SYLLABUS FOR TWO-YEAR

Bachelor of Education
B.Ed. COURSE
As per N.C.T.E. Regulation 2014

SIDO-KANHU MURMU UNIVERSITY

DUMKA
 NOTE FOR PAPER SETTER

Time : 3 hours Maximum marks : 80

Types of Questions

1. Objective type Question 10 Question x 2 marks = 20

2. Short answer type 5 Questions x 4 marks = 20
3. Essay type answer 4 Question x 10 marks = 40
Total = 80

Time : 1 and 1/2 hours Maximum marks : 40

Types of Questions

1. Objective type Question 5 Questions x 2 marks = 10

2. Short answer type 2 Questions x 5 marks = 10
3. Essay type answer 2 Questions x 10 marks = 20
Total = 40
SEMESTER 1
 CHILDHOOD AND GROWING UP
Total Marks 100 contact hours per week-6

Internal assessment 20

External assessment 80

Aims of the Course

• After completion of the course the student will be able
• To study childhood, child development and adolescence
• To develop understanding about children of different age groups, through close
observation and interaction with children from diverse socioeconomic and
cultural backgrounds
• To enable student teachers to arrive at an understanding of how different socio-
political realities construct different childhoods, within children’s lived
contexts: Family, schools, neighbourhoods and community.

Unit 1
1) GROWTH AND DEVELOPMENTAL PATTERN OF LEARNERS
• Concept of Growth and Development
• General principles of Growth and Development
• Stages of Growth and Development
• General and Environmental aspects of development, physical and motor,
cognitive (page, burner etc.) Social and Emotional (Erikson), moral (Piaget,
Kohlberg)

Unit 2
2) HEREDITY AND ENVIRONMENT
• Concept of heredity
• Mechanism of heredity
• Concept of environment, type
• Relative importance of heredity in learners development
• Inter relationship between heredity and environment
• Stages and aspects of development with special in the Indian context

Unit 3
3) CHILDHOOD
• Childhood as a modern concept and construct
• Childhood in this contest a poverty, globalization
 • Commonalities and diversities within the motion of childhood reference to
the Indian context
• Role of parents and teachers in physical and moral development of children.

Unit 4
4) Childhood and context of socialization
• Concept of socialization: family and adult-child relationship, parenting,
baurnrid, child rearing practices
• Dealing with children: separation from parents, children in crèches, children
in orphanages
• Schooling: peer influences, school culture, relationships with teacher
expectations and school achievement, being out of school over age learner
• Social, economic and culture difference in socialization: learning and
behavioral difficulties, implications for inclusion

Unit 5
5) Adolescent
• Meaning, concept and characteristics, stages of development – physical
social, emotional and intelligence
• Recent issues related to adolescent development
• Development of adolescent – loneliness and peer pressure
• Changing family structure
• Information overload
• Sexual abuse
• Substance abuse
• Impact of media-internet/mobile
• Depression and suicide
• Juvenile Delinquency, guidance and counseling for adolescence

Unit 6
6) Self concept and Adolescent
• A sense of self: self-description, self-recognition, self-concept, self-esteem;
social comparison; internalization and seft-control
• Moral development: perspective of Kohlberg Carol Gillian’s critique; cultural
variations in moral reasoning.
 CONTEMPORARY INDIA AND EDUCATION
Total Marks 100 contact hours per week-6

Internal assessment 20

External assessment 80

Aims of the Course

• After completion of the course the students will be able-
To enable student-teachers to 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.
To include selection from theoretical readings, case studies, analyses of
educational statistics and personal field engagement with educationally
marginalized communities and groups, through focus group discussion, surveys,
short term project work etc.

Unit 1
Diversity, Inequality, Marginalization in society, implication for education
• Educational goal Indian society
• Ancient Indian goals: purusharthas
• Indian constitution and status of education with reference to following:
• Universal station primary education, universalization secondary education
directive principles article 41, 45 and 46
• Education and fundamental rights and duties: article – 14, 15, 16, 30 and 51 A (a
to h), and Right to Information (RTI)

Unit 2
Education, society and social justice
• Relationship between education society
• Social equity and education
• Within country: Between region, social class, caste, gender and religious
groups
• Among this nations, rich, poor, developed and developing
• Equality of educational opportunity and National Integration
• UN declaration of woman rights to education
• Role of education in Empowerment of women and weaker sections including SC,
ST, OBC and minorities
Unit 3
Policy frame works for Public – Education in India
• Education in Ancient India
• Education Pre-Independence period in India
• Education Post-Independence period in India
• Vocationalisation of education and training for tomorrow
• Integration between education and new technology
• Role of education on technological empowerment, empowerment of social –
economic weaker sections empowerment of social and economic changes

Unit 4
National Knowledge Commission
• National Knowledge Commission (NKC)
• Indian knowledge system, elementary, secondary and higher education
• NKC on management of education
• National policy on education 1968, 1986 and 1992 and language policies kirat
commission (value language)

Unit 5
Globalization and Modernization
• Concept
• Advantages and disadvantages
• Competition
• Collaboration and partnership

Unit 6
Delor’s Commission Report
• Learning to know
• Learning to do
• Learning to be
• Learning to live together
• Challenges of pluralistic education in the context of conflict
• Social movement in India: Women, dalits and tribal movements displacement,
land, human rights and communal mobilization
 Language Across The Curriculum
Total Marks 50 contact hours per week-3

Internal assessment 10

External assessment 40

Aims of the Course

After completion of the course the students will be able to understand
• The nature of language
• Interplay of language and society
• The development process of language acquisition
• Function of language and how children use them as a tool at different
developmental stages
• Significance and acquisition of early literacy in the larger context of school
curriculum
• Ways of handling aspects of grammar not in isolation but by creatively
integrating in with text

Unit 1
Nature of language
• Tule governed system and language
• Relationship of language and society: identity, power and discrimination
• Nature of multilingualism: differential status of Indian language classroom
• Critiquing state policies on language and education

Language acquisition and development

• Language acquisition and language learning
• Development of the four language skills: the synergistic relationship
• Developing reading and writing skills in children
* Emergent literacy: readiness for learning
* Early literacy: process of transition
* Early language education: focus on learning in primary and grades
• Children’s background and school experience preparing schools for children
the social diversity paradigm

Unit 2
Language across the curriculum
• Function of language: In the classroom, Outside the classroom
 • Language in education and curriculum
• Learning language and learning through language

The classroom practice and possibilities

• Perspective of recording and writing
• Prevalent language teaching practices and approaches and their critique
• Connection between classroom instruction and theories
• Role of literature in language learning

Unit 3
Language Teaching Skills
1. Aspects of linguistic system: Language as a rule governed behaviour and
linguistic variability.
2. Linguistic System: The organization of sounds; The structure of sentences; the
concept of universal grammar; nature and structure of meaning; basic concept in
phonology, syntax and semantics; Speech and Writing; Discourse.
3. Grammar in Context: Vocabulary in context
4. Acquisition of Language Skills: Listening, speaking, reading and writing.
• Listening and speaking: sub skills of listening and speaking: Tasks: skills:
Storytelling, dialogues, situational conversations, role plays, simulations,
speech, games and contexts, language laboratories, pictures, authentic
materials and multimedia resources.
• Reading: sub skill of reading: importance of development of reading: study
skills, including using thesauruses, dictionary, encyclopaedia, etc.
• Writing: sub skill 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; study skills; Higher order skills.
5. Understanding of Skills
6. Application of Skills
 Understanding Discipline and School Subject
Total Marks 50 contact hours per week-3

Internal assessment 10

External assessment 40

Aims of the Course

After completion of the course the students will be able
• To help the prospective teachers in understanding the nature of children and the
ways / approaches the children learn in the school / classroom situations.
• To develop capacities of prospective teachers to reflect, reason and make
conceptual understanding of pedagogic practices and learning process
• To empower prospective teachers to prepare and use appropriate teaching
learning materials for improving learning of the children
• To expose the prospective teachers to different modes of assessment of
learning and enable them to uses effectively to pro / note classroom learning

Unit 1
Concept of discipline
• Nature and role of discipline knowledge in the school curriculum
• Paradigm shift in the nature of discipline
• History of the subject areas teaching of subject areas in schools
• School education resolves around certain disciplinary areas
Schema of curriculum by philosopher John Dewey

Unit 2
Quality in Classroom Learning and Its Understanding
• Indicator of quality learning
• Teaching and learning as interactive process
• Major issues in classroom learning
• Teaching for quality learning – characteristic and process of teaching issues
there of
Understanding Approaches to Learning and Teaching
• General maxims of teaching
• Teacher – centered, learner – centered and learning – center approaches and
major issues
• Activity based approach, project, cooperative learning
• Varieties of activity (Curricular and other – curricular)
Unit 3
Teaching – Learning Materials
• Importance of TLMs in classroom transaction
• Contextual and local – specific TLMs
• Collection, preparation, storing and use of TLMs
• Library management and use of Library books as learning resources
• Learning beyond textbooks – other sources of learning

School the Site of Curriculum Engagement

Understanding the meaning and nature of curriculum: need for curriculum in sc1
differentiating curriculum framework, curriculum and syllabus; their significance
education facets of curriculum: core curriculum – significance in Indian context

Meaning and concerns of ‘hidden’ curriculum, available infrastructure, curricular sites

and resources (library, laboratory, school neighborhood etc.)

Construction of curriculum vis a vis teachers role and supports in transacting

curriculum, developing curriculum, researching curriculum, contribution of socialist
like Gaju bhai and Raja Ram Mohan Roy.

EPC-1 Reading and reflecting on text

Total Marks 50 contact hours per week-3

Internal assessment 50

Aims 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 to student teachers, irrespective of the subject areas that
they are going to reach. This course is visualized 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. 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. It is also intended that the student teachers will develop
a taste for and abilities in reading and making meaning of different kinds of texts.
They will also learn to engage with ideas and appreciate that different kinds of writing
are use to communicate these ideas in different context. Overall, areas of language
proficiency which are emphasized are those that will lay a foundation for their
becoming self-learners, reflective and expressive teachers, and collaborative
professionals.

Unit 1
1. Engaging with narrative and descriptive accounts
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 visualizing 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) 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)

2. Engaging with popular subject-based expository writing

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 science, 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.
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).

Unit 2
 3. Engaging with journalistic writing
The selected text would include newspaper or magazine articles on topics of
contemporary interest. Student-teachers can be grouped randomly for this unit.
Appropriate for initial reading of article (guided individual task)
Analysis of structure of the article, identifying sub-headings, key words,
sequencing of ideas, use of concrete details, illustrations and / or statistical
representation, etc. (guided working in pairs) % critical reading for attending
‘framing’ of the article, points(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)

4. Engaging with subject related reference books

For this unit, the student-teachers should work in groups divided according to
their subjects, within these groups; Pairs of student-teachers would make a
choice of a specific topic in their subject area which they could research form a
set of available reference books. The focus of this unit is as much the learning
of effective processes of reference research and its presentations, as the actual
reading of the reference books themselves.
Selecting the topic for research and articulating some guiding questions.
Searching and locating relevant referencing books (could be from and school
library or the institute library) scanning, skimming and extracting relevant
information from the books by making notes collating notes and organizing
information under various sub-headings.
Planning a presentation – with display and oral components making
presentation to whole subject group, fielding questions.

Unit 3
5. Engaging with education writing
Selected text could be drawn from the wide range of popular educational
writing in the form of well-written essays, extracts of chapters form author who
deal with themes from educations, schooling, teaching or learning. The
writings selected should present a definite point of view or argument about
some aspects of the above themes. Student-teachers can be grouped randomly
for this unit.
Reading for discerning the theme(s) and argument of the essay (guided
reading-individually or in pairs) analyzing the structure of the argument –
identifying main ideas, understanding topic sentence or paragraphs, supporting
ideas and examples, terms used as connectors and transitions (guided small
group discussion) discussion of the theme, sharing Reponses and points(s) of
view (small group discussion) writing a response paper (individually or pairs)
presentations of selected papers, question and answer (large group)