DEPARTMENT OF EDUCATION

CHHATRAPATI SHAHU JI MAHARAJ UNIVERSITY, KANPUR

PROGRAMME OUTCOMES (POs), PROGRAMME SPECIFIC OUTCOMES (PSOs)
and COURSE OUTCOMES (COs) of B.Ed. (2021-22)

Program Outcomes (POs) of B.Ed. :

On the successful completion of two-year B.Ed. program pupil teachers will be able
to-
PO1: Get empowered in subject, content and pedagogy.
PO2: Analyze the interest, needs and inclination of subjects.
PO3: Create a learning environment which integrates theory and practice.
PO4: Draw out talents and creativity through various curricular and extra- curricular
activities.
PO5: Identify the diversities and dealing it in inclusive classrooms environments.
PO6: Demonstrate proficiency in teaching at Primary, middle / secondary school
level.
PO7: Develop a sense of professionalism in teaching.
Program Specific Outcomes (PSOs) of B.Ed. :
After successfully completion of the Program, learners will be able:
PSO1: To acquire knowledge about theoretical considerations and their behavioral
application of Philosophical, Sociological and Psychological Concepts, Theories,
Assumptions, Notation and practical knowledge in teaching learning process.
PSO2: To develop pedagogical understandings, skills, abilities and activities among
students for their effective representation/demonstration in classroom practices.
PSO3: To develop inter-personal dialogue ability, professional capabilities,
communication skills of students for effective teaching learning process.
PSO4: To understand the use of various ICT tools and apply in their educational
settings.
PSO5: To appreciate the role of teacher, school, community and their interactions
for conservation and protection of environment and promote sustainable
development as well.
PSO6: To prepare themselves for dealing with problems of diverse learners by
applying procedural understanding of Guidance and Counseling.
PSO7: To sensitize about their role as an agent of social change and promoter of
peace and harmony between traditional and modern values.
 CHATTRAPATI SHAHU JI MAHARAJ UNIVERSITY, KANPUR 208024
(Formerly Kanpur University)
DEPARTMENT OF EDUCATION
Bachelor of Education (B.Ed.)
(W.e.f.session2021-22)
COURSE STRUCTURE

SEMESTER I
A. THEORY (CORE PAPERS) MARKS(CREDITS)
PAPER PAPER TITLE OF PAPER INTERNAL EXTERNAL
P
MARKS & MARKS &
CODE CREDITS CREDITS

PAPER I BED101 PHILOSOPHICAL PERSPECTIVES OF EDUCATION 25(1) 75(3)

PAPER II BED102 SOCIOLOGICAL PERSPECTIVES OF EDUCATION 25(1) 75(3)

PAPER III BED103 PSYCHOLOGICAL PERSPECTIVES OF EDUCATION 25(1) 75(3)

B. OPTIONAL PAPERS
PAPER IV BED104 INCLUSIVE EDUCATION 25(1) 75(3)

BED105 VALUE AND PEACE EDUCATION

BED106 GENDER, SCHOOL AND SOCIETY

C. PRACTICUM WORK
BED107 TWO PRACTICAL OF EDUCATIONAL 30+20 = 50
PSYCHOLOGY (2)

BED108 VISIT TO A SPECIAL SCHOOL AND IDENTIFY THE

PROBLEMS OF DIFFERENTLY ABLED STUDENTS
D. PROFESSIONAL DEVELOPMENT
BED109 PERSONALITY DEVELOPMENT (CLASSROOM GRADE
SEMINARS/WORKSHOPS AND OTHER ACTIVITIES) (A TO E)

BED110 LANGUAGE PROFICIENCY IN ENGLISH

(LANGUAGE LAB, INTERACTION SESSIONS)

BED111 MUSIC/DRAMA/CRAFT/YOGA AND OTHER RELATED

ACTIVITIES.
TOTAL 450 (18)
 SEMESTER II

A. THEORY (CORE PAPERS) MARKS(CREDITS)

PAPER PAPER TITLE OF PAPER INTERNAL EXTERNAL

MARKS & MARKS &
CODE CREDITS CREDITS

PAPER I PEDAGOGY OF SCHOOL SUBJECT-I 25(1) 75(3)

PAPER II PEDAGOGY OF SCHOOL SUBJECT-II 25(1) 75(3)

NOTE:- *Students have to select any two pedagogy papers from the
following group ‘A’ ‘B’ & ‘C’
**Students are restricted to select only one paper from a group
GROUP
‘A’
BED201 PEDAGOGY OF PHYSICAL SCIENCE
BED202 PEDAGOGY OF COMPUTER SCIENCE
BED203 PEDAGOGY OF SOCIAL SCIENCE
GROUP
‘B’
BED204 PEDAGOGY OF BIOLOGICAL SCIENCE
BED205 PEDAGOGY OF MATHEMATICS
BED206 PEDAGOGY OF HINDI LANGUAGE
BED207 PEDAGOGY OF ENGLISH LANGUAGE
BED208 PEDAGOGY OF SANSKRIT LANGUAGE
BED209 PEDAGOGY OF URDU LANGUAGE
GROUP
‘C’
BED210 PEDAGOGY OF COMMERCE
 BED211 PEDAGOGY OF HOME SCIENCE
BED212 PEDAGOGY OF FINE ARTS
BED213 PEDAGOGY OF MUSIC
PAPER III BED214 TECHNOLOGICAL PERSPECTIVES OF 25(1) 75(3)
EDUCATION
B. ELECTIVE PAPERS
(STUDENT HAVE TO CHOOSE ANY ONE PAPER)
PAPER IV BED215 ENVIRONMENTAL EDUCATION

BED216 HUMAN RIGHTS EDUCATION 25(1) 75(3)

BED217 EDUCATION FOR HAPPINESS

C. PRACTICUM WORK

BED218 FOUR WEEKS PRACTICE 50(2)

TEACHING
D. PROFESSIONAL DEVELOPMENT

(Activity based papers)

BED219 PERSONALITY DEVELOPMENT FOR A DYNAMIC TEACHER GRADE

BED220 CARE FOR ENVIRONMENT (A TO E)

BED221 MUSIC/DRAMA/CRAFT/YOGA AND OTHER

RELATED ACTIVITIES.

TOTAL 450 (18)

 SEMESTER
III
A. THEORY (CORE PAPERS) MARKS(CREDITS)
PAPER INTERNAL EXTERNAL
PAPER TITLE OF PAPER MARKS & MARKS &
CODE CREDITS CREDITS
P

PAPER I BED301 SCHOOL MANAGEMENT AND LEADERSHIP 25(1) 75(3)

PAPER II BED302 EDUCATIONAL GUIDANCE AND 25(1) 75(3)
COUNSELLING
B. INTERNSHIP/FIELD WORK- 16 WEEKS
PAPER III BED303 1. MORNING ASSEMBLY 100(4)
2. ATTENDANCE REGISTER
3. TEACHERS DAIRY
4. CONTINUOUS AND
COMPREHENSIVEEVALUATION
(CONSTRUCTION AND
ADMINISTRATION OF
ACHIEVEMENTTEST)
5. REFLECTION AND CONSOLIDATION
OFINTERNSHIP (REPORT WRITING)
6. ACTION RESEARCH AND
REPORTWRITING
7. CELEBRATION OF SPECIAL DAYS AND
WRITING REPORT WITH THEIR
MESSAGES
8. ANY OTHER DUTIES ASSIGNED BY
THEPRINCIPAL
C. FIELD WORK
BED304 VISIT TO AN INSTITUTION KEEPING VIEW OF GRADE
INCLUSIVE EDUCATION AND PREPARE (A TO E)
REPORT
D. PROFESSIONAL DEVELOPMENT
BED305 MUSIC/DRAMA/CRAFT/YOGA AND OTHER GRADE
50

RELATED ACTIVITIES (A TO E)
FINAL TEACHING (PEDAGOGY-I) 50(2)
FINAL TEACHING (PEDAGOGY-II) 5 50 0
50(2)
INTERNSHIP VIVA-VOCE 50(2)
TOTAL
(THEORY 200 MARKS + 450 (18)
 SEMESTER IV
A. THEORY (CORE PAPERS) MARKS(CREDITS)
PAPER PAPER TITLE OF PAPER INTERNAL EXTERNAL
MARKS & MARKS &
CODE CREDITS CREDITS

PAPER I BED401 DEVELOPMENT OF EDUCATION SYSTEM IN INDIA 25(1) 75(3)

PAPER II BED402 CONCURRENT ISSUES OF EDUCATION IN INDIA 25(1) 75(3)

PAPER III BED403 PROCESS OF CURRICULUM DEVELOPMENT 25(1) 75(3)

B. OPTIONAL PAPERS
BED404 EDUCATIONAL MEASUREMENT AND EVALUATION 75(3)
PAPER IV 25(1)
BED405 HEALTH AND YOGA EDUCATION

C. FIELD WORK
BED406 COMMUNITY WORK; VISIT TO A SLUM AND
GRADE
IDENTIFIED THE EDUCATIONAL PROBLEMS IN THE
LIGHT OF RTE.
(A TO E)
D. PROFESSIONAL DEVELOPMENT
BED407 LIFE SKILL AND PERSONALITY DEVELOPMENT GRADE
(A TO E)
BED408 MUSIC/DRAMA/CRAFT/YOGA AND OTHER RELATED
ACTIVITIES.
BED409 COMPREHENSIVE VIVA-VOCE
(BASED ON COMPLETE B.ED. COURSE) 50(2)
TOTAL 450 (18)
(THEORY 400 MARKS +
PRACTICAL 50 MARKS)
GRAND TOTAL 1800(72)
(THEORY 1400 MARKS + PRACTICAL 400 MARKS)
 SEMESTER-I
(A- Compulsory Paper)

PAPER - I PHILOSOPHICAL PERSPECTIVES OF EDUCATION PAPER CODE- BED101

Course Objectives
To enable the pupil teacher to -
 Understand the process and purpose of Education and it‘s philosophy˙
 Analyze the process and purpose of Education.
 Critically evaluate the philosophical context of Education.
 Construct the knowledge in real life situations and act upon it.
 Reflect upon different philosophical Schools of Thought.
 Understand the vision of Indian thinkers on practical aspects of Philosophy.
 Follow the ways of nurturing values and inculcating human duties.

Course Outcomes (COs)

The pupil teacher will be able to –
 explain the concept of philosophical perspectives in education
 explain relevance of philosophical perspectives in education
 explain philosophical perspectives in education
 explain philosophy as sciences
 explain branches of philosophy
 explain Indian and western branches of philosophy

UNIT I: BASICS OF EDUCATION

 Education - Meaning, Concept, Nature and aims of education
 Agencies of Education - Formal, Informal, Non-Formal- Role of Home, School, Society, Mass Media and
social media.

UNIT II: PHILOSOPHY & EDUCATION

 Philosophy- Meaning, Concept, Nature, Relationship between Philosophy andEducation.

 Functions of Educational Philosophy, Comparison of Eastern and Western Philosophy.

UNIT III: INDIAN & WESTERN PHILOSOPHY: AN OVERVIEW

 Indian Philosophy and its contribution: Vedanta, Jainism, Buddhism in the context ofEducation.
 Schools of Philosophy- Idealism, Naturalism, Pragmatism, Realism in the context ofEducation.

UNIT IV: INDIAN & WESTERN PERSPECTIVE OF EDUCATIONAL THINKERS

 Indian Educational thinker: Mahatma Gandhi, Ravindra Nath Tagore,Gijju Bhai, Swami
Vivekananda and J. Krishnamoorty.
 Western Educational thinker: Plato, Rousseau, Paulo Freire and John Dewey
 Practicum:
1. Class attendance (5marks)
2. Mid-Term Test (10 marks)
3. Practicum / Paper based activity designed by the teacher / Assignment and Presentation of any
topic related with the paper. (10 marks)

Suggested Readings:
1. Aggarwal, J. C. (2014). Philosophical and Sociological Perspectives on Education. Delhi: Shipra publication.
2. Aggarwal, J.C. (1981). Philosophical and sociological Bases of Education, New Delhi:Vikas Publishing
House Pvt. Ltd.
3. Arulsamy, S. (2011). Philosophical and Sociological Perspectives on Education. Hyderabad:
Neelkamal Publication Pvt. Ltd.
4. Broudy, H. S. (1965). Values in the Education Enterprise: Building a Philosophy ofEducational. New
Delhi: Prentice Hall of India Pvt. Ltd.
5. Brubacher, J. S. (Ed). (1953). Modern Philosophies of Education 54th year books NSSE.Chicago: University
of Chicago press.
6. Butler, T. D. (1908). Four philosophies and their practice in education and religion. New York: Harper
Brothers Publishers.
7. Chaube S.P. & Chaube A. (2010). Philosophical and sociological foundations of education.
Agra:Vinod Pustak Mandir.
8. Hansen, D˙ T˙ (Ed˙)˙ (2006)˙ John Dewey and Our Educational Prospect: critical Engagement with Dewey‘s Democracy
and Education. Albany, NY: State University of NewYork Press.
9. Pandey, R. S. (1982). An Introduction to Major Philosophies of Education. Agra: Vinod Pustak Mandir.
10. Pandey, R.S. (2007). Philosophizing Education, New Delhi; Kanishka Publishing House.
11. Peters, R. S. (Ed.). (1975). Concept of Education. London: Oxford University Press.
12. Peters, R. S. (Ed.). (1975). The Philosophy of Education. London: Oxford University Press.
13. Rusk, R. R. (1956). The Philosophical Bases of Education, London; University of LondonPress.
14. Singha, J. (1961). Introduction to Philosophy, Kolkatta; Shinha Pub. House.
15. Wynne J.P. (1977). Philosophies of Education. London: Prentice- Hall. Inc.

Books Recommended (Hindi):

 vxzoky] ,l0 ds0 f'k{kk ds nk'kZfud ,oe lekt'kk=h; vk/kkj vkxjk HkkxZo cqd gkmlA
 xIrk] y{eh ukjk;.k egku i'pkR; ,oaHkkjrh; f'k{kk 'kkL=h bykgkckn dSyk'k izdk'ku
 pkScs] lj;wilkn ,oa pkScs vf[kys'k] Hkkjr gsrq f'k{kk n'kZu] fnYyh e;wj isij cqDl A
 nqcs] vkj ds0] egku Hkkjrh; f'k{kk 'kkL=h xksj[kiqj ] izseukjk;.k cSty A
 ikBd] ih0 Mh0 vkj R;kxh Mh0 ,l0 Mh0] Hkkjr ds f'k{kk n'kZu vkSj 'kSf{kd leL;k;as vkxjk fouksn iqLrd efUnj A
 ik.Ms;] jke'kdy] f'k{kk dh nk'kZfud ,oa lekt'kkL=h; i`"BHkwfe% vkxjk] fouksn iqLrd efUnjA
 iky] ,l0 ds0 xqIr] y{eh ukjk;.k] enu eksgu] f'k{kk ds nk'kZfud ,oa lekt'kkL=h; vk/kkj] bykgkckn] dSyk'k izdk'ku
 ekFkqj] ,l0 ,l0] f'k{kk ds nk'kZfud rFkk lkekftd vk/kkj] vkxjk] fouksn iqLrd efUnjA yky] jeu fcgkjh% f'k{kk ds
nk'kZfud ,oa lekt'kkL=h; vk/kkj] jLrksxh ifCyds”ku] esjB
 lDlsuk] ,u0 vkj0 ,l0] f'k{kk ds nk'kZfud ,oa lekt'kkL=h; vk/kkj vkxjk HkkxZo cqd gkmlA
 PAPER-II: SOCIOLOGICAL PERSPECTIVES OF EDUCATION
PAPER CODE- BED102

Course Objectives
To enable the pupil teacher to -

 Understand Contemporary Indian society and education

 Understand diversity, inequality and marginalization in society and their implications forEducation.
 Understand the importance and role of education in the contemporary society.
 Study the process of social change and socialization.
 Promote the development of a sense of commitment to teaching profession and socialwelfare.
 Develop reflective thinking in the creation of a new social order.
 Acquaint themselves about the educational provisions as enshrined in the Constitution ofIndia.

Course outcomes (COs)

Pupil teacher will be able to-

 explain the concept of sociological perspectives in education
 explain relevance of sociological perspectives in education
 explain sociological perspectives in education
 explain sociology as a science
 differentiate sociology with other social sciences
 explain various theories of sociology
 discuss concepts of social structure and social systems
 list various social institutions
 explain the importance of various social institutions
 explain the various concepts related with Social Processes
 explain the concept of Social Change
 explain the concept of Social Policies & Development
 discuss the role of social policies in the social and human development.

Unit I: BASICS OF SOCIOLOY

 Sociology - Meaning, Nature, Difference between Educational Sociology and Sociology ofEducation, The
new social order, concept of social diversity in terms of religion, culture,
languages, castes, tribes, religion etc.
 Establishing unity in diversity and multicultural society for peaceful and collective living.
 Secularism and education, education as a tool of economic development, Social andcultural change.

Unit II : CONSTITUTIONAL PROVISION & VALUE RELATED TO EDUCATION

 Constitution of India: Preamble, fundamental rights and duties of citizens. Directive principlesof the state
policies, articles related to educational provisions.
 Constitutional values related to aims of education in the context of constitutional promises offreedom, justice,
equality and fraternity. Education and Democracy.

Unit III : EDUCATIONAL EQUALITY AND OPPORTUNITIES

 Equality of educational opportunities in terms of gender (male, female and transgender), caste, tribes,
disabled and minorities.
 Issues and concepts relating to inequality, discrimination and marginalization that stands inthe way of
Universalization of education. Role of teacher in linking school with society.
 Unit IV : ISSUES AND POLICYS IN EDUCATION

 Right to Education, Sarva Shiksha Abhiyan (SSA),. National Literacy Mission (NLM), Mid-Day Meal scheme
(MDM),
 Common School System, Kasturba Gandhi Balika Vidyalaya (KGBV), Ashram Paddhati School

Practicum:
1. Class attendance (5marks)
2. Mid Term Test (10 mark)
3. Practicum / Paper based activity designed by the teacher / Assignmentand
Presentation of any topic related with the paper (10 marks), e.g

SUGGESTED READINGS
 Aggarwal, J. C. (2014). Philosophical and Sociological Perspectives on Education. Delhi: Shipra publication.
 Aggarwal, J.C. (1981). Philosophical and sociological Bases of Education, New Delhi: Vikas Publishing
House Pvt. Ltd.
 Arulsamy, S. (2011). Philosophical and Sociological Perspectives on Education. Hyderabad: Neelkamal
Publication Pvt. Ltd.
 Batra, P. (2005) Voice and Agency of teachers: Missing link in national curriculum frame work 2005. Economic
and Political weekly, 4347-4356
 Castells, M. (2011) The rise of network society: The information age : Economy , Societyand culture (Vol.
I, II, III) John Wiley & sons.
 Chaube S.P. & Chaube A. (2010). Philosophical and sociological foundations of education. Agra: Vinod Pustak
Mandir.
 Dewey, J. (1956). The school and Society. Chicago: University of Chicago Press.
 Dewey, J. (1963). Democracy and education. New York: Macmillan.
 Freire, P (1970). Cultural action for freedom. Penguin education Special, Ringwood, Victoria, Australia
 Freire, Paulo (1993). Pedagogy of the oppressed (revised ed.). London, UK: Penguin books.
 Ghosh, S.C. (2007) History of education in India , Rawat publications .
 Govt. of India (2009) The right of Children to free and compulsory education act 2009
 Hansen, D. T. (Ed.). (2006)˙ John Dewey and Our Educational Prospect: critical Engagement with Dewey‘s
Democracy and Education. Albany, NY: State University of
New York Press.
 Nambissan, G.B.(2009) Exclusion and discrimination in school experiences of Dalit children , Indian
institute of Dalit Studies and UNICEF.
 Pathak A. (2013) social implication of schooling; knowledge, Pedagogy and consciousness. Aakar books

Books Recommended (Hindi):

 vxoky] ,l0 ds0 - f'k{kk ds nk'kZfud ,oe lekt'kk=h; vk/kkj vkxjk HkkxZo cqd gkmlA
 xIrk] y{eh ukjk;.k egku i'pkR; ,oaHkkjrh; f'k{kk 'kkL=h bykgkckn dSyk'k izdk'ku
 pkScs] lj;wilkn ,oa pkScs vf[kys'k] Hkkjr gsrq f'k{kk n'kZu] fnYyh e;wj isij cqDl A nqcs] vkj ds0] egku Hkkjrh; f'k{kk
'kkL=h xksj[kiqj ] izseukjk;.k cSty A
 ikBd] ih0 Mh0 vkj R;kxh Mh0 ,l0 Mh0] Hkkjr ds f'k{kk n'kZu vkSj 'kSf{kd leL;k;as vkxjk fouksn iqLrd efUnj A
 ik.Ms;] jke'kdy] f'k{kk dh nk'kZfud ,oa lekt'kkL=h; i`"BHkwfe% vkxjk] fouksn iqLrd efUnjA
 iky] ,l0 ds0 xqIr] y{eh ukjk;.k] enu eksgu] f'k{kk ds nk'kZfud ,oa lekt'kkL=h; vk/kkj] bykgkckn] dSyk'k izdk'ku
 ekFkqj] ,l0 ,l0] f'k{kk ds nk'kZfud rFkk lkekftd vk/kkj] vkxjk] fouksn iqLrd efUnjA yky] jeu fcgkjh% f'k{kk ds
nk'kZfud ,oa lekt'kkL=h; vk/kkj] jLrksxh ifCyds’ku] esjB
 lDlsuk] ,u0 vkj0 ,l0] f'k{kk ds nk'kZfud ,oa lekt'kkL=h; vk/kkj vkxjk HkkxZo cqd gkmlA
 Paper III: Psychological Perspectives of Education
PAPER CODE- BED103

Course objectives

The pupil-teacher will be able to:

 Understand the concept of Educational Psychology.
 Understand the concept of Growth & Development.
 Develop an understanding towards the concept of learning and its various theories.
 Understand the concept of transfer of learning and motivation.
 Develop an understanding towards the concept of Intelligence, its theories andmeasurement.
 Familiarize with the concept of personality and its theories.
 Develop understanding towards balanced mental health, hygiene & defense mechanism.
 Implement psychological principles in classroom as a prospective teacher.

Course outcomes (COs)

 To study the implications of various principles, procedure and theories of psychology in theteaching-learning
process.
 To study the growth and development of child and adolescence in relation to different stages of growth
and development.
 To acquire knowledge and understanding about the learner and the teaching-learning processto bring
effectiveness in the learning outcomes.
 To know characteristics of adolescents and their problems.
 To be acquainted with Group Dynamics and Role of the Teachers.
 To study the concept of learning, theories of learning and their implications.
 To identify and understand the needs and differences among learners and provide adequate guidance and
counseling.
 To develop an understanding of the concept of emotional intelligence.
 To study the need based model of achievement motivation given by Maslow.
 To incorporate the principles of educational psychology in the betterment of education system and
effective teaching-learning.

Unit I: Educational Psychology and Human Development

 Educational Psychology: Concept, Methods, Scope. Concept of Human Growth &Development-

Principles, individual differences in classroom situation.
 Infancy, Childhood and Adolescence: concept, characteristics and development with special reference to
theories of Piaget, Kohlberg and Vygotsky.

Unit II: Learning & Motivation

 Learning: concept, nature and factors influencing learning. Behavioral approaches tolearning: Thorndike‘s
trial and error theory.
 Pavlov‘s classical conditioning and Skinner‘s operant conditioning.
 Cognitive approaches to learning: Gestalt insight theory and Gagne‘s hierarchy of learning.
 Motivation: need & importance. Transfer of learning: concept, types, and role of teacher inensuring positive
transfer of learning.

Unit III: Intelligence and Creativity

 Intelligence: Concept, meaning and its nature, Theories: Spearman‘s two factor theory, Thurston‘s group
factor theory, Guilford‘s model of intellect, Howard Gardner‘s theory ofmultiple intelligence, measurement of
Intelligence.
  Creativity: concept, nature and techniques & methods for fostering creativity- brain storming, problem
solving, group discussion, play way, quiz etc.

Unit IV: Personality and Mental Health

 Personality: Meaning, nature and determinants of personality. Theories of personality: trait theories, type theories
and trait cum type theory.
 Mental health & hygiene: meaning, characteristics. Adjustment and Defense mechanism:concept and types.

Practicum:
1. Class attendance (5marks)
2. Mid Term Test (10 marks)
3. Practicum / Paper based activity designed by the teacher / Assignment any topic the paper
(10 marks), e.g.

Suggested Readings

1. Agarwal, Kanika (1991). Mother Craft and Child Development, Rajeev Publication.Meerut. Aswal G.S.
(2009). Educational Psychology (2ed), Vani Prakashan, Patna.
2. Allport, G.W. (1961). Patterns and Growth in Personality, New York: Rinehart andWinston.
3. Anderson, R.C. & Faust, G. (1973). Educational Psychology, New York: Harper andRow.
4. Bernard, H.W. (1952). Mental Hygiene for class room Teaching, New York: Mc GrawHill, 1952.
5. Bhatia, H.R. (1977). Text Book of Educational Psychology, Delhi: Mc Millan Co., 1977.
6. Bigge, M.L. and Hunt, M.P. (1962). Psychological Foundations of Education, New York: Harper and
Row.
7. Chauhan, S.S (2010 ). Advanced Educational Psychology. Vikas Publishing House,New Delhi.
8. Crow and Crow (1957). Mental Hygiene, New York: Mc Graw Hill book co., 1957.
9. Crow, L.D. and Crow, A. (1956). Human Development and Learning, New York,Americal Book
Co. Dececco, J.P & Crawford, W.L: Psychology of Learning and Instruction, New Delhi,Prentic
Hall of India.
10. Hurlock, E.B. (1997). Child Development (VI Ed.). Tata Mcgrow Hill Publishing
Company Limited, Noida.
11. Hilgard, E.R. & Bower, G.H. (1974). Theories of Learning, New York: Appleton.
12. Hurlock, E.B. (1973). Adolescent Development, New Delhi: Mc Graw Hill.
13. Hurlock, E.B. (1956). Child Development, New York: Mc Graw Hill.
14. Kumar R. (2009). Child Development (Vol: I, II). APH Publishing Corporation, NewDelhi.
15. Kuppuswamy, B.: Advanced Educational Psychology, New Delhi: Delhi UniversityPublished.
16. Lazarus, R.S. (1963). Personality and Adjustment, New Jersey: Prentic Hall Inc.
17. Lindgren, H.C.: An Introduction to Sociology, Wiley Eastern Ltd.
18. Mangal, S.K.: Advanced Educational Psychology, New Delhi: Prentice Hall of IndiaPvt. Ltd.
19. Mishra, Bhawna (1999). Education and child Development. Mohit Publications, NewDelhi.
20. Mishra, R.C. (2005). Early Childhood Education Today, Prentice Hall Publisher.
21. Morgan and King: Educational Psychology, New Delhi: Prentice Hall of India.
22. Pillai, N.P., Pillai, K.S. & Nair, K.S.: Psychological Foundations of Education.
23. Shafer & Shoben: Psychology of Adjustment, C. Carmichael Constable & Co. Ltd.
24. Skinner, C.E. (1964). Educational Psychology, New Delhi: Prentice Hall of Indi
25. Pandey, Ram Shakal (2007). Education Psychology, Surya Publication, Meerut.
26. Sharma, Kamlesh, Manav Bikas, Syar Publication, Agra.
27. Woolfolk, A. Misra, G. Jha, A. (2012). Fundamental Educational Psychology, Delhi:Pearsons.
 SEMESTER- I
(B- Optional Paper) Choose any one-
Paper-IV (A) Inclusive Education
PAPER CODE-BED104

Course objectives
The Pupil-teacher will be able:
 To familiarize with the concept of an Inclusive Education.
 To make them able to identify and understand the problems of socially- disadvantaged children.
 To identify and address the diverse needs of all learners.
 To acquaint with the trends and issues in Inclusive Education
 To sensitize for accommodating inclusions in classroom.
 To appreciate various practices to promote Inclusion in school as well as in society.

Course outcomes (COs)

The pupil teacher will be able to -
 familiarize student-teachers with the concept of Inclusive Education and appreciate itsPhilosophy in the context
of Education for All
 identify and address the diverse needs of all learners acquaint with the trends and issuesin
Inclusive Education
 develop capacity of student- teachers for creating an inclusive School
 appreciate various inclusive practices to promote Inclusion in the classroom
 understand the meaning and significance of Inclusive education
 gain knowledge on Policy and legislative frameworks promoting inclusion
 learn to create inclusive classrooms using inclusive pedagogy – (teaching strategies,CCE)
 understand the linkages and collaborations for resource mobilization.

Unit I: Inclusive Education

 Inclusive Education: Concept, meaning and Importance of Inclusive Education.
 Difference between Special Education and Inclusive Education. Historical perspective of inclusive Education for children with
special needs.
 Inclusive Education in India: Constitutional provisions for person with disability, PWD Act
1995, 2016, RTE Act 2009 and salient features of NPE-2020 to promote inclusion.

Unit II: Inclusion for Socially Disadvantaged Children

 Socially disadvantaged children: Meaning of socially disadvantaged children (ST, SC, OBC, Minority, Girls and
Slum children).
 Problems of socially disadvantaged children.

Unit III: Children with special needs

 Children with special needs: Concept, Meaning, Classification, Characteristic andidentification of gifted
children.
 Disabilities: Types of disabilities. Characteristics, causes and identifications of the Educational needs.
Mental, physical and learning disabilities

Unit IV: Inclusive Practices

 Inclusive practices in the classroom: Pedagogical strategies: co-operative
 learning strategies, peer tutoring, social learning and multisensory teaching.
 Creating and sustaining inclusive practices: Role of Teachers, Parents and Community.
 Practicum:
1. Class attendance (5marks)
2. Mid Term Test (10 marks)
3. Practicum / Paper based activity designed by the teacher / Assignment andPresentation of any topic
related with the paper (10 marks), e.g.

Suggested Readings:

• fof'k"V ckyd % egs’k HkkxZo( ,p0 ih0 HkkxZo cqd gkml] vkxjkA
• Baquer, A. & Sharma,A. (1997) .Disability: Challenges Vs. responses, Can Pub.
• Bartlett, L. D., Weisentein, G.R. (2003) Successful inclusion for educational leaders, PrenticeHall, New
Jersey.
• Bhargava, M. (1994), Introduction to exceptional Children, Sterling Publishers.
• Blackurst & Berdine (1981), Introduction to Special Education.
• Chaote Joyce,S. (1991) . Successful mainstreaming, Allyn & Bacon
• Daniels, Harry (1999) .Inclusive Education, London: Kogan.
• Dash, M. Education of Exceptional Children. New Delhi: Atlantic Publisher and Distributors.
• Giuliani, G. A. & Pierangelo, R. (2007) Understanding, developing and writing JEPs Corwinpress,
sage Pub
• Hallahan & Kauffman (1978), Exceptional Children: Introduction to special
Education Prentice Hall
• Hegarthy, S. & Alur, M. (2002) Education of children with special needs: From segregation to
inclusion, Corwin press, sage Pub
• Joyce S. Choate (1997). Successful inclusive teaching, Allyn & Ba
• Karant, P. & Rozario, J. ((2003). Learning Disabilities in India. Sage Pub.
 Paper IV (B): VALUE AND PEACE EDUCATION
PAPER CODE- BED105

Course objectives
The Pupil-teacher will be able:
 To understand the concept, nature and classification of values.
 To understand the importance of values in human life.
 To understand the concept of world peace from different perspective.
 To develop sensitizations towards value education
 To inculcate values in every aspects of life.

Course outcomes (COs)

The Pupil teacher will be able to-
 understand the importance of values and peace in daily life.
 identify the nature of values in a multicultural context.
 understand the impact of curriculum, social issues and media on human values
 critically analyze the values from religious, moral, educational and social institutions.
 value human rights and analyze its implementation in the context of a global society.
 justify relevance of Value and peace education in creating and sustaining aninternational
social order.

Unit I: Value Education

 Value Education: meaning, nature, need and importance, value system - Role of cultureand civilization.
 Sources of values, determinants of values (Biological, Social, Psychological Ecological)
their bearing on education, Indian culture and values

Unit II: Classification of Values

 Classification of values: Material, Social, Moral, Spiritual and democratic; Inculcation ofvalues through
education, Positive and negative values. Role of education to overcome negative values.
 Ethical values- Professional ethics, Family values- Components, structure and responsibilities of family,
Neutralization of anger, Adjustability, Threats of family life,Caring for needy and elderly.

Unit III: Realization of Values in Society

 Values realization, value conflict and their resolution, value crisis and role of education to address
them, development of values as a life-long process.
 Effect of international affairs on values of life, Issues of Globalization-Modern warfare- terrorism,
Environmental issues. Mutual respect of different cultures, religions and their beliefs.
Unit IV: Peace Education
 Peace Education: concept, nature, need and Importance. Role of Education in promoting
peace.
 Relevance of world peace: First world war- causes, countries involved an result, Establishment of
League of Nation, Second World War: causes, countries involved andresult, Relevance of United
Nations Organization (U.N.O.) in promoting peace.
 Practicum:
1. Class attendance (5marks)
2. Mid Term Test (10 marks)
3. Practicum / Paper based activity designed by the teacher / Assignment and Presentation ofany topic
related with the paper (10 marks), e.g.
Suggested Readings:

1. Bandiste, D.D. (1999). Humanist Values: A Source Book. Delhi: B.R.Pub

2. Chakravarthy, S. K. (1999).Values and ethics for Organizations: theory and Practice.
New Delhi: Oxford University Press.
3. Chitakra, M. G. (2003): Education and Human Values. New Delhi:
A.P.H. Publishing.
Das, M. S. & Gupta, V.K. (1995). Social Values among Young adults:A changing Scenario New Delhi: M.D.
Publications.
4. Department of Educational Psychology and Foundations of Education(n.d.). Education for Values in Schools: A
Framework. New Delhi
5. Jeong, Ho-Won (2000). Peace and Conflict Studies: An Introduction.Burlington: Ashgate Publications
6. Rao, R. K.(1986).Moral Education: A Practical Approach. Mysore:RIMSE.
7. Ruhela, S. P. (1986). Human Values and education. New Delhi:Sterling Publications.
8. Satchidananda, M. K. (1991). Ethics, Education, Indian Unity and Culture. Delhi: Ajantha Publications.
9. VenKataiash, N. (1998).Value Education, New Delhi
 Paper IV(C) - GENDER, SCHOOL & SOCIETY

PAPER CODE-BED107

Course Objectives

To enable the pupil teacher to:

 Understand the key concept of gender (male, female and transgender),gender
bias, gender stereotypes, empowerment, gender parity, patriarchy, feminism.
 Explain the Social construction of gender with special reference to society.
 Know the policies, plans, schemes and different laws of government forpromoting gender parity.
 Learn about gender issues in school, curriculum, pedagogical process and itsintersection with class,
caste, religion and region.

Course outcomes (COs)

The pupil teacher will be able to-
 Discuss and debate on gender based right and responsibilities.
 Interpret human rights in relation to gender.
 Understand the nature and process of the socialization.
 Suggests and invent some policy interventions in the school education.
 Analyze and create a project on social issues based on gender.

Unit-I Key concepts of Gender Issues

 Concepts, terms and relate them with their context in understanding the powerrelation to gender, sex,
sexuality, patriarchy, masculinity and feminism, gender bias, gender stereotyping and empowerment.
 Patriarchy, power, resources and opportunities.

Unit II Social Construction of Gender

 Socialization in family and at school, Occupation and identity, Stereotypesabout
Females prevalent in the society, media and literature.
 Gender and its intersection with poverty, class, caste, religion.

Unit III: Gender, Power and Education

 Gender identities and socialization practices in : Family, School and otherformal and informal
organization.
 Schooling of girls: Inequalities and resistances (issues of access, retention andexclusion), Overview of
girl education in India with special reference to U.P.

Unit-IV Gender Jurisprudence (Indian context)

 Understanding the importance of addressing sexual harassment in family,neighborhood and other
formal and informal institutions.
 Prenatal Diagnostic Technique Act, 1994; Domestic Violence Act, 2005,Reservation for Women,
Supreme Court Verdict about transgender.

Practicum
1. Class attendance (5marks)
2. Mid Term Test (10 marks)
 3. Practicum / Paper based activity designed by the teacher / Assignment andPresentation of any
topic related with the paper (10 marks), e.g.
Suggested Reading
 Desai, Neera and Thakkar, Usha.(2001). Women in Indian Society. National Book Trust.New Delhi
 Dunne, M.et al.(2003). Gender and Violence in School. UNESCO
 Kostas, Marios (20 June 2019). ―Discursive construction of hegemonic masculinity an emphasized
femininity in the textbooks of primary education: children‘s discursive agency and polysemy of the
narratives‖. Gender and Education:-1
 NCERT 2006, National Curriculum Framework 2005: Position Paper, National FocusGroup
.Gender Issues & Education
 Srivastava, Gouri (2012). Gender and Peace in Textbooks and Schooling Process.Concept
Publishing Company Pvt. Ltd., New Delhi
 Sherwani Azim.(1998) The Girl Child in Crises. Indian Social Institute, New Delhi
 UNESCO (2015). A Guide for Gender Equality in Teacher Education Policy and Practices(PDF). Paris,
UNESCO. pp. 9-10, 59-61. ISBN 978-92-3100069-0.
 http://www.genderandeducation.com/issues/secondgeapolicyreportwolf/
 http://www.genderandeducation.com/resources-2/pedagogies/curriculum/
 http://www.publications.awe.asn.au/gender-and-the-national-curriculum

C-Practicum/Field Work

Practical of Educational Psychology

PAPER CODE-BED107

1. Choose any two Practical of Educational Psychology based on list mentioned below
(30 marks)
List of Practical of Educational Psychology
1. Transfer of learning test.
2. Mental fatigue test.
3. Multidimensional personality inventory
4. Bells adjustment test.

Special school visit and identify the problems ofdifferently abled students
PAPER CODE-BED108

1. Visit any one of special school and identify the problems of differently abledstudents and report writing
(20Marks)
 D-Professional Development
1. Personality Development(Through Classroom seminars/workshops)
PAPER CODE-BED109

2. Language Proficiency in English

PAPER CODE-BED110

1. Language proficiency in English will be developed through use language lab and
peer group interaction session

2. Music/Drama/Craft/Yoga and other related activities

PAPER CODE-BED110

1. Music/Drama/Craft/Yoga and other related activities to develop a vibrant

prospective of teacher
 SEMESTER- II
(CORE PAPERS)
Pedagogy of School Subjects
GROUP ‘A’
PEDAGOGY OF PHYSICAL SCIENCE
PAPER CODE- BED201
COURSE OBJECTIVES
To enable the Pupil teacher to-
 develop insight on the meaning and nature of physical science.
 determine aims and objectives in the content area of physical science.
 know and practice various approaches and methods of teaching physical science.
 develop lesson plan in the content area of physical science.
 familiarize with the curriculum organization in physical science.

Course outcomes (COs)

The pupil teacher will be able to-
 appreciate physical science as dynamic and expanding body of knowledge.
 identify and formulate aims and objectives of physical science teaching.
 write the instructional objectives in the behavioral terms
 use various methods and approaches of teaching physical science
 analyze the content pedagogically.
UNIT –I: MEANING, AIMS AND OBJECTIVES OF TEACHING PHYSICALSCIENCE
 meaning and nature of physical science and its correlation with other subjects.
 aims and objectives of teaching physical science at secondary level.
 bloom's taxonomy and revised bloom's taxonomy of educational objectives.
 writing instructional objectives in behavioral terms.
UNIT- II INSTRUCTIONAL APPROACHES
 methods of physical science teaching- problem solving method, lecture cum demonstration
method, project method, heuristic method, inductive and deductiveapproach, Laboratory
method.
 innovative instructional method- brainstorming, micro-teaching, team teaching.
 practical application of computers for a teacher.
 action research
UNIT-III PLANNING OF INSTRUCTION
 lesson planning: basic elements, characteristics, approaches (herbartian, r .c.e.m,blooms,
n.c.e.r.t) and significance. year and unit planning.
 teaching learning materials- importance and construction of improvised apparatus, oer-moocs
 evaluation- types of evaluation (cce, grading system, cbcs), construction of achievementtest
 remedial and diagnostic teaching.

UNIT-IV SCIENCE CURRICULUM AND RESOURCE OF LEARNING

 principles of curriculum organization, critical analysis of existing secondary levelphysical
science curriculum
 physical science laboratories: setting and importance, construction of improvisedapparatus for
physical science teaching.
 critical understanding of a physical science text book
 qualities of a good physical science teacher

PRACTICUM / INTERNAL ASSESSMENT

Micro-Teaching- 10 marks.
Mid-term Exam 10 marks
Attendance 5marks.
Suggested Readings:-
 Das, R.C. (1992). Science Teaching in School. New Delhi: Sterling Publishing.
 Bhandula, N. (1989). Teaching of Science. Ludhiana: Parkash Brothers.
 Gerg, K.K.; Singh, Raguvir and Kaur, Inderjeet (2007). A Text book of
Science ofClassX, New Delhi: NCERT.
 Kohli , V.K. (2006). How to Teach Science. Ambala: Vivek Pub.2006.
 Mangal, S.K. (1997). Teaching of Science. New Delhi: Arya Book Depot
 Sharma, R.C. (2010). Modern Science Teaching. New Delhi: Dhanpat Rai Pub.
Co. 1021
 Liversidge T., Cochrane M., Kerfoot B. and Thomas J. (2009). Teaching Science
 Developing as a Reflected Secondary Teacher. New Delhi : SAGE Publications
IndiaPrivate Limited.
 Siddiqui , N.H. and Siddiqui, M.N. (1983). Teaching of Science Today and
Tomorrow.Delhi: Doaba House.
 Davar ,M.(2012).Teaching of Science. New Delhi: PHI Learning Private Limted.
 New UNSECO Source Book for Science. France: UNSECO
 Vaidya, Narendra (1996). Science Teaching for 21st century. New Delhi:
Deep andDeeppub.
 Washten, Nathan S. (1967). Teaching Science Creatively. London: W.B. Saunders.
 Thurber, W. and Collete , A. (1964). Teaching Science in today‘s
SecondarySchools.Boston: Allen and Becon.
 Joshi S.R. (2007). Teaching of Science. New Delhi: APH Publishing Corporation.
 NCERT. (2000). Position paper-National focus group on teaching of sciences.
retrievedfrom https://ncert.nic.in/focus-group.php?ln=
 PEDAGOGY OF COMPUTER SCIENCE
PAPER CODE- BED202
Course Objectives
To enable the Pupil teacher to-
 develop a broad understanding of the principles and procedures used in
computerscience education.
 develop their skills necessary for preparing international accessories.
 know the methods of planning instruction for the classroom.
 learn successfully various methods of teaching computer science and
use themjudiciously.
 manage introduction activity in such a way that the vast majority of the
learner attainsmost of the objectives.

Course outcomes (COs)

The pupil teacher will be able to-
 understand basic structure and organization of computer system.
 get the basic idea of operating system and associated concepts.
 get familiar with fundamental concepts of computer networking and internet.
 get hands-on with frequently used word processing, presentation and data
managementsoftware.
 develop proficiency in web based and interactive e-learning.
UNIT I: HISTORICAL PERSPECTIVE, AIMS AND OBJECTIVES OF
COMPUTERSCIENCE
 historical development of computer (hardware and software)
 present status of computer science as a school subject.
 aims and objectives of teaching computer science. (blooms &
revised bloomstaxonomy)
 significance of teaching computer science at secondary schools level.
UNIT II: DEVELOPMENT OF CURRICULUM IN COMPUTER SCIENCE
 Principles and rationale of curriculum development
 Organizing the syllabi both logically and psychologically according to the age
groups ofchildren.
 Organization of Computer Science Laboratory.
 Text books of Computer Science, qualities of a good text book of Computer Science.
UNIT III: INSTRUCTION AND METHODS OF TEACHING COMPUTER SCIENCE
 Methods of Teaching Computer Science: Lecture method,
Demonstration-cum-Discussion Method, Personalized Instruction
Method.
 CAI technique, Video Technology, Power Point Presentation, Software,
Webinars,Google forms, etc.
 Teaching Learning Materials- Importance and construction of improvised
apparatus,OER- MOOCs
 Action research
UNIT IV: UNIT PLANNING, LESSON PLANNING AND TEACHING AIDS
 Micro teaching Skills-Introduction, Reinforcement, Probing Question,
Stimulusvariation, Explaining, Black Board-Writing etc.
 Meaning and Definition of unit plan and lesson plan; Importance and steps of
planning alesson.
 Lesson planning: Basic elements, characteristics, approaches (Herbartian, R
 .C.E.M, BLOOMS, N.C.E.R.T) and significance.
 Evaluation- types of Evaluation (CCE, Grading system, CBCS),
Construction ofAchievement test, Remedial and diagnostic teaching.
PRACTICUM / INTERNAL ASSESSMENT
Micro-Teaching- 10 marks.
Mid-term Exam 10 marks
Attendance 5marks.
Suggested Reading:
 Agarwal J. C. (2006). Essential of Educational Technology:Teaching and
learning. NewDelhi: Vikas Publishing House Pvt. Ltd.
 Alexis, M. L. (2001). Computer for every one. New Delhi: Vikas Publishing house Ltd.
 Allison, L. J., and Chris, P. (2007). Preparing for blended e-learning. UK: Routledge.
 Bennett, S., Marsh, D., & Killen, C., (2008). Handbook of online education
continuum.New York: International Publishing group.
 Chauhan, S. S. (1985). Innovations in teaching learning process. New
Delhi: VikasPublishing house Ltd.
 Goel, H. K. ( 2005). Teaching of Computer Science. New Delhi: R.Lall Book Depot.
 Krishnamurthy, R. C. (2003). Educational technology: Expanding our
vision. Delhi:Authors Press.
 Harley, H. (2007). The internet: Complete reference. New Delhi: Tata
McGrow HillPub.co., Ltd.
 John, W. (2007). Learning and teaching using ICT. New Delhi: Learning Matters Ltd.
 Joyce, Well., (2004). Models of teaching. U.K: Prentice hall of India.
 Kochhar, S. K. (1992). Methods and techniques of teaching. New
Delhi: SterlingPublishers Pvt Ltd.
 Kumar, K. L. (1997). Educational technology. New Delhi: Angel International (P) Ltd.
 Mohanty, L. (2006). ICT strategies for schools. New Delhi: Sage Publication.
 Norton, P. (1998). Introduction to computers. New Delhi: Tata McGraw Hill
PublishingCo Ltd.
 Oosterhof, A. C. (1990). Classroom applications of educational
measurement. Ohio:Merrill Publishing.
 Sambath, K., Paneerselvam, A., & Santhanam, S. (2006). Introduction of
educationaltechnology. New Delhi: Sterling Publishers Private Limited.
 Sharma, R. A. (2008). Technological foundation of education. Meerut:
R.Lall Books.Depot
 Sharma, R. C. (1998). Modern science teaching. New Delhi: Dhanpat Raj and Sons.
 Sharma, R. N. (2008). Principles and Techniques of Education.
Delhi: SurjeetPublications.
 NCERT. (2006). Position paper-National focus group on Educational
Technology.retrieved from https://ncert.nic.in/focus-group.php?ln=
 PEDAGOGY OF SOCIAL SCIENCE
PAPER CODE-BED203
Course Objectives
To enable the Pupil Teacher to-
 Appreciate the importance of integrating the knowledge through multidisciplinary approach.
 Develop the keen insight of using different strategies, methods and skills for using and
transacting knowledge.
 Develop the competence of instructional planning.
 Develop the skills of using teaching-learning resources and creating instructional material
competently.
 develop the competence of evaluating and assessing the learning of students
 Develop into a confident teacher having authority on subject-matter and its transaction.

Course outcomes (COs)

The pupil teacher will be able to-
 understand the need for teaching Social Sciences as an integrated discipline
 Develop the ability to justify the relevance of Social Sciences in terms of contemporary events.
 Develop understanding about the basic differences between Social Studies and SocialSciences.
 Prepare lesson plans on different topics based on Social Science text books
 Adopt different teaching strategies to teach Social Science to secondary school students
 Apply appropriate classroom management techniques in handling Social Science classes
 Conduct different continuous evaluation techniques to measure student‘s performance
 UNIT I- SOCIAL SCIENCE AS AN INTEGRATING AREA OF STUDY: CONTEXT
AND CONCERNS
 Rationale of including certain Subjects under Social Science
 Social Science Vs. Natural Science & Social Science Vs. Social Study
 Uniqueness and Interdependence of disciplines under Social Science
 Aims and objectives of pedagogy of Social Science at Secondary level ( based onBloom and
revised Bloom‘s taxonomy)
UNIT II - INSTRUCTIONAL STRATEGIES & LESSON PLANNING
 Micro teaching & Lesson planning- : Basic elements, characteristics, approaches (Herbartian,
R .C.E.M, BLOOMS, N.C.E.R.T) and significance. Year and Unit planning
 Methods : Lecture cum Demonstration, Project, Socialized Recitation, Source, Supervised
Study, Group Discussion (Discourse & Debate), Inductive-Deductive, StoryTelling, Time-
Line
 Teaching Learning Materials- importance and construction of improvised Apparatus,OER-
MOOCs
 Action Research
UNIT III – CONSTRUCTION OF CURRICULUM AT SECONDARY LEVEL
 Curriculum-Meaning, concept & principles of curriculum construction, Appraisal andcriticism
of existing Social Science curriculum
 Social Science club and laboratory; setting and importance
 Critical understanding of Social Science Text Book
 Resources : Primary and Secondary (Natural flora and fauna, Aids: Atlas, Maps, Globe,Charts,
Models, Graphs, Interactive Boards, Multi-Media, Educational Gaming Software)
UNIT IV - ASSESSMENT AND EVALUATION
 Purpose, Types, Characteristics, Techniques and Tools of Evaluation,
 Diagnostic Evaluation , Remedial Teaching, Continuous and Comprehensive Evaluation(CCE)
 Testing Cognition and Testing Performance, Grading system, CBCS , Construction of
 Achievement test
 Critical Analysis of a Social Science Textbook with reference to Syllabus
PRACTICUM / INTERNAL ASSESSMENT
 Micro-Teaching- 10 marks.
 Mid-term Exam 10 marks
 Attendance 5marks.
SUGGESTED READINGS
 Arora, P (2014). A Democratic Classroom for Social Science, Project Report, University of
Delhi, Delhi.
 Batra, P. (Ed 2010). Social Science Learning in Schools: Perspective and Challenges.Sage
Publications India Pvt. Ltd. New Delhi.
 Bossing,N.L.(1952): Teaching in secondary schools, New Delhi, Amrind Pub.
 Brown ,J.W., lewic, R.B. and Harceroad F.F. (1977); A V Instruction technology,Media and
methods(5th edition) McGraw hill book company.
 Bining, A.C. &Bining, D.H.( 1952), Teaching of social studies in secondary schools, Tata
McGraw Hill Publishing Co. Ltd. Bombay
 Crotty, M., (1998), The foundations of social research: Meaning and perspective in the
research process, London: Sage Publication.
 Dale , E.(1969): Audio-Visual Methods in teaching, New York, Holt, Rinehart andWinston.
 Edgar, B.W. &Stanely (1958), Teaching social studies in high school, Heath andcompany,
Boston D.C.
 G. S. Verma : Samajik Vigyan Shikshan , Meerut, Loyal Book Depot
 Gurusharan Das Tyagi : Samajik Adhyayan ka Shikshan, Agra, Agrawal Publications
 J.C. Agarwal (2006) Teaching of social studies ( 4th edition), Noida, Vikas Publication House.
 Misra, Salil and Ranjan, Ashish (2012)Teaching of Social Sciences:History,Context and
Challenges in Vandana Saxena (ed.),Nurturing the Expert Within, Pearson, New Delhi
 Zevin, J., (2000), Social studies for the twenty first century, Lawrence Erilbaum Associates
Publishers, London
 NCERT. (2006). Position paper-National focus group on teaching of social sciences.
retrieved from https://ncert.nic.in/focus-group.php?ln=
 (CORE PAPERS)
Pedagogy of School SubjectsGROUP ‘B’
PEDAGOGY OF BIOLOGICAL SCIENCE
PAPER CODE- BED204
COURSE OBJECTIVES
To enable the Pupil teacher to
 Develop broad understanding of principles and knowledge used in Biological science.
 Develop their essential skills for practicing Biological science.
 Know various approaches and methods of teaching Biological science.
 Prepare lesson planning of Biological Science properly.
 Manage instructional activity in such a way that vast majority of the learner attainedmost of the
objectives.

Course outcomes (COs)

The pupil teacher will be able to-
 Develop an understanding of the objectives of teaching biology and the development of biology
education.
 Build and use various tools related to biology teaching
 Plan and prepare course plans for teaching biology
 Critically analyze the status of biology in contemporary school education
 Use different approaches methods and techniques of teaching biology in teachinglearning process
 Create various supporting learning materials for effective teaching of biology

 UNIT -l: MEANING, AIMS AND OBJECTIVES OF TEACHING BIOLOGICAL SCIENCE
 Meaning and Nature of biological science and it's correlation with other subjects.
 Aims and Objectives of teaching Biological science at secondary level.
 Bloom‘s Taxonomy and Revised Bloom‘s Taxonomy of Educational Objectives.
 Writing Instructional objectives in behavioral terms.

UNIT-II INSTRUCTIONAL APPROACHES

 Methods of science teaching- Lecture cum demonstration method, Project
method,Heuristic method, Laboratory method.
 Innovative instructional method- Brainstorming, Micro-Teaching, Team Teaching.
 Practical application of computers for a teacher.
 Action research

UNIT-III PLANNING OF INSTRUCTION

 Lesson planning- : Basic elements, characteristics, approaches (Herbartian, R.C.E.M, BLOOMS,
N.C.E.R.T) and significance. Year and Unit planning
 Teaching Learning Materials- importance and construction of improvised
Apparatus,OER- MOOCs
 Evaluation- types of Evaluation (CCE, Grading system, CBCS),
Construction of Achievement test
 Remedial and diagnostic teaching.

UNIT-IV BIOLOGICAL SCIENCE CURRICULUM AND LEARNING RESOURCES

 Principles of curriculum organization, critical analysis of existing
secondary levelbiological science curriculum
 Biological Science laboratories: setting and importance, construction of improvised apparatus for
biological science teaching.
 Critical understanding of a Biology Text Book
 Qualities of a good biological science teacher

PRACTICUM / INTERNAL ASSESSMENT

Micro-Teaching- 10 marks.
Mid-term Exam 10 marks
Attendance 5marks.

Suggested Readings-
 Agarwal D.D.: Modern Methods of Teaching Biology, New Delhi: Sorup and Sons,2002
 Das R. C.: Science Teaching in Schools, New Delhi: Sterling Publishers Pvt. Ltd., 1905.
 Edward, Chand Fisher R. L.: Teaching elementary school science, Gangasaran and sons.
 Bhatt. Puran Chand: Science process skills in teaching and learning, New Delhi: Commonwealth
publication,
 Mangal S. K.: Teaching of science, New Delhi: Arya Book Depot, 1992.
 Rawat M. S.: Biology teaching, Agra: Sahitya Prakashan, 1996.
 Sharma R. C.: Modern Science Teaching, Delhi : Dhanpat Rai and Sons, 1995.
 Sood J. K.: Science Teaching, Agra: Vinod Pustak Mandir, 2003.
 Vaidya N.: Science teaching for the 21 st century, New Delhi: Deep
and DeepPublications.
 Ravi Kumar S.K.: Teaching of Bilogy, Jaipur: Mangal Deep Publications.
 Siddiqui Najma N. and Siddiqui M: Teaching of Science Today and
Tomorrow, Delhi:Doaba House.
 Nanda V.K.: Science Education Today, New Delhi: Anmol Publications Pvt. Ltd.
 Yadav Seema and Singh A.K.: Teaching of Life Science, New Delhi:
DominantPublications.
 Sharma B.M. and Sharma A.S.: Encyclopedia of Education in 21 st Century
Science –Education, Volume – 8, New Delhi: Commonwealth Publication.
 Yadav K. : Teaching of Life Science, New Delhi: Anmol Publications.
 Vaidya, N.: The Impact Science Teaching,New Delhi: Oxford & IBH Publishing.
 Shukla, C.S.: Biology Teaching, Meerut: International Publishing House, 2005.
 NCERT. (2000). Position paper-National focus group on teaching of sciences.
retrievedfrom https://ncert.nic.in/focus-group.php?ln=
 PEDAGOGY OF MATHEMATICS
PAPER CODE- BED205
Course Objectives
To enable the Pupil teacher to-
 develop broad understanding of aims and objectives used in Mathematics teaching.
 develop their essential skills of Mathematics teaching.
 know various approaches and methods of teaching Mathematics
 prepare lesson plan and Unit Plan of Mathematics properly.
 manage instructional activity in such a way that vast majority of the learner attainedmost of the
objectives.

Course outcomes (COs)

The pupil teacher will be able to-
 understand aims and objectives Principles and Knowledge used in Mathematicsteaching.
 develop their essential skills related instructional method.
 prepare lesson planning of Mathematics properly.
 critically analyze Mathematics curriculum
 conceptualize evaluation and its types.
UNIT -l AIMS AND OBJECTIVES OF TEACHING MATHEMATICS
 meaning and nature of Mathematics and it's correlation with other school subjects.
 ims and Objectives of pedagogy of mathematics at secondary level (Bloom's Taxonomy and
Revised Bloom's Taxonomy).
 Bloom‘s Taxonomy and Revised Bloom‘s Taxonomy of Educational Objectives.
 Writing Instructional objectives in behavioral terms.
UNIT-II: INSTRUCTIONAL APPROACHES
 Methods of Mathematics teaching- Inductive-deductive, analysis-synthesis method, Lecture cum
demonstration method, Project method, Heuristic method, Laboratory method.
 Innovative instructional method- Brainstorming, Programmed Instruction, Team
Teaching.
 Micro- Teaching.
 Action research
UNIT-III PLANNING OF INSTRUCTION
 Lesson planning- : Basic elements, characteristics, approaches (Herbartian, R .C.E.M,
BLOOMS,N.C.E.R.T ) and significance. Year and Unit planning
 Teaching Learning Materials- importance and construction of improvised Apparatus, OER-
MOOCs
 Curriculum-Meaning, concept & principles of curriculum construction, critical analysisof
existing mathematics curriculum of secondary level.
 Mathematics club and laboratory; setting and importance
UNIT-IV MATHEMATICS CURRICULUM AND RESOURCES OF LEARNING
 Critical understanding of a mathematics Text Book
 Qualities of a good mathematics teacher
 Evaluation- (CCE, Grading system, CBCS), Construction of Achievement test
 Remedial and diagnostic teaching.
PRACTICUM / INTERNAL ASSESSMENT
Micro-Teaching- 10 marks.
Mid-term Exam 10 marks
Attendance 05marks.
SUGGESTED READINGS
 Aggarwal, J.C.(2001). Principles, Methods and Techniques of teaching. New Delhi:Vikas
Publishing House Pvt. Ltd.
 Arora, S.K.(2000). How to Teach Mathematics. New Delhi: Sterling Publishers Pvt.Ltd.
 Bishop, G.D.(1965). Teaching Mathematics in the Secondary School. London: Collins
Publication.
 Bhasin, Sonia (2005). Teaching of Mathematics- A practical Approach. Mumbai
:Himalaya Publishing House
 Butler H. Charles and Wren F. Lynwood. (1996). the Teaching of SecondaryMathematics. New
York: The Maple Press Company
 Dececco, J.P. and Crawford, W. (1977). The psychology of learning and Instruction.New Delhi:
Prentice Mall of India Pvt. Ltd.
 Jain, S.L. GanitShikshan. Jaipur : Rajasthan Granth Academy, 1973 •
 Kapur, J.N. (2002). Suggested experiments in school mathematics. New Delhi: AryaBook Depot.
 Kulshreshtha, A.K. (2008). Teaching of Mathematics Meerut: R. Lall Books Depot. •
 Mangal, S.K. (1981). A Text Book on Teaching of Mathematics. Ludhiana: PrakashBrothers
Educational Publishers. •
 NCERT, A Text Book of content-cum-methodology of teaching Mathematics, NewDelhi
:NCERT
 Shah, G.B. (1964) New Dimensions in Teaching Mathematics. Baroda : Faculty ofEducation and
Psychology, •
 Sharma, N.R. Ganit Shikshan, Kyun aur Kaise. Agra : Ratan Prakashan Mandir • Siddhu, K.S.
The Teaching of Mathematics. New Delhi : Sterling Publication, 1982
 NCERT. (2006). Position paper-National focus group on Teaching of Mathematics.retrieved
from https://ncert.nic.in/focus-group.php?ln=
 PEDAGOGY OF HINDI LANGUAGE
PAPER CODE-BED206

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• fgUnh f’k{k.k ds lkekU; ,oa vuqn’s kukRed mn~n’s ;ksa dks le>ukA
• fgUnh Hkk"kk ,oa mlls lEcfU/kr {ks=ksa esa n{krk gkfly djukA
• Jo.k Hkk"k.k] okpu ,oa ys[ku lEcU/kh Hkk"kk;h dkS’kyksa dks le>ukA
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• fgUnh Hkk"kk f’k{k.k esa ewY;kadu dk egRo] ewY;kadu dh uohu izfof/k;ksa ls ifjfpr djkukA
ikB~;Øe vf/kxe ifj.kke%&
• fgUnh Hkk"kk ds fofHkUu Lo:iks adks le>us eas leFkZ gksxAas
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• izkFkfed ,oa ek/;fed Lrj ij fgUnh Hkk"kk f’k{k.k ds mn~ns’;A

bdkbZ f}rh; ¼ Hkk"kk ds :i esa fgUnh ,oa f’k{k.k½ %&
• fgUnh esa d{kk&f’k{k.k ds lkekU; fl)kUr ,oa lw=A
• Hkk"kk f’k{k.k&fl)kUrA
• fgUnh Hkk"kk dk vU; fo"k;ksa ds lkFk lg&lEcU/kA
• fgUnh f’k{kd & xq.k ,oa fo’ks"krk;sAa
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• fgUnh f’k{k.k fof/k;k¡] izfof/k;k¡] ,oa f’k{k.k ;qfDr;kaA
• fgUnh f’k{k.k ds lUnHkZ es%a & x| f’k{k.k] i| f’k{k.k] O;kdj.k f’k{k.k] ukVd f’k{k.k vkSj dgkuh f’k{k.k ds mn~ns’; ,oa
fof/k;k¡A
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• fofo/k ikB~; ;kstuk;sa ,oa mudk izk:iA
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• fgUnh esa& Jo.k dkS’ky] iBu dkS’ky] ys[ku ¼orZuh½ dkS’ky] Hkk"k.k ¼mPpkj.k½ dkS’ky ,oa Hkk"kk dkS’ky ds fodkl ds
mik;A
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• fgUnh f’k{k.k ewY;kadu% vFkZ] fo’ks"krk;as] izdkj] uohu izfof/k;k¡ ¼lh0lh0bZ0] xzsfMax iz.kkyh] lh0ch0lh0,l0½ funkukRed
,oa mipkjkRed f’k{k.kA
• fgUnh esa ikB;~ lgxkeh fØ;k;sa ¼okn&fookn] Hkk’k.k] laxks’Bh] vUrk{kjh ,oa dfork ys[ku½A
vkUrfjd ewY;kadu%
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feM VeZ VsLV 10 vad
 d{kk mifLFkfr 05 vad
vuqeksfnr iqLrds%a &
• prqosZnh] f’k[kk ¼2010½ fgUnh f’k{k.k vkj0 yky cqd fMiks] esjB
• u:yk] e/kq ¼2013½ fgUnh f’k{k.k] 21lsUpqjh ifCyds’ku] ifV;kyk
• frokjh ]Hkksyk ukFk ¼2015½] fgUnh foKku izdk’ku fdrkc egy] nfj;kxat]ubZ fnYyh
• ipkSjh] fxjh ¼2010½] fgUnh f’k{k.k lhek “kekZ] vkj0 yky cqd fMiks] esjB
• ik.Ms;] jke “kdy ¼1998½ fgUnh Hkk"kk f’k{k.k fouksn iqLrd efUnj] vkxjk
• HkkbZ ;ksxsUnz thr ¼1996½] fgUnh Hkk"kk f’k{k.k fouksn iqLrd efUnj] vkxjk
• yky] je.k fcgkjh ¼2016½ fgUnh f’k{k.k jLrksxh ifCyds’ku] esjB
• “kekZ] ch0,y0 ¼1996½ fgUnh f’k{k.k vkj0 yky cqd fMiks] esjB
• lDlsuk] jk/kkjkuh ¼2013½] uokpkjh f’k{k.k i}fr;kWa] jktLFkku xzUFk vdkneh] t;iqj
• flag] d.kZ¼ 2021½ fgUnh Hkk"kk f’k{k.k y[kheiqj] [khjh
• flag] fujatu dqekj ¼2007½ ek/;fed fo|ky;ksa esa fgUnh f’k{k.k] jktLFkku xzUFk vdkneh] t;iqj
• NCERT. (2006). Position paper-National focus group on Teaching of Indian Language.
 PEDAGOGY OF ENGLISH LANGAUGE
PAPER CODE-BED207
Course Objectives
To enable the Pupil Teacher to-
 understand the nature, characteristics and the use of English language.
 aquaint the required skills and their inter links for mastering a language.
 apply the various approaches for planning for successful language teaching.
 understand approaches for teaching different aspects of language.
 enhance the skills to study of the semantic, phonetic, graphic and phonetic – graphic
aspects.
 sound knowledge of teaching technology of the language.

Course outcomes (COs)

The pupil teacher will be able to-
 understand the need and importance of English Language
 develop proficiency in the Language
 be Familiar with the psycholinguistics and sociolinguistics aspects of Language
 use technology to enrich Language Teaching
 be aware of the pedagogical practices required for teaching English as Second Language
 facilities the effective use of learning resources.
 encourage continuous professional development
 develop an appreciation of the role of the English in both academic and Life.
Unit-I: BACKGROUND TO THE STUDY OF ENGLISH
 Historical perspective with development of English as Subjects & discipline.
 Role of English in the present Scenario; Position of English in the Indian school
curriculum in the context of the three language formula. English as a second Language.
 Aims and objectives of teaching English at Secondary level.
 Role of teaching English in development of Education, Society, National Integration and
International understanding.
UNIT-II: CONTENT AND PEDAGOGICAL ANALYSIS, METHODS OF TEACHING
AND SKILLS OF TEACHING
 Teaching of prose, poetry, composition and grammar.
 Pedagogical analysis based on unit analysis, objectives, learning experience, chosen
methods, material, composition and grammar.
 Difference between Method and Approach of teaching English, Major methods of
teaching English: Grammar-cum-translation method, direct method and bilingual
method.
 Various Approaches of teaching English; Structural Approach, Communicative
Approach, Holistic Approach & Linguistic communicative approach.
Unit-III: PLANNING OF INSTRUCTION
 Micro teaching & Lesson planning- : concept, importance, Basic elements,
characteristics, approaches (Herbartian, R .C.E.M, BLOOMS, N.C.E.R.T ) and
significance.
 Year and Unit Lesson Planning;
 Preparation of Prose, Poetry, Grammar & Composition: It‘s importance, planning and
teaching.
 Teaching Learning Materials- Audio-visual Aids, OER- MOOCs
UNIT IV: DEVELOPMENT OF LINGUISTIC SKILLS AND EVALUATION
 Development of following linguistic skills: Listening and understanding, Speaking,
Reading, Writing
 Purpose, Types, Characteristics, Techniques and Tools of Evaluation, (CCE, Grading
system, CBCS) Construction of Achievement test
 DiagnosticEvaluation , Remedial Teaching
Critical Analysis of English Textbook with reference to Syllabus

PRACTICUM / INTERNAL ASSESSMENT

Micro-Teaching- 10 marks.
Mid-term Exam 10 marks
Attendance 5marks.
SUGGESTED READINGS:-
 National Curriculum Framework 2005; NCERT, December 2005.
 National Curriculum Framework 2005; Position Paper, National Focus Group on
Teaching of English; NCERT, 2006.
 National Curriculum Framework 2005, Position Paper, National Focus Group on
Teaching of Indian languages, NCERT, 2006.
 The Right of Children to Free and Compulsory Education Act-2009, The Gazette of
India, 2009.
 Brumfit. C (1984); Communicative methods in Language Teaching; Cambridge
University press: Cambridge.
 Chomsky (1964) in Day. E. M (2002): Identity and the young English language learner;
Multilingual Matters Limited; London.
 Gardner and Lambert (1972) Attitudes and Motivation in second language learning;
Rowley; Newbury house.
 Jeremy Harmer, Longman Handbooks for Language Teachers, The Practice of English
Language Teaching, 1998.
 Learning Indicators till the Elementary Stage, National Council of Educational Research
and Training, New Delhi 2015
 Continuous Comprehensive Evaluation – Exemplar Package for Upper Primary Stage in
English, National Council of Educational Research and Training, New Delhi 2015
 Agnihotri, R.K., Khanna, A.L. 1994. (eds.), Second Language Acquisition:
Sociocultural and Linguistic Aspects of English in India (RAL1). New Delhi: Sage
Publications.
 Beaumount, M. 1996. The Teaching of Reading Skills in Second/Foreign Language.
Patras: The Hellenic Open University.
 Cummins, J. and Swain, M. 1986. Bilingualism in Education. London: Longman.
 Ellis, R. 1985. Understanding Second Language Acquisition. Oxford: Oxford University
Press.
 Prabhu, N.S. 1987. Second Language Pedagogy. Oxford; New York: Oxford University
Press.
 Krashen, Stephen. 1989. We acquire vocabulary and spelling by reading: Additional
evidence for the input hypothesis. Modern Language Journal 73:4. Pp. 440-64.
 Kumar, Krishna, 2011. The Child‗s Language and the Teacher, a Handbook, New Delhi,
National Book trust India,.
 NCERT. (2006). Position paper-National focus group on Teaching off English. retrieved
from https://ncert.nic.in/focus-group.php?ln=
 PEDAGOGY OF SANSKRIT LANGAUGE
PAPER CODE-BED208
Course Objectives
To enable the Pupil-teacher to-
 understand different role of language.
 develop aesthetic sense, role and importance of Sanskrit as Indigenous language.
 develop the potential Sanskrit teaching at different levels.
 understand and prepare of lesson plans of teaching Sanskrit.
 appreciate the use of audio-visual aids and ICT.

Course outcomes (COs)

The pupil teacher will be able to-
 understand the need and importance of Sanskrit Language
 develop proficiency in the Sanskrit Language
 Be Familiar with the psycholinguistics and sociolinguistics aspects of Sanskrit
Language
 use technology to enrich Sanskrit Language Teaching
 be aware of the pedagogical practices required for teaching Sanskrit as Language
 encourage continuous professional development in Sanskrit
 develop an appreciation the role of Sanskrit in both academic and Social Life.
UNIT-I ROLE AND IMPORTANCE OF SANSKRIT LANGUAGE
 Introduction of Sanskrit language and its Characteristics.
 The nature of Sanskrit and its Phonology, Morphology and Syntax.
 The importance of Sanskrit in Indian Society and its place in the curriculum at School
levels.
 Co-relation of Sanskrit with other school subjects.
UNIT- II AIMS AND OBJECTIVES OF SANSKRIT LANGUAGE PEDAGOGY
 Aims and objectives of pedagogy of Sanskrit at different levels.
 General Principles and maxims of Sanskrit teaching.
 Methods and Techniques of teaching Sanskrit
 Aims and method of teaching-Prose, Poetry, Grammar, Composition and translation.
UNIT-III LESSON PLANNING AND ITS TEACHING LEARNING MATERIALS
 Lesson planning- : Basic elements, characteristics, approaches (Herbartian, R .C.E.M,
BLOOMS, N.C.E.R.T ) and significance. Year and Unit planning in Sanskrit teaching.
 Lesson plan of Prose, Poetry and Grammar in Sanskrit teaching.
 Micro teaching skills.
 Audio-visual aids and their importance in Sanskrit teaching and co-curricular activities.
UNIT-IV ASSESSMENT & EVALUATION
 Development of following linguistic skills: Listening and understanding, Speaking,
Reading, Writing in Sanskrit language
 Evaluation of integrated lesson plan in Sanskrit language
 Purpose, Types, Characteristics, Techniques and Tools of Evaluation, (CCE, Grading
system, CBCS) Construction of Achievement test in Sanskrit language
 DiagnosticEvaluation , Remedial teaching in Sanskrit language
PRACTICUM / INTERNAL ASSESSMENT
 Micro-Teaching- 10 marks.
 Mid-term Exam 10 marks
 Attendance 5marks.
SUGGESTED READINGS
 Apte, D.G. and Dongre, P.K. (1980) Teaching of Sanskrit in secondary school, Acharya
 Book Depot, Baroda,.
 Chaturvedi, R.S. (1998) Sanskrit Shikshan Padhati, Shilpi Prakashan, Agra.
 Govt. of India (2000) Methodology of teaching and training in Higher Education, Delhi.
 Pandey, Ram Sakal, (2006) Sanskrit Shikshanvidhi, Vinod Pustak Mandir Agra.
 Singh, Karan (2007)Teaching of Sanskrit, Govinda Prakashan, Lakhimpur khiri.
 NCERT. (2006). Position paper-National focus group on Teaching of Indian Language.
retrieved from https://ncert.nic.in/focus-group.php?ln=
 PEDAGOGY OF URDU LANGAUGE
PAPER CODE-BED209
Course Objectives
To enable the Pupil teacher to-
 knowledge of mother tongue and to familiarize with the appropriate terminology.
 working knowledge of grammatical system in Urdu.
 write in an appropriate manner for a particular purpose with a particular audience in
mind.
 teaching and principles of translation.
 observation and demonstration of teaching skills.
 writing habit and skill to explain various methods of writing and to expose their
difference.
 awareness of formation of good sentences.
 awareness with the method of teaching language differently.

Course outcomes (COs)

The Pupil teachers will be able to:
 understand the need and importance of Urdu Language
 develop proficiency in the Urdu Language
 be Familiar with the psycholinguistics and sociolinguistics aspects of Urdu Language
 use technology to enrich Urdu Language Teaching
 be aware of the pedagogical practices required for teaching Urdu as Language
 encourage continuous professional development in Urdu Language
 develop an appreciation the role of Urdu Language in both academic and Social Life.
UNIT-I: ROLE AND IMPOTANCE OF URDU LANGUAGE
 Nature of Urdu Language
 Urdu as language of knowledge
 Urdu as a first, second and third language
 Urdu as Mother tongue and school language, Importance of Urdu language in
curriculum.
UNIT-II: AIMS AND OBJECTIVES OF URDU LANGUAGE PEDAGOGY
 Aims and objectives of pedagogy of Urdu Language at different levels.
 difference between Urdu language as a school subject and language as a medium of
instruction and communication,
 Methods of Urdu Language Teaching; Grammar cum translation method, Direct
method, Natural method, Communicative approach
 General Principles and maxims of Urdu teaching.
UNIT-III: LESSON PLANNING AND ITS TEACHING- LEARNING MATERIALS
 Lesson planning- : Basic elements, characteristics, approaches (Herbartian, R .C.E.M,
BLOOMS, N.C.E.R.T) and significance. Year and Unit planning in Urdu teaching.
 Lesson plan of Prose, Poetry and Grammar in Urdu teaching.
 Micro teaching skills.
 Audio-visual aids and their importance in Urdu teaching and co-curricular activities.
UNIT-IV ASSESSMENT & EVALUATION
 Development of following linguistic skills: Listening and understanding, Speaking,
Reading, Writing in Urdu language
 Evaluation of integrated lesson plan in Urdu language
 Purpose, Types, Characteristics, Techniques and Tools of Evaluation, (CCE, Grading
system, CBCS) Construction of Achievement test in Urdu language
 DiagnosticEvaluation, Remedial teaching in Urdu language.
 PRACTICUM / INTERNAL ASSESSMENT
Micro-Teaching- 10 marks.
Mid-term Exam 10 marks
Attendance 5marks.
SUGGESTED READINGS
 Teaching of Urdu; Saleem Farani
 Method of Teaching Urdu; Fakhrul Hasan
 How to Teach Urdu; Moulvi Salim Abdullah
 How to write Urdu; Rasheed Hasan Khan
 Poetry and Teaching of Poetry; Akhatar Anshari
 Teaching of Language; Moulvi Abdul Hai
 Qaumi Darsiyat Ka Khaka(2005) NCERT, New Delhi.
 National Focus Group ka Position Paper(2010) ‗barae Hindustani Zabanon kiTadrees‘
NCERT, New Delhi.
 Rahnuma Kitab (Teachers‗ Manual) (2010)Secondary & Higher Secondary Stage,
NCERT, New Delhi.
 Tadrees aur Aamozish ke Tameeri Ravaiye,(2011)NCERT, New Delhi,
 Bachche ki Zaban aur Ustad-ek Lahiya amal,(2007), National Book Trust, New Delhi.
 Agnihotri, R.K,(1995), Multilingualism as a classroom resource, Spriti Publication,
Johannesberg.
 Mohanty, A.K, (2015), Bilingualism in a multilingual society, CIIL, Mysore.
 Ottaway, A.K.C,(n.d), Usool-e-Talim aur Amal-e-Taleem,NCPUL, New Delhi.
 NCERT. (2006). Position paper-National focus group on Teaching of Indian Language.
retrieved from https://ncert.nic.in/focus-group.php?ln=
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 (CORE PAPERS)
Pedagogy of School SubjectsGROUP ‘C’
PEDAGOGY OF COMMERCE
PAPER CODE- BED210

Course Objectives
To enable the Pupil teacher to-
 develop broad understanding of aims and objectives of Commerce teaching
 develop their essential skills for practicing commerce education.
 know various approaches and methods of teaching Commerce
 prepare lesson planning of Commerce properly.
 critically analyses commerce curriculum

Course outcomes (COs)

The pupil teacher will be able to-
 pupil teacher will be able to understand aims and objectives of commerce teaching.
 pupil teacher will be able to develop their essential skills related instructional method.
 pupil teacher will be able to prepare lesson planning of Commerce properly.
 pupil teacher will be able to critically analyses commerce curriculum
 pupil teacher will be able to conceptualize evaluation and its types
UNIT -l AIMS AND OBJECTIVES OF TEACHING COMMERCE
 Meaning and Nature of Commerce and it's correlation with other school subjects.
 Aims and Objectives of teaching commerce at secondary level.
 Bloom's Taxonomy and Revised Bloom's Taxonomy of educational objectives.
 Writing Instructional objectives in behavioral terms.
UNIT-II INSTRUCTIONAL APPROACHES
 Methods of commerce teaching- Inductive-deductive, analysis-synthesis method Lecture
cum demonstration method, Project method, Heuristic method, Laboratory method.
 Innovative instructional method- Brainstorming, Micro- Teaching, Program Teaching,
Team Teaching.
 Practical application of computers for a teacher.
 Remedial and diagnostic teaching.
UNIT-III PLANNING OF INSTRUCTION
 Lesson planning: Basic elements, characteristics approaches and significance.
 Teaching Learning Materials- importance and construction of improvised Apparatus
 Evaluation:- CCE, Grading system, CBCS, Blue-Print, Construction and Administration
of Achievement Test.
 Action research

UNIT-IV COMMERCE CURRICULUM AND RESOURCE OF LEARNING

 Curriculum-meaning and principles of organization of curriculum
 Appraisal and criticism of existing commerce curriculum of secondary school
 Text Book of commerce- criteria for evaluation
 Quality of a good commerce teacher
PRACTICUM / INTERNAL ASSESSMENT
Micro-Teaching- 10 marks.
Mid-term Exam 10 marks
Attendance 5marks.
SUGGESTED READINGS
 Aggarwal, J.C. (2004). Teaching of Commerce: A Practical Approach. New Delhi:
Vikas Publishing House
 Aggarwal, J.C. (2014).Principles, Methods and Techniques of Teaching. New Delhi:
Vikas Publishing House
 Tiwari, S.A. (2005). Commerce Education in the Global Era. Delhi: Adhyayan
Publishers.
 Tomar, S. (2005). Teaching of Commerce. Agra: Vinod Pustak Mandir.
 Venkates et. Al. (2004). Methods of Teaching Commerce. New Delhi: Discovery Pub.
House.
 PEDAGOGY OF HOME SCIENCE
PAPER CODE- BED211
Course Objectives
To enable the Pupil teacher to-
 develop broad understanding of principles and knowledge used in Home Science
Teaching.
 explain the Scope and Importance of Home Science as a school subject.
 specify the Aims and objectives of Teaching Home Science at secondary stage.
 develop the understanding of Ideal curriculum in Home Science.
 know various approaches, methods and Teaching Aids in Home Science Teaching.
 prepare Effective lesson plan in Home Science.
 explain various tools used in evaluation in Home Science.

Course outcomes (COs)

The pupil teacher will be able to-
 the Pupil teacher will be able to:
 enumerate on the meaning, nature, scope and objectives of teaching Home Science at
Secondary and Senior Secondary level.
 state the importance of teaching Home Science in Schools.
 apply various techniques and approaches of Teaching Home Science at secondary and
senior secondary level.
 plan instructions effectively for teaching learning process of Home Science at school
level.
 plan and modify the setup of Home Science laboratory to conduct practical‘s according
to the changing needs of the curriculum.
 evaluate student performance with a holistic perspective.
UNIT I: NATURE OF HOME SCIENCE AND ITS ROLE IN FAMILY AND
COMMUNITY
 The nature and scope of Home Science as a discipline in science.
 Historical perspective and major landmarks in the evolution of home science as a
subject.
 The contemporary meaning of Home Science and its place in school education.
 Home Science in socio-cultural context with focus on societal issues and concerns and
Interface between Home science and skill development.
UNIT II: CURRICULUM, PEDAGOGIC ISSUES IN HOME SCIENCE AND
LEARNING RECOURSES IN HOME SCIENCE
 Objectives of teaching of Home Science at elementary, secondary and senior secondary
level, Unit planning, lesson planning
 Methods & Approaches in teaching Home Science: Demonstration, Discussion,
Practical, Project , Problem solving, Seminar, Experimentation, Field trips, ICT, Market
Survey ,Exhibition, Display, peer learning, Role play and Brain storming, Optimal
utilization of community resources and simulated teaching.
 Types of Teaching Aids - On the basis of sense organs involved - On the basis of size of
learner group - On the basis of learners control over teaching aid - On the basis of
experience provided by an aid
 Effective use of teaching aid
UNIT III: LABORATORY ORGANIZATION AND EXPERIMENTATION IN HOME
SCIENCE
 Report, records and registers: (i) Purchase, storage and maintenance of material and
equipment
 Characteristics, organization and management of Home Science laboratory
  Layout of design: (i) single subject Home Science laboratory (ii) multipurpose home
science laboratory
 Sustainability through innovative designs and Guidelines for teachers
UNIT IV: CURRICULUM AND EVALUATION IN HOME SCIENCE
 Introduction and Principles of curriculum construction, Curriculum organization: critical
analysis
 Correlation of Home Science with other subjects, Role of Home Science teacher in
curriculum development and transaction
 Measurement vs Assessment vs Evaluation, Concept and Types of Evaluation :
Diagnostic, Formative and Summative
 Evaluation as a continuous and comprehensive evaluation, Techniques and devices of
evaluation in Home Science
Recommended Books
 Chandra, Arvinda;(1978) Introduction to Home Science, Metropolitan Book Co., New
Delhi;
 Mann, Mohinder K.(1976) Home Management for Indian; Kalyani Publishers, Delhi,
 Das, R.R. & Ray,(1979) Binita; Teaching of Home Science; Sterling Publishers, New
Delhi,
 Devadas, Rajammal P.(1958); Teaching of Home Science in Secondary Schools; All
India Council for Secondary Education, New Delhi,
 Devadas, R.P.; (1968.) Textbook of Home Science; Ministry of Food, Govt. of India,
 Asthana N. Home Science Education: Growth and future prospects(paper) Meri Journal
of Education,vol1,no.1 April 2006, Management Education and Research Institute,
Delhi
 Chandra,A., Shah,A. & Joshi ,A. 1989. Fundamental of Teaching Home Science. New
Delhi. Sterling Publishers Private Limited
 Malaviya,R. (2010). Influence of Technology: Adolescent‘s Interests, Journal of
Psychosocial Research, Vol.5 No.1
 Malaviya,R. (2007). Evolution of Home Science Education: The Metamorphosis.
University News: Journal of Higher Education. Vol. 45, No.08, Feb 19-25, 2007
 Tikoo,S ( 2010). Professionalism in Home Science, Delhi. Academic Excellence
 Lady Irwin College (2008). Excellence in Home Science: Contemporary Issues and
Concerns, Delhi. Academic Excellence
 Lady Irwin College (1990). A Textbook of Home Science. Delhi Orient Longman
 Lakshmi, K. (2006). Technology of teaching of home science. New Delhi: Sonali
Publishers.
 Seshaih, P.R. (2004). Methods of teaching home science. Chennai: Manohar Publishers
& Distributors.
 Nibedita, D.(2004).Teaching of Home Science. New Delhi: Dominant Publishers and
Distributers.
 Shalool, S. (2002). Modern methods of teaching of home science.(I Edition). New
Delhi: Sarup&Sons.
 Jha, J.K. (2001). Encyclopaedia of teaching of home science.(Vol I&II), New Delhi:
Anmol Publications Private Limited.
 Yadav, S. (1997). Teaching of home science.New Delhi: Anmol Publishers.
 Yadav, S. (1997). Text book of nutrition and health. New Delhi: Anmol Publishers.
 Shah, A. et al (1990). Fundamentals of teaching home science. New Delhi: Sterling
Publishers Private Limited.
Bhatia, K.K. (1990). Measurement and evaluation in education, Prakash Publication,
Ludhiana
 PEDAGOGY OF FINE ARTS
PAPER CODE-BED212
Course Objectives
To enable the student teacher to-
 get acquainted with importance of Fine art and its place in curriculum.
 understand the concept of representing models and imagination of Fine Art.
 get acquainted of methods of teaching of fine Art
 correlate of Arts Education with other school subject.
 get acquainted with practical skill in fine Art.

Course outcomes (COs)

The Pupil teachers will be able to-
 develop basic understanding of different Fine art forms and their impact in our life.
 enhance artistic and aesthetic sensibility of learners to enable them to respond to the
beauty in different Fine Art forms.
 develop skills for integrating different Fine Art forms across school curriculum at
Secondary level.
 create awareness of the rich cultural heritage, artists and artisans in the society
Unit-I BASIC OF FINE ART
 Concept, Importance and Scope of different forms of Art
 Nature, scope and aims of teaching Fine Art.
 Importance of Fine Arts and its place in the curriculum at School level.
 Significance of teaching Fine Arts at school level.
Unit-II AIMS AND OBJECTIVES OF TEACHING FINE ARTS
 Aims and Objectives of teaching Fine Arts. (Blooms & Revised Blooms Taxonomy)
 Curriculum Organization of fine Arts.
 Critical appraisal of the existing syllabus in fine Arts.
 Importance of Exhibitions & Competitions in encouraging creative Expressions among
Students.
Unit-III LESSON PLANING AND TEACHING AIDS OF FINE ARTS
 Lesson planning to teach Fine Arts : Micro, Macro, ICT Based, Diary Based, Test
Based, Model based (Line, Color, Design, Still Life, Poster)
 Methods of teaching Fine Art and Its Approaches: Free Expression, Representation,
Designing and clay modeling at various stages.
 Representing model and imagination in Teaching of Fine Art
 Audio –Visual aids and their use in teaching of Fine Arts and critical appraisal of
present text books in Fine Arts.
Unit-IV PROFESSIONAL DEVELOPMENT OF ARTS TEACHER AND
EVALUATION
 Qualities and professional competencies of a Fine Arts teacher.
 Composition and Appreciation of Fine Arts
 Art Room, its need, equipment and decoration.
 Evaluation: CCE, Grading system, CBCS, Construction of Achievement test, Remedial
and diagnostic teaching.

PRACTICUM / INTERNAL ASSESSMENT

Micro-Teaching- 10 marks.
Mid-term Exam 10 marks
Attendance 5marks.
Suggested Readings:
 Brown, Percy (1953). Indian Painting, Calcutta.
 Chawla, S.S. (1986). Teaching of Art. Patiala: Publication Bureau, Punjabi University.
 Harriet, Goldstein (1964). Art in Everyday Life. Calcutta: Oxford and IBH Publishing
Company.
 Jaswani, K.K., Teaching and Appreciation of Art in Schools.
 LowenfeldViktor .Creative and Mental Growth.
 Margaret, Marie Deneck (1976). Indian Art. London: The Himalata Publication.
 Sharma, L.C., History of Art, Goel Publishing House, Meerut.
 Read, Herbert. Education through art.
 Shelar, Sanjay. Still Life. Jyotsna Prakashan
 NCERT. (2006). Position paper-National focus group on Art, Music Dance and Theatre.
retrieved from https://ncert.nic.in/focus-group.php?ln=
 PEDAGOGY OF MUSIC PAPER CODE- BED213

Course Objectives
To enable the Pupil teacher to-

 understand the history, importance, and co-relation of Music with other school
 comprehend the knowledge of swarms and sruti and Bloom‘s taxonomy of instructional
 prepare pedagogical analysis of the content and develop a lesson plan for the classroom
 acquire competence in skills for the teaching of Music.
 develop teaching aids to teach Music.
 familiarize the qualities of Music and Music teacher.
 understand the different methods of teaching Music.
 acquiring competency in preparing tools of evaluation.

Course outcomes (COs)

The pupil teacher will be able to-
 identify, analyze and work conceptually with the elements and organizational patterns of
music and their interaction, employing this understanding in aural, verbal, and visual
analyses and applications.
 distinguish and analyze music according to historical, cultural, and stylistic contexts,
and to address culture and history from diverse perspectives.
 apply relevant forms of music technology, including their basic functions and
integrative nature.
 demonstrate a fundamental proficiency in keyboard skills.
 demonstrate and apply the research skills necessary for musical and contextual
understanding of musical elements and relevance.
 demonstrate the conducting and technical skills necessary to effectively and artistically
lead a collaborative rehearsal.
Unit I- INTRODUCTION
 Nature and scope of Music, Vocal and Instrumental Music.
 Aims and Objective of teaching Music at School level.
 The importance of Music and its place in the curriculum at School levels.
 Curriculum: Classical, Light, Film and Folk music and the claims of each for inclusion
in the syllabus: songs for school children
Unit II- SUBJECT MATTER OF MUSIC:
 General principles of teaching Rags, Melodic grace, devices and Tune.
 Training in Rhythmic perception, Correlation of Music with other school subjects.
 Audio-visual aids and their use in teaching Music.
 Textbooks: criteria of a good textbook in Music, a critical appraisal of the present
textbooks in Music.
Unit III- MUSIC IN SCHOOL CURRICULUM
 Importance of Music in School Curriculum
 Music Room: Its equipment‘s and organization.
 Different type of tests: (Theory and Practical) construction, administration and test of
performance.
 Knowledge of subject matter contents up to Secondary level.
Unit IV- BIOGRAPHIES OF THE FOLLOWING EMINENT MUSICIANS
 Swami Haridas, Tansen
 Pt. Vishnu Digambar Paluskar
 Pt. V. N. Bhatkhande
  Qualities of a Good Artist.
PRACTICUM / INTERNAL ASSESSMENT
 Micro-Teaching- 10 marks.
 Mid-term Exam 10marks
 Attendance 5marks.
SUGGESTED READING
 Awasthi, S.S.A.,(1964)Critique of Hundustani Music and Music Education,
AdhunikPrinter, Jalandhar.
 Bhatkanda, V.N., (2003), Karmik Pustak Malika Laxme Narayan Garg, Sangeet
Karyalaya, Hathras
 Nhatnagar, S., (1988)Teaching of Music, Monika Prakashan,Shimla.
 Archer, W.G. (1959), India and Modern Art, London,.
 Arnoson, H.H.(1969), History of Modern Art, London.
 Barr, A.H, (1954), Masters of Modern Art, New York.
 Brown Percy : Indian Painting, The heritage of India Series, M.C.A. Pub. House,
Calcutta
 The Teaching of Music by Prof. P. Suambarmoorthy
 A critique of Hindustani Music and Music Education by S. S. Awasthi
 Sangeet Bodh by Dr. S. S. Awasthi
 Teaching of music by Gauri Kuppaswamy & M. Hariharan
 Sangeet Visharad by Vasant, Hathras Prakashan
 Hamare Sangeetagya by Prakash Narayan
 Pranav Bharti by Pt. Omkar Nath Thakur
 The Scope of Music, Oxford Univ. Press by Buck
 Voice Training by Grew, Oxford Univ. Press
 Lok Sangeet Ank (Hathras Prakashan)
 NCERT. (2006). Position paper-National focus group on Art, Music Dance and Theatre.
retrieved from https://ncert.nic.in/focus-group.php?ln=
 SEMESTER-II
(CORE PAPERS)
TECHNOLOGICAL PERSPECTIVES OF EDUCATION
PAPER CODE-BED214

Course Objectives
To enable the Pupil teacher to-
 become effective user of technology in education.
 understanding the nature and scope of educational technology and also about the various
forms of technology.
 understanding of the system approach to education and communication, theories and
modes of communication.
 develop basic skills in the production of different types of instructional material.
 develop an awareness in students about the recent innovations and future perspectives of
educational technology.
 acquaint the learner with the challenges and opportunities emerging in integrating new
technology in educational process.
 make the student familiar with new trends, techniques in education along with e-
learning.

Course outcomes (COs)

The pupil teacher will be able to-
 explain the concept of Educational Technology.
 implement appropriate teaching and learning strategies as per content.
 understand types of educational technology and their application in classroom teaching.
 use various information and communication technology to make classroom instruction
interactive and effective.
 design appropriate instructional strategies for effective classroom transaction.
 develop instructional media and materials for use in teaching and learning.
UNIT I UNDERSTANDING OF EDUCATIONAL TECHNOLOGY
 Educational Technology: Meaning, Nature, Scope and Significance. Types of
Educational Technology: Hardware, Software and System Approach
 Various Forms of Educational Technology: Teaching Technology, Instructional
Technology, Behavioral Technology.
 Computer Assisted Instruction: Meaning, concept and basic assumptions, Types or
Modes.
 E-Learning: Meaning, Nature, Characteristics, Modes and Styles of E-Learning: Support
Learning, Blended Learning.
UNIT II STRATEGIES OF INSTRUCTIONAL TECHNOLOGY
 Teaching: Meaning, Definition, Characteristics, Difference in Teaching Instruction,
Conditioning, Training and Indoctrination.
 Teaching Methods and Strategies: Lecture, Demonstration, Narration, Illustration,
Problem Solving, Project method, Brain Storming, Discussion.
 Mass Media and Technological Media in Education
 Approaches to integrating ICT in teaching and Learning.
UNIT III CRITICAL UNDERSTANDING OF ICT
 Information and Communication Technology: Meaning, Advantages, Processes and
Barriers
 Multimedia: meaning & concept, text, graphics, animation, audio, video. Various types
of educational gaming software
 Computer network: LAN, MAN, WAN
  Web Resources– navigating, searching, evaluating, saving and bookmarking.
UNIT IV DIMENSIONS OF TEACHING
 Models of Teaching: Meaning & concept, Characteristics and Types.
 Concept attainment model, Group Investigation Model, Advanced Organizer Model
with Its syntax. Flanders Interaction analysis Model
 Programmed Instruction: Meaning, Characteristics, Types (Linear, Branching &
Mathetics).
 Virtual Classroom: Concept, Advantages and Limitations
Practicum:
1. Class attendance (5marks)
2. Mid Term Test (10 marks)
3. Practicum / Paper based activity designed by the teacher / Assignment and Presentation of
any topic related with the paper (10 marks), e.g.

To develop an indigenous teaching aid for mass education appeal.

To prepare any multimedia instruction model.
To prepare a report on Flanders Interaction Analysis.
To prepare a report on teaching model.
Suggested Readings:
 Aggarwal, J.C. (2001). Principles, Methods and Techniques of Teaching. Delhi: Vikas.
 Aggarwal, J.C. (2008). Elementary Educational Technology. Delhi: Shipra Publication.
 Allison Little John (2003): Refusing Online Resources. A Sustainable Approach to
eLearning, Kogan Page Limited.
 Bengalee, Coomi (1986). Introduction to Educational Technology: Innovations in
Education. Mumbai: Saith.
 Bhatia, K.K. (2001). Foundation of Teaching Learning Process. Ludhiyana: Tandon
Publishers.
 Bhatt, B. D.,Sharma, S. R.(1992). Educational Technology: Concept and Technique.
New Delhi: Kanishka Publg House.
 Dahiya, S.S. (2008). Educational Technology: Towards Better Teaches Preference.
Delhi: Shirpa Publication.
 Das, R. C.(1993). Education Technology: A Basic Text. New Delhi: Sterling.
 Jain, P. (2004). Educational technology. New Delhi: Dominant.
 Joyce, B. (1978). Information Processing Models of Teaching. New Jersey: Prentice
Hall.
 Joyce, B. (2009). Models of Teaching. New Delhi: Phi Learning.
 Kumari, S. (2006). Increasing Role of Technology in Education. Delhi: Isha.
 Mangal, S.K. (2002). Essentials of Teaching Learning and Information Technology.
Ludhiyana: Tandon Publishers.
 Mukhopadhyay, M. (1990). Educational Technology: Challenging Issues. New York:
Sterling.
 Oak, S. (1994). Shaikshanik Tantravidnyan. Pune: Shri Vidya.
 Pachauri, S. C. (2011). Educational Technology. Aph Publishing Corporation: New
Delhi.
 Picciano, A. G. (2010). Educational Leadership and Planning for Technology. Prentice
Hall: Boston.
 Rastogi, S.(1998). Educational Technology for Distance Education. Jaipur: Rawat
Publication.
 Robert, H. (1990). Instructional Media and The New Technologies of Instruction.
London: John Wiley and Sons.
  Salmon, G. (2002). E-Tivities: The Key to Active Only Learning. Sterling, VA : Stylus
Publishing Inc. ISSN 0 7494 3686 7 Retrieved from
https://tojde.anadolu.edu.tr/tojde8/reviews/etivities.htm
 Saxena, N. R. Swaroop,Oberoi, S.C.(2004). Essentials of educational technology and
management. Meerut: R.Lall Book Depot.
 Schrum, L. (2011). Considerations on Educational Technology Integration: The Best of
JRTE. International Society for Technology in Education: Eugene.
 Sethi, D. (2010). Essentials of Educational Technology and Management. Jagdamba
Publishing Company: Delhi 27. Sharma, A.R. (2001). Educational Technology. Agra:
Vinod.
 Singh, C.P.(2011). Advanced Educational Technology. Lotus Press: New Delhi.
 Sleeman, P.J., Cobun, Ted C, Rockwell, D. M.(1979). Instructional Media and
Technology: A Guide to Accountable Learning Systems. New York: Longman.
 Verma, M. (2006), Online Teaching—Tools and Methods. New Delhi; Murari Lal &
Sons.
 Verma, M. (2006), Teaching in Digital Education. New Delhi: Murari Lal & Sons.
 Walia, J. S. (2003). Educational technology. Jalandhar: Paul.
 Yadav, D. S. and Shastri, K.N. (2009). Educational technology: Delhi.
Useful Websites
 http://www.learningapple.com/id3/resources.htm
 http://members.rediff.com/missan/Comp_Web_Inst_Designers.htm
 http://www.coe.uh.edu/courses/cuin6373/whatisid.html
 http://www.coe.uh.edu/courses/cuin6373/index.html
 http://edutechwiki.unige.ch/en/Instructional_design
 SEMESTER-II
B-ELECTIVE PAPERS
(STUDENT HAS TO CHOOSE ANY ONE PAPER)

PAPER IV (A): ENVIRONMENTAL EDUCATION

PAPER CODE-BED215
Course Objectives:
The teacher will be able to:
 understand the concept of environment and its various aspects.
 become aware and sensitive towards environment and its allied problems.
 realize the need of environment protection and sustainable development.
 acquire knowledge about the different methods of teaching in environmental education.
 acquire knowledge of the tools and techniques for the evaluation of environmental
education.

Course outcomes (COs)

The pupil teacher will be able to-
 master core concepts and methods from ecological application in environmental problem
solving.
 master core concepts and methods from economic, political, and social analysis as they
pertain to the design and evaluation of environmental policies and institutions.
 appreciate the ethical, cross-cultural, and historical context of environmental issues and the
links between human and natural systems.
 understand the transnational character of environmental problems and ways of addressing
them, including interactions across local to global scales.
 apply systems concepts and methodologies to analyze and understand interactions between
social and environmental processes.
 reflect critically about their roles and identities as citizens, consumers and environmental
actors in a complex, interconnected world.
 demonstrate proficiency in quantitative methods, qualitative analysis, critical thinking, and
written and oral communication needed to conduct high-level work as interdisciplinary
scholars and/or practitioners.
UNIT I: ENVIROMENTAL EDUCATION: BASIC CONCEPTS
 Meaning, Concept, Nature, Importance and Scope of Environment.
 Meaning, Concept, Nature, Scope, Objectives and Importance of Environmental
Education.
 Meaning, Concept and Importance of Ecosystem, Relationship between Man and
Environment.
 Perspectives of environmental concerns: social and natural sciences.
UNIT II: UNDERSTANDING DEVELOPMENT IN THE CONTEXT OF
ENVIRONMENT
 Rain Water Harvesting, Eco Tourism, Environmental Ethics.
 Global Environmental Problems: Global Warming, Climatic Change, Ozone Layer
Depletion.
 Methods of teaching Environmental Education- Seminar, Workshop, Problem Solving,
Field trips and Surveys, Projects, Exhibition.
 Addressing the real and complex issues of Development.
UNIT III: VARIOUS APPROACHES IN ENVIRONMENTAL EDUCATION
 Interdisciplinary and Multidisciplinary Approach of Including Environmental Education
in the School Curriculum.
 Environmental Awareness and Management: Conservation, Protection and
 SustainableDevelopment.
 Use of Media and Technology in Environmental Education.
 Significance and scope of environmental issues at the global, national & local levels in
school curriculum

UNIT IV: CO-CURRICULAR ACTIVITIES AND EVALUATION

 Co-curricular activities in Environmental Education including Plantation, Awareness
Campaigns, Monuments and Community work.
 Concept and Techniques of Evaluation with Reference of Environmental Awareness,
Attitudes and values.
 Factors responsible for flora and fauna extinction, Measures to conserve flora andFauna,
Causes of forest fire and its measures of prevention
 Role of teachers; Development of skills and abilities to deal with curricular areas related
to environment in the classroom

PRACTICUM:
Mid-term Exam= 10
Assignment or Presentation on given topic = 05
Project related to any issue of Environment (SAY NO TO POLYTHENE, GO GREEN, SDG
etc.) = 05
Class attendance (5marks)
Participation in Activities like Plantation, Swach Bharat Abhiyan, etc.
Organization of Environmental Awareness Programmes like nukkad natak, cultural days.
Celebrating Days & Weeks Related with Environment (For e.g. Wild Life Week,World
Environment Day, Earth Day, World Water Day Etc) in Schools.
SUGGESTED READINGS:
 Agarwal, J.C. (2007). Education for Values, Environment & Human Rights, Shipra
Publications, Delhi.
 Kumar, A. (2007). A Text Book of Environmental Science, A.P.H. Publication House,
New Delhi.
 Laxmi, G.V.S. (2004). Methods of teaching Environmental Science, Discovery
Publishing House, New Delhi.
 Samuel, K. (2007). Environment Education: Curriculum & teaching Methods, Sarup &
Sons, New Delhi.
 Satapathy, M. K. (2007). Education, Environment & Sustainable Development. Shipra
Publications, Delhi.
 Yadav, P.R. (2004). Environmental Biodiversity, Discovery Publishing house, New
Delhi
 Dani, H.M. (1996). Environmental Education. Chandigarh : Panjab University
Publication Bureau.
 Agenda 21, UN Conference on Environment and Development (The Earth
Summit)(1991). In Palmer,
 J. and Neel, P. (Ed.). The Handbook of Environmental Education, London: Routledge.
 Alkazi, F., Jain, O. and Ramdas, K. (2001). Exploring our Environment– Discovering
the Urban Reality. New Delhi: Orient Longman
 CEE (1986). Joy of Learning, Handbook of Environmental Educational Activities.
Ahmadabad: Centre for Environment Education
 Centre for Environmental Education (1997). The Green Teacher: Ideas, Experience and
Learning. In Educating for the Environment. Ahmadabad: CEE.
 Driver R. Guesne, E. &Tiberghien, A. (1985). Children‘s Ideas in Science. U.K.: Open
University Press
 Harvey, B. &Hallet, J. (1977). Environment and Society–An Introduction and Analysis.
London: Macmillan Press.
 Kumar, D. K. Chubin, D. (2000). Science, Technology and Society : A source book on
research and practice. London: Kluwer Academic Publication
 Kumar, Krishna (1996). Learning from Conflict. New Delhi: Orient Longman. NCERT
(2006). Position paper on Habitat & Learning. New Delhi: National Council for
Educational Research and Training.
 Pedretti, E. (2003). Teaching Science, Technology, Society and Environment
(STSE)Education. In The Role of Moral Reasoning on Socio-scientific Issues and
Discourse in Science Education. Science and Technology Education.
 NCERT. (2006). Position paper-National focus group on Education for Peace. retrieved
from https://ncert.nic.in/focus-group.php?ln=
 ELECTIVE PAPER
PAPER IV: HUMAN RIGHTS EDUCATION
PAPER CODE- BED216

Course Objective
 develop analytical skills to question and appraise Human Rights policies and practic es at
national and international levels.
 explore the substantive knowledge of policies concerning Human Rights Education,
prevailing trends in the field of Human Rights Education and of the challenges and
contributions of critics.
 understand the roles of various state and non-state agencies in the promotion and
enforcement for Human Rights.
 educate students to recognize and interpret the nature of and need for human rights
to respond to moral violations.
 encourage students to identify, compare, and appraise diverse cultural and
theoretical representations of human rights.
 prepare students to design and critically assess multidisciplinary connections to
human rights both across the university and within their own educational
programs.
 engage students to participate in human rights practice through high impact
student learning experiences.

Course outcomes (COs)

The Pupil teacher will be able to:
 analyze how concepts of gender are created, maintained, challenged through
embodiment, cultural representations, and social organization.
 describe the social construction of gender and explain who these constructions are
shaped by the time, location, and culture that they are situated in.
 explain how theories of gender have been influenced by and influence their social
contexts.
 apply concepts and theories related to gender studies to a disciplinary or
interdisciplinary creative, scholarly.
 identify and evaluate the historical, philosophical, political and cultural
developments establishing human rights as a set of global norms, agreements, and
procedures.
 explore global human rights institutions, law, and processes, and assess the
impact of their interaction with national and local cultural practices and norms.
 critically examine the impact of diverse geographic, cultural and theoretical
contexts on the social acceptance and practical application of human rights
norms.
 synthesize interdisciplinary approaches and contributions to topics such as gender,
race, poverty, violence and post-colonialism within a human rights framework.
 reflectively evaluate the effectiveness of human rights practice on local, national or
international humanitarian efforts.
UNIT-I: UNDERSTANDING HUMAN RIGHTS
 Human Rights- Definition, nature, need and Importance
 Historical Development of Human Rights, Constitutional Provisions for Human Rights
in India.
 Difference between Human Rights and Fundamental Rights.
 Human Rights Education in India, Famous Human rights movement in India
UNIT-II : CONCURRENT ISSUES RELATED TO HUMAN RIGHTS
 Consumer Rights and Structure of Consumer Courts in India,
 R.T.I. Act 2005
 Human RightsCommission in India.
 Agencies for Human Right Education in India viz. Family, School, State and NGOs
UNIT III: HUMAN RIGHTS MOVEMENTS IN INDIA
 National Freedom movements
 Social and Political Movements
 Dalit Movements
 Women‘s Movements
UNIT IV: SOCIETY AND HUMAN RIGHTS: PROMOTION AND PROTECTION
 Role of NGOs
 Role of Mass-Media
 Role of Educational Institutions
 Role of Government
Practicum:
Mid-term Exam- 10
Assignment or Presentation on given topic - 05
Project related to any issue of Human Rights - 05
Class attendance (5marks)
Visit to orphanage, women protection home, child protection home
Collection of data related to Human Rights and its analysis
Debates and discussions on violation of rights of Disadvantaged groups
Analysis of the Films post screening of the following: Bawander, India‘s Daughter,Water
etc.
Analysis of textual materials from the perspective of gender bias and stereotype.
Suggested Readings:
 Sen, Amartya, 2004, ‗Elements of a Theory of Human Rights, Philosophy and public-
Affairs, 32. No.4
 Alam, Aftab (2000), Human Rights in India: Issues and Challenges, Delhi, Raj
Publication.
 Bajpai, Asha( 2010) Child Rights in India: Law, Policy and Practice, Oxford University
Press: New Delhi.
 Baxi, Upendra (2010) The Future of Human Rights, Oxford University Press: New
Delhi.
 Byrne, Darren, J.O. (2000), Human Rights: An Introduction, New Delhi, Pearson
Education Limited. Chandohoke, Neera (2012) Contested Secession: Rights, Self-
determination, Democracy, and Kashmir, Oxford University Press, New Delhi
 Chaudhary, Dashrath (2004), Human Rights and Education, New Delhi, Rainbow
Publishers Ltd. Conventions on the Rights of the child (2000), MHRD Govt of India.
 Dagar, B.S. (1948), Perspectives in Human Rights Education, Chandigarh, .Haryana
Sahitya Academy.
 Donnelly, Jack (1989), Universal Human Rights in Theory and Practice, Cornell,
Cornell University Press.
 Elbers, Frank (2002), Human Rights Education Resource book, Cambridge, MA:
Human Rights Education Associates.
 Gopalan, S.B. (1998) India and Human Rights, New Delhi, LokSabha Secretariat.
 Gupta, Madan (2001) What will be Human Rights of students, New Delhi,
 Jnanada Pub. Hugh (1991) The challenges of Human Rights, London, Cassell,
Education Ltd.
 Illich, Ivan (1972)Deschoolingsociety , Middlesex, England, Penguin Books Ltd.
 Krishanmurthy, J. (2001), The First and Last Freedom, Chennai, Krishanmurthy
Foundation.
 Kumar, Sandeep (2012) Human Rights and Pedagogy, Discovery publishing House:
Delhi.
 Macwan, Martin (2006), Dalit Rights, New Delhi, NHRC.
 Mani, V.S.(1998), Human Rights in India: An overview, Institute for the world
congress on Human Rights, New Delhi.
 MHRD (2003), Human Rights Education, Teaching and Training, Indian Institute of
Human Rights, New Delhi.
 Mittler, P. (2000) Working towards Inclusive Educating Social contexts, London, David
Fulton publishers.
 NHRC (2005), Human Rights Education for beginners, New Delhi, National Human
Rights Commission.
 Pachuari, S.K. (1995), Children and Human Rights, Delhi, APH, Publication.
 Pachuari, S.K. (1995), Women and Human Rights, Delhi, .APH, Publication.
 Philip, Kavita (2004), Constructing Human Rights in the Age of Globalization, PHI:
New Delhi
 NCERT. (2006). Position paper-National focus group on gender issues in the
curriculum.
 NCERT. (2006). Position paper-National focus group on problems of scheduled caste
and scheduled tribe children (NCF 2005). New Delhi: NCERT. retrieved from
https://ncert.nic.in/focus-group.php?ln=
 ELECTIVE PAPERS

PAPER IV: EDUCATION FOR HAPPINESS

PAPER CODE-BED217
Course Objectives
To enable the Pupil teacher to-
 understand the concept of happiness and its interrelationship with education.
 understand the Role of happiness in Education.
 understand the demand of happiness in education and its reality (issues and problems)in
Indian education system.
 accustom with the underpinnings of happiness in various schools of philosophy.
 to know the perspective of various eastern and western philosophers on happiness.
 understand the concept of education for happiness and its silent features.
 understand the importance of education for happiness and implement in his teaching.

Course outcomes (COs)

The Pupil Teachers will be able to -
 develop self-awareness and mindfulness amongst learners about Happiness.
 inculcate skill of critical thinking & inquiry in the learners for peaceful living.
 enable learners to communicate effectively and express themselves freely and creatively
to promote happiness and peace in the society.
 enable learners to understand their expectations in relationships, develop empathy, and
ensure healthy relationships with family, peers & teachers.
 enable learners to apply life skills to deal with stressful & conflicting situations around
them.
 develop social awareness & human values in learners to engage in meaningful
contribution in society.
 develop holistic approach to education in a universal context.
UNIT- I : BASICS OF HAPPINESS
 Happiness: Concept, meaning and nature
 Domains of happiness and itsfactors.
 Demand of education for happiness in 21st century: issues and problems (Secondary
level).
 Notion of the Quality life.
UNIT –II EUCATION AND HAPPINESS
 Functions of education for Happiness.
 Role of education in happiness.
 Relationship between happiness and education, positive discipline
 Exploring Happiness through Education and Awareness.
UNIT-III: HAPPINESS CONTEXT: INDIAN AND WESTERN
 Historical background of happiness in Indian Perspective.
 Indian: Bhagvad Gita, Buddha, Sad-Darshan, Charvaka, Aurobindo,Vivekanand, J.
Krishnamurti and Osho.
 Historical background of happiness in Western Perspective.
 Western: Socrates, Aristotle, Kant, Russell, Bentham and Mill, Seligman
UNIT –IV AN APPROACH TO EDUCATION FOR HAPPINESS AND PEACE
 Stage-Specific Approach for Happiness and Peace
 Teachers as Peace Builders
 Pedagogical Skills and Strategies for Happiness
 Integrating Happiness Concerns in Classroom Transactions
PRACTICUM:
Mid-term Exam= 10
Assignment or Presentation on given topic = 05
Project related to any issue of Happiness and Education = 05
Class attendance (5marks)
To prepare a report on comparison of notion of good life with his life.
To develop a project report on collective Happiness
To prepare a report on western concept of Happiness
To prepare a report on Indian concept of Happiness
Suggested Reading:
 Haribhadra (1986). Sad-Darsana Samuccaya (A Copendium of Six Philosophies). Delhi:
Eastern Book Linkers
 Aurobindo (1977). Sri Aurobindo and the Mother on Happiness and Peace. Pondicherry:
Sri Aurobindo Society.
 Kapoor, Subodh (2002). Encyclopaedia of Upanisads and its Philosophy (Vol. 4). New
Delhi: Cosmo Publications
 Osho (2008). Joy: The Happiness that comes from within. NY: St. Martin‘s Press.
 Russell (1930). The Conquest of Happiness. Retrieve from- https://russell-
j.com/beginner/COH-TEXT.HTM
 Kant (2012). Critique of Judgement. NY: Dover Publications, Inc.
 Wike, V.S. (1994). Kant on Happiness in Ethics. Albany: State University of New York
Press.
 Krishnamurti (1927). The Kingdom of Happiness. NY: Boni & Liveright.
 PROFESSIONAL DEVELOPMENT
PERSONALITY DEVELOPMENT FOR A DYNAMIC TEACHER

(Activity based paper)

PAPER CODE- BED219

Course Objectives
To enable the Pupil teacher to-
 develop talent, facilitate employability enabling the incumbent to excel and sustain as a
professional teacher.
 bring about personality development with regard to the different behavioral dimensions that
have far reaching significance in the direction of organizational effectiveness.
 make students know about self-awareness, life skills, soft skills, need for personal development
etc.

Course outcomes (COs)

The Pupil teacher will be able to-

 develop, exhibit and accurate sense of self.
 develop and nurture a deep understanding of personal motivation.
 develop an understanding of personal and professional responsibility.
 demonstrate good interpersonal relationships with peer learner, teachers, non-teaching staff and
community.
 applying the comprehensive set of skills and knowledge for life success.

UNIT I INTRODUCTION TO PERSONALITY DEVELOPMENT

 concept of personality
 dimensions of personality
 significance of personality development.
 the concept of success and failure

UNIT II OTHER ASPECTS OF PERSONALITY DEVELOPMENT AND PRACTICES

 Body language, Problem-solving, Conflict and Stress Management, Decision making skills
 Leadership and qualities of a successful Teachers
 Character-building, Team-work, Time management
 Professional ethics – Good manners and etiquettes.

UNIT III INTERPERSONAL RELATIONSHIP SKILLS AND PRACTICES

 Verbal Communication
 Non-Verbal Communication
 Expert talk
 Life skills

UNIT IV EMPLOYABILITY QUOTIENT

 Resume building, art of participating in Group Discussion.
 Acing the Personal (HR & Technical)
 Interview -Frequently Asked Questions, Mock Interview Sessions.
 Dressing sense.
 PAPER IV- CARE FOR ENVIRONMENT

PAPER CODE – BED220

Course Objectives

To enable the Pupil teacher to-

• identify the environmental issues around them.

• conceptualize the issues related with environment.
• evaluate the interrelationship between the environmental issues and human activities.
• construct strategies to solve the environmental issues.
• understand their role in socio-environment issues.
• develop folk wisdom among them.
• develop healthy environmental habits.

Course outcomes (COs)

The Pupil teacher will be able to-

● understand Global scale of environmental problems.

● reflect critically about their roles and identities as a member of civil society.
● develop healthy environmental habits.
● do independent observations on human interaction with the environment.
● discuss major causes of air pollution and the consequences of ozone depletion.
● analyse climate change & global warming and their impact on human life.

UNIT I INTRODUCTION OF OUR ENVIRONMENT

• Organization of a brainstorming session on ―Our environment‖ with a comprehensive

report of the session.
• Preparation and protection of the self-made garden/ beds.
• Preparation and decoration of pots.

UNIT II ECOSYSTEM AND BIO-DIVERSITY

• A Visit to and written description of any ecosystem type of the local area.
• Construction of a flora /fauna herbaria of the local biodiversity.
• Preparation and protection of aquarium

UNIT III ENVIRONMENTAL ISSUES

• Project on any Environmental pollution /Disaster of the learner‘s local area.
• Project of use of folk wisdom for fulfilment of environmental education objective.
• Visit to a local area/institution and preparation of report to document environmental
assets.

UNIT IV ENVIRONMENTAL AWARENESS PROGRAM

• Organization and submission of reports on Skits based on environment.

• Organization and submission of reports on Awareness programme on environmental
issues.
• Celebration of days related to environmental issues of the year and preparation of the report.
Note: At least one activities from each unit will be carried out.
 PAPER - MUSIC/DRAMA/CRAFT/YOGA AND OTHER RELATED
ACTIVITIES

(Activity based paper)

PAPER CODE-BED221
Course Objectives

To enable the Pupil teacher to-

 develop creativity, critical thinking, verbal and nonverbal communication skills.

 develop and nurture aesthetic sense and cultural awareness.
 demonstrate through solo and collaborative performances in major performing areas.
 correlate music, drama, craft, yoga and other related activities for stress management of the learner and
joyful learning.
 understand the basic concepts of happiness and health through yoga
 develop clear understanding about human anatomy and human physiology through Yoga

Course outcomes (COs)

The pupil teacher will be able to-

 exhibit professionalism and community engagement through music, drama, craft and yoga.
 distinguish and analyse music according to historical, cultural and stylistic content.
 perform yoga activities in terms of fitness values.
 understand the sound nutritional practices as related to health and physical performances.
 describe, analyse and interpret creativity during teaching-learning process.

UNIT I EDUCATION THROUGH MUSIC

 Vocal prayers,
 poetry,
 classical songs and ghazals,
 patriotic songs and folk songs etc.

UNIT II EDUCATION THROUGH ART AND CRAFT

 Organising TLM workshops and zero investment TLM
 Making best out of waste
 Jewellery making and pot decoration
 Candle making and Making rangoli

UNIT III DRAMA AND ITS FUNDAMENTALS

 Drama as a tool of learning, use of drama for educational and social change.
 Street plays, Dramatization of a lesson, MIME, Mono acting.
 Use of drama techniques in classroom.
 voice and speech imitation: improvement and presentation.
UNIT IV - YOGA
 Yoga in daily life.
 Yogic principles of healthy living.
 Stress management through yoga.
 Guidelines for practice of Kriyas, Asanas, mudra Pranayama and meditation.
 B.Ed. Semester- III

Paper I: School Leadership and ManagementCourse

Course Objectives
To enable the Pupil teacher to-

 Get acquainted with the concept and concerns of School Leadership.

 Apply scientific practices of educational management in worksituation.
 inculcate ethics and etiquettes.
 perform proper management functions in class room situations.
 enhance communication skills for better team building.
 Develop an understanding of the role of the headmaster and theteacher in school
management.
 Understand the importance of school governess & supervision.

Course outcomes (COs)

The pupil teacher will be able to-
 Lead management functions in educational organization effectively.
 Create positive and constructive school climate with goodcoordination and
control.
 Manage physical and human resources properly.
 Supervise administrative activities effectively.
 demonstrate the knowledge and skills to apply organizational theory,management skills,
leadership strategies, and data to transform organizations.
 explore and actualize their personal values and develop a sense ofconfidence and belief
in themselves.
 Demonstrate instructional leadership by aligning curriculum, instruction and
assessment, supporting professional learning,conducting observations.

Unit I: Educational Leadership

 Meaning, functions and types of educational leadership.

 Important qualities of effective leader, theories of leadership.
 Ethics and Etiquette in Educational leadership.
 Steps for the development of effective educational leaders.

Unit II: Educational Administration and School

 Basic management function: planning, organizing, staffing, directing(including leading &

motivating,) coordinating & controlling and their implication for effective management.

 Using management functions for an effective classroom managementin schools.

 Importance of communication in team building.

 Skills of teachers and principal for conducting SWOT analysis forimproving quality
school management.
Unit III: Elements of School Management
 The school – its functions and relationship with the society, Schoolbuilding: design and
components.
 School Climate: meaning and types, Timetable – principles and techniques of time table
preparation, teacher timetable, whole schooltime table or master timetable, class time table.
 Laboratory, Field/Playground, Hostel, Staff Room, Classrooms; Child friendly school &
system. School finance – sources of incomeand items of expenditure.
 Institutional Governess, recruitment, staff appraisal, selection ofstaff, professional
development of staff, organizing meeting.
Unit IV: Educational Administration & Supervision
 Meaning, scope, types of educational administration (authoritarianand democratic
educational administration),

 Principles and structure of educational administration in India.

 Role of Headmaster as the administrator & supervisor.

 Supervision of School health programmes: meaning, objectives, medical inspection, immunization,

importance of correct posture, need of physical exercise, maintenance of health records, balanced

diet & mid-day meal scheme

Practicum:
1. Class attendance (5marks)

2. Mid Term (10 marks)

3. Practicum / Paper based activity designed by the teacher / Assignmentand Presentation of any
topic related with the paper (10 marks)

Suggested Readings:
1. Agarwal, J.C. (1994). Educational Administration, Management andSupervision, New
Delhi, Arya Book Depo.
2. Bush, Tony (2003). Theories of Educational Leadership and Management(3rded.)
SAGE Publications Pvt. Ltd.
3. Armstrong, M. (1990). Management Processes and Functions, LondonShort, Run Press.
4. Cnand T., Prakash R. Advanced Educational Administration, NewDelhi Kanishka
Publishers.
5. Craig, M.W. (1985). Dynamics of Leadership, Bombay, JaicoPublishing House.
6. Davito, A.J. (1978). Communicology: An Introduction 16th Study ofcommunication, New
York Harper & Row Publishers.
7. Koochhar, S.K. (1978). Secondary School Administration, SterlingPublishers Pvt. Ltd.
8. Mukherjee, S.N. (V). School Administration and Function in India, J.C.Shah Acharya Book
Dept.
9. Padmanabhan, C.B.: Educational Financing and Structural Adjustment,Policies in India, New
Delhi, Common wealth Publishers.
10. Rangnathan, S.R. The Organisation of Libraries, third edition, OxfordUniversity Press.
11. Singh, Amarjit: Classroom Management, New Delhi: A ReflectivePerspective, Kanishka
Publishers.
12. Singhal, R.P. & Bhagia N.M. (1986). School Inspection System, Amodern Approach
Vikas Publishing House Pvt. Ltd.
 Paper II: Guidance and Counseling Course

Course Objectives
To enable the Pupil teacher to-

 understand the concept, need and meaning of guidance andcounseling.

 get acquainted with the principles, various areas and procedure ofguidance.
 develop understanding about the role of school in context toguidance.
 get acquainted with the principles and process of counseling.
 realize the qualities and role of a school counselor.
 acquire an idea about the need of counseling for children.

Course outcomes (COs)

The pupil teacher will be able to-

 understand the concept and process of guidance and counseling.

 Apply the major counseling techniques to resolve the educational, vocationaland personal
problems of learners.
 Recognize and provide career options to learner as per their vocational needs.
 Analyze and critically evaluate the ethical issues and role of counselling personnel.
 understand role of various counselling services
 provide guidance and counselling to children according to their needs.

Unit I: Guidance
 Concept, nature, meaning, scope, function of guidance, relationshipbetween guidance and
counseling.

 Principles and procedure of guidance.

 Major areas of guidance: educational, personal and vocational

 Need of Guidance at different levels.

Unit II: Guidance Services

 Essential guidance services: Information, Individual Inventory,Placement service

 follow up, counseling and remedial services.

 Organization of guidance services in schools.

 Evaluation of guidance services.

Unit III: Counseling

 Concept, need and meaning of counseling.
 Principles and process of counseling.

 Techniques of counseling.
  Types of counseling: directive, non-directive and eclectic counseling
- meaning, characteristics, steps, advantages and limitations.

Unit IV: Counseling Personnel

 Qualities and role of a counselor, Counselor-Counselee relationship

 Guidance and counseling centers: need, objectives and functions.

 Tools and techniques of guidance and counseling.

 Counseling Personal – Principal, Teacher, Warden, PhysicalEducation Teacher,
Librarian, Medical staff

Practicum:
1. Class attendance (5marks)

2. Mid Term (10 marks)

3. Practicum / Paper based activity designed by the teacher / Assignmentand Presentation of any
topic related with the paper (10 marks)

Suggested Readings:
1. Aggarwal, J. C. (1991). Educational, vocational guidance andcounseling. New
Delhi: Doabai House.

2. Anne, A. (1982). Psychological testing. New York: McMillanCompany.

3. Bhatnagar, R. P., & Seema, R. (2003). Guidance and counselling ineducation and
psychology. Meerut: R. Lal Book Depot.

4. Chauhan, S. S. (1982). Principles and techniques of guidance. NewDelhi: Vikas

Publishing House Pvt. Ltd.

5.Chauhan, S. S. (2008). Principles and techniques of guidance. UP:Vikas Publishing

House Pvt Ltd.

6. Crow, L. D., & Crow, A. (2008).An introduction to guidance. Delhi:Surjeet Publications.

7. Indu, D. (1983). The basic essentials of counseling. New Delhi: SterlingPublishers Private Ltd.

8. Jones, A. J. (2008). Principles of guidance. (5ed). Delhi: SurjeetPublications.

9. Kochhar, S. K. (1979). Guidance in indian education. New Delhi:Sterling Publishers

Private Ltd.

10. Kochhar, S. K. (1984). Guidance and counseling in colleges anduniversities. New

Delhi: Sterling Publishing Pvt. Ltd.
11. Madhusudan, M. (1983).Educational and vocational guidance.Sambalpur: Saha
Publishers & Distributors.

12. Meenakshisundaram, A. (2005). Guidance and counseling. Dindigul:Kavyamala Publishers.

13. Meenakshisundaram, A. (2006). Experimental psychology. Dindigul:Kavyamala Publishers.

14. Qureshi, H. (2004). Educational guidance. New Delhi: AnmolPublications Pvt.

Ltd.

15. Rao, N. S. (1981). Counseling psychology. New Delhi: Tata Mc GrawHill Publishing Co.

16. Sharma, N. R. (1989). Educational and vocational guidance. Agra:Vinod Pustak Mandir.

17. Sharma, R. A. (2008). Career information in career guidance. Meerut:

R. Lall Books Depot.

18. Sharma, R. N. (1999). Guidance and counseling. Delhi: SurjeetPublishers.

19. Sharma, R. N. (2008). Vocational guidance &counseling. Delhi:Surjeet Publications.

20. Sodhi, T. S., & Suri, S. P. (1997).Guidance and counseling. Patiala:Bawa Publication.

21. Vashist, S. R. (Ed.). (2002). Principles of guidance. New Delhi:Anmol Publications

Pvt. Ltd.

22. Gibson, R. L., & Mitchell, M. H. (2007). Introduction to counselingand guidance (7th
ed.). Upper Saddle River, NJ: Prentice Hall.

23. Pandey, K.P. Advanced Educational Psychology. 2nd Ed. New Delhi:Konark Publishers Pvt.
Ltd., 1988.

24. Traxler, A C and Narh, R D. (1966) Techniques of Guidance. NewYork : McGraw Hill.

25. Myers, G. Principles and Techniques of Vocational Guidance. NewYork: McGraw Hill
Book Company.
C---Internship/Field Work- 16 Weeks (50Marks)

1. Morning Assembly
2. Attendance Register
3. Teachers Dairy
4. Continuous and Comprehensive Evaluation (Construction andadministration of
Achievement Test)
5. Reflection and Consolidation of Internship (Report writing)
6. Action Research and Report Writing
7. Celebration of Special Days and writing report with their messages
8. Any other duties assigned by the Principal
D--Field Work
Visit to an Institution keeping view of Inclusive Education and preparereport

E--Professional Development
Music/Drama/Craft/Yoga and other related activities
 B.Ed.- SEMESTER - IV PAPER- I
DEVELOPMENT OF EDUCATION SYSTEM IN INDIA AND ITS
CHALLENGES
Course Objectives
 To enable the Pupil teacher to-
 understand the history of Indian Education in different era.
 understand the socio-political factors of affecting the development ofeducation.
 understand the contribution of various educational policies andprograms during the pre and
post- independence.
 analyze educational policy framework during and after independence
 develop understanding of the issues and challenges faced by Indiancontemporary society

Course outcomes (COs)

The pupil teacher will be able to-
 understand knowledge about history of Indian education in different periods of time.
 compare and analyze Indian Education in different periods of time.
 critically evaluate the contribution of educational policies and programmes during pre and post
independence
 understand the role of various policies and practices in Indian education
UNIT –I Education in Ancient and Medieval India

 Education in India: a brief introduction of Indian knowledge system

 Education in India :Vedic Period
 Education in India :Buddhist Period
 Education in India : Medieval Period
UNIT- II Education during British Period (1700 AD – 1900 AD)

 British Education system in India, Macaulay‘s Minutes and Bentinck‘sResolution of 1835

 Adam‘s Report and its Recommendations
 Wood‘s Dispatch – 1854
 Recommendations of Indian Education Commission (Hunter Commission)-1882, itsinfluence
on the subsequent development ofeducation

UNIT-III Education during British Period (1901 AD – 1947 AD)

 Lord Curzon‘s educational policy

 Essential features of Sadler Commission -1917
 Wardha scheme of education (Basic Education)-1937
 Sargent Report-1944

UNIT- IV Education in Post-Independence Period (1947 onwards)

 The University Education Commission (Radha krishnan Commission1948-49)

 The Secondary Education Commission (Mudaliar Commission1952-53)
 Education Commission or Kothari Commission(1964-66)
 National Policy on Education (1986) and Program of Action (1992)
 National Education Policy – 2020

Practicum/ Internal assessment

 Assignment 05 Marks
 Presentation with power point 05 Marks
 Unit test / Viva-voce 10 Marks
 Attendance 05 Marks

SUGGESTED READINGS

 Aggarwal, J.C.- Landmarks in the history of Modern Indian Education,

Vikas Publishing House, New Delhi
 Altekar , A.S. (2010). Education in Ancient India, Delhi: Isha Books.
 Bhaskara Rao Digumati, Education for All, Issues and Problems.
APHPublishing Corporation, New Delhi
 Chaube, Saryu Prasad- Bharat Mein Shiksha kaVikas; Allahabad:
CentralBook Depot
 Dash, M(2000)- Education in India- Problems and Perspectives, New
Delhi:Atlantic Publishers
 Gupta, S.P.- Bhartiya Shiksha Ka Itihas, Vikas Evam Samasyaen;Allahabad:
Sharda Pustak Bhavan
 Kabir, Humanyu- Swatantra Bharat Mein Shiksha; Delhi: Rajpaland Sons
 Law, Narendranath, Promotion of Learning in India during Muhammedan
Rule by Muhammedans, London, 1916.
 Mishra, B.K. and Mohanty, R.K. (2003); Trends and Issues in
IndianEducation. Meerut: Surya Publications
 Mukherjee, R.K. (2011). Ancient Indian Education: Brahmanical
and Buddhist, Delhi: Motilal Banarasidas.
 National Policy and Education (1986). MHRD. New Delhi: Govt. of India.
 National Source Book on Population Education, NCERT
 Nurullah S and Naik, J.P.(1981); A Student History of Education in India
,Macmillan and Co., Mumbai.
 Oad, L.k.- Shikshakenutanaayam; Jaipur: Rajasthan Hindi Granth Academy
 Sharma, R.N. and Sharma, R.K.(2004). Problems of Education in
India.New Delhi: Atlantic Publishers
 Sindhal, Mahesh Chandra- Bhartiya Shiksha Ki
Vartaman Samasyaen;Jaipur: Rajasthan Hindi Granth Acad
 B.Ed. -SEMESTER - IV

PAPER- II CONCURRENT ISSUES OF EDUCATION

Course Objectives
To enable the Pupil teacher to-
 understand concurrent issues of primary, secondary and higher education in India
 To understand the role of educational agencies at the national and state level.
 To understand various challenges related to education and developing necessary
remedial measures.
Course outcomes (COs)
The pupil teacher will be able to-

 Making individuals aware of various aspect of Indian education system.

 Inculcating the traits of morality,ethics ,dignity and graciousness within oneself and
rendering the effective contribution in the development of Indian education system.
 Understand the problem and issues of Indian education e.g teaching attribute isin
a lowest state, financial constructions, privatization , inadequate facilities and
infrastructure
 Awareness of challenges like heterogeneous education system, involvement of
political factor , economic difficulties and lack of moral value.
 To understand how to enhance the education system towards a learning society,
connection between institute and industries and incentives to teachers and researchers

UNIT –IPresent Scenario of Indian Education

 Aims, objectives and Educational structure of Foundation and Primary Education

in India

 Aims, objectives and Educational structure of Secondary Education in India

 Aims, objectives and Educational structure of Higher Education in India
 concurrent issues related to primary, secondary and higher Education

UNIT – II ISSUES RELATED TO EDUCATION IN INDIA

 concurrent issues related to Teacher Education in India

 concurrent issues related to Distance Education and Open Education in India
 concurrent issues related to Technical and Vocational Education in India
 National and State Agencies for Enhancement of Quality Education inIndia
viz NCERT, NCTE, NAAC, NUPEA CERT and DIET
UNIT-III Challenges of Education at different level in India
 Universalization of Elementary Education
 Vocationalisation of Secondary Education
 Privatization and Commercialization of Education
  Examination Reforms and Deterioration in Educational Standards

UNIT-IV Policy framework for Public Education in India and its implementation.

 National Policy on Education-1986, Revised 1992 and 2020

 Delors Report: Learning the treasure within
 Right act to Education-2009
 Rashtriya Madhyamik Shiksha Abhiyan(RMSA)

Practicum/ Internal assessment

Assignment 05 Marks
Presentation with power point 05 Marks
Unit test / Viva-voce 10 Marks
Attendance 05 Marks

SUGGESTED READINGS

 Aggarwal, J.C.- Landmarks in the history ofModern Indian

Education, Vikas Publishing House, New Delhi
 Altekar , A.S. (2010). Education in Ancient India, Delhi: Isha Books.
 Bhaskara Rao Digumati, Education for All, Issues and Problems.
APHPublishing Corporation, New Delhi
 Chaube, Saryu Prasad- Bharat Mein Shiksha kaVikas;
Allahabad:CentralBook Depot
 Dash, M(2000)- Education in India- Problems and Perspectives, New
Delhi:Atlantic Publishers
 Gupta, S.P.- Bhartiya Shiksha Ka Itihas, Vikas Evam Samasyaen;Allahabad:
Sharda Pustak Bhavan
 Kabir, Humanyu- Swatantra Bharat Mein Shiksha; Delhi: Rajpaland Sons
 Law, Narendranath, Promotion of Learning in India during Muhammedan
Rule by Muhammedans, London, 1916.
 Mishra, B.K. and Mohanty, R.K. (2003); Trends and Issues in
IndianEducation. Meerut: Surya Publications
 Mukherjee, R.K. (2011). Ancient Indian Education: Brahmanical
andBuddhist, Delhi: Motilal Banarasidas.
 National Policy and Education (1986). MHRD. New Delhi: Govt. ofIndia.
 National Source Book on Population Education, NCERT

 Nurullah S and Naik, J.P.(1981); A Student History of Education in India

,Macmillan and Co., Mumbai.

 Oad, L.k.- Shikshakenutanaayam; Jaipur: Rajasthan Hindi Granth

Academy Sharma, R.N. and Sharma, R.K.(2004). Problems
ofEducation inIndia.New Delhi: Atlantic Publishers

 Sindhal, Mahesh Chandra- Bhartiya Shiksha Ki Vartaman

Samasyaen;Jaipur: Rajasthan Hindi Granth Academy
 B.Ed.- IV SEMESTER

A- Compulsory Paper

PAPER –III PROCESS OF CURRICULUM DEVELOPMENT

Course Objectives:-

To enable the pupil teacher to-

 develop an understanding about Concept, Nature and Importance

ofcurriculum
 understand the basics, design, process and techniques of Curriculum
Development.
 apply new trends and technique in Curriculum development.
 critically understand need and importance of assessment
inTeaching -learning process

Course outcomes (COs)

The pupil teacher will be able to-

 understand and organize core and hidden curriculum as per the need of students
 Analyze the components of curriculum to provide broader experiences to
students
 Exercise the significant role of curriculum through making teaching enriched
and effective
 Implement curriculum and process of Curriculum Evaluation.
 Understand about assessment process at different levels.

UNIT-I Basics of Curriculum

 Concept ,Nature and Meaning of Curriculum, Core and Hidden curriculum

 Components of Curriculum (objectives, content, learner experiences
andevaluation system)
 Role of Curriculum in effective teaching
 Role of teacher in Curriculum Development.
UNIT-II Principles, Planning and Approaches of Curriculum Development

 Principles of curriculum: Student centered, Subject centered, Activity

Centered and Community centered,
 Approaches of Curriculum Development: System analysis, Integrated
,Humanistic Disciplinary and Inter disciplinary Approach
 Process of Curriculum development
 Curriculum planning and Implementation

UNIT-III Determinants and Models of Curriculum development

 Determinants of Curriculum (Philosophical, Social and Psychological,

Economical, Environmental and Pedagogical).
 Values enshrined in the Indian constitution as determinants of Curriculum
-Social ,Justice, Equality and Secularism
 Activity based curriculum
 Models of curriculum development-Grass Root Model, Administrative Model
, Demonstration Model,

UNIT-IV Issues and Trends in Curriculum Development

 Steps of Curriculum designing:- setting of objectives and learningexperiences

 Centralized v/s decentralized Curriculum, Information Explosion, ICT,
Liberal education
 New dimensions in educational and vocational areas, Role ofcurriculum support materials
 Place of Moral Education and Value Education in Curriculum.

Practicum/ Internal assessment

Assignment 05 marks
Power point Presentation 05 Marks
Unit Test/Project Test 10Marks
Class Attendance 05 Marks
 SUGGESTED READINGS

 Aggarwal J.C. (1990) Curriculum reform in India World overviews

 Arora G. L. (1984) Reflections on Curriculum and Imagination process,
 Bhatt B.D. and Sharma S.R. (1992) Principles of Curriculum Construction
 Bloom B.S. (1977) Hand Book of curriculum Evaluation UNESCO Paris.
 Doll. R.C. (1986) Curriculum Improvement, Allyn and Bacon, Boston
 Freeman, S. F(1965).Theory and Practice of Psychological Testing(3rd Eds.) New
Delhi; Oxford & IBH
 NCERT (2000) National Curriculum framework for school education
 NCERT (2005) National Curriculum framework, NCERT, New Delhi.
 Oliva, P. F,(1988) Developing the curriculum, Scott and Forseman &co.
 Reddy, B.(2007)Principles of curriculum planning and development
 Rajput, J.S. (2002). Dimensions of Curriculum Change. New Delhi: NCERT; PP. 284
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 B.Ed. SEMESTER-IV

(Optional)

Paper I: Measurement and Evaluation in Education

Course Objectives:

The Pupil-teacher will be able to:

 Comprehend the concept and purpose of measurement and evaluation.
 Understand the various techniques and tools of evaluation.
 Know the various examination systems of India at different levels.
 Compute and apply the statistical techniques in measurement and evaluation.
Course outcomes (COs)
The pupil teacher will be able to-

Understand the utility of educational assessments and fundamental aspects of educational

assessment
• Describe fundamental aspects on quality of assessment procedures
• Understand the utility of educational assessments within the broader context of
educational policy and decision making
• Develop a sense for ethical issues in educational measurement and evaluation
• Identify flaws in educational assessment
• Locate relevant information from a variety of sources and as simulate interpret and apply
knowledge

Unit I: Educational Testing, Measurement and Evaluation

• Measurement and Evaluation: concept, need, purpose and importance.

• Levels of Measurement.
• Relationship between measurement and evaluation
• Evaluation: Functions of evaluation and the basic principles of evaluation.

Unit II: TOOL AND TECHNIQUES OF EVALUATION

• Test as an instrument of Evaluation

• Techniques of Evaluation: Written, Oral, Practical, Grading System.
• Tools of evaluation: Observation, Socio-metric, Projective,
Questionnaire, Interview, Tests, Inventories, Check-list, Rating Scales.
• Characteristics of a good Measuring Tool: Objectivity, Practicability, Reliability, Validity,
Item analysis, Norms.

Unit III:
• Approaches of Evaluation: Formative and Summative Evaluation,
Comprehensive and Continuous Evaluation, Internal and External Evaluation, Criterion and
Norm referenced Evaluation, CGPA, and SGPA.
• Intelligence, Personality and Creativity: Concept and Measurement(study at least one
Tool of each)
• Examination systems in India at Elementary, Secondary and University levels.

Unit IV

• Measures of Central Tendency: Mean, Median and Mode (Meaning, Computation and its
Uses).
• Measures of Dispersion: Inter-quartile Range, Quartile Deviation, Mean Deviation and
Standard Deviation (Meaning, Computation and its Uses).
• Measures of Position: Percentile, Docile.
• Correlation: Concept, Uses and Methods of Computing Correlation Coefficient by
Spearman’s Rank-Difference Method.
Practicum:

1. Class attendance (5marks)

2. Mid Term Test (5 marks/Viva)
3. Practicum / Paper based activity designed by the teacher /
Assignment and Presentation of any topic related with the paper
(10marks), e.g.
 To prepare a report on collection and analysis of data using correlation
Statistical technique assigned by teacher.
 Construction of a teacher made test/tool on achievement of any school subject.
 To prepare a report analyzing Kanpur University examination system.
 To prepare a report on CGPA and GGPA of any University.

Suggested Readings:

1. Best, J.W. Research in Education, New Delhi. Prentice Hall of India Pvt. Ltd.
2. Blood & Budd, W.C. Educational Measurement and Evaluation, NewYork : Harpen &Row.
3. Edwards, A.L. Experimental Design in Psychological Research, NewYork: Rinehartand
Winston Inc.
4. Edwards, A.L. The social Desirability variable in personality assessmentand Research.
New York: Dryden.
5. Eean, K.L. construction of Educational and personal Tests,New York. McGraw –
HillBook Co.
6. Furst, E.W. Construction of Evaluation Instruments New York: Longmans.
7. Linderman P.H. Educational Measurement, Bombay: TaraPurWala. Sons & Co.
Pvt. Ltd.
8. Mehrens, W.A. & Irvin J. Lehman. Measurement and Evaluation in Educationand
Psychology, New York: Holt,Rinehart & Winston.
9. Nuanally, J.C. Educational Measurement and EvaluationNew York: McGraw Hill BookCo.
10. Nunnally, J.C. Tests and Measurements: Assessment andPredictions. New
York: McGraw Hill Book Co.
11. Payne, W.J. Educational Evaluation: New Jersey: Prentice Hall.
12. Remmens, H.H, N.L. Gage and J.F. Rummel. A
13. Sax Gilbert Principles of Educative measurements and Evaluation.California:
Wadsworth Publishing Co. Inc.
14. Srivastava, H.S., P. Sing and V.S. Anand. Reforming Examinations –Some Emerging
concepts, New Delhi: NCERT
15. Stanley J.C. & Hopkins, K.D. Educational and PsychologicalMeasurement and
Evaluation.
16. Thorndike and Hagen. Measurement and Evaluation in Psychology &Education, New
Delhi: Oxford and I.B.H.
Publishing Co.
17. Tuckman, B.W. Measuring Educational Outcomes. Fundamentals ofTesting. NewYork:
Harcourt Brace Jovanovich Inc.
18. University Grants Commission: Report on Examination Reform– A planof Action, New
Delhi: UGC.
19. Vernon, P.E. The Measurement of Abilities, London: University Press.
 HEALTH , PHYSICAL AND YOGA EDUCATION
Paper Objectives
The pupil teacher will be able to

 understand the concept of holistic health, its various dimensions and determinants
And the importance of sports and yoga for development of holistic health;
 Develop positive attitude towards health as individual and be collectively responsible to achieve it;
 Equip them to know their health status, identify health problems and be informed for
taking remedial measures;
 Encourage them to learn and to form right habits about exercise, games and sports,
sleep, rest and relaxation;
 Sensitize, motivate and help them to acquire the skills for physical fitness, learn correct
postural habits and activities for its development;
 Create interest for the practice of yog asana and meditations through which they
learn the skills/art of self-control, concentration, peace
Course outcomes (COs)
Pupil teachers will be able to-
 Understand fundamentals of Physical Education, health and Yoga
 Evaluate the concept and principle of Physical Education.
 Make aware about Asana, Pranayama, Kriya, Bandha, Mudra, Dhyana and its impact on our
health.
 Make familiar with the different system of body with yogic approach
 Demonstrate and Explain of various yogic practices
UNIT – I PHYSICAL EDUCATION AND ITS BIOLOGICAL AND SOCIOLOGICAL BASIS
 Meaning and definition of Physical Education,
 Aim and objective of physical Education.
 Need, importance and scope of Physical Education in the Modern Society.
 Physical activities and Sports as a men‘s cultural heritage
UNIT-II HEALTH EDUCATION
 Concept of health, importance, dimensions and determinants of health
 Health needs of children and adolescents, including differently-abled children
 Understanding of the body system–skeleton, muscular, respiratory, circulatory and
digestive in relation to health fitness
 Effect of exercises on – circulatory, respiratory and muscular system
UNIT-III - Introduction to Yoga and Yogic Practices
 Yoga: Meaning and Initiation
 History of development of Yoga
  Astanga Yoga or Raja yoga
 Schools of yoga. Therapeutic Values of Yoga, Yoga and mental health.
UNIT-IV PRINCIPLES OF YOGIC PRACTICES

 Concept & Kinds of Yogic Practices: Asana, Pranayama, Kriya, Bandha, Mudra, Dhyana.
 Asana: Definition, Scope and Laminations of Asanas
 Classification of Asanas- Meditative Asanas- Relaxative Asanas- Cultural Asanas – Step by
Step Performance of Asanas – Safety Measure and Precautions while performing Asanas.
 Integrated approach of Yoga for management of health.

Practicum

 Basics of track and field (Proficiency, Track events, Rules & regulations)) Gymnastics;
Select any two games, one from each group of the following two groups
Group A
Basketball, Cricket, Football, Handball, Hockey, Kabaddi, Kho-Kho Volleyball

Group B

Badminton, Gymnastics, Judo, Lawn Tennis, Swimming, Table Tennis Wrestling

• Learning and performing of basic yogic activities

SUGGESTED READINGS
• Bucher, C.A., and Wuest, D.A., Foundations of Physical Education, Exercise Science, and
Sport (15th Edition), Tata McGraw Hill Companies, Inc., New York, 2010.
• Gautam G.P. and Uppal A.K., Physical Education and Health, Friends Publications,
New Delhi, 2000.
• Kamlesh M.L., Understanding Physical Education and Sports, Friends Publication,
Delhi, 2005.
• Singh Ajmer et. al., Essentials of Physical Education , Kalyani
Publishers, Ludhiana, 2006.
 Gupta M.C, and Mahajan B.K., Textbook of Preventive and Social Medicine (4th Ed.),Jaypee
Brothers, New Delhi, 2013

**_________________________________**