BANARAS HINDU UNIVERSITY

ORDINANCES GOVERNING

Bachelor of Education (B.Ed.) Programme

&
Syllabus
(Effective from Academic Session 2019-2020)

Offered by

FACULTY OF EDUCATION

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 CGI: Core Group of Internship SMC: School Management Committee

MTE: Mentor Teacher Educator SIPPL: School Internship Program Permission

Letter

MST: Mentor School Teacher SIPD: School Internship Program Diary

ID: Internship Director SIPCL: School Internship Program Completion

Letter

PES: Pre-internship Engagement in SICC: School Internship Completion Certificate

Schools

TI: Teacher Intern/Pupil Teacher

PESCL: Pre-internship Engagement in TISIPES: Teacher Intern School Internship

Schools Completion Letter Program Evaluation Sheet

PTA: Parents Teachers’ Association SIP: School Internship Program

SEMESTER-IV
BEDPE – 401

KNOWLEDGE AND CURRICULUM

Credits: 4 Hours: (48Theory +32 Activity) Marks: 100 (70+30)

COURSE OBJECTIVES:
After going through this paper the students will be able to
1. Develop an understanding of the concept of knowledge, its construction and the process of
knowing
2. Differentiate between Information, Knowledge, Belief and Truth
3. Know and relate the various facets of knowledge and the relationship between knowledge,
discipline and subject.
4. Develop an understanding of the concept & need of curriculum, its determinants and principles of
construction, development and evaluation of curriculum.
5. Understand the Concept and Need of Curriculum Frameworks as well as differentiating
curriculum framework, curriculum and syllabus.
6. Critically examine the role of school and teacher in transacting the curriculum.

COURSE CONTENT: Marks: 70

UNIT-I: Knowledge and knowing Hours: (10 Theory + 7Activity)

● Epistemological considerations
● Knowing Process: Different ways of knowing: Activity, Discovery, Dialogue
● Difference between Information Knowledge, Belief and Truth.
● Facets of Knowledge: Concrete- abstract, theoretical- practical, tacit –explicit,
● Relationship between knowledge, discipline and subject.
● Need of trans-disciplinary knowledge

UNIT-II: Curriculum Hours: (10 Theory + 7Activity)

● Concept and need of curriculum
● Determinants of curriculum construction

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 1. National priorities and ideology;
2. Social-political-cultural-geographical-economic diversity;
3. International contexts.
4. Learner characteristics
● Principles of curriculum construction
● Curriculum, syllabus and the notion of textbook

UNIT-III: Curriculum development and Evaluation Hours: (14 Theory + 9 Activity)

● Approaches to curriculum development:
1. Subject centered approach
2. Learner centered approach
3. Social Problems approach

● Process and Steps of Curriculum development

● Curriculum Evaluation

UNIT-IV: Curriculum Frameworks Hours: (14 Theory + 09Activity)

● Concept and Need of Curriculum Framework
● Differentiating curriculum framework and curriculum.
● Facets of curriculum: Core curriculum (NPE 1986 and other policy documents)—significance in
Indian context
● Salient features and implications of NCF 2005 and onwards,
● Construction of curriculum vis-a-vis teachers' role and support in 'transacting curriculum'-
● Curriculum and Critical Pedagogy

MODE OF TRANSACTION:
Both the individual and group learning/transactional strategies will be adopted. Besides, the
lectures, discussions, demonstration methods; attempts will be made to provide hands on in
developing and demonstrating the materials. Students’ seminars on select themes especially the
current issues in curriculum development could be organized.

INTERNAL ASSESSMENT: Marks: 30 (10+20)

The assessment will be based on the tests and assignments:
● Tests: Average of two unit tests of 10 marks each. (Marks: 10)
● Assignments: Any two from the following- (Marks:
20)
1. Read and discuss the process of making of National Curriculum Framework 2005. Write a
report.
2. Read the curriculum making approach given in ‘रोकतान्त्रिकववद्मारम– कऺासेसीखेसफक’by
Apple, M. and discuss in the class. Write a report.
3. Write an essay on ‘Construction of curriculum vis-a-vis teachers' role and support in
'transacting curriculum'’.

SUGGESTED READINGS:
1. एप्ऩर, एभ. डब्रू. औयफीन, जे. ए. (2007). रोकतान्त्रिकववद्मारम– कऺासेसीखेसफकअनु.) स्वमंप्रकाश.
एकरव्मप्रकाशन : बोऩार
2. Aggarwal, J.C (1990). Curriculum Reform in India- World overviews, World Education Series-
3New Delhi: Doaba Book House.
3. Arora, G.L. (1984): Reflections on Curriculum. NCERT.
4. Aggrawal, J.C. (2002). Handbook of Curriculum and Instruction. New Delhi: Doaba Book House.
5. Arulsamy, S. (2011). Curriculum Development. New Delhi: Neelkamal Publications.
6. Carson, R.N. (2004). A Taxonomy of knowledge types for use in curriculum design, 35(1), 59- 75.
Retrietved from http://dx.doi.org/10.1023/B:INCH.
7. Bruner, J. (1996). The process of education. Cambridge, MA: Harvard University Press.
8. Doll, R.C.(1996). Curriculum Improvement: decision making and process. Boston: Allyn and
Bacon.
9. Erickson, H.L. (2002). Concept based curriculum and instruction: teaching beyond the facts,
corision press, INC (A sage publication company) thousand oaks : California
10. Dewey, John (1966). The Child and the Curriculum. The University of Chicago Press.
11. Khan, M.S. (2008). School Curriculum. New Delhi: APH Publishing Corporation.

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12. McKernan, James (2007): Curriculum and Imagination: Process, Theory, Pedagogy and Action
Research. Routledge. U.K.
13. NCERT (2005). National Curriculum Framework-2005, NCERT, Sri Aurobindo Marg, New Delhi.
14. NCERT (2000). National Curriculum Framework for School Education, NCERT, New Delhi.
15. Pinar, W. (1995). Understanding curriculum. New York: Peter long publishing
16. Schubert, William. (1986). The curriculum: perspective, paradigm and possibility. New York: Mac
Millan.
17. UNESCO (1981). Curriculum & lifelong education, UNESCO, Paris
18. Jacobs, H.H. (2010) Curriculum 21: Essential Education for a Changing World.ASCD

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 BEDPE – 402

ENVIRONMENT, PEACE, HEALTH AND VALUES FOR QUALITY LIFE

Credits: 4 Hours: (48Theory +32 Activity) Marks: 100 (70+30)

Aim
The purpose of this interdisciplinary theme for prospective teachers is to enrich their understanding
about the natural and social surroundings, health, quality life and the values related to them. It will also
enable them to analyze the relationship underlying them and restructure their perspective to support
health, happiness and harmony inside and outside.

COURSE OBJECTIVES:
This course will enable pupil teachers to:
1. Acquire basic knowledge and conceptual understanding of interdisciplinary theme on
environment, peace, health, quality life and values.
2. Understand man- nature relation, life-support system, health- happiness- harmony, oneness of
life, harmony with social and natural environment.
3. Reflect on world around them, analyze the relationships underlying that and enrich life.
4. Understand structures and perspective to notice continuity of life and values which underpin
them.
5. Enrich capacity to introspect as a means to develop self/self-awareness;
6. Establish peace as a necessary condition for reforming education.

COURSE CONTENTS

UNIT-I: Understanding of Environment and Life (Hours: 12 Theory+8 Activity)

● Concept of Environment (Western and Indian), Components and Scope, dimensions and
multidisciplinary nature.
● Quality of environment (pollution-hazards-crisis) and conservation practices (individual and
collective) for sustenance of life.
● Environmental Education –Global and Indian initiatives, pedagogy.

UNIT-II: Understanding Peace (Hours: 12 Theory+8 Activity)

● Concept and concerns-Knowing, choosing and levels of peace,
● Harmony with nature and people, conflict dealing skills; and
● Pedagogy for peace and peace culture in schools (perspective-proactive attitude and values,
multidisciplinary approach -subjects and textbooks, teaching strategies).

UNIT-III: Human Health: Concept and Concerns (Hours: 12 Theory+8

Activity)
● Concept of human health and hygiene - modern, reflections in Yoga,
● Basic health information and services: Obtaining/recording, interpreting, understanding and
using them to be healthy, .
● Understanding preventive physical and mental health measures : proper diet, nutrition, exercise,
reducing risk and stress (personal , family and school level);
● Understanding public health and safety issues and role of teachers, parents and school
authorities.

Unit IV: Quality Life: Concept, Concerns and Values (Hours: 12 Theory+8
Activity)
● Concept of quality life.
● Exploring place of environment, peace and health for quality life.
● Understanding and Identifying values for quality life (holistic), reflections on their current state
in society.
● Choosing/ Acquiring Values for improvement of self, school, society and nature.

MODE OF TRANSACTION:
The course content transaction will include the following:
● Planned lectures infused with multimedia /power-point presentations.
● Small group discussion, projects, panel interactions, cooperative teaching and team teaching, field
activities.

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 ● Observation of nature, classroom, family, variety of individuals etc. and writing reflective
journals.

INTERNAL ASSESSMENT: Marks: 30 (10+20)

The assessment will be based on the tests and assignments:
● Tests: Average of two unit tests. (Marks: 10)
● Assignments: Any two for which marks will be assigned on the basis of participation, regularity
and reflective journal preparation by pupil teachers – (Marks 20)
1. Working with plants in gardens, development of health datasheet of school students, visit to
peace centre, environment institute, hospital/health centre, yoga centre etc. for observation of
activities over there and develop awareness, attitudes, skills and participatory values.
2. Sharing of student experiences related to environment, peace, conflicts, health issues, life and its
quality by pupil teachers and help them to conceptualize these terms and identify the values
related to them.

SUGGESTED READINGS:
1. Mohanty, J. (1994) Indian Education in the Emerging Society, New Delhi: Sterling Publishers
Pvt. Ltd. Pp 262.
2. NCERT (1970). Education and National Development- Report of the Education Commission
(1964-66), New Delhi: NCERT.
3. Anand, C.L., et. al.(1984). Teacher and Education in Emerging Indian Society,New Delhi: NCERT.
4. Rama Jois, M. (1998) Human Rights and Indian Values, New Delhi: N.C.T.E. Pp. 80.
5. Uppal , S. (Ed.) (2014).Basics in Education Textbook for B.Ed. Course, New Delhi: N.C.E.R.T. Pp.
269.
6. Upanishads (nine major), Gorakhpur: Gita Press
7. Bahuguna, Sundarlal(1996) Dharti ki Pukar, Radhakrishna Publication, Delhi, Pp. 111.
8. Kaushik,A. and Kaushik, C.P.(2004). Perspectives in Environmental studies,New Age
International(P) Ltd. Publishers, New Delhi.
9. Leelakrishnan,P. (1999) Environmental Law in India, Butterworths India, New Delhi, Pp. 194
10. Goel, M.K. (2006) Paryavaran Addhyayan, Vinod Pustak Mandir, Agra, Pp. 581.
11. Ramakrishnan, P.S.(2001) Ecology and Sustainable Development, N.B.T., New Delhi, Pp.198.
12. Rathore, H.C.S., Bhattacharya, G. C.,Singh, S.K., Singh, M. and Gardia,A.(2008) Society and
Environmental Ethics, Seema Press, Varanasi, Pp. 242.
13. Sharma,R.C., Mahajan, B., Premi,K.K., Nuna, S.C., Menon,P.(1994). Source
Book on environmental education For Elementary Teacher Educators, NIEPA, New Delhi.pp.278.
14. Sharma,P.D.(2001).Ecology And Environment, Rajson Printers,New Delhi,pp660.
15. Shukla, C.S.(2007) Paryavaran Shiksha, Alok Prakashan, Lucknow, Pp.311.
16. Singh, S.K.( 2006) Environmental Education , Sapna Ashok Prakashan , Varanasi,Pp.176
17. Singh, S.K.( 2008) Environmental Education and Ethics , Amrit Prakashan , Varanasi,Pp.114.
18. Singh, S.K.( 2010) Fundamentals ofEnvironmental Education , Sharda Pustak Bhawan , Allahabad
,Pp.175.
19. Srivastava, P. (2005) Paryavaran Shiksha, Madhya Pradesh Hindi Granth Academy, Bhopal, Pp.
195.
20. NCERT (2004) Environmental Education in Schools, NCERT, New Delhi, Pp.112.
21. Sampurnanand. (2006).Yoga darshan , Uttar Pradesh Hindi Samsthan,Lucknow,Pp.266.
22. Tripathi, A.N.(2009).Human Values, New Age International (P) Limited Publishers, New
Delhi,Pp.327.
23. Pant, D and Gulati ,S.(2010).Ways to Peace A Resource Book for Teachers, Department of
Educational Psychology and Foundations of Education, NCERT, New Delhi, Pp.185.
24. NCERT (2011) Teachers’ Handbook onEnvironmental Education for the Higher Secondary Stage,
DESM, NCERT, New Delhi, Pp.316.
25. Ram, P.S. and Singh,R.(2013). Paryawaran Shiksha ke ubharate aayam, Allahabad: Sharda Pustak
Bhawan.
26. Ramachandran, L., and Dharmalingam, T.(1993).Health Education A new approach, New Delhi:
Vikas publishing house,Pp.273.
27. Sukhia, S.P. (2009).Educational administration, organisation and health education, Agra: Jyoti
printing press.
28. Sherry, J.P. (1971).Swasthya Shiksha, Agra: Kailash printing press,Pp.400
29. Sherry, J.P. (2009). Swasthya Shiksha, Agra: Agrawal Publications,Pp.400
30. Chakrabarti, M.(2003).Value Education (2nd Ed.),New Delhi: Kanishka Publishers
Distributors,P.153.
31. Gupta, N. L. (2000).Human Values in Education, New Delhi: Concept publishing company,P.271.
32. Thomaskutty, P.G., and George, M. (2009).Human rights and values in education, New Delhi:
Discovery publishing house pvt. Ltd., P.373

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 33. Whitehead, A.N.(1965). Aims of Education, Nagpur: Datta Sons, 1965..

BEDPE - 403
INCLUSION, EDUCATION AND SCHOOL
Credits: 2 Hours: (25Theory + 14Activity) Marks: 50 (35+15)

Aim-
This course will highlight that inclusion involves the conviction that all children can learn and grow. Pupil
teachers will be able to appreciate and respond positively to diversities and see individual differences not
as problems, but as opportunities for enriching learning.

COURSE OBJECTIVES:
After completing this course, the student teachers will be able to…
1. Know diversities with reference to culture, language, gender and abilities in class and develop
conviction that all children can learn and grow.
2. Treat each student as an individual and respect each student for what he or she is.
3. Get acquainted with philosophy of inclusion and understand the need of inclusion.
4. Learn about issues of inclusion in educational contexts; curriculum, textual materials across
disciplines, pedagogical process and its intersection with class, caste, religion, and region.
5. Develop basic understanding and familiarity with key concepts–gender, gender bias, gender
stereotype, gender parity, equity and equality.
6. Explore the complex relationship of gender and education and understand how gender relates to
education (in terms of access, curriculum and pedagogy).
7. Develop qualities of an inclusive teacher and organize an ideal inclusive classroom.
8. Respond to the changing needs of learner by using various teaching strategies.

COURSE CONTENT: Marks: 35

UNIT-I: Addressing Diversities and Inclusion Hours: (10 Theory + 4 Activity)

● Understanding diversities (Basis of Exclusion) with reference to culture, language, abilities,
gender, social and economic marginalization etc.
● Philosophy of Inclusion.
● Need of Inclusion.
● Benefits of Inclusion.
● Barriers of Inclusion with reference to disabilities, gender and other disadvantages Social
Inclusion: Concept, Removing the obstacles to social inclusion

UNIT-II: Diverse Groups and Their Education Hours: (7 Theory + 4 Activity)

● Gender, Gender bias, Gender stereotyping, Gender parity, Subject choices
● Schooling of Girls, Boys and Transgender
● Issues of equity, inequalities and resistances (issues of access, retention and exclusion in relation
to caste, tribe, religion and region, disability, gender, language).
● Major Government initiatives and Policies related to inclusion of diverse groups.

UNIT-III: Inclusive School, Teacher and Teaching Strategies Hours: (8 Theory +6 Activity)
● Creating an ideal Inclusive School
● Infrastructural facilities for an Inclusive School
● Qualities of an Inclusive Teacher
● Inclusive Instruction Strategies at school level: Remedial Help, Team Teaching,
● Co-Teaching, Students Assistance Teams, Buddy system, Parents Involvement, Social Learning,
and Multisensory Teaching.

MODE OF TRANSACTION:
Lectures, observation and interaction with children from diverse background, visit to special/inclusive
schools, case study.

INTERNAL ASSESSMENT: Marks: 15

(10+05)
● Test: Average of Two Unit Tests of 05 marks each. Marks:05

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 ● Practicum and assignments -
Any two from the following- Marks:
10
1. Visit to an Inclusive School and preparation of report.
Identifying diversities and basis of exclusion in their class and ways to handle it.
2. Enlisting the obstacles to inclusion and suggestions to remove it.
3. Writing a reflective paper on learning of gender roles in family and in school
4. Writing a reflective paper on equity and equality in terms of educational opportunities
available to girls, boys and transgender in terms of their social class, caste, religion, ethnicity,
disability, and region.
5. Writing a critical paper on an analysis of educational policies/dominant narratives for
instrumentalist approach to gender and education with special reference to India

SUGGESTED READINGS:
1. Advani, Lal. and Chadha, Anupriya( 2003). You and Your Special Child, New Delhi: UBS Publishers'
Distributors Pvt. Ltd.
2. Corbett Jenny(2001),Supporting Inclusive Education, RoutledgeFalmer,
3. Cruickshank, W.M. (1975), Psychology of Exceptional Children and Youth, Englewood Cliffs NJ,
Prentice Hall.
4. Dash, M., (2000) Education of Exceptional Children, New Delhi, Atlantic Publishers and Distributors.
5. Kumar, Sanjeev, VishishthaBalak.(Hindi)
6. Kundu C.L., (2000). Editor in Chief, Status of Disability in India, RCI, New Delhi.
7. Mangal, S.K., (2009). Educating Exceptional Children: An Introduction to Special Education, Prentice
Hall of India private Limited, New Delhi.
8. Narayan J, Educating Children with Learning Problems in Regular Schools, Secunderabad, NIMH.
9. Panda, K.C.,(1997)Education of Exceptional Children, New Delhi, Vikas Publishing House Pvt. Ltd
10. Persons with Disability Act, 1995, Govt. of India.
11. Peter Mittler(2000)Working towards Inclusive Education, David Fulton Publishers.
12. Sharma, Kaushal and Mahapatra (2007). Emerging Trends in Inclusive Education’,
Delhi, IVY Pub.
13. Yesseldyke, E James, Bob A., Special Education, A Practical Approach forTeachers, Kanishka
Publishers, Distributors, New Delhi.
14. बट्टाचाजी, नंददनी (2010). आईनेभेंअक्स: प्राथसभकववद्मारममेभें रगगि गक (जेंडय) सभाजीकयण.
(अन.ु )यववकांततोशनीवार,सशऺाववभशश, वषश12 /अंक2-3/भाचश-जून, 2010 (संमुक्तांक).
15. Bhasin, Kamla.(2000). Understanding Gender. New Delhi: Kali for Women.
16. Bhattacharjee, N. (1995). Through the Looking Glass: Gender Socialization in Primary School, in T.S.
Saraswathi (ed.), Culture Socialization and Human Development: Theory Research and Application
in India. New Delhi: Sage, pp 326-335.
17. Gould, S. J. (1981). The Mismeasure of Man. London: Penguin Books.
18. Govinda, R. (ed.). (2002). India Education Report: A Profile of Basic Education. New Delhi: Oxford
University Press.
19. Kathleen, Weiler. (1988). Women Teaching for Change: Gender, Class, and Power. New York: Bergin
Garvey.
20. Kumar, K. (1986). Growing Up Male. Seminar, No. 318, February 1986.
21. कुशवाहा, भध(ु 2014). जेंडयऔयसशऺा. गंगासयनएंडग्रगिडसंस: वायाणसी.
22. भेनन, एन., रोकनीता, जे., आमशएस. (2001). नायीवादीयाजनीतीसंघषशऔयभुद्दे . ददल्रीववश्वववद्मारम.
23. NCERT (2006). 3.2 Position paper, National Focus Group on Gender Issues in Education. New Delhi:
NCERT.
24. Ramachandran, Vimala. (2004). Gender and Social Equity in Education: Hierarchiesof Access. New
Delhi: Sage.

BEDCPS - 404

SCHOOL ADMINISTRATION AND MANAGEMENT

Credits 2 Hours: 32 Marks 50
(30+15)

COURSE OBJECTIVES:
1. To enable the students to understand meaning, nature, scope, functions and principles of
Educational Administration.

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 2. To develop an understanding of the role of various agencies in educational Administration in
India.
3. To develop an understanding among the students about various components of school
management.
4. To acquaint the students with different designs of school building.
5. To develop an understanding of leadership qualities and accountability to be maintained by the
different school personnel like headmaster, teacher etc.
6. To orient students with the concept of supervision and finance in the field of education.
7. To acquaint the students with specific issues of school management.

COURSE CONTENT: Marks: 30

UNIT-I: Concept of Educational Administration Hours: 06

● Meaning, definitions, scope and functions of educational administration
● Authoritarian and democratic educational administration

UNIT-II: Educational Administration in India Hours: 07

● Educational Administration in India: Characteristics and Guiding principles
● Role of following agencies in the educational administration in India:
▪ Central Government,
▪ State Government,
▪ Local Bodies and Private Agencies

UNIT-III: School as an Organisation Hours: 07

● School building: design and components
● School Personnel: Leadership role and professional skills of headmaster, teacher, office staff
● The School – its functions and relationship with the society

UNIT-IV: Elements of School Management Hours: 08

● Timetable : principles and techniques of time table preparation
● School discipline : concept and approaches
● School finance; sources of income and items of expenditure
● Educational Supervision : concept, need, functions and scope

INTERNAL ASSESSMENT: Marks: 15 (05+10)

● Test: Average of Two Unit Tests of 05 marks each. Marks:05
● Assignment any two of the following: Marks: 10
1. A comparative case study of a Government and Private school to identify their Management
practices and strengths
2. Visit to any school for observing its administrative units and their functioning systems.
3. A case study of any school with specific reference to its peculiar management practices
4. A case study of any school established to achieve specific goals/ideology.
5. Interview of any school principal/teachers on administrative principles and their observance
in school and related problems
6. Analysis of contemporary policy/schemes/frameworks on the administrative reforms
suggested and visualized.

SUGGESTED READINGS:
1. Adolph and Turner Harold, E. Supervision for change & Innovation. Houghton Miffin Company.
2. Agarwal, J.C. School Administration. Delhi: Arya Book Depot.
3. Bhatnagar and Verma. Educational Supervision. Meerut: International Pub. House.
4. Kimbrough, S.Ralph, Michall & Nunnery. Educational Administration. New York: Mc Millan
Company.
5. Kimprough, R.B. and Nuunery, M.Y. :Educaitonal Administration : An Introduction. N.Y.:
MacMillan Publishing Co. Inc.
6. Maleya, K.C. Shiksha Prashaasan and Paryaveshana. Bhopal: Madhya Pradesh Granth Academy.
7. Mehta, D. Shaikshik Prabandhan. New Delhi: PHI Learning Pvt. Ltd.
8. Mukerji, S.N.Administration of Educational Planning and Finance. Baroda: Acharya Book Depot.
9. Newman and Summer. The process of Management: Concept, Behaviour and Practice. New Delhi:
Prentice Hall of India Pvt. Ltd.
10. Owens, Robert G.: Organizational Behaviour in Schools.N.J.: Prentice Hall Inc., Englewood Cliffs.
11. Robin Stepher P. Organizational Behaviour. Prentice Hall Pub. Pvt. Ltd.
12. Safaya, R.N. and Shida,B.D. School Administration and Organization. Delhi:Dhuapat Rai and Sons.
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13. Simon, Herbart A. Administrative Behaviour. New York: McMillan Company.
14. Safaya R. N. and Shaida B.D. School rashasan and Sangthan. Delhi: Dhunpat Rai and Sons.
15. Waber, Clarence A. Fundamentals of Educational Leadership. New York: Exposition Press.

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 BEDCPS – 405
HEALTH EDUCATION
Credits: 2 Hours: 32 Marks: 50 (35+15)

COURSE OBJECTIVES:
After undergoing this course the student will be able to: -
● Describe the need and importance of health Education for schools
● Identify issues related to poor health of students
● Take appropriate decisions and adopt measures for good health of students.
● Contribute actively in the prevention of infections and their related diseases.

COURSE CONTENT: Marks:

35

UNIT-I: Concept of Health Promotion Hours:

12
● Concept of Health Education and Prerequisite of Health.
● Personal hygiene and care of hair, eyes, ears, teeth, skin and clothing,
● Postures and utility of Yogic Exercises (Asans)
● Mental Health, Stress, Fatigue
● Life style modifications for disease risks such as obesity, exercise, tobacco,
● Alcohol, drug addiction, adolescence and sexual health, accident

UNIT-II: Health Programmes Hours: 08

● Medical inspection of school and First Aid: dressing, splint, disasters like earthquake, fire fighting
and burn, flood and drowning,
● Healthy environment – its role and necessity; safe drinking water and sanitation Nutrition and
balanced diet, mid-day-meals in schools,

UNIT-III: Health Problems Hours:

08
● Infection, carriers of infection; its prevention and control, disinfection, immunization.
● Brief introduction to Communicable/ vector born diseases, HIV/AIDS and sexually transmitted
diseases
● Brief introduction to Non communicable diseases such as high blood pressure, diabetes, heart
diseases, cancers
● National Health programs for prevention and controls including immunization and awareness

MODE OF TRANSACTION:

INTERNAL ASSESSMENT: Marks: 15

(05+10)

● Test: Average of Two Unit Tests of 05 marks each. Marks:05

● Assignment: Two Assignments of 5 marks each.
Marks:10

SUGGESTED READINGS:
1. A Handbook of Preventive and Social Medicine by Yash Pal Bedi, Atma Ram and Sons
2. Text Book of Preventive and Social Medicine by J.E. Park and K. Park
3. Preventive and Social Medicine by Dr. B.K. Mahajana, Jaypee Brothers, 85-A, Kamla Nagar, Delhi-7.
4. Introduction to Social and Preventive Medicine by J.S. Mathur; Oxford IBH Publishing Co., New
Delhi.
5. A Textbook of Preventive and Social Medicine by Dr. S.C. Seal Messrs Allied Agency, 2,
BidhanSarani, Calcutta-6.
6. First Aid Emergency Rescue by Lawrence W. Erven; Glencoe Press, London
7. Children’s Diseases by Prof. V. Vlasov; Foreign Language Publishing House, Moscow
8. Handbook of Health Education for Training Colleges by Davies
9. Human Nutrition by Bengamin T. Burton Tata McGraw Hill Publishing Co. Ltd., New Delhi.
10. School Hygiene for Training College by G.P. Sherry

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 BEDCPS - 406

GENDER, SCHOOL AND SOCIETY

Credits: 2 Hours: 32 Marks: 50 (15+35)

COURSE OBJECTIVES:
This course will enable student teachers to
● Develop basic understanding and familiarity with key concepts–gender, gender bias, gender
stereotype, gender parity, equity and equality.
● Learn about gender issues in educational contexts; curriculum, textual materials across
disciplines, pedagogical process and its intersection with class, caste, religion, and region.
● The gender discrimination in the construction and dissemination of knowledge
● Gain a critical perspective on the ways in which education maintains and legitimates gender
relations in society and
● To explore the complex relationship of gender and education and understand how gender, power
and sexuality relate to education (in terms of access, curriculum and pedagogy).

UNIT- I: Gender Issues: Key Concepts Hours: 06

● In this Unit the students will develop an understanding of some key concepts and terms and
relate them with their context in understanding the power relations.
▪ Gender, Sex, Sexuality, Patriarchy, Masculinity, and Feminism/s: liberal, socialist, and radical
▪ Gender bias, Gender stereotyping, Gender parity.
▪ Gender hierarchy.

UNIT-II: Learning of Gender Roles Hours:

04
● Meaning of socialization
● Learning of gender roles in cross-cultural perspectives
● Formation of Gender Identities and Socialization Practices in:
▪ Family
▪ Schools
▪ Other formal and informal organization.

UNIT-III: Gender and Education Hours:

06
● Schooling of Girls.
▪ Issues of equity, inequalities and resistances (issues of access, retention and exclusion in
relation to caste, tribe, religion and region, disability).
● Instrumentalist approach to women education- Application in the Indian Context Gender and
Subject choices.

UNIT- IV: Issues of Gender Inequality in Curriculum and School Hours:

08
● In the Structure of knowledge; Feminist critique of various school subjects
● In pedagogical practices
● In the development of curriculum and text books
● Gender and the hidden curriculum

UNIT –V: Strategies for Change Hours:

06
● Women’s movement
● Critical Media Literacy
● Teacher as an agent of change

MODE OF TRANSACTION:
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 ● Teachers should incorporate discussions, projects, documentaries, movies and fields based
projects
● Close and critical reading, as well as analysis of various articles, policy documents, texts,
documentaries, movies should be used
● Dialogue and discussions has to be the key for the transaction of this course
● Individual and group presentations of issues and concerns raised in assignments

INTERNAL ASSESSMENT: Marks: 15

(05+10)
● Test: Average of Two Unit Tests of 05 marks each. Marks:05
● Assignment:Assignment on any two of the following
Marks:10
1. Preparation of project on key concepts and relating it with the social context of the pupil
teacher.
2. Analysis of textual and non-textual materials (films and television, advertisements,
children’s literature) from the perspective of gender bias and stereotype.
3. Analysis of print/video clippings on portrayal of masculinity and femininity.
4. Writing a reflective paper on learning of gender roles in family and in school
5. Project on analyzing the institution of the family with reference to sexual division of labour
and resources.
6. Debates and discussions on violation of rights of girls and women and trans-genders.
7. Collection of folklores reflecting socialization processes and gender biases.
8. Organising debates on equity and equality in terms of educational opportunities available to
girls and boys in terms of their social class, caste, religion, ethnicity, disability, and region.
9. Critical analysis of educational policies/dominant narratives for instrumentalist approach to
women education with special reference to India.
10. Analysis of one textbook of any educational board (including private publishers) from the
perspective of gender bias and stereotypes

SUGGESTED READINGS :
1. Bagchi, Jasodhara, Guha, Jaba and Sengupta, Piyali (eds). (1997). Loved andUnloved: the Girl Child
in West Bengal. Kolkata: Stree Publishers.
2. Batliwala, Srilatha.(1993). Empowerment of Women in South Asia: Concepts andPractices.
3. Bhasin, Kamla.(2000). Understanding Gender. New Delhi: Kali for Women.
4. Bhasin, Kamla.(2004). Exploring Masculinity. New Delhi: Women Unlimited.
5. बसीन, कभरा(2012).भदश , भदाशनगीऔयभदश वाद-कुछप्रश्नऔयववश्रेषण. (अनु.)वीणासशवऩुयी. नईददल्री:
जागोयी.
6. Bhattacharjee, N. (1995). Through the Looking Glass: Gender Socialization in Primary School, in
T.S. Saraswathi (ed.), Culture Socialization and Human Development: Theory Research and
Application in India. New Delhi: Sage, pp 326-335.
7. बट्टाचाजी, नंददनी (2010). आईनेभेंअक्स: प्राथसभकववद्मारममेभें रगगि गक (जेंडय) सभाजीकयण.
(अन.ु )यववकांततोशनीवार,सशऺाववभशश, वषश12 /अंक2-3/भाचश-जन ू , 2010 (संमक्
ु तांक).
8. Bhog, Dipta. (2002). Gender and Curriculum, Economic and Political Weekly. Review of WS, April
27.
9. चक्रवती, उभा (2011).जानतसभाजभें वऩतस ृ त्ता. (अनु.)ववजमकुभायझा. नईददल्री: ग्ररथसशल्ऩी.
10. Chanana, Karuna(ed.). (1988). Socialisation, Education and Women: Explorations inGender
Identity. New Delhi: Orient Longman.
11. Gould, S. J. (1981). The Mismeasure of Man. London: Penguin Books.
12. Govinda, R. (ed.). (2002). India Education Report: A Profile of Basic Education. New Delhi: Oxford
University Press.
13. Kathleen, Weiler. (1988). Women Teaching for Change: Gender, Class, and Power. New York:
Bergin Garvey.
14. Kumar, K. (1986). Growing Up Male. Seminar, No. 318, February 1986.
15. कुशवाहा, भधु(2014). जेंडयऔयसशऺा. गंगासयनएंडग्रगिडसंस: वायाणसी.
16. भेनन, एन., रोकनीता, जे., आमशएस. (2001). नायीवादीयाजनीतीसंघषशऔयभद्
ु दे . ददल्रीववश्वववद्मारम.
17. NCERT (2006). 3.2 Position paper, National Focus Group on Gender Issues in Education. New Delhi:
NCERT.
18. Ramachandran, Vimala. (2004). Gender and Social Equity in Education: Hierarchiesof Access. New
Delhi: Sage.

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 BEDCPS - 407
EDUCATIONAL AND VOCATIONAL GUIDANCE
Credits 2 Hours 32 Marks 50 (35+15)

COURSE OBJECTIVES
The teacher trainee will be able to-
● To develop a basic understanding for the meaning and need of guidance and counseling and its
relation to education.
● Understand the need of counseling and its relation to education.
● To give an understanding of basic types of guidance viz. educational and vocational
● Get an idea of psychological measurement in guidance and counseling and its utility.
● To develop an understanding to organize guidance program.
Theory Marks: 35
Unit-I: Concept and areas of Guidance (12 Hours)
● Meaning, scope and significance of Guidance
● Need of Guidance at secondary level
● Educational and Vocational Guidance- meaning, need and significance
● Essential guidance services: Orientation, Information, and Placement.
● Use of standardized and non-standardized tests: questionnaire, interview, anecdotal and
cumulative records, case study.
Unit II: Counseling Services (13 Hours)
● Meaning, need and steps of counseling
● Approaches of counseling: directive, non-directive, eclectic
● Role and responsibilities of a counselor
● Counselor- counselee relationship
● Ethics in counseling
Unit III: Organization of Guidance and counseling program (7 Hours)
● Meaning ,need, characteristics and component of comprehensive Guidance and counseling
program
● Objectives of organizing guidance and counseling program at secondary stage
● Planning and organizing guidance and counseling sessions
▪ Role of teachers in organizing the guidance and counseling program
▪ Evaluation of guidance and counseling program
Tests and Assignment Marks: 15
● Test: Average of Two Unit Tests of 05 marks each. Marks:05
● Assignment: Two Assignments of 5 marks each. (10 Marks)

Reference Books:
1. Aggarwal J.C, (2005). Career Information in Career Guidance Theory & Practice Doaba
House,: Delhi.
2. Aggarwal R. (2010) Elementary Guidance and counselling, Shipra Publication, New Delhi:
3. Aggarwal R.(2006) Educational Vocational Guidance and counselling, Shipra Publication,
Delhi.
4. Chandra R. (2009). Career Information and Guidance &Counselling, Isha Books, Descr
Delhi
5. Chandra R.(2007). Career information and Guidance and Counseling. Isha Books, Delhi
6. Chauhan S.S. (2007). Principle and Techniques of Guidance: Vikas Publishing House, New
Delhi
7. David A. (2009) Guidance and counseling. Commonwealth Publisher. Delhi
8. Gibson .&M.Mitchell (2008). Introduction Counseling and Guidance, PHI Learning
Pvt.Ltd. New Delhi.
9. Gibson R. L. & Marianne M. H.(2008)., Introduction to Counseling and Guidance.. Prentice
Hall of India Ltd.: New Delhi.
10. Kinra A. (2008)Dorling Kindersley (India) Pvt. Ltd, Guidance and counseling, South Asia
11. Kochhar S K.(2006). Educational and vocational guidance in secondary education,
Sterling Publications, Delhi'.

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 12. Koshy J. (2007) Guidance and counselling (Vol.IV) -. Dominant Pub & Distributors, New
Delhi.
13. Kottler J A & Shepard D. S(2008)., Counseling Theories & Practices Cenage Learning: 1st
Edition
14. Mathur S S : Fundamentals of Guidance & Counseling. Aggarwal Publication: Agra:2nd
Edition
15. Naik D. (2007) Fundamentals of Guidance and counselling. Adhyayanpublishers New
Delhi.
16. Pandey V.C. (2006) Educational Guidance &Counselling, IshaBooks,Delhi
17. Rao S N.(2006) Counselling and guidance. McGraw hill, Delhi' Rao S N &Hari H S.(2004)
Guidance and counselling. Discovery Pub house, New Delhi.
18. Seligman L &Lourie W(2010)., Theories of Counseling and Psychotherapy Systems:
strategies & Skills: New Delhi
19. Sharma S.(2007)., Career Guidance & Counseling Kanishka Publishers: New Delhi
20. Varky B G & Mukhopadhyay M.(2006). Guidance and Counselling: Sterling Publications:
New Delhi
21. Welfel E R. & Lewis P.E(2008)., The Counseling Process Cenage Learning

BEDCPS - 408
MUSIC EDUCATION
Credits: 2 Hours: 32 Marks: 50
(35+15)

COURSE OBJECTIVES:
The student teacher will be able to-
1. Get acquainted with the meaning, basic concept and importance of music education.
2. Understand the need of music in individual and social life
3. Develop appreciation for music
4. Use music in stress management, personality development, Social harmony and environmental
protection.

COURSE CONTENT: Marks: 35

UNIT-I: Introduction Hours: 06

● Music- its meaning.
● Appreciation of music.
● Aims and objectives of music education.
● Music Education: Significance for Children.

UNIT-II: Subject Matter of Music Hours: 07

● Concept of Nada
● Shruti
● Swar
● Tala
● That
● Raga
● Brief history of Indian music
● Therapeutic values of music

UNIT-III: Music in School Curriculum Hours: 07

● Importance of music in school curriculum
● Music classroom equipments and other instructional material
● Voice training, Ear Training, Correct Posture of singing
● Folk Music (Brief Introduction).

UNIT-IV: Aspects of Music Hours: 06

● Role of Music in Personality Development
● Role of Music in Stress Management
● Role of Music in Social harmony

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 ● Contribution of Music in environmental protection

MODE OF TRANSACTION:
The entire course will be transacted in terms of providing conceptual orientation through lecturing,
discussion, demonstrations, visit to musical centers, attending musical programs and report writing.

INTERNAL ASSESSMENT: Marks: 15

(05+10)
● Test: Average of Two Unit Tests of 05 marks each. Marks:05
● Assignment: AnyTwo of the following- Marks:10
1. Visit to any musical centre and report presentation
2. Attending Musical programme and report presentation. (Classical music or Light music or folk
music – Any one )
3. Biography of eminent musicians
4. Organizing cultural programmes

SUGGESTED READINGS:
1. The Teaching of Music by Prof. P. Suambarmoorthy
2. A critique of Hindustani Music and Music Education by S. S. Awasthi
3. Sangeet Bodh by Dr. S. S. Awasthi
4. Teaching of music by GauriKuppaswamy& M. Hariharan
5. SangeetVisharad by Vasant, HathrasPrakashan
6. HamareSangeetagya by Prakash Narayan
7. Pranav Bharti by Pt. OmkarNath Thakur
8. The Scope of Music, Oxford Univ. Press by Buck
9. Voice Training by Grew, Oxford Univ. Press
10. Emotion, Brain, Immunity and Health by M Clynes and J Panksepp, editors – Plenum, New York, 1980
11. Music Therapy by Edward Podolsky
12. LokSangeetAnk (HathrasPrakashan)

BEDEPC - 409
UNDERSTANDING AND REFLECTION ON THE SELF
Credits: 2 Hours: 64 Marks:
50

COURSE OBJECTIVES:
1. To develop understanding of student-teachers about themselves –the development of the self as a
person and as a teacher
2. To develop sensibilities, dispositions, and skills that will later help them in facilitating the
personal growth
3. To develop social relational sensitivity and
4. To develop effective communication skills, including the ability to listen and observe
5. To develop a holistic and integrated understanding of the human being and personality
6. To build resilience within to deal with conflicts at different levels and learn to create teams to
draw upon collective strengths
7. Inculcation of Self Reflection

COURSE OUTLINE:
● Developing a concept of ‘self’
● Understanding oneself as others see them
● Understanding one’s emotions:
▪ Happiness
▪ Anger
▪ Disgust
● Earning to exercise self control and self restraint
● Inculcating strategies for tolerance and handling uncouth behaviour and condescending attitudes
of people around us.
● Understanding One’s strengths and Weaknesses
● Understanding one’s Values and Priorities
● Analysing oneself, accepting oneself as one is.
● Being Wise, Being fair, Being sensitive, Overcoming peer pressure.

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MODE OF TRANSACTION:
The course will be transacted in Workshop mode wherein there will be 16 sessions of two hours each
followed by 15 assignments of total 32 hours duration which are to be completed and turned in during the
next session. These sessions shall entail: small group discussions, group discussions, sharing of
experiences (with a single partner, in a small group, or with the whole group), games, deliberating on case
studies, Video shows and discussions thereafter, screening of films and subsequent discussions, sharing of
thoughts, feelings, dilemmas and fears etc.
Transaction shall require two hours per week on a single day (32 hours) with students divided in
groups of not more than 25, under supervision of two to four teachers per group.
Each session will involve
1. Orientation about the session and its theme & expectations from students.
2. Group formation (different groups are to be formed every time).
3. Activity/ discussion.
4. Assignment (collection of assignment of the previous session and explanation of assignment of
the current session) and briefing about any particular aspect of the forthcoming session.
At the beginning of every session two students would be identified to write the summary of the class and
present the summary in about five to ten minutes at the beginning of the next session.
Workshop sessions:
Session Theme Hours
1 Ice breakers and Introductions of members. 4+2
ASSIGNMENT: write about any two people of the group who impressed you most/
touched you/ inspired you most (Max 150 words each)
2. Understanding Myself: Understanding the concept of ‗SELF‘ 4+2
ASSIGNMENT: Describe your own understanding of what is ‗Self‘.
Make a list of people that you are grateful to and why?
3 MY PERSONALITY: 2+2
Partners Exercise: Each partner to be supplied with two sets of JOHARI WINDOW
hand out: Discover your personality characteristic/ type:
1. The Open/Receptive
2. The Blabber mouth
3. The Pumper
4. The Hermit
ASSIGNMENT: Describe your partner‘s personality
4 4+2
ANGER:
VIDEO SHOW
Film: RIGHT HERE RIGHT NOW (Part I)
How do you identify with the characters of the film?
ASSIGNMENT:
What situations/reasons anger/annoy me? What thoughts predominate my
mind when in rage? How do I react?
Activity: Recall your experiences and identify the situations that made you angry.
Make a list.
Is anger a sign of power or helplessness?
Do I suppress or express my anger? Do I ever regret?
How do I control my anger?

5 HAPPINESS 4+2

VIDEO SHOW
Film: RIGHT HERE RIGHT NOW (Part II)
How do you identify with the characters of the film?
ASSIGNMENT:
1. What makes you Happy?
2. Recall your experiences and identify the situations that made you happy.
3. Observe yourself throughout any one day and see what proportion of the day you
felt happy. Are the causes of these states dependent on the outside factors or the
Internal states? Evaluate any two instances of the day in details.

6. MY PRIORITIES AND VALUES 2+2

In a small group discuss and answer the following:
Activities:
● What meaning and importance do these have for you? Arrange them in order of
importance and explain why?

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 Success, Recognition, Fame, Happiness, Affluence…..
● What would you rather be beautiful/ rich/ wise/ fair/ compassionate? Explain
why?
ASSIGNMENT:
Write a brief reflective report on this experience.
7. STRENGTHS 2+2
Deliberate in a small group upon the question
What are my Strengths? What can I do to enhance them?
ASSIGNMENT: Write a paragraph: describing your strengths. How does it affect
people around you?
8 WEAKNESS 2+2
Deliberate in a small group upon the question
What are my Weaknesses? What can I do to overcome them?
What are my Fears/ anxieties? How can I overpower these?
ASSIGNMENT: Do people in your environment think differently about you or all
think in the same way about you? Include opinions of your acquaintances and
Family.
9 CONDESCENDING ATTITUDE 2+2
Individual Activity: Answer the question to yourself and discuss in a group:
Do you feel the need to boast? Why? Why not? Are you at peace with yourself?
ASSIGNMENT: Observe people around you? Listen to their conversations. How
much of I, ME, MY MYSELF, statements do you hear? How do others respond to
that? Write a brief report.
10 SELF CONTROL 2+2
Individual Activity: Write in points answers to the following: What type of People
/ characteristics of people you detest most? How do you handle them
outwardly? Inwardly?
ASSIGNMENT: Observe people around you? Analyse your own feelings. How did
you exercise self control in handling them?
Write a brief report.
11 SELF ANALYSIS 2+2
Individual Activity: Answer the question to yourself and discuss in a group:
Do I like myself? Should others like me? Why? Or Why not?
ASSIGNMENT: Write a brief report on yourself analysis.
12. SELF CONFIDENCE & PEER/SOCIAL PRESSURE 2+2
Individual Activity: Answer the question to yourself and discuss in a group:
How do you rate your physical appearance?
Is it a problem for you that you are not as handsome/ good looking/ Beautiful as you
would have liked to be?
Do you look at yourself based on others perception of you?
Is material/money important in your self esteem?
ASSIGNMENT: Identify your goals and desires. How far is your peer group
responsible for these?
13. SENSITIZATION: 2+2
Movie screening followed by discussion
“Ignore the Truth”
“MAN” or “STORY OF STUFF”
ASSIGNMENT: Write a paragraph on each film and explain how these films
sensitize you.
14. FEEDBACK: How has this course helped you in self exploration? 4

ASSESSMENT:
Students will be assessed and given marks out of 50.Students will be evaluated on the basis of their
quality and genuineness of the assignments and regularity and participation in classroom
activities/discussion.Each assignment must be turned in on the next scheduled session. The assignments
not submitted in time will not be taken.

SUGGESTED READINGS:
1. Berne, Eric. 1962, Games People Play: The psychology of human relationships, Carmel, California.
2. Bly, Robert. W. Time Management: Make Every Second Count. Jaico Publishing House. India.
3. Covey, Stephen. R. 1989, The 7 Habits of Highly Effective People: Powerful Lessons inPersonal
4. Elgin, Suzette. Haden.1997. How to disagree without being disagreeable. John Wiley &Sons, Inc.
Professional, reference and Trade Group 605 Third Avenue, New York, N.Y. 10158-0012.
5. Harris, Thomas. A. 1995, I’m OK- You’re OK. Arrow Books, Cox& Wyman Ltd, Reading, Berkshire.
6. Sharbuno, Jeanne. 52 Ways to Live Success. Jaico Publishing House. India

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 7. Sullivan, Debra. R. 2006, Learning to Lead: Effective Leadership Skills for Teachers ofYoung
Children (Redleaf Press Series) ISBN-10: 0131727907, 13: 9780131727908. Merrill Publishers.
8. Singh, S.K. (2008). Becoming a Teacher. Varanasi: AmritPrakashan

Videos
1. Jill Bolte Taylor 2008: My stroke of insight.
2. Available at http://www.ted.com/playlists/219/10_talks_you_won_t_be_able_to
3. Kelly McGonigal: How to make stress your friend.
4. Available at http://www.ted.com/playlists/219/10_talks_you_won_t_be_able_to

BEDEPC – 410

WORKING WITH COMMUNITY, WORK EXPERIENCE, EXCURSION, ORGANIZING

PTA, SCOUT & GUIDE WITH FIRST AID
Credit: 2 Hours: 64 Marks: 50

COURSE OBJECTIVES:
● To sensitize the pupil teachers towards their connectedness and accountability to the society at
large.
● To enable them to understand the importance of their profession (particularly in nation building
by virtue of being custodians of the future).

1. Scout & Guide with First Aid: Marks: 10 5 days

OBJECTIVES:
● To help develop the students in local communities.
● To develop the students - emotionally, socially, mentally/intellectually, physically and spiritually
so that they can make a positive contribution to their communities and the wider world.
● To incapacitate the TIs. to be able to keep calm and think of the best ways to handle emergencies
arising in the classroom, playgrounds and in and outside the school premises before paramedical
help arrives.
● To enable the students to save life, minimize injuries and hasten healing.

Transaction:
● Orientation about the Scout &Guide program.
● Experts to engage students in Scout & Guide activities.
● Orientation about the First-Aid program.
● Experts to engage students in First- Aid activities.
● Demonstration and practice of first aid for
▪ Burns- acid/ fire
▪ Poisoning/ insect bites/ snake bites
▪ Wounds/ cuts/ bleeds/ fractures/dislocations
▪ Asphyxiation/ asthma attack
▪ Stroke/ heat stroke/
▪ Hypoglycaemia
● Certification by competent authorities .

2. Working with community: Marks: 10 3days

program
Objectives:
● To develop among the students partnership and co-operation within the community sector.
● To provide opportunity to students to do community work as a means of achieving social change
that will contribute to the creation of a more just, sustainable and equal society.

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 ● To engage the students in creating awareness among people about various problems in a
community, in motivating people for betterment of humanity and eradication of social evils.

Transaction:
● Orientation about the program.
● Pupil teachers to adopt any one of the following
▪ Slum area
▪ Village
▪ Orphanage
▪ Old age home
▪ Ganga Ghat
● The work will involve
▪ Making people aware of cleanliness/ social evils/ health issues/ environment/ traffic
rules/Pulse polio campaigns/ other Government Campaigns
▪ Cleanliness drive/ literacy program/ service at old age homes and/or orphanages. Engaging
people in vocational trades.
▪ Preparation of extensive written report and video CD
▪ Clearly depicting the impact of the work, with pictures/ data of before and after and during
community work.
▪ Feedback and autograph from beneficiaries
▪ Own experience and personal impact on oneself.
● Marks will be based on contribution in community work and presentation of the report

3.Excursion: Marks- 10 1-3 Days

Objectives:
● To develop an understanding among the students that learning is not limited to school, and that
valuable and powerful learning takes place in the real world.
● To enable the students to learn through practical way and interacting with the resource persons
& sharing with other students. To provide scope to the students to gather experiences by visiting
the site, monuments, areas etc.

Transaction:
● Day 1: Orientation about the Excursion; Preparation for the excursion (Planning, budgeting and
logistics engaging the students as well)
● Day 2: Visiting the places of Excursion
● Day3: Report presentation by group leaders at the culmination of the excursion and Evaluation
based on Contribution in planning, organizing, undertaking responsibilities, conduct during the
period.

4.Parent Teacher Association: Marks 10 1 day program

Objectives:
● To be able to work jointly with the parents towards the welfare of the child.
● To be able to apply the information from parents in customising the handling of the children.
● To be able to advise parents about the children and their special abilities.
● To promote the co-operation of parents and teachers for improving the education facilities and
programmes of school and education in general.
● To enable the students to maintain harmonious relationship between parents and teachers for
betterment of the students.
● To facilitate such interaction whereby the parents/guardians on the one hand and the
teachers/school authorities on the other hand can meet to discuss students individually or
generally and cooperate with each other in the interest of the students’ advancement for the
purpose of complementing each other’s efforts in the students’ development.

Transaction:
● Orientation about the program.
● Each pupil teacher to take charge of any two school students.
▪ Attend invited parents of the students and give extensive feedback about their wards and
take suggestions from the parents for the students’ progress.

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 ▪ Prepare an extensive report about the two students.
● Marks will be based on the attendance and report.

5.Work Experience: Marks- 10 3 Days

Objectives:
To help the pupil teachers
 To identify different kinds of work, the sources of raw materials and understand the
use of tools and equipment in the production of goods and services;
 To help develop skills needed for the selection, procurement, arrangement and use
of tools and materials for different forms of productive work.
 To help the students to develop proper attitude and values in terms of respect for
manual work and regard for manual workers.

Transaction:
 Orientation about the program.
 Activities to be incorporated in the course will be decided by the committee for the
course. Activity will be assigned to the students in group or individually depending
upon the nature of the activity.A Report will be prepared by the student on the
activity in which they participated and their overall learning from the activity.
 Marks will be based on observatio

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B.Ed. Curriculum/FOE/2019 (RAc/Mtg/AC-Next/Fy-Education/24.12.18/2865 dt.17.05.2019)

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