
4. Sharma, V.S. (2005). Environmental education. New Delhi: Anmol Publication.
5. Trends in environmental education. UNESCO Publication.

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B.Ed. Syllabus Revised 2019

Course Code Course Title Semester

B9ED403CCT Inclusive Education IV

Scheme of Instruction Scheme of Examination

Total Duration : 16 + 32 = 48Hrs Maximum Score : 50
Periods / Week : 4 Internal Evaluation : 15

Credits : 1+ 1 = 2 End Semester : 35

Instruction : Lecture-cum-Discussion, Exam Duration : 2
Mode Group Discussion, Hrs
Presentations, Panel
Discussion, Seminar
Presentations

Objectives:
The course will enable the student teachers to:
1. understand the concept of Inclusive Education.
2. understand the concept of Special Education.
3. understand the concept of Impairment, Disability and Handicap.
4. differentiate between the concept of Integration, Segregation and Mainstreaming.
5. understand the different types of differently abled Person.
6. understand the causes of different types of impairment and disability.
7. understand the techniques and process of identifying the different types of differently abled
Person.
8. understand different approaches and educational provisions for different types of differently
abled Person.
9. understand the causes of educational backwardness of different excluded/marginalized
sections of the society.
10. understand the strategies for educational inclusion of different excluded/marginalized sections
of the society.

Unit – 1 Introduction of Inclusive and Special Education

1.1 Inclusive Education - Meaning, Definition, Need & Importance
1.2 Special Education - Meaning, Definition, Need & Importance
1.3 Impairment, Disability and Handicap
1.4 Concept of Integration, Segregation and Mainstreaming

Unit – 2 Differently abled Children and their Educational Inclusion

2.1 Mentally Retarded Children –Characteristics, Causes, Identification and Educational
Provisions for Inclusion
2.2 Visual Impaired Children –Types, Characteristics, Causes, Identification and Educational
Provisions for Inclusion
2.3 Hearing Impaired Children –Classification, Characteristics, Causes, Identification and
Educational Provisions for Inclusion
2.4 Learning Disabled Children –Types, Characteristics, Causes, Identification and Educational
Provisions for Inclusion

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Unit – 3 Excluded/Marginalized Sections of Society and their Education

3.1 Inclusion of educational backwardness, and educational strategies for
Women
Schedule Caste
Schedule Tribes
Minorities (with special reference to Muslims)

Field work/ Projects / Assignments:

 Visits of different types of Special Schools ( Mentally Retarded Institutes , Blind Schools,
Schools of Deaf and Dumb and Rehabilitation Centers)

Mode of Transaction
 Classroom discussions for developing conceptual understanding.
 Close reading of text material/research papers
 Individual and group presentations of issues and concerns raised in assignments
 Theoretical and practical activities/exercises/investigations, analysis interpretation of
collated observations, systematic data.

References:
1. Alnscow, M. (1994). Special needs and the classroom. UK: UNESCO Publishing.
2. Anupriya, C. (2002). A guide to educating children with learning disabilities. New Delhi:
Vikas Publishing House Pvt. Ltd.
3. Berdina, W. H. (1985). An introduction to special education. Boston: Harper Collins
Publishers.
4. Hallahan, D. P., & Kauffman, J. M. (1992). Exceptional children: Introduction to special
education. New Jersey: Prentice hall INC.
5. Henley, M. (1993). Characteristics of and strategies for teaching students with mild
disabilities. Massachusetts: Allyn & Bacon.
6. Heward, W. L. (1988). Exceptional children. Chicago: Merril Publishing Co.
7. Kirk, G., & Anastasian. (1993). Educating exceptional children. Boston: Haughton Co.
8. Learner, J. (1985). Learning disability. Boston: Haughton, Mifflin Co.
9. Nind, M., Sheehy, K., Rix, J., & Simmons, K. (2003). Inclusive education: Diverse
perspectives. London: David Fulton Publication.
10. Onita, N. (1996). Children with learning difficulties. New Delhi: Allied Publishers Ltd.
11. Panda, K. C. (2002). Education of exceptional children. New Delhi: Vikas Publishing House
Pvt. Ltd.
12. Paul, J., Churton, M., & Mosse, W.C. (1977). Special education practice. Brooks/Cole
Publishing Company.
13. Peterson, J. (2003). Inclusive teaching creative effective schools for all learners. Boston: Allan
& Bacon.

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Course Code Course Title Semester

B9ED404CCT Health and Physical Education IV

Scheme of Instruction Scheme of Examination

Total Duration : 16 + 32 = 48Hrs Maximum Score : 50
Periods / Week : 4 Internal Evaluation : 15

Credits : 1+ 1 = 2 End Semester : 35-

Instruction : Lecture-cum-Discussion, Exam Duration : 2 Hrs
Mode Group Discussion,
Presentations, Panel
Discussion, Seminar
Presentations

Objectives:
This Course will enable the student teachers to:
1. introduce the pupil teachers with the concept of health and physical education.
2. enable the pupil teachers to understand the various dimensions and determinants of
health.
3. understand the importance of physical education in human life.
4. enable the pupil teachers to understand the need and importance of physical education.
5. develop organization skills in organizing tournaments and sports meet.
6. list the different programmes of physical education.

Unit –1: Understanding Physical Education.

1.1 Concept, need, scope and objective of physical education.
1.2 Health education, definitions, aims and objectives.
1.3 School health programme and the role of physical education teacher in development of
health and good hygienic habits.

Unit – 2: Programmes of Physical Education

2.2 Preliminary idea of some common programmes of physical education.
2.3 Recreations: Meaning, significance and recreational porgrammes in schools.
2.4 Need for recreation, different types of recreationary activities and their organization

Unit –3: Physical Education and Integrated Personality

3.1 Physical education in the context of NCF 2005 and NCFTE-2009.
3.2 Organization and Administration: Planning, Budgeting, fixture (Knock out and league)
3.3 Athletic meet, meaning, need and importance process to organize athletic meet at school
level.

Practicum - Any Two of the Following:

1. Prepare a Project report on three types of sports ground.
2. Prepare a plan of activity for three days outdoor camp
3. Organize a sports meet at school level
4. Participate in any two games and sports activities of your choice in your institution.

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Suggested Reading:
 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.
 Kangane, S., & Sonawane, S. (2007). Physical education. Pune: Nurali Publications.
 Kaur, M. (2003). Health and physical education. Luidhiana: Tendon Publications.
 Sharma, A. P. (2011). Mind, body and divine yoga. New Delhi: Personal Graphics and
Advertiser Pvt. Ltd.
 Sharma, A. P., & Pandey, P. K. (2010). Psychology in yoga. New Delhi: Personal Graphics
and Advertiser Pvt. Ltd.
 Singh, A. (2003). Essentials of physical education. Ludhiana: Kalyani Publishers.
 Syedentop, D. (1994). Introduction to physical education, fitness and sports (2nd ed.).
London: Maryfield Publishing Company.
 Uppal, A. K., & Gautam, G.P. (2004). Physical education and health. New Delhi: Friends
Publisher.

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Course Code Course Title Semester

B9ED401EPP Understanding the Self IV
Scheme of Instruction Scheme of Examination
Total Duration : 64Hrs Maximum Score : 50
Periods / Week : 4 Internal Evaluation : 50

Credits : 2 End Semester : -

Instruction : Lecture-cum-Discussion, Group Exam Duration : -
Mode Discussion, Presentations, Panel
Discussion, Seminar Presentations

Objectives :
1. To help student- teachers develop life skills to understand self
2. To enable student-teachers to recall and reflect on their own experiences and become
conscious of factors that have shaped their aspirations and expectations
3. To develop sensitivity towards their life experiences
4. To develop the capacity to facilitate personal growth and social skills in their own students
5. To synthesize their experiences and learning over a period of time
6. To develop their capacity for reflection

Unit 1 - Introspecting self

1.1 Writing one’s experiences in the form of diary (daily, weekly, monthly, yearly )
1.2 Writing about one’s expectations in life
1.3 Writing about the problematic situations they have faced boldly in life.
1.4 Recording happy moments of their life
1.5 SWOT Analysis

Unit-2 Understanding the self

2.1 Understanding own personality with reference to personality types.
2.2 Understanding own IQ and EQ
2.3 Understanding own Attitude and Aptitude
2.4 Analyzing Self Awareness and Self Esteem
2.5 Analyzing Physical and Mental health

Unit 3 – Developing the Self

3.1 Managing Time – Time Log and it analysis, Time wasters, day, month and year plan and
Prioritizing tasks.
3.2 Managing Emotions – Stress, Anger and Fear/anxiety.
3.3 Developing Social Skills – Effective Communication, Body language, Resolving Conflict
3.4 Developing Cognitive skills – Creativity, Critical Thinking and Reasoning
3.5 Nurturing Physical Health – BMI, Diet plan and Exercise

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Practicum
1. Reflective Journal
2. Portfolio
3. Poster making /chart making: time line, mind map, story , song, poetry, poster, digital story,
4. PPT with personal photos
5. Sharing experiences

References
1. Adair, J., & Allen, M. (1999). Time management and personal development. London:
Thorogood Publishing.
2. Boyd, B. L., Herring, D. R., & Briers, G. E. (1992). Developing life skills in youth. Journal
of Extension [On-line], 30(4). Retrieved from: http://www.joe.org/joe/1992winter/a4.html
3. Hendricks, P. (1998). Targeting life skills model. Retrieved from:
http://www.extension.iastate.edu/4H/lifeskills/homepage.html
4. Krishnamurti, J. (2000). Life ahead, to parents, teachers and students. Ojai, California, USA:
Krishnamurti Foundation Trust.
5. Miller, R. A. (1976). Leader/agents guide: Leadership life skills. Stillwater, OK: Oklahoma
State University.
6. Rohrer, J. (2007). ABC of awareness. South Carolina: BookSurge Publishing.
7. Simanowitz, V., & Pearce, P. (2003). Personality development. Berkshire: Open University
Press.

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APPENDIX 1: GENERAL EXAMINATION RULES w.e.f. 2016 -17 (MANUU)

[Duly Approved: Item 26.2.11 of 26th Meeting of Academic Council]
The General Examinations Rules are applicable to all regular mode programs of the Maulana
Azad National Urdu University (MANUU) and are effective from academic session 2016-17.
Unless explicitly stated by the specific regulations of the University, these rules shall apply to all
regular mode programs viz. bridge course, certificate, diploma, under graduate and post graduate
programs of MANUU.
1. EXAMINATION
1.1. Course Assessment: It consists of Continuous Internal Evaluation (CIE) and Semester End
Examination (SEE) as the major evaluations prescribed for each Course.
1.1.1. The CIE and SEE to carry 30% and 70% weightage for each Course e.g. 100 marks
(30+70) or 50 Marks (15+35) or like irrespective of its Credits. The absence from these
evaluations or seminar presentations or late submissions of assignments or attendance,
shall result in loss of marks.
1.2. Continuous Internal Evaluation (CIE): Only those students maintaining a minimum
standard in CIE (passing marks) are permitted to appear in SEE of the Course. Thus, a
student failing in the CIE/internal assessment and practical of any course/paper shall not be
allowed to appear in SEE/semester end examinations of that course/paper and she/he has to
repeat both CIE/practical & SEE in the concerned odd/even semester
1.3. The Award of Continuous Internal Evaluation i.e. internal assessment marks in each
semester shall be as follows:
Co & Extra
Theory Practical MOOCs Curricular
Class Test 15 7.5 Practical Test 10 Assignment 25 Activity Report 25
Assignments 10 5 Comp. 15 Presentation 20 Presentation 20
/Quiz/Seminar Evaluation /Seminar /Seminar
Attendance 5 2.5 Attendance 5 Attendance 5 Attendance 5
Total (CIE) 30 15 Total (CIE) 30 Total (CIE) 50 Total (CIE) 50
1.3.1. The marks division for attendance as a component of CIE for all
programs:
All Programs under CBCS except teacher
education Teacher education programs under CBCS
% Attendance MM=5 MM=2.5 % MM=5 MM=2.5
N
S

Attendance [CIE=30] [CIE=15]

.

[CIE=30] [CIE=15]
1 ≥ 95 5 2.5 1 ≥ 95 5 2.5
2 ≥ 90 to 94.99 4 2 2 ≥ 90 to 94.99 4 2
3 ≥ 85 to 89.99 3 1.5 3 ≥ 85 to 89.99 3 1.5
4 ≥ 80 to 84.99 2 1 4 ≥ 80 to 84.99 2 1
5 ≥ 75 to 79.99 1 0.5 5 ≥ 75 to 79.99 0 0
Less than
6 75 0 0 6 Less than 75 0 0

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1.3.2. Practical exams must be completed before the commencement of semester end exams.
The students failing in practical exams shall not be allowed to appear in theory exams of
concerned paper. However, in programs of specific nature, the students failing in field
work/project viva/internship/teaching practice have to repeat the whole semester.
1.3.3. In every semester, there shall be at least two class tests each of one hour duration. The
average of two class tests or average of best two, if more than two tests as per the policy
of department concerned, shall be considered for the evaluation as part of Continuous
Internal Evaluation (CIE) in addition to assignments/Quiz/Slip Test/seminar and
Attendance.
1.4. In case, a student fail to appear in any of the class tests due to Medical emergency requiring
hospitalization or attendance at NCC camps / Inter-Collegiate / Inter-University/ Inter-State
/ International Matches / Debates or such other inter University activities as approved by the
University authorities, the student shall be allowed to take only one make up class test in
those subjects as per convenience of the respective Department / College / Teacher
concerned. The makeup test shall be counted as only one of the tests for the evaluation of
CIE. This facility is extended to only those students who personally or through parents
inform the HoD/Principal on the day of hospitalization and submit the Medical Certificate
within two weeks of said illness or have prior approval for participation in above events and
submit the certificate of participation for the same.
1.5. Semester End Examination (SEE): It shall be conducted at the Department/School level
and cover the entire Course Syllabi. In order to have holistic assessment of students in SEE,
MANUU has developed Model Question Paper for all programs of study. Model Question
Paper is structured into three parts to ensure whole syllabus coverage and examine the
factual, descriptive and analytical understanding of students for each course of study. Vide
the 25th Meeting of Academic Council (Item: 25.2.07) Model Question Paper for all
programs of study offered under regular mode was approved.
1.5.1. At the end of the Semester, the University Examination shall be held as prescribed in the
respective schemes of examination i.e. Date Sheet/Time Table.
1.5.2. The University shall conduct odd and even semester examinations as per the Academic
Calendar. The students appearing for backlog/improvement shall have to appear in the
concerned odd/even semester examinations. There shall be no supplementary
examinations.
1.5.3. Only as an exception the student in the final semester of any program shall get a chance
to register for the backlog papers of immediately preceding odd semester. For example
in a two years program, the students of semester IV shall be given a chance to clear the
backlog papers of semester III along with the Semester IV examinations.
1.5.4. A student shall be deemed to have fully passed the semester end examinations of any
semester, if he / she secures not less than the minimum marks as prescribed below.

Qualifying Marks for Semester End Qualifying Marks for Continuous Internal
Examinations Evaluation
Each Semester Minimum Marks Each Semester Minimum Marks
Each Theory Subject 40% Each Theory Subject 40%
Each Practical Subject 50% Each Practical Subject 50%

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1.5.5. If a student fails to secure the minimum marks in any subjects/course/paper of odd and
even semester examinations then he shall appear only in the failed subjects/courses
(backlog courses/papers ) in the concerned odd/even semester.

2. ATTENDANCE
2.1. In order to appear in SSE, the student must have passed in all CIE /practical/viva-voce as
case may be and fulfill minimum consolidated attendance norm of 75%. The attendance
norms shall be further subject to additional requirements of professional and technical
programs. For example in teacher education programs, the minimum consolidated
attendance requirement is that of 80%.
2.1.1. Further in the case of teaching practice/field work in teacher education (like B Ed and M
Ed) and Master of Social Work programs respectively the students must also fulfill the
minimum attendance requirement of 90%. The students failing to secure the minimum
attendance in practical work of these programs shall not be allowed to appear for the
semester end exams and they shall be required to repeat the semester.
2.1.2. A relaxation of not more than 10% of the attendance shall be extended on valid medical
ground on the production of medical certificate subject to acceptance by HoD/Principal
and approval by Dean of school concerned. Further only those medical certificates shall
be considered for which HoD was informed during the illness or those that are subjected
within two weeks of the said illness. A student deputed by the University to take part in
any co-curricular or extra-curricular or sports or like may be given an additional
concession of not more than 5% of attendance.
2.1.3. A student in the Semester I of any program if detained due to shortage of attendance
shall be allowed to register as re-admitted candidate in the next year of the same
semester provided she/he has secured a minimum of 40% attendance.
2.1.4. Semester I students securing less than 40% attendance in the semester shall be detained
and the candidate’s admission stands cancelled. If they are interested to pursue the
program they have to apply afresh as new/fresh candidate and compete in the admission
process (merit/entrance test) as per the notification.

3. RULES FOR PROMOTION

3.1. The promotion from odd semester to even semester shall be automatic except for those
detained due to shortage of attendance.
3.2. The student shall be permitted to move from even semester to odd semester i.e. to the next
year, if he/she maintains a minimum CGPA of 5.0 at the end of the even semesters in case
of CBCS based programs or where in CBCS is applicable or must have passed at least 50%
of the total courses/papers at the end of the even semesters in case of non CBCS programs.
Otherwise, the student shall remain in the same year as Ex-students till he/she maintains the
minimum required CGPA of 5.0 or clears the required number of courses/papers.

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No. Promotion Condition to be Fulfilled for Promotion

a) Regular course of study of a specified semester in a year
having put 75% of Attendance (80% in teacher
education
programs) and Registered for Semester End
Examination
Between odd and even
1. and paid the exam fee.
Semesters of a Year
In case of teacher education and Master of Social Work
programs, the students failing in teaching practice/field
work have to repeat the whole semester.
a) Regular course of study of a specified semester in a year
having put 75% of Attendance (80% in teacher
education
program) and Registered for Semester End Examination
and paid the exam fee.
2. Between the Years b) Should have the CGPA of 5.0 at the end of the even
semesters in case of CBCS programs.
c) Should have passed at least 50% of the total
courses/papers
at the end of the even semesters in case of non CBCS
programs.

3.3. A student who has been detained due to shortage of attendance shall not be allowed to be
promoted to the next semester and he/she shall be required to re-register as a Regular
student and repeat all courses of the said semester with the next batch of students.
3.4. A student in the Semester I of any program who is detained due to shortage of attendance
shall be allowed to register as re-admitted candidate in the next year of the same semester
provided she/he secure a minimum of 40% attendance.
3.5. The Semester I students with less than 40% attendance in the semester shall be detained
and the candidate’s admission stands cancelled. If they are interested to pursue the program,
they have to apply afresh as new/fresh candidate and compete in the admission process as
per the notification.
3.6. A student who fails in theory or practical examination of a course shall have to re-appear
both in theory and practical exam of the same course.
3.7. A student who fails in CIE/internal assessment of a paper/course shall not be permitted to
appear in the semester end examination of the said course/paper. She/he has to appear and
pass both the internal assessment and semester end exam of that course in the following
odd/even semester as offered.
3.8. A student who could not appear in exams with prior notice after registering for regular
examinations on payment of examination fee may be permitted to re-register for the next
concerned semester examination without fee.
3.9. Program Span (PS): The program’s maximum time for completion shall be additional two
(2) years (4 semesters) irrespective of the duration of the program of study. For any
particular course/paper there shall not be more than two additional attempts at examinations
for passing the course failing which the student has to quit the program.

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3.10. Each student is required to be successful in all the mandatory courses as may be
prescribed to qualify for the Degree and also earn required minimum credits for non CGPA
courses/passing marks in the such courses.
4. IMPROVEMENT EXAM
4.1. A Student who wishes to improve his/her grade/division may do so within one academic
year immediately after having passed all the examinations of the program, by reappearing in
subjects/courses pertaining to the respective semester. Further the students may also be
allowed to improve their marks in specific course in a semester and permitted only once for
respective course. The improvement shall be allowed in not more than 40% courses/papers
of each semester.
4.2. A student can also appear for the improvement in courses of the preceding odd/even
semesters during the course of study provided she/he has no backlogs. The improvement
shall be allowed in not more than 40% courses/papers of each semester.
4.3. In case of improvement, the student shall have the benefit of the higher of the two
aggregates of marks secured in the specific course. Further the award of Grade / Division
rests with the corresponding semester among the better of two performances, provided the
student passed the improvement examination fully in all the courses of respective semester.
However he/she shall be awarded only up to a maximum of ‘A+’ Grade as per his/her
performance and with respect to his/her earlier Grade/Division. An ‘Outstanding’ Grade
/Distinction cannot be awarded to individuals in an improvement exam.
4.4. This facility of improvement shall be open to all those who passed in respective courses to
determine the better grade and shall not be for the purpose of award of Distinction, Gold
Medal or Prizes or Rank etc.
4.5. Application for improvement examination shall be made by the student concerned to the
Controller of Examinations in the prescribed form along with the prescribed exam fee as
and when notified and as prescribed.
5. TRANSITORY RULES
5.1. Whenever the syllabus/scheme of instruction is changed in a particular semester, two more
examinations immediately following thereafter shall be conducted according to the old
syllabus / regulations. Students not appearing in the examinations or failing in them shall
take the examination subsequently according to the changed syllabus/regulations.
5.2. By any reason if a student admitted into the course under old scheme of instructions/
regulations is promoted /readmitted after the implementation of revised version shall be
permitted to join the corresponding semester in the revised scheme of instructions /
regulations.

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6. GRADE/DIVISION ASSIGNMENT TABLE

Letter Merit Remark Grade Point Range of Marks SGPA Division
Grade (%) (CBCS Programs) (Non CBCS Programs)
First Division
O Outstanding 10 90.00 – 100.00 9.00 – 10.00 with
A+ Excellent 9 75.00 – 89.99 7.50 – 8.99 Distinction

A Very Good 8 60.00 – 74.99 6.00 – 7.49 First Division

B+ Good 7 55.00 – 59.99 5.50 – 5.99 Second Division
B Above Average 6 50.00 – 54.99 5.00 – 5.49
C Average 5 45.00 – 49.99 4.50 – 4.99 Pass
P Pass 4 40.00 – 44.99 4.00 -4.49
F Fail 0 Below 40 < 4.00 Fail
Ab Absent 0 - 0
Conversion formula: Percentage of Marks = (CGPA) X 10

7. ACADEMIC COORDINATOR
7.1. Every department of studies must designate a faculty member as Academic
Coordinator on rotation basis who shall coordinate the offering of courses and guide the
students in making choice based credit system interesting and appealing to them.
7.2. Academic Coordinators shall ensure to be readily available for the counseling of
students.
7.3. Academic Coordinator shall guide the students of their department in choosing the
courses from their department and also from other departments and for registering for the
courses.
7.4. Academic Coordinator shall guide the students coming from other departments for
opting say generic courses or like.
7.5. Academic Coordinator shall coordinate all the works related to attendance, course work,
examination and evaluation. The students shall be informed about the Academic
Coordinator so that they may contact him/her regarding any problem in the selection of
courses or like.
7.6. Academic Coordinator shall ensure that attendance should be displayed to the students
every month.
7.7. Academic Coordinator shall ensure that the consolidated continuous internal evaluation
(CIE)/practical marks should be displayed to the students before the beginning of the
semester end examinations.

7.8. Courses shall be offered by the department concerned as per the schedule given in the
relevant curriculum. More choices in elective courses shall be offered depending on the
availability of the staff and other facilities and therefore any particular elective course may
not be offered even though it may exist in the list of possible elective courses.

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7.9. All Heads of the Department of Studies shall ensure necessary support and facilitate the
Academic Coordinators for better results.
7.10. Dean, Academics shall facilitate for any clarification and decision pertaining to CBCS
courses and matters therewith.

8. STUDENT REGISTRATION
8.1. In case of newly admitted students, all students are required to register for the courses
within the first week of the start of academic session.
8.2. The students of the consecutive semesters are required to register for the next semester
towards the end of continuing semester.
8.3. A student who has been detained due to shortage of attendance shall be required to re-
register as a Regular student and repeat all courses of the said semester with the next batch of
students. Registration to be done within two weeks of the commencement of classes or as
notified.
8.4. All students are required to register and change courses, if so, only during the prescribed
notification period of registration. After the due date no further request for change of
courses shall be entertained.
8.5. All the Students are advised to consult the Academic Coordinator of their parent
department of studies and also of the offering departments for better selection of suitable
courses.
8.6. Academic Coordinators of the concerned departments shall be the moderator for finalizing
the offering of the elective courses in consultation with their HoDs.

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Examination Regulations under Choice Based Credit System

(Effective from Academic Year 2016 – 17)

[Duly Approved: Item 26.2.10 of 26th Meeting of Academic Council]

DEFINITION OF KEY CONCEPTS
1. ................................................ 2
2. EXAMINATION ..................................................................... 4
3. EVALUATION ....................................................................... 8
RULES FOR
4. PROMOTION....................................................... 11
AWARD OF GRADE
5. .............................................................. 12
GUIDELINES FOR THE AWARD OF GRADES
6. ................................. 13
COMPUTATION OF SGPA AND CGPA
7. ........................................ 13
8. TRANSCRIPT ...................................................................... 15
IMPROVEMENT EXAM
9. ......................................................... 15
TRANSITORY RULES
10. ........................................................... 16
ACADEMIC COORDINATOR
11. ................................................. 16
STUDENT REGISTRATION
12. ................................................... 17

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 EXAMINATION REGULATIONS UNDER CBCS
(Effective from Academic Year 2016 – 17)

The Choice Based Credit System (CBCS) aims to facilitate student mobility, provide wider choice in
subjects and promote quality education through innovation and improvements in curriculum,
teaching-learning process, and also in examination and evaluation systems. The performance of each
student enrolled in a program shall be assessed in each course at the end of each semester and
awarded a cumulative grade at the end of the program. The Maulana Azad National Urdu University
(MANUU) has adopted CBCS for regular mode undergraduate and post graduate programs.
These regulations are for regular mode under graduate and post graduate programs of
MANUU and are effective from academic session 2016-17. The CBCS structure, credit system and
regulations adopted in MANUU are based on UGC Guidelines on Adoption of Choice Based Credit
System; UGC Template of Syllabi for UG Courses under CBCS as also the nomenclatures,
terminologies and guidelines of statutory bodies like All India Council for Technical Education
(AICTE) and National Council for Teacher Education (NCTE) for the courses governed by the
respective statutory bodies.

1. DEFINITION OF KEY CONCEPTS

1.1. Academic Year: The duration of two consecutive (one odd and one even) semesters constitute
one academic year.
1.2. Choice Based Credit System (CBCS): The CBCS provides choice for students to select from
the prescribed courses (core courses, discipline specific electives, generic elective, ability
enhancement compulsory courses, skill enhancement courses, mandatory non-CGPA courses
etc). The 25th Meeting of Academic Council dated 10th November 2016 has approved the
unique CBCS course codes and CBCS template structure for regular mode under graduate (UG)
and post graduate (PG) programs of MANUU viz.
Item 25.2.06: Provision of Unique and Uniform Roll No.’s, Program Codes and Course Codes
from academic year 2016-17 offered by Departments/Schools
Item 25.4.09: CBCS Template for UG Programs
Item 25.4.10: CBCS Template for PG Programs
1.3. Program: An educational program leading to award of a degree, diploma or certificate.
1.4. Course: Usually referred to, as ‘paper’ is a component of a program. All courses need not carry
the same weight. However, the courses of same nature would have uniform credit pattern for
wider choice and mobility of students in opting the courses. Each course should define learning
objectives and learning outcomes. A course may be designed to comprise lectures, tutorials,
laboratory work, field work, outreach activities, project work, vocational training, viva,
seminars, term papers, assignments, presentations, self-study etc. or a combination of some of
these.
1.5. Credit Based Semester System (CBSS): Under the CBSS, the requirement for award of
degree or diploma or certificate is prescribed in terms of number of credits to be completed by
each student.
1.6. L-T-P: The prescribed hours/week during a semester for Lecture-Tutorial-Practical (L-T-P) to
a particular course.
Theory classes shall have a compulsory component of lectures and tutorials. The faculty
members are to use a variety of pedagogical tools ranging from conventional lecture mode to
more participatory and demonstration techniques.
Practical work refers to lab work, project work, field/industry visit, teaching practice,
internship, field practicum (concurrent field work, individual conference, group conference,
seminar presentation and skill lab), media lab, block placement and like discipline specific
components.
 93

1.7. Credit(C): A unit by which the course work is measured. It determines the number of hours of
instructions required per week. One credit is equivalent to one hour of teaching (lecture or
tutorial) or two hours of practical work/field work per week. For example a course with
assigned weekly L-T-P: 3-0-2 or 3-1-0 shall be equivalent to 4 credits.
A 6 credits theory course requires a minimum duration of 90 hours of teaching in a semester
(1credit/hour*6hours/week*15 weeks).
A 4 credits theory course requires a minimum duration of 60 hours of teaching in a semester
(1credit/hour*4hours/week*15 weeks).
A 2 credits theory course requires a minimum duration of 30 hours of teaching in a semester
(1credit/1hour*2hours/week*15 weeks).
A 2 credits practical course requires a minimum duration of 60 hours of practical work in a
semester (1credit/2hours*2hours/week*15 weeks).
1.8. Letter Grade: It is an index of the performance of students in a said course. Grades are
denoted by letters O, A+, A, B+, B, C, P and F. The Letter Grades, Grade Points and scale of
UGC are adopted in MANUU. Grading is done using Letter Grades as qualitative measure of
achievement in each Course like: O (Outstanding), A+ (Excellent), A (Very Good), B+ (Good),
B (Above Average), C (Average), P (Pass), F (Fail) and Ab (Absent), based on the percentage
(%) of marks scored in (CIE+SEE) of the Course and conversion to Grade.
1.9. Grade Point (GP): It is a numerical weight allotted to each letter grade on a 10-point UGC scale
viz.
O=10, A+=09, A=08, B+=07, B=06, C=05, P=04, F=00 & Ab=00.
1.10. Credit Point (CP): The numerical value obtained by multiplying the grade point (GP) by the
no. of credit(C) of the respective course i.e. CP= GP X C.
1.11. Cumulative Grade Point Average (CGPA): It is a measure of overall cumulative
performance of a student over all semesters. The CGPA is the ratio of total credit points secured
by a student in various courses in all semesters and the sum of the total credits of all courses in
all the semesters. It is expressed up to two decimal places.
1.12. Semester Grade Point Average (SGPA): It is a measure of performance of work done in a
semester. It is ratio of total credit points (CPs) secured by a student in various courses registered
in a semester and the total course credits taken during that semester. It shall be expressed up to
two decimal places.
1.13. Semester: Each semester shall consist of 15-18 weeks of academic work equivalent to 90/100
actual teaching days. The odd semester may be scheduled from July to December and even
semester from January to June.
1.14. Transcript: Based on the grades earned, a transcript shall be issued to all the registered
students after every semester. The transcript shall display the course details (code, title, no. of
credits, grades secured) along with SGPA of that semester and CGPA earned till that semester
at the end of each academic year. The students shall be issued transcript for each semester and a
consolidated transcript indicating the performance in all the semesters at the completion of the
program.

1.15. Relative Grading: The relative grading is based on the distribution (usually normal
distribution) of marks obtained by all the students of the course and the grades are awarded
based on a cut-off marks or percentile.
1.16. Absolute Grading: Under the absolute grading, the marks are converted to grades based on
pre-determined class intervals. MANUU adopts absolute grading method.
1.17. Continuous Internal Evaluation (CIE) and Semester End Examinations (SEE) are two
key assessment methods. For all theory courses/papers, the ratio of CIE & SEE is 30:70. Thus a
course of 100 Marks shall have 30CIE + 70SEE and of 50 Marks shall have 15CIE + 35SEE.
1.18. Program Span (PS): The program’s maximum time for completion shall be additional two
(2) years (4 semesters) irrespective of the duration of the program of study. For any particular

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course/paper there shall not be more than two additional attempts for examinations for passing
the course failing which the student has to quit the program.

2. EXAMINATION
2.1. The examinations conducted at various stages in the form of continuous internal evaluation
(CIE) and semester end examinations (SEE) in a semester shall facilitate in assessing the
performance of students in terms of knowledge, skills and aptitude. The CIE is an internal
assessment mechanism and shall ensure continuous learning, assessment and timely feedback to
students by the course teacher, and if needed by academic advisor and Head of the Department.
SEE shall be scheduled after the last working day of the semester as per the academic calendar.
2.2. The University conducts regular odd/even semester examinations for the students undergoing
regular course of study and who fulfill the eligibility conditions for appearing in examinations.
2.3. The assessment of the theoretical component towards the end of the semester shall be
undertaken by examiners from the University or outside the University, who shall be appointed
by the competent authority.
2.4. The question papers shall be set by the duly approved internal and external examiners. In case
of at least 50% of core courses offered in different programs across the disciplines, the
assessment of theoretical component, both question paper setting and evaluation towards end of
the semester, should be undertaken by external examiners from outside the University or as
approved by the Competent Authority.
2.5. In case of the assessment of practical component of such core courses, the team of examiners
should be constituted on 50 – 50 % basis. i.e. half of the examiners in the team should be
invited from outside the University for conducting practical examination.
The Para 2.3 to Para 2.5 shall be executed through a duly approved process (confidential).
2.6. Course Assessment: It consists of Continuous Internal Evaluation (CIE) and Semester End
Examination (SEE) as the major evaluations prescribed for each Course.
2.6.1. The CIE and SEE to carry 30% and 70% weightage for each Course e.g. 100 marks (30+70)
or 50 Marks (15+35) or like irrespective of its Credits. The absence from these evaluations or
seminar presentations or late submissions of assignments or attendance, shall result in loss of
marks.
2.6.2. Some courses of specific nature shall be based only on CIE.
2.6.3. In UG programs ideally the core/discipline specific/generic courses are 6 credit courses each of
100 marks and ability/skill/non CGPA courses are 2 credit courses each of 50 marks.
2.6.4. In PG programs ideally the 2 credit courses (ability/skill/non CGPA courses) are of 50
marks; 4 credit courses (core/discipline specific/generic) are of 100 marks and 6 credit
courses (Project/Dissertation) shall have 150 marks or like.
2.6.5. The Dissertation Evaluation also follows Grade System of Evaluation based on the marks
awarded at different stages of formative assessment and evaluation procedures
(internal/external or both) as approved / stipulated by the specific departments for the
individual / group performance during the course of final year study as a part of partial
fulfillment for award of specific degree.
2.7. Continuous Internal Evaluation (CIE): To be normally conducted by the course teacher and
include midterm/weekly/ fortnightly class tests, assignments, problem solving, group
discussion, quiz, mini-project and seminar throughout the Semester, with weightage for the
different components being fixed for UG/PG programs and nature of the course.
At the end of CIE the course teacher also needs to discuss CIE performance with students. The
course teacher shall submit the CIE Award Lists of all students for the concerned courses to
HoD/Principal. All course teachers must submit the Award List latest by the last day of teaching
instructions. HoD/Principal shall present the Consolidated Award Lists of all courses to the
Departmental Moderation Committee as prescribed by Exam Branch. The moderated Award
Lists of all courses shall be displayed on the Notice Boards of the concerned department before

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the commencement of semester end examinations. The HoD shall ensure that the duly
moderated and signed consolidated award lists of CIE should reach exam branch before the
commencement of semester end examinations. Both the hard and soft copies are required as per
the format prescribed by exam branch.
Only those students maintaining a minimum standard in CIE (passing marks) are permitted to
appear in SEE of the Course. Thus a student failing in the CIE/internal assessment and practical
of any course/paper shall not be allowed to appear in SEE/semester end examinations of that
course/paper and she/he has to repeat both CIE/practical & SEE in the concerned odd/even
semester.
2.8. The Head/ Principal of the Department / College shall maintain in their office a complete
record of the scores obtained by the students in the CIE and shall submit the hard and soft
copies of the data in prescribed format to exam branch before the commencement of semester
end examinations.

2.9. The Award of Continuous Internal Evaluation i.e. internal assessment marks in each semester
shall be as follows:
Co & Extra
Theory Practical MOOCs Curricular
Class Test 15 7.5 Practical Test 10 Assignment 25 Activity Report 25
Assignments 10 5 Comp. 15 Presentation 20 Presentation 20
/Quiz/Seminar Evaluation /Seminar /Seminar
Attendance 5 2.5 Attendance 5 Attendance 5 Attendance 5
Total (CIE) 30 15 Total (CIE) 30 Total (CIE) 50 Total (CIE) 50
2.9.1. The marks division for attendance as a component of CIE for all programs:
All Programs under CBCS except teacher Teacher education programs under CBCS
education
% Attendance MM=5 MM=2.5 % MM=5 MM=2.5
[CIE=30] [CIE=15] Attendance [CIE=30] [CIE=15]
No.

No.
S.

S.

1 ≥ 95 5 2.5 1 ≥ 95 5 2.5
2 ≥ 90 to 94.99 4 2 2 ≥ 90 to 94.99 4 2
3 ≥ 85 to 89.99 3 1.5 3 ≥ 85 to 89.99 3 1.5
4 ≥ 80 to 84.99 2 1 4 ≥ 80 to 84.99 2 1
5 ≥ 75 to 79.99 1 0.5 5 ≥ 75 to 79.99 0 0
6 Less than 75 0 0 6 Less than 75 0 0

2.9.2. This is an indicative illustration and has to be adjusted in term internal marks of
concerned course. For example the course with CIE of 30 marks (SEE-70) and course
with CIE of 15 marks (SEE-35).
2.9.3. Practical exams must be completed before the commencement of semester end exams.
The students failing in practical exams shall not be allowed to appear in theory exams of
concerned paper. However, in programs of specific nature the students failing in field
work/project viva/internship/teaching practice have to repeat the whole semester.
2.9.4. The Award Lists of CIE and Practical exams must be submitted to exam branch before the
commencement of semester end exams.
2.10. In every semester, there shall be at least two class tests each of one hour duration. The
average of two class tests or average of best two, if more than two tests as per the policy of

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department concerned, shall be considered for the evaluation as part of Continuous Internal
Evaluation (CIE) in addition to assignments/Quiz/Slip Test/seminar and Attendance.
However the MOOC’s and Co & Extra Curricular Activities in any of the semesters are
evaluated only on the basis of CIE and the students shall have to score minimum number of
Credits and Grade though it is not a part of CGPA computation.
2.11. In case, a student fail to appear in any of the class tests due to Medical emergency requiring
hospitalization or attendance at NCC camps / Inter-Collegiate / Inter-University/ Inter-State /
International Matches / Debates or such other inter University activities as approved by the
University authorities, the student shall be allowed to take only one make up class test in those
subjects as per convenience of the respective Department / College / Teacher concerned. The
makeup test shall be counted as only one of the tests for the evaluation of CIE. This facility is
extended to only those students who personally or through parents inform the HoD/Principal
on the day of hospitalization and submit the Medical Certificate within two weeks of said
illness or have prior approval for participation in above events and submit the certificate of
participation for the same.

2.12. Semester End Examination (SEE): It shall be conducted at the Department/School level
and cover the entire Course Syllabi. For this purpose, Syllabi should correspond to credit hour
requirements. The questions to be comprehensive emphasizing analysis, synthesis, problem
solving and numerical analysis in accordance with the prescribed syllabi. In order to have
holistic assessment of students in SEE, MANUU has developed Model Question Paper for all
programs of study. Model Question Paper is structured into three parts to ensure whole
syllabus coverage and examine the factual, descriptive and analytical understanding of students
for each course of study. Vide the 25th Meeting of Academic Council (Item: 25.2.07) Model
Question Paper for all programs of study offered under regular mode was approved.
2.12.1. At the end of the Semester, the University Examination shall be held as prescribed in the
respective schemes of examination i.e. Date Sheet/Time Table.
2.12.2. The University shall conduct odd and even semester examinations as per the Academic
Calendar. The students appearing for backlog/improvement shall have to appear in the
concerned odd/even semester examinations. There shall be no supplementary
examinations.
2.12.3. Only as an exception the student in the final semester of any program shall get a chance to
register for the backlog papers of immediately preceding odd semester. For example in a
two years program, the students of semester IV shall be given a chance to clear the backlog
papers of semester III along with the Semester IV examinations.
2.12.4. All the General Rules for Examination of MANUU shall be adhered to.
2.12.5. A student shall be deemed to have fully passed the semester end examinations of any
semester, if he / she secures not less than the minimum marks as prescribed below.

Qualifying Marks for Continuous Internal

Qualifying Marks for Semester End Examinations Evaluation
Each Semester Minimum Marks Each Semester Minimum Marks
Each Theory Subject 40% Each Theory Subject 40%
Each Practical Subject 50% Each Practical Subject 50%

2.12.6. If a student fails to secure the minimum marks in any subjects/course/paper of odd and even
semester examinations then he shall appear only in the failed subjects/courses (backlog
courses/papers ) in the concerned odd/even semester.
2.13. There shall be Mandatory Non-CGPA Courses in which credits are to be acquired as part of
degree requirements and shall be awarded grades but shall not be part of either SGPA or CGPA.
2.14. The proposed system discards the conventional emphasis on a single final examination and
numerical marks as the absolute indication of the quality of student’s performance.

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2.15. Attendance: In order to appear in SSE, the student must have passed in all CIE
/practical/viva-voce as case may be and fulfill minimum consolidated attendance norm of 75%.
The attendance norms shall be further subject to additional requirements of professional and
technical programs. For example in teacher education programs the minimum consolidated
attendance requirement is that of 80%.
2.15.1. Further in the case of teaching practice/field work in teacher education (like B Ed and M Ed)
and Master of Social Work programs respectively the students must also fulfill the
minimum attendance requirement of 90%. The students failing to secure the minimum
attendance in practical work of these programs shall not be allowed to appear for the
semester end exams and they shall be required to repeat the semester.
2.15.2. A relaxation of not more than 10% of the attendance shall be extended on valid medical
ground on the production of medical certificate subject to acceptance by HoD/Principal and
approval by Dean of school concerned. Further only those medical certificates shall be
considered for which HoD was informed during the illness or those that are subjected
within two weeks of the said illness. A student deputed by the University to take part in any
co-curricular or extra-curricular or sports or like may be given an additional concession of
not more than 5% of attendance.
2.15.3. A student in the Semester I of any program if detained due to shortage of attendance shall be
allowed to register as re-admitted candidate in the next year of the same semester provided
she/he has secured a minimum of 40% attendance.
2.15.4. Semester I students securing less than 40% attendance in the semester shall be detained and
the candidate’s admission stands cancelled. If they are interested to pursue the program they
have to apply afresh as new/fresh candidate and compete in the admission process
(merit/entrance test) as per the notification.
3. EVALUATION
3.1. The UGC 10-point grading system is adopted for all UG and PG programs under CBCS in
MANUU. The University adopts the absolute method of grading whereby marks are converted
to grades based on pre-determined class intervals. The Table Below provides the details of
Letter Grade, Grade Point, Pre-determined class intervals (Range of Marks %); SGPA range
and the conventional equivalent in terms of divisions. All calculations of SGPA and CGPA
shall be rounded off to two decimal places. In conventional equivalent, the First Division with
Distinction is applicable only in case of single attempt else it shall be treated as Fist Division.
3.2. Grade Assignment Table: Table illustrating the details and pattern of grading and
calculation of SGPA/CGPA. This Table shall be printed at the back of Consolidated
Transcript.

Letter Merit Remark Grade Point Range of Marks SGPA Conventional

Grade (%) Equivalent
O Outstanding 10 90.00 – 100.00 9.00 – 10.00 First Division with
A+ Excellent 9 75.00 – 89.99 7.50 – 8.99 Distinction

A Very Good 8 60.00 – 74.99 6.00 – 7.49 First Division

B+ Good 7 55.00 – 59.99 5.50 – 5.99 Second Division
B Above Average 6 50.00 – 54.99 5.00 – 5.49
C Average 5 45.00 – 49.99 4.50 – 4.99 Pass
P Pass 4 40.00 – 44.99 4.00 -4.49
F Fail 0 Below 40 < 4.00 Fail
Ab Absent 0 - 0
Conversion formula: Percentage of Marks = (CGPA) X 10

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3.3. Transcript: Based on the grades earned, a grade certificate shall be issued to all the
registered students after every semester. The grade certificate shall display the course details
(code, title, no. of credits, grades secured) along with SGPA of that semester and CGPA
earned till that semester. The students shall be issued transcript for each semester and a
consolidated transcript indicating the performance in all the semesters
The consolidated report does not reflect the actual percentage of marks scored by the student
in a specific examination due to unequal credit values of the papers or the Grade / Grade
Points which are assigned for a range marks secured in each paper / course based on ten point
scale. However, to get percentage of marks, multiply the CGPA with 10.
Percentage of Marks = (CGPA) X 10

3.4. The unique methods of evaluation have been evolved to take account of participation of
student in co and extra-curricular activities based on certain traits which do not surface in
classroom education like interdisciplinary approach, professional judgment, rational thinking,
decision making, initiative, leadership, sense of responsibility etc.
3.5. The performance and participation of the students in University’s prestigious events/functions
and outreach programs outside Department/Institution shall be awarded marks as devised in
the respective programs of relevance treating them under Non-CGPA credits. The award of
grades based on the performance of the student winners of various events like Open, State and
National level Competitions and students who represent the University in the inter-university,
zonal, State or National Teams shall also be considered under Co and Extra-curricular
activities under Non-CGPA credit courses.
3.6. The evaluation of Co and Extra-curricular activities normally adhere to the non-standardized
assessment tools, which may be depicted as follows:
3.6.1. Co-curricular Activities: The Co-curricular Activities include debates / seminars /
symposia / conferences / workshops / industrial visits / field work / extension lectures
organized by the Department / School / Institution.
a) The award of credits for Seminars / Symposia / Conferences / Workshops enables active
participation of students to enrich the knowledge in specified areas of subject.
b) The Assignment evaluation is normally based on student-centered learning exercises among
the enlisted / identified topics given during a course at pre-determined intervals and
according to defined criteria in fulfillment of assessment requirements.
c) Assessing the experiential learning acquired through extension activities

Evaluation Pattern for Co-curricular Activities

S. Seminars/Symposia/ Max. Marks
Assignment Industrial / Field Visits / Tours
No. Conference/Workshops
1. Background Note Time Schedule Tour Diary 10
2 Presentation Oral/Poster Methodical Approach Behavior & Attendance 10
3. Written Report Written Report Written Report 20
4. Sharing Experience Presentation Sharing of Experience 10
TOTAL 50

3.6.2. Extra-curricular Activities: The students shall earn marks for all relevant activities, which
include Sports and Games, NCC, NSS etc. Every student is expected to participate in the program
for a minimum of 120 hours in a semester to become eligible for the credit. Every time the student

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participates / completes a task, the same is entered in the attendance register meant for the purpose
and to be certified by the concerned Head and the Academic Coordinator, at the end of the semester,
the student shall be awarded marks for participation as devised for the respective program. The
Winners of University/State/National Events shall be awarded additional credit weightage with
relevant grades for Gold Medal (Outstanding – ‘O’), Silver Medal (Excellent - ‘A+’) and Bronze
Medal (Very Good - ‘A’) under Non-CGPA credit courses.

Evaluation Pattern for Participation

S. No. Particulars Max. Marks
1. Attendance & Routine Activities 10
2. Participation in Tournaments/Camps 10
3. Brief Report 20
4. Sharing of Views at Department 10
Total 50

4. RULES FOR PROMOTION

4.1. The promotion from odd semester to even semester shall be automatic except for those detained
due to shortage of attendance.
4.2. The student shall be permitted to move from even semester to odd semester i.e. to the next year,
if he/she maintains a minimum CGPA of 5.0 at the end of the even semesters. Otherwise, the
student shall remain in the same year as Ex-students till he/she maintains the minimum required
CGPA of 5.0.
No. Promotion Condition to be Fulfilled for Promotion
a) Regular course of study of a specified semester in a year
having put 75% of Attendance (80% in teacher education
programs) and Registered for Semester End Examination
Between odd and even
1. and paid the exam fee.
Semesters of a Year
In case of teacher education and Master of Social Work
programs, the students failing in teaching practice/field
work have to repeat the whole semester.
a) Regular course of study of a specified semester in a year
having put 75% of Attendance (80% in teacher education
program) and Registered for Semester End Examination
2. Between the Years and paid the exam fee.
b) Should have the CGPA of 5.0 at the end of the even
semesters.

4.3. No student shall be declared as completing the program of study without securing the minimum
number of credits in the Mandatory Non CGPA courses.
4.4. A student shall have to re-appear in the semester end examinations of the courses having Fail
grade or Absent (as per Grade Assignment Table), as and when the same course is offered
during Regular Course of Study in the concerned odd/even semester. Such students shall retain
their CIE marks.
4.5. A student who has been detained due to shortage of attendance shall not be allowed to be
promoted to the next semester and he/she shall be required to re-register as a Regular student
and repeat all courses of the said semester with the next batch of students.

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4.6. A student in the Semester I of any program who is detained due to shortage of attendance shall
be allowed to register as re-admitted candidate in the next year of the same semester provided
she/he secures a minimum of 40% attendance.
4.7. The Semester I students with less than 40% attendance in the semester shall be detained and the
candidate’s admission stands cancelled. If they are interested to pursue the program, they have
to apply afresh as new/fresh candidate and compete in the admission process as per the
notification.
4.8. A student who fails in theory or practical examination of a course shall have to re-appear both
in theory and practical exam of the same course.
4.9. A student who fails in CIE/internal assessment of a paper/course shall not be permitted to
appear in the semester end examination of the said course/paper. She/he has to appear and pass
both the internal assessment and semester end exam of that course in the following odd/even
semester as offered.
4.10. A student who could not appear in exams with prior notice after registering for regular
examinations on payment of examination fee may be permitted to re-register for the next
concerned semester examination without fee.

5. AWARD OF GRADE
5.1. The UGC recommended system for awarding the grades and CGPA under Choice Based Credit
System (CBCS) has been adopted.
5.2. All assessments of a course shall be done on operative marks basis and conversion of these
marks to letter grades based on absolute grading system. However, for the purpose of reporting
the performance of a student, these letter grades each carrying certain points shall be awarded as
per the range of total marks obtained by the student as grade point as per Grade Assignment
Table (See 3.2).
5.3. Credit Points are derived for all papers / courses based on the product of credits allocated and
grade points secured for each paper / course after evaluation.
5.4. At the end of a semester, based on the evaluation report, a student shall be awarded a letter
grade in each course.
5.5. Passing of a course/paper shall be decided on the combined result of a Course/Paper i.e. on the
combined result of CIE and SEE which means securing 40% each in CIE & SEE in case of
theory and 50% each in CIE & SEE in case of practical.
5.6. Performance Measure Standards: Both SGPA & CGPA serving as useful performance measures
in the Semester System.

5.6.1. The student shall be declared successful at the Semester-end only when getting SGPA
>=4.00.
5.6.2. At the end of each year the student shall be declared successful only when getting CGPA
>=5.00.
5.6.3. At the end of program, student shall be declared successful only when getting CGPA
>=5.00 and having F/Ab Grade in none of the required courses in any of the semester and
fulfills the mandatory requirement of Non CGPA courses.
5.7. Program Span (PS): The program’s maximum time for completion shall be additional two (2)
years (4 semesters) irrespective of the duration of the program of study. For any particular
course/paper there shall not be more than two additional attempts at examinations for passing
the course failing which the student has to quit the program.
5.8. Credits Required for Degree Award: Number of Credits to be earned by a student for the
concerned degree program. The widely accepted value is 20/Semester and hence required
credits range from 120 credits for UG; 80 credits for PG course and 100 credits for
professional technical courses of two years duration.

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Also, each student is required to be successful in all the mandatory courses as may be
prescribed to qualify for the Degree and also earn required minimum credits for non CGPA
courses.
The details of various programs of MANUU are in the CBCS Templates for UG and PG
Programs.

6. GUIDELINES FOR THE AWARD OF GRADES

6.1. Assessment is an integral part of system of education as it is instrumental in identifying and
certifying the academic standards accomplished by a student and projecting them far and wide
as an objective and impartial indicator of a student’s performance. Thus, it becomes a bounded
duty of a University to ensure that it is carried out in fair manner.
6.2. “A teacher is the best judge in awarding the grades”. However, he/she has to be impartial,
logical and maintain complete transparency while awarding grades.
6.3. The following are the general guidelines for the award of grades:
6.3.1 All evaluations of different components of a course announced in the course plan shall be
done in marks for each student.

6.3.2 The marks of various components shall be added to get total marks secured for theory
courses and laboratory courses.

6.3.3. For any course, the statistical method (Table) shall be used for the award of grades with or
without marginal adjustment for natural cut off.

6.3.4. The teacher shall ensure the coverage of all the contents of a course taught during the
semester. The semester end examinations question papers shall be within the prescribed
syllabus. At the end of the semester, a teacher shall submit a complete course file having
following documents.

a. Course Plan;
b. Attendance Record ;
c. Tutorial Sheets/Assignment sheets;
d. Question Papers of Periodical Tests;
e. Quiz details; and
f. Complete Details of Marks
6.4. In case, a student repeats a particular course on account of failure in a particular subject /
course along with his/her juniors, he/she shall be awarded only up to a maximum of ‘A’ Grade
as per his/her performance and with respect to his/her earlier class. Such students shall not be
considered for the award of rank/gold medal etc.
6.5. A student earning Grade F/Ab shall be considered failed and be required to reappear in the exam.

7. COMPUTATION OF SGPA AND CGPA

7.1. Adherence to the UGC recommendation for calculation of SGPA and CGPA
7.2. Grade Letter and Grade Points for each paper are allocated after evaluating 100% of all course
components (All Papers of Theory and Practical including Co and Extra-curricular activities).

7.3. The SGPA is the ratio of sum of the product (credit point) of the number of credits with the
grade points scored by a student in all the courses taken by a student and the sum of the number
of credits of all the courses undertaken by a student.
7.3.1. The SGPA is computed using the following formula i.e.

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SGPA (Si) = Σ(Ci x Gi) / ΣCi

Where Ci is the number of credits of the ith course and Gi is the grade point scored by the
student in the ith course.
7.3.2. The CGPA is also calculated in the same manner taking into account all the courses undertaken
by a student over all the semesters of a program i.e.
CGPA = Σ(Ci x Si) / Σ Ci
Where Si is the SGPA of the ith semester and Ci is the total number of credits in that
semester.
7.3.3. The SGPA and CGPA shall be rounded off to 2 decimal places and reported in the transcripts.
7.3.4. Illustration of SGPA and CGPA. The CGPA grade shall be awarded only after successfully
passing all the courses required for the award of degree.
Illustration of SGPA
Credit X
Course Code Credit Grade Grade Point GP Credit Point
MAHS101CCT 2 A 8 2X8 16
MAHS102CCT 2 B + 7 2X7 14
MAHS103CCT 4 B 6 4X6 24
MAHS101CCT 4 O 10 4X10 40
PGSW301GET 4 C 5 4X5 20
PGEN101AET 2 A + 9 2X9 18
PGCS201SET 2 A 8 2X8 16
20 148

SGPA = 148/20 = 7.40 Grade = A

Illustration of
CGPA

Semesters
I II III IV V VI Grade
Point
Credits 20 20 20 20 20 20 Average
SGPA 7.41 7.80 7.58 8.82 9.00 8.32
20X7.40 + 20X7.80 + 20X7.58 + 20X8.82 + 20X9.00 +
CGPA
20X8.32
= 8.15
120
GRADE = A+

7.4. In case, a student fails/absents in any course or secures grade F or Ab, she/he shall be assigned
zero in grade point and accordingly her/his credit points shall be calculated. In the calculation of
SGPA total credits of the concerned semester shall remain same. However, SGPA/CGPA Grade
shall be marked Nil.

Illustration of SGPA

Credit X
Course Code Credit Grade Grade Point GP Credit Point
MAHS101CCT 2 A 8 2X8 16
MAHS102CCT 2 B+ 7 2X7 14
MAHS103CCT 4 B 6 4X6 24

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MAHS101CCT 4 O 10 4X10 40
PGSW301GET 4 C 5 4X5 20
PGEN101AET 2 A+ 9 2X9 18
PGCS201SET 2 F 0 2X0 0
20 132
SGPA = 132/20 = 6.60 Grade = Nil

8. TRANSCRIPT
8.1. Based on the above recommendations on Letter Grades, Grade Points and SGPA and CGPA,
the University shall issue the transcript for each semester and a consolidated transcript
indicating the performance in all semesters.
8.2. The Grade Assignment Table as reflected in item 3.2 may be placed behind the Consolidated
Transcript in order to facilitate conversion to calculate the percentage of marks secured by the
student in the program of study.

9. IMPROVEMENT EXAM
9.1. A Student who wishes to improve his/her grade/division may do so within one academic year
immediately after having passed all the examinations of the program, by reappearing in
subjects/courses pertaining to the respective semester. Further the students may also be allowed
to improve their marks in specific course in a semester and permitted only once for respective
course. The improvement shall be allowed in not more than 40% courses/papers of each
semester.
9.2. A student can also appear for the improvement in courses of the preceding odd/even semesters
during the course of study provided she/he has no backlogs. The improvement shall be allowed
in not more than 40% courses/papers of each semester.
9.3. In case of improvement, the student shall have the benefit of the higher of the two aggregates of
marks secured in the specific course. Further the award of Grade / Division rests with the
corresponding semester among the better of two performances, provided the student passed the
improvement examination fully in all the courses of respective semester. However he/she shall
be awarded only up to a maximum of ‘A+’ Grade as per his/her performance and with respect
to his/her earlier Grade/Division. An ‘Outstanding’ Grade cannot be awarded to individuals in
an improvement exam.
9.4. This facility of improvement shall be open to all those who passed in respective courses to
determine the better grade and shall not be for the purpose of award of Distinction, Gold Medal
or Prizes or Rank etc.
9.5. Application for improvement examination shall be made by the student concerned to the
Controller of Examinations in the prescribed form along with the prescribed exam fee as and
when notified and as prescribed.

10. TRANSITORY RULES

10.1. Whenever the syllabus/scheme of instruction is changed in a particular semester, two more
examinations immediately following thereafter shall be conducted according to the old syllabus
/ regulations. Students not appearing in the examinations or failing in them shall take the
examination subsequently according to the changed syllabus/regulations.
10.2. By any reason if a student admitted into the course under old scheme of instructions/
regulations is promoted /readmitted after the implementation of revised version shall be
permitted to join the corresponding semester in the revised scheme of instructions / regulations.

Maulana Azad National Urdu University, Two Year B.Ed. Course Syllabus 2019
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11. ACADEMIC COORDINATOR

11.1. Every department of studies must designate a faculty member as Academic Coordinator on
rotation basis who shall coordinate the offering of courses and guide the students in making
choice based credit system interesting and appealing to them.
11.2. Academic Coordinators shall ensure to be readily available for the counseling of students.
11.3. Academic Coordinator shall guide the students of their department in choosing the courses
from their department and also from other departments and for registering for the courses.
11.4. Academic Coordinator shall guide the students coming from other departments for opting say
generic courses or like.
11.5. Academic Coordinator shall coordinate all the works related to attendance, course work,
examination and evaluation. The students shall be informed about the Academic Coordinator so
that they may contact him/her regarding any problem in the selection of courses or like.
11.6. Academic Coordinator shall ensure that attendance should be displayed to the students every
month.
11.7. Academic Coordinator shall ensure that the consolidated continuous internal evaluation
(CIE)/practical marks should be displayed to the students before the beginning of the semester
end examinations.
11.8. Courses shall be offered by the department concerned as per the schedule given in the relevant
curriculum. More choices in elective courses shall be offered depending on the availability of the
staff and other facilities and therefore any particular elective course may not be offered even
though it may exist in the list of possible elective courses.
11.9. All Heads of the Department of Studies shall ensure necessary support and facilitate the
Academic Coordinators for better results.
11.10. Dean, Academics shall facilitate for any clarification and decision pertaining to CBCS courses
and matters therewith.

12. STUDENT REGISTRATION

12.1. In case of newly admitted students, all students are required to register for the courses within
the first week of the start of academic session.
12.2. The students of the consecutive semesters are required to register for the next semester towards
the end of continuing semester.
12.3. All students are required to register and change courses, if so, only during the prescribed
notification period of registration. After the due date no further request for change of courses
shall be entertained.
12.4. All the Students are advised to consult the Academic Coordinator of their parent department
of studies and also of the offering departments for better selection of suitable courses.
12.5. Academic Coordinators of the concerned departments shall be the moderator for finalizing the
offering of the elective courses in consultation with their HoDs.

Maulana Azad National Urdu University, Two Year B.Ed. Course Syllabus 2019