B.Ed Course Detail

BACHELOR OF EDUCATION
( B.ED )
EXAMINATION : 2009
GURU NANAK DEV UNIVERSITY
AMRITSAR

                                               Applicability of Regulations for the time being in force
Notwithstanding the integrated nature of a course spread over one academic year, the regulations in force at the time a student joins the course shall hold good only for the examinations held during or at the end of the academic year. Nothing in these regulations shall be deemed to debar the University from amending the regulations subsequently and the amended regulations, if any, shall apply to all students whether old or new.
Duration of Course and Schedule of Examination:
1. The duration of the course of the degree of Bachelor of Education (B.Ed.) shall be one year.
2. The annual examination shall be held once in a year ordinarily in the month of April at such place or places and on such dates as may be fixed by the Vice-Chancellor.
3. A supplementary examination shall be held ordinarily in the month of September on such dates, such place as may be fixed by the Vice-Chancellor.
4. The schedule of dates fixed for various examinations shall be notified by the Registrar to the Principals of all the affiliated colleges as well as by publication at least one daily newspaper in English, Punjabi, Hindi and Urdu Language.
Eligibility:
5. The B.Ed. examination shall be open to only those graduates and post-graduates of Guru Nanak Dev University, Amritsar / other recognized Universities who had been admitted to B.Ed. course strictly on the basis of their relative merit in Pre-B.Ed., Entrance Test conducted by Guru Nanak Dev University, Amritsar or any other University, on behalf of the Punjab Government.
6. The minimum qualifying percentage score for B.Ed admission shall be 50 per cent at first or second degree level for general and reserved categories (other than schedule castes). For Schedule Castes Category the minimum qualifying percentage score for B.Ed admission shall be 45 per cent at first or second degree level.
7. A person who possesses the qualifications laid down in Ordinance 5 and has been on the rolls of a college affiliated for B.Ed. Degree course during the academic year preceding the examination, shall be eligible to appear in the examination on the production of the following certificates signed by the Principal of the College attended by him/her :
i) of good character;
ii) of having undergone the course of training for the Degree of Bachelor of Education forv one academic year at a College affiliated for this examination.
iii) of having secured at least 40% marks in internal assessment in all the parts and their components as mentioned in the B.Ed. syllabus.
iv) of having attended not less than 75 per cent of the lectures delivered in each subject in which he/she is to be examined, Provided that the Principal of a College shall have the authority to condone shortage up to 5 lectures, in a subject but no student whose shortage in lectures exceeds 5 in a subject shall be permitted to appear in the examination.
v) A student who is unable to appear in the examination owing to shortage in the prescribed course of lectures in the subject or subjects may be allowed to appear at the following examinations, if he/she makes up the deficiency in the subject/s concerned by attending the lectures at the concerned college.
8. A student who having completed the prescribed course does not appear in the examination, or having appeared in the examination, has failed may be allowed to re-appear in the examination privately as a Late College student for two consecutive years without attending a fresh course of instruction.
9. Every candidate shall submit his/her admission form to the Registrar through the Principal of the College he/she has most recently attended.
FEES
10. According to the Schedule, every candidate shall pay such fees to the University as the Syndicate may prescribe from time to time.
DATES FOR SENDING ADMISSION FORMS:
With Late Fee With Late Fee Rs. 100/- With Late Fee Rs. 200/- With Late Fee Rs. 500/- With Late Fee Rs.1000/-
December 1 December 15 January 15 January 15 February 15

 
SCHEME OF EXAMINATION 2008-2009
PART- I (Foundation Courses and Teaching Methodologies)
Paper Course External Internal Total
Paper-I Philosophical and Sociological Bases of
Education		 80 20 100
Paper-II Educational Psychology and Guidance 80 20 100
Paper-III Emerging Trends in Indian Education 80 20 100
Paper-IV Educational Technology & School Management 80 20 100
Paper-V (A)
(Compulsory		 Modern School Management 40 10 50
Paper-V (B)
Optional		 (Select any one option from the
following)		 40 10 50
Option i Comparative Education      
Option ii Environmental Education      
Option iii Population Education      
Option iv Value Education      
Option v Health Education      
Option vi Measurement and Evaluation      
Option vii School Library Services      
Option viii Curriculum Development      
Option ix Distance and Open Learning      
Paper VI Methodology - I 80 20 100
Paper VII Methodology - II 80 20 100
Total Part - I 560 140 700
 

Part - II School Teaching Experience Programme (Practical)
Paper Course External Internal Total
Student Teaching Methodology - I 60 40 100
Student Teaching Methodology - II 60 40 100
  Total Part - II 120 80 200
 
Part - III (Work Experience Programme)
A Art (Compulsory) 30 20 50
B Computer Education (Compulsory) 30 20 50
C Physical Education (Compulsory) 30 20 50
D Value Orientation & Personality Development Through      
i) (i) Community Service and Co curricular Activities -- 30 30
ii) (ii) : Hands on Experience (any one) -- 20 20
a) Gardening      
b) Interior Decoration      
c) Cooking      
d) Needle work      
e) Repairs of Electric Gadgets      
f) Clay Modelling      
g) Photography      
h)  Music      
i) Drawing & Painting      
j) Commercial Art      
k) Creating out of waste material      
l) Tie & Dye      
Total 90 110 200

Grand Total: Part-I =700 + Part-II= 200 + Part-III=200 = 1100
1. Part – I Foundation Courses and Teaching Methodologies (Theory)
There will be 80 percent external & 20 percent internal assessment marks in Part-I (Theory Papers) Candidates shall have to secure 40 percent marks in each paper in external and internal assessment separately. Marks in Internal Assessment shall be counted towards division or merit. The break up of internal assessment marks is given at the end of the syllabus of the concerned foundation course/methodology.
Note 1. : If the difference between external and internal marks of the candidate is more than 20 percent then the university can normalize the scores of the candidate by bringing the total internal assessment/practical scores at par with the theory scores.
2. Use of all brands of non-programmable calculators having signs of +,-, x, only, is allowed in the examination centre (in Paper II only), but these will not be provided by the University/college. Radio, pagers, mobiles are not allowed in the examination.
BACHELOR OF EDUCATION
4
2. Part – II School Experience Programme (Practical)
This part consists of practical work in two school subjects and will be evaluated in the institution by the internal examiners, coordinated by a Principal of any other College of Education affiliated to G.N.D.U., Amritsar. Evaluation will be done by a panel of two subject teachers. Internal Examiners can award to a candidate up to 65% marks at their own level. However if they feel the candidate deserves higher marks, the work must be re-evaluated by the panel of Examiners headed by the Coordinator. The candidate shall have to secure 40% marks in external as well as in internal assessment separately. Marks in internal assessment shall be counted towards division or merit.
40 marks of internal assessment will be distributed as under:-
 
(a) Performance in two discussion lesson (5+5) 10 Marks
(b) Performance during the teaching practice 10 Marks
(c) Practical lesson note-book 10 Marks
(d) Audio-Visual aids/innovations/Models Resources used during the teaching programme 10 Marks
    40 Marks

Note: Admission to the B.Ed. course is subject based. At the time of the admission, each candidate shall opt for two teaching subjects. A candidate can opt for only those teaching subjects, which he/she has studied at least for two years as major subject at graduation /post graduation level and at least for one year in case of minor subject. All the languages will be considered as minor subject. A candidate can take up any two of the following methodologies:
Teaching Methodologies Paper VI & VII
 

Options Subject External Internal Total
1. Options (a) Methodology of Teaching Punjabi 80 20 100

2. Option i (b)

 Methodology of Teaching Hindi 80 20 100
3. Option i (c) Methodology of Teaching English 80 20 100
4. Option i (d) Methodology of Teaching Sanskrit 80 20 100
5. Option ii (a) Methodology of Teaching Social Studies 80 20 100
6. Option ii (b) Methodology of Teaching History 80 20 100
7. Option ii(c) Methodology of Teaching Geography 80 20 100
8. Option ii (d) Methodology of Teaching Political Science 80 20 100
9. Option ii (e) Methodology of Teaching Economics 80 20 100
10. Option iii Methodology of Teaching Commerce 80 20 100
11. Option iv Methodology of Teaching Mathematics 80 20 100
12. Option v Methodology of Teaching Computer Education 80 20 100
13. Option vi Methodology of Teaching Science 80 20 100
14. Option vi Methodology of Teaching Physical Science 80 20 100
15. Option vi Methodology of Teaching Life Science 80 20 100
16. Option vi Methodology of Teaching Home Science 80 20 100
17. Option vii Methodology of Teaching Physical Education 80 20 100
18. Option viii Methodology of Teaching Music 80 20 100
19. Option ix Methodology of Teaching Fine Art 80 20 100
20. Option x Methodology of Teaching Agriculture 80 20 100


PART-III WORK EXPERIENCE PROGRAMME
This part will consist of four components of 50 marks each in the ratio of 30:20 marks, except component D. 30 marks will be for external examination and 20 for internal assessment. Component D will comprise of two sub-parts. There will be no external examination for this component. For the external examination the candidates will be evaluated by external examiners. Candidates shall have to secure 40% marks in each component in external as well as in internal assessment separately. Marks in Internal Assessment shall be counted towards division or merit.
The final award of Part-III will be sent to the University by the concerned external/internal examiner with the counter signatures of the concerned Principal.
Note: I A candidate who becomes ineligible in Part-I for want of minimum attendance stands ineligible for Part-II or in Part-III also and vice versa.
II. Provided that a candidate who fails in one or more papers of Part-I and/or Part-II and/or Part-III shall be given grace marks according to ordinances relating to awards of grace marks.
4. MEDIUM OF EXAMINATION: The medium of examinations shall be as under:
(a) The question papers shall be set in English only except for the following languages in which they shall be set as under:-
(i) For Sanskrit Hindi
(ii) For Hindi Hindi
(iii) For Punjabi Punjabi
(b) Candidates shall write their answers in:
(i) English in the subject of English
(ii) Punjabi in the subject of Punjabi
(iii) Hindi in the subject of Hindi
(iv) English or Hindi or Punjabi in the case of other subjects.
5. THE PAYMENT TO THE CO-ORDINATOR AND EXTERNAL EXAMINERS:
The remuneration will be paid @ Rs. 5.00 per lesson to the Coordinator as well as to the External Examiner for Skill-in-Teaching Practical Examination. The Coordinator will send the remuneration bill of the External Examiners duly Counter-signed by the concerned Principal to the University immediately after the Examination.
6. (A) (i) If a candidate fails in the internal assessment of Part-I (Foundation Courses and Teaching
Methodology) Theory Papers and/or
Part II (School Experience Programme) and/or
Part- III (Work Experience Programme) shall not be allowed to appear in the examination of that particular part/s. He/she can appear in the remaining part/s in the Examination but his/her result of annual examination will not be declared. He/she shall have to rejoin the college in the succeeding session for a minimum period of one month in order to qualify for the internal assessment of that particular part/s. The Principal shall be empowered to extend this period but the extension must expire one week before the commencement of the next annual examination. If he/she passes in the internal assessment, his/her result of annual examination will be declared and if he/she fails to qualify in the internal assessment his/her candidature for the previous examination will be cancelled and result be filed.
The marks awarded to a candidate in the Internal Assessment will be carried forward at his/her option when he/she is permitted to re-appear in a part/s in subsequent examination. The marks obtained by a candidate in internal assessment shall be valid even if he/she remains absent in the external examination.
(ii) Internal assessment in each paper will be based on two house tests and the prescribed practical work.
(iii) The Principal will be the overall in charge of internal assessment and will have the authority to modify if and where necessary.
(iv) Students of B.Ed. Class falling short of required lectures/lessons in teaching practice/practicals may be allowed to take the following supplementary examination of April Examination after making up the deficiency by rejoining their respective colleges.
(B) (i) The College should intimate the names of such students to the University as are failing in the internal assessment of Part-I and/or Part-II and/or Part-III at least fifteen days before the commencement of the theory examination and a week before in the case of school experience Programme (Practical).
(ii) The internal assessment in Part-I, II and III should be sent to the University before the commencement of Annual Theory Examination. Internal Assessment in Part-II should reach the University immediately after the completion of School Teaching Experience Programme (Practical). The college should intimate to the University the names of such students as are failing in the internal assessment of any part/s or falling short of lectures in any paper/s. This intimation must reach the University. At least fifteen days before the commencement of the theory examination and a week before in the case of School Experience progamme in each subject of methodology.
(iii) The University may appoint an inspector to inspect the records etc. of the internal assessment maintained in the various colleges for ensuring uniformity of standards.
(iv) During the inspections concerned records of internal assessment, practical work, activities etc. should be available in the institution at least for six months. The same should be submitted to the members of inspection team as and when asked for.
7. Practical Examination in Part-II and Part-III will be held after the Theory Paper Examinations. The Practical marks of Part-II and Part-III will be added to Part-I (Foundation Courses and Teaching Methodologies) for determining the Division or Merit.
8. If a candidate fails to pass the B.Ed. Examination or remains absent or is placed under re-appear in Part-I and/or Part-II and/or Part-III, he/she shall be given the next four consecutive chances to pass the examination failing which he/she will have to rejoin the college afresh. Such a candidate shall pay a fee as fixed by university on each occasion.
a) The result of a candidate, who remains absent or fails to secure 40% marks in internal assessment of each component, will not be declared till he/she makes up the deficiency in the next session by joining the college for a period depending upon the discretion of the Principal. If a candidate does not join the college or fails to qualify the internal assessment in the next session his/her pending result of the annual examination will be cancelled.
b) If he/she fails in one or two papers (Foundation Courses & Teaching Methodologies), part-II (School Experience Programme) and/or Part-III (Work Experience Programme) he/she may be permitted to appear in such paper/s in the next three subsequent examinations. Such candidate shall pay a fee fixed by the University from time to time on each occasion. If he/she passes in all such paper/s in any of these examinations, he/she shall be deemed to have passed the examination.
TEACHING PRACTICE
9. The teaching practice of 6 weeks duration will be split up in two spells for regular students. First, two weeks teaching practice in the month of October/November and second, four weeks in the month of April/May. All lessons are to be supervised by the concerned Method Masters. Comments will be entered in the note books & feed back will be given to the students. A candidate who does not complete 2+2=4 composite discussion lessons and sixty lessons, (25+5) i.e.; 25 Composite and 5 Micro in each subject and 40 observations, (15+5) i.e.; 15 composite and 5 Micro in each subject, he/she will have to complete these in the next session in order to undergo the teaching practice of the remaining period. The Principal will intimate the names and roll numbers of such candidates, to the University immediately after the completion of teaching practice so that the result of the annual examination of these candidates may be withheld. If any candidate fails to complete the six weeks teaching practice in the next session, his/her candidature will be cancelled and result be filed. 10. If candidate passes a part or component or sub component of a part but fails in other component or sub component of a part, he/she is not required to re-appear in a part or component or subcomponent which he/she has passed.
11. The marks awarded to a candidate in the internal assessment shall be carried forward when he/she is permitted under ordinances to reappear in a part or parts at a subsequent examination. The marks obtained by a candidate in internal assessment shall be valid even if he/she remains absent in the external examination. PASS MARKS, DIVISION/MERIT
12. (a) The minimum marks required to pass the examination shall be 40%. The candidate shall have a secure at least 40% marks in external examinations and internal assessment separately in all the Papers/Components of Part-I, Part-II and Part-III.
(b) If the difference between external and internal marks of the candidate is more than 20 percent then the university can normalize the scores of the candidate by bringing the total internal assessment/practical scores at par with the theory scores
(c) Overall division and merit will be determined on the aggregate of external examinations and internal assessment in Part-I, Part-II and Part-III (i.e. Out of 1100 marks).
First division with distinction : 70 per cent or above
First division : 60 per cent or above
Second division : Above 50 per cent but below 60 per cent
Third division : Above 40 per cent and below 50 per cent
IMPROVEMENT OF DIVISION/PERFORMANCE:
13. (i) That if a candidate who has passed B.Ed. Examination from this University has secured less than sixty per cent marks may be allowed to reappear in theory papers only for the purpose of improving his/her division/performance. He/she may be given two chances for this purpose. He/she may appear in any one or more papers or all the theory papers provided that he/she completes the examination within a period of two years from the date of passing the examination in the first instance or before attaining higher degree in
Education. The candidate will have to appear as per the syllabus prevalent at the time of examination.
(ii) That marks of internal assessment/practicals will remain unchanged.
(iii) The if he/she fails to improve his/her score, he/she may be given the benefit of his/her favourable score in the original examination and new score in that case may be treated as cancelled. His/her previous result will stand in such cases.
(iv) That candidate appearing under ordinance relating to improvement of Division/performance, will be entitled to grace marks up to one per cent of the aggregate marks of the paper(s) in which he/she appears provided he/she improves his/her division to score to 50%, 55% or 60% with the grace mark(s).
(v) That such a candidate shall not be eligible for inclusion in the merit list/prize or medal. B.ED. ADDITIONAL TEACHING SUBJECT/COMPONENT
14. A person who has already passed the examination for the degree of Bachelor of Education or equivalent degree from any University of Punjab i.e. Panjab University, Chandigarh, Punjabi University, Patiala or Guru Nanak Dev University, Amritsar only may offer, an additional subject or component other than the one which he/she has already passed. Such a candidate may be admitted to the examination on submission of application on the prescribed form and payment of fee fixed by the university from time to time as admission fee. He/she shall join an affiliated College for teaching/training in the Subject/Component at least for one month. The college shall supply internal assessment awards to the University in accordance with the prescribed rules.
15. The students who want to appear for B.Ed. additional teaching subject/s will be required to join at least for one month, in any college of his/her choice where the facilities for such teaching subject/s exist and will deliver 20 composite lessons and 5 micro lessons under the guidance of concerned method master. He/she will also complete 20 observations. He/she will have to complete 4 weeks teaching practice along with regular students. He/she will be allowed to appear in Annual Examination only along with regular students. He/she may be provisionally permitted to appear in theory paper/s. However, his/her School Experience Programme (practical) examination will be conducted only on the production of teaching practice completion certificate issued by the
concerned College. All other conditions which are applicable to regular students shall also be mandatory for additional teaching subject/component students.
Provided that:
1) For appearing in additional subject, only those students will be eligible to appear in the University examinations who have already passed the B.Ed. examination.
2) Subject to the approval of the Syndicate/ Regulation Committee.

RESULTS/DEGREES
16. Four weeks after the completion of Examinations or as is possible, the Registrar shall publish a list (gazette) of candidates who took the examinations. The gazette will show the marks obtained by the candidates in external and internal assessment/examinations separately. Merit or division will be determined on the basis of marks obtained in the examinations including of all the three parts. Each successful candidate shall be awarded a degree stating the division on the basis of marks obtained by him/her out of 1100 marks.
CURRICULUM TRANSACTION
17. During the teaching days there should be 6 to 7 hours instructions per day, of which 3 to 4 hours per day may be devoted to theoretical instructions and the rest to practical work. Students may do practical work in groups. While one group does science practicals, another does Psychology practicals and a third group works in workshop or educational technology lab etc. Proper record of curriculum transaction should be kept in the college and be shown to the inspection team as and when demanded.
NORMS FOR PRACTICAL WORK TO BE PERFORMED BY EACH STUDENT AS PER N.C.T.E. NORMS AND STANDARDS
Sr. No. Items Essential Desirable
1. Science experiments relevant to School Syllabus 10 15
2. Preparation of Teaching aids in each methodology 4 8
3. Administration of Psychology Tests, Scoring and Interpretation 5 8
4. Operation of Audio-Visual Equipments All Available All Available
5. Preparation of lesson plans/Preparatory training lesson 10 5+5) 16 (8+8)
6. Preparation of Unit and Resource Plans 2 4
7. Observation of lessons taught by good teachers in each subject 10 20
8. Observation of demonstration lessons in each method subject 5 10
9. Construction of test items, unit test and Examination question paper in each method subject 20+2+2 30+2+2
10. Case study/action research/other project 1 2
11. Lessons in each method subject 20 25

Note: These ordinances are to be read with Syndicate Decisions/Amendments made from time to time
 

SYLLABUS AND COURSES OF READING
PART-I FOUNDATION COURSES

PAPER I- PHILOSOPHICAL AND SOCIOLOGICAL BASES OF EDUCATION
Time : 3 Hrs.                                                                                                                    Max. Marks 100
Theory Exams: 80 Marks                                                                                 Internal Assessment: 20 Marks
INSTRUCTIONS FOR THE PAPER SETTER
1. The question paper will consist of five units : I, II, III, IV and V.
2. The paper setter will set three questions from each unit I, II, III and IV (From the syllabus of the respective unit). Each question will carry 8 marks.
3. The candidate will be asked to attempt any two questions from each unit.
4. Units V carries no choice and will consist of 8 short answer questions. Each question will carry 2 marks. These questions will be uniformly distributed over the entire syllabus. Answers to these questions should be brief and relevant.
Objectives:
1. To enable student-teachers understand the discipline of the education in philosophical and sociological perspective.
2. To make student-teachers understand the concept and meaning of education.
3. To develop understanding of the goals of education in the existing situation of India.
4. To help them to know the relationship between the disciplines of philosophy and education; sociology and education.
5. To make the student – teachers aware about the impact of different philosophies on education.
6. To aware them about the role of various agencies of education.
7. To enlighten student-teachers about the role of education as an agent of social change.
8. To enable student-teachers to appreciate the role of education in national development.
9. To sensitize student-teachers about human values.
10. To help them to understand the role of education for development of democratic values,
national integration and International understanding.
 

Unit –I
Concept of Education

1) Meaning of Education
a) Narrow, Broad and Derivative
b) Types of Education-Formal, Informal and Non-Formal
c) Scope of Education
d) Indian and Western concept of Education
e) Analysis of concept of Education
i) Schooling
ii) Teaching
iii) Instruction
iv) Training
v) Indoctrination
2) Aims and functions of Education
a) Educational aims in modern India with special reference to socio-economic conditions of the country.
b) Functions of Education in human life.
 

Unit –II
Education and Philosophy

1. Meaning of Philosophy, Relationship between Philosophy and Education.
2. Meaning, nature, scope and purpose of educational philosophy. Utility of knowledge of educational philosophy to teachers
3. Impact of Idealism, Naturalism and Pragmatism on Education
 

Unit –III
Education and Sociology

1. Concept of Sociology; Relationship between Education and Sociology.
2. Definition, nature, scope and purpose of Educational Sociology. Utility of knowledge of educational sociology to teachers.
3. Agencies of Education: the home, the school and the community and their co-ordination
4. Education for social change, Role of Education in bringing social change.
5. Culture: Concept, characteristics and its interaction with education, inculcation of global culture.
 

Unit –IV
Education: National Development and Values

1. Education for democracy, socialism and secularism.
2. Education for Emotional and National integration, Education for international understanding in the context of globalization. Four pillars as recommended by UNESCO.
3. Meaning, importance and classification of values, sources of values, ways and means for inculcation of values.
 
Internal Assessment 20 Marks
House Examination- I & II (5 + 5) = 10 Marks
Two Assignments on (one Indian and one Western Philosopher)
(a) Shri Guru Nanak Dev Ji, Vivekananda, Swami Dayananda, Tagore and Gandhi
(b) Rousseau, Dewey, Plato, Montessori, Froebel : 10 Marks

1. Bhatia, K.K, and Narang, C.L. (1996): The Teacher and Education in Emerging India Society. Tandon Publications, Ludhiana. 2nd rev. ed.
2. Bhatia, K.K. and Narang, C.L. (1992) : Philosophical and Sociological Foundations of Education. Doaba House, Delhi.
3. Brubacher, John S. (1983): Modern Philosophies of Education. Tata McGraw Hill, New Delhi (Also Pbi. Translation by Punjabi University) 4th ed.
4. Chaube, S.P. (1997) : Philosophical and Sociological Foundation of Education. Ravi, Noudarnalya,5th rev. ed. Agra.
5. Dash, D.N. (2005): Philosophical and Sociological Foundation of Education. Dominant Publisher, New Delhi.
6. Dewey, John. (2004) :Democracy and Education. An Introduction to the Philosophy of Education. Aakar Books, New Delhi.
7. Humayun, Kabir (1961) : Indian Philosophy of Education. Asia Publishing House, Mumbai.
8. Mathur, S.S. (1997): Sociological Approach to Indian Education. Vinod Pustak Mandir, Agra, 10th ed.
9. NCERT: (1964-66): Education and National Development: Report of the Education Commission. New Delhi.
10. Pandey , R.S. (2001) :Principles of Education . Vinod Pustak Mandir, Agra.
11. Pandey, R.S. (1992) : National Policy on Education, Horizon Publishers, Allahabad.
12. Patik. George Thomas White (1978) : Introduction to Philosophy. Surjeet Publications, Delhi.
13. Safaya , R.N. and Shaida, B.D. (1983) : Principles and Techniques of Education. Dhanpat Rai and Sons, Delhi.
14. Sahu, Bhagirathi (2002): The New Educational Philosophy. Sarup and Sons, New Delhi.
15. Sharma, Ram Nath. (2005): Text book of Educational Philosophy. Kanishka Publishers, New Delhi.
16. Sodhi, T.S. and Suri, Aruna (2006): Philosophical and Sociological Foundations of Education. Bawa Publication, Patiala.
17. Taneja, V.R. (1987): Educational Thought and Practice. Sterling Pvt. Ltd., New Delhi.
18. Taneja, V.R. (2006): Foundation of Education. Mahindra Capital Publishers, Chandigarh.
19. Walia, J.S. (2005): Philosophical and Sociological Foundations of Education. Paul Publishers, Jallandhar.
20. Yadav and Yadav (1995): Education in the Emerging Indian Society. Tandon Publishers, Ludhiana.

                                        PAPER II-EDUCATIONAL PSYCHOLOGY AND GUIDANCE
Time: 3 Hrs.                                                                                                                     Max. Marks 100
Theory Exams: 80 Marks                                                                                Internal Assessment: 20 Marks
INSTRUCTIONS FOR THE PAPER SETTER:
1. The question paper will consist of five Units: I, II, III, IV and V.
2. The paper setter will set three questions from each Units I, II, III and IV (From the syllabus of the respective Units). Each question will carry 8 Marks.
3. The candidate will be asked to attempt any two questions from each Unit.
4. Units V carries no choice and will consist of 8 short answer questions. Each question will carry 2 marks. These questions will be uniformly distributed from the entire syllabus. Answers to these questions should be brief and relevant.
OBJECTIVES
1. To develop sympathetic attitude towards children.
2. Provide a body of facts and principles to be used for solving problems of teaching.
3. To bring about changes in the thoughts, feelings, attitudes, ideals, standard of values and conduct of the would be teachers.
4. To improve quality of instructions.
5. To provide perspective for judging results of teacher’s own teaching and educational practices on others.
6. To assist in giving necessary facts and techniques for analyzing child’s behaviour to
facilitate adjustment and growth of personality.
7. To assist in setting up, defining and maintaining processional teaching procedures, guidance programmes and functional forms of organization of guidance programmes in school.
UNIT I
1. Meaning and nature of Psychology.
2. Educational Psychology: Meaning, Nature, Scope and importance for teachers.
3. Growth and Development: Meaning, Principles of development, physical, cognitive, emotional and social development with special reference to adolescence period.
4. Heredity and Environment: Concept, laws of heredity, contribution of heredity and environment in individual differences and their educational implications.
UNIT II
1. Intelligence : Meaning, theories- Spearman, Thurstone, Intelligence tests and their limitations, Concept of emotional intelligence.
2. Learning: Meaning, factors affecting learning, hierarchy of learning, learning theories- Trial and Error, Classical Conditioning, Kohler’s Insight theory.
3. Memory and Forgetting
a) Memory: Concept and process of memorization, methods of improving memory.
b) Forgetting: Concept and Causes
4. Motivation: Concept and techniques.

UNIT III
1. Personality: Concept, types, determinants and assessment.
2. Mental Health and hygiene: Concept, principles, characteristics of mentally healthy person, psychological problems faced by students and possible remedies, defence mechanisms.
3. Elementary Educational Statistics: Measures of central tendency, Standard deviation, Corelation (Rank Method).
UNIT IV
1. Guidance and Counseling: Concept, need, principles, organization of guidance programmes in Secondary schools.
2. Types of Guidance- Educational, Personal and Vocational, Guidance Services - Counseling, Placement and Follow up. Organization of guidance programme: Factors to be considered, services to be introduced, Role of administrator, teacher and counsellor.
3. Exceptional Children: Meaning, Types: Gifted, creative, delinquent, educationally backward children, their identification and educational/ remedial programmes.
 
Internal Assessment 20 Marks
House Examination- I & II (5 + 5) = 10 Marks
Practical Work 10 Marks

Administration and interpretation of any three psychological tests
Intelligence, Personality, interest, Learning and Achievement Books Recommended
1. Bhatia, K.K. (2003): Bases of Educational Psychology. Kalyani Publishers, New Delhi.
2. Chauhan, S.S. (2002): Advanced Educational Psychology. Vikas Publishing House, New Delhi.
3. Clifford Morgan; King, R.R. and Weisz, John (1999): Introduction to Psychology. Tata Mc Graw Hill Publishing Company Ltd, New Delhi.
4. Garret, H.E. (2005): Statistics in Psychology and Education. Paragon International Publishers, New Delhi.
5. Hurlock,E.B. (1953): Developmental Psychology. Tata Mc Graw Hill Publishing Company Ltd, New York.
6. Kakkar, S.B. (2001): Educational Psychology. Prentice Hall of India, New Delhi.
7. Kirk, Samuel, A; Gallagher, James J. and Anasrasion, Nicholas, J. (1997): Educating Exceptional Children. Houghton Mifflin Company, New York.
8. Mangal S.K. (2002): Advanced Educational Psychology. Prentice Hall of India, New Delhi.
9. Mohanty, Girish bala (1986): Educational Psychology. Kalyani Publishers, New Delhi.
10. Sahu , Binod Kumar (2002): Education of Exceptional Children. Kalyani Publishers, Ludhiana.
11. Sidhu, Kulbir Singh (1998): Statistics in Education and Psychology. International Publishers, Jalandhar.
12. Singh, Yogesh Kumar (2005): Guidance and Career Counselling. APH Publishing Corporation, New Delhi.
13. Suri, S.P. and Sodhi, T.S. (2006): Guidance and Counselling. Bawa Publication, Patiala.
14. Tiwari, Govind and Pal, Roma (1997): Experimental Psychology. A Dynamic Approach. Vinod Pustak Mandir, Agra.

                                                 PAPER III - EMERGING TRENDS IN INDIAN EDUCATION
Time: 3 Hrs.                                                                                                                     Max. Marks 100
Theory Exams: 80 Marks                                                                                Internal Assessment: 20 Marks
INSTRUCTIONS FOR THE PAPER SETTER:
1. The question paper will consist of five Units: I, II, III, IV and V.
2. The paper setter will set three questions from each Units I, II, III and IV (From the syllabus of the respective Units). Each question will carry 8 Marks.
3. The candidate will be asked to attempt any two questions from each Unit.
4. Units V carries no choice and will consist of 8 short answer questions. Each question will carry 2 marks. These questions will be uniformly distributed from the entire syllabus. Answers to these questions should be brief and relevant.
Objectives:
1. To acquaint the student-teachers with historical background of secondary education.
2. To enable them to understand the constitutional obligations in relation to education.
3. To understand the changing concepts of education in relation to changing socio, political and economic conditions in India.
4. To familiarize the students with the present educational problems of Indian education.
5. To have a critical appraisal of various aspects of Indian education.
UNIT I
1. Elementary Education – Concept, need, problem of universalization and problem of wastage and stagnation and suggestions for their removal.
2. (a) Role of Sarv Shiksha Abhiyan in strengthening Elementary education.
(b) Inclusive education, integrated education, alternative education.
3. Secondary Education – Concept, aims and problems of Secondary education (curriculum, instructional design, text-books) and suggestions for their removal.
4 Administrative set up of Secondary Education at state and national level.
UNIT II
1. Salient features of NPE 1986 and Revised Policy 1992.
2. Constitutional Provisions of education in India.
3. Role of Centre and State Govt. in education.
UNIT III
1. Teacher Education
Meaning, need and importance of pre-service and in-service teacher education
Teacher education at different levels
Qualitative problems of Teacher Education
2. Modernization, Privatization and Globalization
3. Problem of Gender Inequity with special reference to Women Education.
UNIT IV
1 Regulatory/ Advisory bodies: UGC including, NAAC, CABE, NCTE, NCERT, SCERT.
2 Concept and need of HRD and role of education in developing human resources.
3 Human Rights Education- Meaning and Historical background.
4 Right to Information Act.
Internal Assessment 20 Marks
House Examination- I & II (5 + 5) = 10 Marks
Practical Work 10 Marks
(Survey Related with social evils)

1. Aggarwal, J.C. (1993): Landmarks in the History of Modern Indian Education . Vikas Publishing House, New Delhi.
2. Aggarwal, J.C. (2002): Development and Planning of Modern Education. Vikas Publishing House, New Delhi.
3. Bhatt, B.D. (2005): Modern Indian Education. Planning and Devleopment. Kanishka Publishers , New Delhi.
4. Goel, S.L. and Goel, A. (1994): Education Policy and Administration. Deep and Deep Publications, New Delhi .
5. Govt. of India. (1986): National Policy on Education. Ministry of HRD, New Delhi .
6. Gupta, V.K and Gupta , Ankur (2005):Development of Education System in India. Vinod Publication, Ludhiana.
7. Inderjeet, K. and Raj Kumar (2006):Development of Educational System in India. 21st century Publication, Patiala.
8. Jayapalan, N.( 2002): Problems of Indian Education. H.B. Bhargava Publications, Delhi.
9. Murti, S.K. (2004): Teacher and Education in Indian Society. Vinod Publications, Ludhiana.
10. Narang, C. (2004): Development of Education System. Ankur Publication, Ludhiana.
11. Nesla ( 2004): Theory and Principles of Education. Vinod Publications , Ludhiana.
12. Sachdeva, M.S and Umesh (2005): A Modern Approach to Education in Emerging Indian Society. Vinod Publications, Ludhiana.
13. Sodhi, T.S. (2005): Development of Educational System in India . Bawa Publications, Patiala.
14. Venkateshwaran (2004): Principles of Education . Vinod Publications, Ludhiana.
15. Walia, J.S. (1998): Modern Indian Education and its Problems. Paul Publishers, Jalandhar.
16. Web sites:
www.education.nic.in
www.socialjustice.nic.in
www.ncert.nic.in
www.ncte.in.org
www.naac.india.com
www.ugc.nic.in
                                                    Paper IV- EDUCATIONAL TECHNOLOGY
Time: 3 Hrs.                                                                                                                     Max. Marks 100
Theory Exams: 80 Marks                                                                                 Internal Assessment: 20 Marks
INSTRUCTIONS FOR THE PAPER SETTER:
1. The question paper will consist of five Units: I, II, III, IV and V.
2. The paper setter will set three questions from each Units I, II, III and IV (From the syllabus of the respective Units). Each question will carry 8 Marks.
3. The candidate will be asked to attempt any two questions from each Unit.
4. Units V carries no choice and will consist of 8 short answer questions. Each question will carry 2 marks. These questions will be uniformly distributed from the entire syllabus. Answers to these questions should be brief and relevant.
OBJECTIVES:
To enable the student teachers to:
- understand the concept & scope of Educational technology.
- analyze the process of teaching & learning.
- make aware of communication process.
- keep abreast with the different innovation in Educational technology & try them out for improving teaching-learning.
- develop the instructional material for better teaching-learning process.
- develop pedagogical skill specially for solving their day to day problems.
Unit-I
1. Concept and Types of Educational Technology and its significance
2. Teaching Learning Process
i) Concept, relationship between Teaching and Learning
ii) Principles and Maxims of Teaching
3. Communication Process-Concept, Barriers and Remedial Measures
Unit II
1. Micro Teaching as a Teacher Training Technique
Concept, Procedure, Merits and demerits
Theoretical Orientation to
- Introduction of the Topic
- Questioning
- Stimulus Variation
- Black Board Writing
- Explanation
2. Simulated Teaching- Concept, Parameters, Procedure, Merits and Demerits
3. Flander’s Interaction Analysis Category System- Concept and Procedure
Unit III
1. Programmed Learning: Concept, Basic Principles -Styles: Linear and Branching.
2. Computer Assisted Instruction-Concept and Modes of CAI
3. Information Communication Technology- Concept and application of ICT in Education, ICT competencies for teachers
Unit IV
1. Instructional Designing- Bloom’s Taxonomy of Instructional Objectives as a part of Instructional Designing
2. Teaching Models: Concept & Types
-Concept Attainment Model
-Enquiry Training Model
3. Action Research as a tool of solving Educational Problems- Meaning, Objectives and Steps of Action Research
Internal Assessment 20 Marks
(a) Performance in two House Tests 5+5 10 Marks
(b) Preparation of an Interaction Matrix 5 Marks
(c) Action Research Project 5 Marks

1. Bhatia, K.K.; Narang, C.L. and Sidhu, H.S. (2001): Foundations of Teaching Learning Process. Tandon Publishers, Ludhiana.
2. Bhushan, A. and Ahuja, Malwinder (2002): Educational Technology. Bawa Publications,
3. Dececcoo, John, P. (1977): Psychology of Learning and Instruction. Prentice Hall of India, New Delhi.
4. Everard, K.B. and Geoffrey, Morris: Effective School Management. Harper and Row Publishers, London.
5. Mangal, S.K.( 2001): Foundations of Educational Technology. Tandon Publications, Ludhiana.

                                                      Paper V (a) - MODERN SCHOOL MANAGEMENT
Time: 90 min.                                                                                                                     Max. Marks 50
Theory Exams: 40 Marks                                                                                 Internal Assessment: 10 Marks
INSTRUCTIONS FOR THE PAPER SETTER:
1. The question paper will consist of three Units: I, II and III
2. The paper setter will set three questions from each Units I and II. (From the syllabus of the respective units). Each question will carry 8 Marks.
3. The candidate will be asked to attempt any two questions from each Unit.
4. Unit III carries no choice and will consist of 4 short answer questions. Each question will carry 2 marks. These questions will be uniformly distributed from the entire syllabus. Answers to these questions should be brief and relevant.
Unit-I
1. Meaning, need, functions and latest trends in school organization, management and supervision.
2. Total Quality Management
i) Concept of Total Quality Management
ii) Significance of TQM to Schools with special reference to
-Physical resources
-Human resources
-Healthy practices for staff and students with special reference to IQAC
3 Norms and Conditions of opening a school according to CBSE/PSEB
Unit II
1. Leadership: Definition, need and development of leadership qualities among students and teachers, with special focus on participation of students in school activities and student representation in School Management
2. Time Table and School Records
i) Types and Principles of good school time table
ii) School Records: Types –Students Cumulative Record Card, Stock Register, Admission Register and Attendance Register
3. Teacher as a successful Class room Manager
Internal Assessment 10 Marks
(a) Performance in two House Tests 2.5+2.5 = 5 Marks
(b) Preparation of Time-Table 5 Marks

Books Recommended
1. Mathur, S.S. (1990): Educational Administration and Management. The Indian Press, Ambala.
2. Mohanty, Jagannath(1998): Educational Administration. Supervision and School Management. Deep and Deep Publications, New Delhi.
3. Mukhopadhyay, M (2001): Total Quality Management in Education. National Institute of Educational Planning and Administration, New Delhi.
4. Passi, B.K. (1976): Becoming Better Teachers: Micro- Teaching Approach, Sahitaya Mudeneha, Ahmedabad.
5. Sachdeva, M.S. (2001): School Management. Bharat Book Centre, Ludhiana.
6. Safaya, Raghunath and Shaida, B.D. (1979): School Organization. Dhanpat Rai, Delhi.

                                             PAPER- V (B) OPTION (i) COMPARATIVE EDUCATION
 
Time: 1:30 Hours Max. Marks 50 Marks
  External Examination 40 Marks
  Internal Examination 10 Marks

Instructions for the Paper Setter/ Candidate
1. The question paper will consist of three units: Unit I, II and III.
2. The paper setter will set three questions from each unit I and II.
3. The candidate will be asked to attempt two questions from each unit. Each question will carry 8 marks.
4. Unit-III will be compulsory. It will consist of four short answer questions covering the entire syllabus and carry 2marks each.
UNIT I
1. Understanding comparative education: definition, meaning and scope.
2. Major concepts in comparative education namely, juxtaposition, area studies, intra education analysis.
UNIT II
Comparative study of the following aspects of education in UK, USA and India
Foundations of education (Social, Cultural and Geographical)
Educational ladder (structure, objectives, curriculum, evaluation from nursery stage to higher education)
Internal Assessment: 10 Marks
(a) Performance in two House Tests 2.5+2.5 = 5 Marks
(b) Project work on any Global System of Education. = 5 Marks Books Recommended. Mukherjee,L(1975) Comparative education,Allied Publishers,New delhi Hans,Nicholas (1986) Comparative education,routledge and Keganpul,London (Universal book Stall,New Dehli Sodhi,T.S.(1998) a text book of Comparative education.Vikas Publishing House,New Delhi.

                                            PAPER- V (B) OPTION (ii) ENVIRONMENTAL EDUCATION
Time: 1:30 Hours Max. Marks 50 Marks
  External Examination 40 Marks
  Internal Examination 10 Marks

Instructions for the Paper Setter/ Candidate
1. The question paper will consist of three units: Unit I, II and III.
2. The paper setter will set three questions from each unit I and II.
3. The candidate will be asked to attempt two questions from each unit. Each question will carry 8 marks.
4. Unit-III will be compulsory. It will consist of four short answer questions covering the entire syllabus and carry 2marks each.
Objectives
To enable student teachers to
Know the need of Environmental Education.
Develop desirable attitude, values and respect for protection of environment.
Be aware about the interdependence of plants and animals.
Know about pollution and its effects.
Organize various activities at the school level to provide environmental education to young children so that they also develop desirable attitudes, skills and values for protecting the environment.
Know about changes taking place in social environment and apply various ways and means to create healthy social environment.
UNIT I
1. Environmental Education: Meaning, objectives, need and guiding principles, Types of environment- Physical, Biological, and Social.
2. Introduction to Ecology and Environment: Concept of ecology, environment, biosphere, community, population and ecosystem. Structural and functional components of ecosystem i.e Abiotic and biotic factors, food chain, food web and flow of energy.
3. Pollution: Concept of pollution, types of pollution with reference to air, soil, water and noise pollution. Sources of pollution, effects and control of pollution, green house effect and ozone depletion.
UNIT II
1. Approaches of teaching Environmental Education – Interdisciplinary approach / multidisciplinary approach. Integration of Environmental Education in various school subjects and in co-curricular activities. Legal provisions for Environmental Management.
2. Various ways and means of protection and preservation of Environment with special reference to afforestation and solid waste management. Role of government organizations and Non government organizations in protection and preservation of environment.
3. Concept of migration, urbanization, social crime and means to create healthy social environment.

Internal Assessment : 10 Marks
House Examination I & II : 05 Marks
Practical work : 05 Marks
Work on a project related to any issue of environmental preservation and protection. OR Preparation of scrap file.
Books Recommended
1. Dani, H.M (1996): Environmental Education. Publication Bureau, Panjab University, Chandigarh.
2. Garg, K.K and Jain, S.C. : Environment Lessons For Common Man. Environment Society of India.
3. Ghanta R. and Rao, D.B. (1998): Environmental Education, Problems and Prospectus. .Discovery Publishing House. New Delhi.
4. Kohli, V.K. and Kohli, V . Environmental Pollution and Management. Vivek Publishers, Ambala
5. Mukherjee , Roma (2002) : Environmental Management and Awareness Issues. Sterling Publishers Pvt. Ltd, New Delhi.
6. Rajagopalan, R. (2006): Environmental Studies From Crisis to Cure. Oxford University Press, Delhi.
7. Reddy, K.P. and Reddy, D.N. (2002): Environmental Education. Neelkamal Publications Pvt. Ltd, Hyderabad.

                                              PAPER- V (B) OPTION (iii) POPULATION EDUCATION
Time: 1:30 Hours Max. Marks 50 Marks
  External Examination 40 Marks
  Internal Examination 10 Marks

Instructions for the Paper Setter/ Candidate
1. The question paper will consist of three units: Unit- I, II and III.
2. The paper setter will set three questions from each unit I and II.
3. The candidate will be asked to attempt two questions from each unit. Each question will carry 8 marks.
4. Unit-III will be compulsory and will consist of two short answer questions covering the entire syllabus and carry 8 marks.
Objectives
To enable student teachers to
Understand the concept, need and importance of Population education.
Understand various terminologies concerned with population studies and factors responsible for population growth.
Develop an awareness of the implications of population growth on various aspects of social functioning.
Course Content
UNIT I
1. Concept of Population Education: Need, objectives, scope and approaches of population education. Misconceptions regarding population education.
2. Population Situation in India in the world perspective, density of Population, demographic terminology.
3. Effects of Population Growth on:
a) Economic development
b) Social development
c) Educational development
d) Urbanization
e) Environmental and natural resources
f) Family life
g) Health and Nutrition
h) Policies
UNIT II
1. Role of Government and Non – government agencies concerning Population Education, misconceptions about Population Education agencies.
2. Integration of Population concept in different school subjects. Place of curricular and co- curricular activities in organization of Population Education programmes.
3. Role of teacher in Population Education problems while imparting population education and suggestions.
Internal Assessment
House Examination I & II : 05 Marks
Any two Practical Activities : 05 marks

Practical
1. To prepare Bar Graphs.
2. Making surveys or preparing reports regarding the progress in the field of literacy/ population education awareness in Health/Hygiene, Nutritious Food Items, Cleanliness, Vaccination, Number of Children, Use of Media , Compulsory Education, etc. for the past one decade at least density of population. Their income resources to enhance the income, housing – structure, kutcha pucca, electricity / water facilities and facilities of entertainment, etc.
Note: Out of the above mentioned surveys, any two are to be taken as mandatory.
Books Recommended
1. Aggarwal, S.N. (1985): India’s Population Problems. Tata McGraw Hill ,New Delhi.
2. Bhatia, K. (2004): Population Education. Ankur Publication, Ludhiana.
3. Gupta, V.K. ( 2004):Population Education. Ankur Publication, Ludhiana.
4. Khanna, H.K.( 2006): Population Education. Soni Publication, Patiala.
5. Rao, D. Gopal (1974): Population Education: A Guide to Curriculum and Teacher. Sterling Publisher, New Delhi.
6. Sharma, R.C. (1988): Population Trends, Resources and Environment. Dhanpat Rai and Sons, New Delhi.
7. Sinha, P.C, (1998): Human Population and Related Disasters. Anmol Publication, New Delhi.
8. Thompson and Lewis (1978): Population Problems. Tata McGraw Hill, New Delhi.
9. Tiwari, R.P. (1986): Concept of Population Education: Urban Population Education. Prakash Publishers, Ludhiana.
10. Walia, G.S. (2001): Population Education. Vinod Publication, Ludhiana.

                                                     PAPER- V (B) OPTION (iv) VALUE EDUCATION
Time: 1:30 Hours Max. Marks 50 Marks
  External Examination 40 Marks
  Internal Examination 10 Marks

Instructions
1. The question paper will consist of three units: Unit I, II and III.
2. The paper setter will set three questions from each unit I and II.
3. The candidate will be asked to attempt two questions from each unit. Each question will carry 8 marks.
4. Unit-III will be compulsory. It will consist of two short answer questions covering the entire syllabus and carry 8 marks.
Objectives
To enable student teachers to
1. Understand meaning, nature and importance of value education.
2. Understand the moral development approach and stages.
3. Orient themselves with various strategies of value orientation.
4. Understand the nature, sources and classification of values.
5. Appreciate culture and its interaction with education.
6. Know about various approaches for value inculcation.
UNIT I
1. Meaning, importance and characteristics and hierarchy of values and culture; Relationship between value and culture.
2. Reasons for value crisis: New Education Policy (1986) : value emphasis.
3. Strategies for promoting culture among students at elementary and secondary school stage according to revised Programme of Action – 1992.
UNIT II
1. Strategies for value orientation: experimental approach, value clarification technique, critical inquiry approach, total atmospheric approach, value sheet method, role- playing technique, case method, attitude development technique and integrated con-current approach.
2. Methodology of inculcating values among students.
i. Direct Method: Debates, Symposium and brainstorming.
ii. Indirect Method: Community Service, leadership camps, team work.
iii. Incidental Method: Reward and punishment, self evaluation report, real
life experiences.
3. Value orientation in teacher education: The present scenario, teachers- their roles and teacher education programmes.

Internal Assessment 10 Marks
House Examination I & II 05 Marks
Practical Work 05 marks

Application of one strategy of value inculcation with school children and its report.
Books Recommended
1. Dr. D Bahskara Rao (2006): value oriented education. Dr. Dayakara Reddyn band Digumarti Discovery Publishing House, new Delhi
2. Jasta, Hari Ram (1991): Spiritual Values and Education. Associated Press, Ambala.
3. Keerat, Joshi (Edited) (2002): Philosophy of Value Oriented Education, Theory and Practice. Published by Indian Council of Philosophical Research, New Delhi.
4. Kishore, Lalit (1990): Value Oriented Education. Foundation and frontiers, World overview. Doaba House, New Delhi.
5. Kaul, G.N. (1975): Values and Education in Independent India. The Associated Publishers, Ambala Cantt.
6. Brendam Mac Carthaigh (1996): Value Education. What, Why and How. Better yourself Book, Mumbai.
7. Ronald, King (1969): Values and Improvement in Grammar School. Routledge, London.
8. Ruhela, S.P. (1986): Human Values and Education. Sterling Publishers Pvt. Ltd. New Delhi.
9. Sharma, S.R. (1999): Teaching of Moral Education. Cosmos Publishers, New Delhi.
10. Venkatesh, N. (2005): Value Education APH Publishing Corporation, New Delhi.

PAPER- V (B) OPTION (ix) Health Education

Time: 1:30 Hours Max. Marks 50 Marks
  External Examination 40 Marks
  Internal Examination 10 Marks

Instructions for the Paper Setter/ Candidate
1. The question paper will consist of three units: Unit I, II and III.
2. The paper setter will set three questions from each unit I and II.
3. The candidate will be asked to attempt two questions from each unit. Each question will carry 8 marks.
4. Unit-III will be compulsory. It will consist of four short answer questions covering the entire syllabus and carry 2marks each.
UNIT I
1. a)Health :Definition, concept of health
b)Health Education: Meaning and Objectives
2. Diet:
a)Elements of Balanced Diet
b) Obesity, Causes and preventive measure
3. Posture
a)Importance of good posture
b) Common postural deformities (Kyphosis,Hatfoot,Knock
knee,Bowlegs,Lordsis)
UNIT II
1. a)Meaning and functions of family and its importance as a social institution
b) Role of parents in child care
c) Meaning and importance of personal hygiene
Internal Assessment : 10 Marks
House Examination I & II : 05 Marks
Preparation of Diet Chart for specific health related problem OR Survey of
health related facilities in your locality : 05 marks
Books Recommended:
1. M.L.Kamlesh and Sangral:Methods and Principals of Physical education
2. S.K.Mangal:Health and Physical Education
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28
                                             PAPER- V (B) OPTION (vi) MEASUREMENT AND EVALUATION

Time: 1:30 Hours Max. Marks 50 Marks
  External Examination 40 Marks
  Internal Examination 10 Marks

Instructions for the Paper Setter/ Candidate
1. The question paper will consist of three units: Unit- I, II and III.
2. The paper setter will set three questions from each unit I and II.
3. The candidate will be asked to attempt two questions from each unit. Each question will carry 8 marks.
4. Unit-III will be compulsory and will consist of two short questions covering the entire syllabus and carry 8 marks.
Objectives
To enable student teachers to
Understand the concepts employed for evaluation of pupils.
Construct quality objectives and essay type test items.
Understand the situations in which to employ different evaluation techniques.
UNIT I
1. Evaluation: Concept of measurement and evaluation. Scales of measurement.
2. Types of evaluation: Summative and formative, their merits and demerits.
3. Pearson’s Product Moment co-efficient of correlation.
UNIT II
1. Construction of objective based test items; types of test items (Short answer type, essay type and objective type test items) and their relative advantages and limitations.
2. Preparation of blue print and Question Paper.
3. Characteristics of a good tool of evaluation – reliability, validity and usability.
4. Use of Computer in evaluation
Internal Assessment :
House Examination I & II : 05 Marks
Practical Work : 05 Marks
1. Construction of Blue print and a question paper of any subject of any class.
2. Take a class of students. Take the marks of any two subjects of school examination and find out the coefficient of correlation between those two subjects by Pearson’s Product Moment Method.
Books Recommended
1. Singh, A.K.(2002): Tests, Measurements and Research Methods in Behavioural Sciences. Bharti Bhavan Publishers, Patna.
2. Anastasi, A. (1988): Psychological Testing. Macmillan Publishing Company , New York.
3. Ebel, R.L. (1991): Essentials of Educational Measurement. Prentice Hall, New Delhi.
4. Garrett, H.E. (2005): Statistics in Psychology and Education. Paragon, New Delhi.
5. Linn, R.L. and Grenlund, N.E. (2003): Measurement and Evaluation in Teaching. Pearson Education , Singapore.
6. Sahu, Binod K.( 2005): Statistics in Psychology and Education. Kalyani Publications, Ludhiana.
7. Thorndike, Robert, L. (1962): Measurement and Evaluation in Psychology and Education. John Wiley, New York.

                                             PAPER- V (B) OPTION (vii) SCHOOL LIBRARY SERVICES

Time: 1:30 Hours Max. Marks 50 Marks
  External Examination 40 Marks
  Internal Examination 10 Marks

Instructions for the Paper Setter/ Candidate
1. The question paper will consist of three units: Unit- I, II and III.
2. The paper setter will set three questions from each unit I and II.
3. The candidate will be asked to attempt two questions from each unit. Each question will carry 8 marks.
4. Unit-III will be compulsory and will consist of two short questions covering the entire syllabus and carry 8 marks.
Objectives
To enable student teachers to
Develop an understanding of the meaning and objectives of school library.
Have knowledge about the problems and difficulties coming in organizing school library and their solutions.
Get acquainted with the concept of organization of library by classification and cataloguing of books and application of information technology in school library.
UNIT I
1. Meaning, aims and objectives of school library.
2. Need and importance of school library.
3. Specific problems of school library and their solutions.
4. Library centered teaching and role of teacher in developing and making use of a school library.
5. Five laws of library science and their implications to school library services.
UNIT II
1. School library reading room and its organization, open and close access system, library rules and regulations and qualities of school librarian.
2. Accession Register , stock verification and stock rectification.
3. Circulation service: Charging and discharging system (Ledger, Newarc and Browne).
4. Application of information technology in school library services: Computer, Internet and E-mail.
 

Internal Assessment 10 Marks
House Examination I and II 05 Marks
Any two practical activities 05 marks

Any two of the following:
1. To prepare entries of few titles in the accession register as well as on computer.
2. Classification of books at three digits level according to D.D.C.
3. Cataloguing of books according to A.A.C.R.
4. Arrangement of Books according to D.D.C on shelves.
5. Surfing on Internet to locate the needed sources and important websites for school curriculum.
Books Recommended
1. Baruah, Arunima: Library Science Prospects in 21st Century. Kilaso Brothers, New Delhi.
2. Dawra, Manisha (2004): Library Science and Theories of Management. Rajat Publications, New Delhi.
3. Khan, M.A. (1999): Technical Services in Libraries. Cosmo Publication, New Delhi.
4. Krishan, Kumar (1997): Library Manual. Vikas Publishers, New Delhi.
5. Mittal, R.L. (2005): Library Administration. Metropolitan Book, New Delhi.
6. Kaur, Sumeet (2005): Principles of Library Science. Academic Book Depot, Ludhiana.
7. Trehan, G.L .and Thakur, G.S. (2006): School Library Organization and its Services. Arun Publishing House, Chandigarh.

                                            PAPER- V (B) OPTION (viii) CURRICULUM DEVELOPMENT

Time: 1:30 Hours Max. Marks 50 Marks
  External Examination 40 Marks
  Internal Examination 10 Marks

Instructions for the Paper Setter/ Candidate
1. The question paper will consist of three units: Unit I, II and III.
2. The paper setter will set three questions from each unit I and II.
3. The candidate will be asked to attempt two questions from each unit. Each question will carry 8 marks.
4. Unit-III will be compulsory. It will consist of four short answer questions covering the entire syllabus and carry 2marks each.
UNIT I
Curriculum Planning-
Definition, types of curriculum and considerations for curriculum planning.
Approaches for curriculum development-concentric approach, topical approach, and integrated approach.
UNIT II
Instructional systems-
System approach, instructional objectives
Instructional planning-
Daily lesson planning, unit planning
Internal Assessment : 10 Marks
House Examination I and II : 05 Marks
Project work : 05 marks
Books Recommended
1. Chester.T.Mogernly: The Curriculum (McGraw Hill Co.)
2. Indian University Commission Report
3. Krug: curriculum planning Harper and Brothers Publishers N.V.
4. report of University Education Commission (1948),Govt. of India Publication, New Delhi

                                               PAPER- V (B) OPTION (ix) DISTANCE AND OPEN LEARNING

Time: 1:30 Hours Max. Marks 50 Marks
  External Examination 40 Marks
  Internal Examination 10 Marks

Instructions for the Paper Setter/ Candidate
1. The question paper will consist of three units: Unit I, II and III.
2. The paper setter will set three questions from each unit I and II.
3. The candidate will be asked to attempt two questions from each unit. Each question will carry 8 marks.
4. Unit-III will be compulsory. It will consist of four short answer questions covering the entire syllabus and carry 2marks each.
UNIT I
1. Historical Background of Distance and Open learning
2. Concept ,meaning and nature of Distance and Open Learning
3. Need, Importance and Limitations of Distance and Open Learning with special reference to India
UNIT II
1. Role of Technology in Distance Education
2. Modes of Distance ,correspondence and Open Learning

Internal Assessment 10 Marks
House Examination I and II 05 Marks
Project Work on any Mode/Programme/Institute of education 05 marks

Books Recommended
Sharma Shaloo (2002) Modern methods of life long learning and Distance Education, Sarup and Sons, New Delhi
Prasad Deeepesh Chandra (2007) Distance education, K.S.K. Publishers, New Delhi
Parmaji ,S.(1984) Distance Education, Sterling Publications Pvt.Ltd., New Delhi

                                      PAPER VI & VII- METHODOLOGY OF TEACHING OF ENGLISH
                                                                                 Option I (c )

Time: 3 Hours Max. Marks 100 Marks
  External Examination 80 Marks
  Internal Examination 20 Marks

Instructions for Paper Setter/ Candidate
1. The question paper will consist of five units: I, II, III, IV and V.
2. The paper setter will set three questions from each Units I, II, III and IV. (From the syllabus of the respective Units). Each question will carry 8 marks.
3. The candidate will be asked to attempt any two questions from each unit.
4. Unit V will consist of lesson planning. One question on Composite lesson plan will be framed and will carry 8 marks. Four short answer questions carrying 2 marks each will also be framed. All the questions will be compulsory.
Objectives
To promote awareness in student teachers to create a warm and accepting classroom environment conducive to learning.
To enable student teachers to understand the nature and characteristics of language and mother tongue as well as the use of language.
To enable student teachers to teach basic language skills such as listening, speaking, reading and writing and integrate them for communicative purposes.
To introduce student teachers to some important methodologies and techniques of teaching English.
To develop in student teachers insight into the form and use of English and to give practice in lesson planning.
To enable student teachers to prepare and use appropriate audio-visual teaching aids for effective teaching of English.
To help student teachers to use the school and village resources for professional inputs.
UNIT I
Teaching of English in India: Some general principles, methods and approaches
1. Teaching of English in India Today
a) Importance of English in India.
b) Aims and objectives of Teaching English.
c) Conditions under which English is taught and learnt, declining standards and suggested remedies.
2. Nature of Language
a) Linguistic principles of teaching and learning English language
b) General principles of teaching and learning a language.
3. Methods and Approaches of Teaching of English
a) Grammar Translation Method, Direct Method and Bilingual method.
b) Structural – Situational approach.
c) Communicative language teaching approach.

UNIT II
Developing Language Skills: listening and speaking.
1. Phonetics and phonology
i. Phonetic Transcription
ii. Description of vowels and consonants
iii. Features of connected speech: Stress, rhythm, intonation, elision,
juncture and assimilation.
2. Teaching of English Pronunciation
3. Teaching of presentation skills
1. Poetry
2. Dramatization
3. Declamation
4. Paper reading
5. Extempore
6. Role Playing
UNIT III
Developing Language skills: Reading and Writing
1. Teaching Reading Skills:
a. Teaching Mechanics of Reading
b. Teaching Reading to Beginners
c. Teaching Reading Comprehension
d. Teaching of Poetry
2. Teaching Writing Skill
a. Mechanics of writing
b. Teaching writing to beginners
c. Teaching of composition from controlled to free practices
d. Creative writing.
3. (a) Teaching of Grammar- Place of grammar, types and methods of teaching grammar
(b) Teaching of Vocabulary- Levels of meaning, Word meaning in context, use of dictionary and thesaurus, expansion of vocabulary, selection and gradation of vocabulary.
UNIT IV
Evaluation and Testing
1. Evaluation
a. Continuous and Comprehensive evaluation in English Language Teaching.
b. Types of test and characteristics of a good test.
c. Development of test items for testing language activities in English.
2. Audio- Visual Aids
(a) Educational significance and practical use of teaching aids in English.
(b) Essential qualities of teaching aids- with special reference to OHP, LCD projector, Computers.
(c) Language Laboratory- its set up, uses and limitations.
(d) Language games
UNIT V
Lesson Planning
a. Preparation of Macro Lessons – Prose, poetry, story, grammar and
composition
b. Micro lessons
(i) Skill of Introducing a lesson
(ii) Skill of Stimulus variation
(iii) Skill of fluency in questioning
(iv) Skill of illustrating with examples
(v) Skill of Home assignment
 

Internal Assessment 20 Marks
House Examination I & II (5 + 5) = 10 Marks
Language Dictionary/ album 10 Marks

Books Recommended
1. Balasubramaniam,T.(1981):A Textbook of English Phonetics for Indian Students. Macmillan India Limited, Mumbai.
2. Bhandari,C.S. and others(1966):Teaching of English: A Handbook for Teachers. Orient Longmans, New Delhi.
3. Bhatia,K.K.(2006): Teaching and Learning English as a Foreign Language. Kalyani Publishers, New Delhi.
4. Bindra, R. (2005): Teaching of English.Radha Krishan Ananad and Co, Jammu.
5. Bright,J.A. and Mc Gregor, G.P.(1981): Teaching English as a Second Language. Longmans, ELBS.
6. Carroll,B.J.(1972): Systems and Structures of English. Oxford University Press, London.
7. Doff, A. (1998). Teach English: A Training Course for Teachers. The British Council and Cambridge University Press, Cambridge.
8. French, F.G. (1963): Teaching English as an International Language. OUP, London.
9. Gokak, V.K.(1963): English In India, Its Present and Future. Asia Publishing House,
10. Hornby,A.S. (1962):The Teaching of Structural Words and Sentence Patterns. OUP, London.
11. Kohli,A.L. (1999): Techniques of Teaching English. Dhanpat Rai and Company, New Delhi.
12. Lamba, D. and Others (2007): Techniques of Teaching English. 21st Century Publication, Patiala.
13. Manzel, E.W. (1994): Suggestions for the Teaching of Reading In India. OUP, London.
14. Palmer,H.E. (1980): Grammar of Spoken English. Heffer, Cambridge.
15. Ryburn, W.M. (1963):Teaching of English In India. OUP, Mumbai.
16. Thompson, M.S. and Wyat, H. G. (1995): Teaching of English in India. OUP, Mumbai.
17. Tickoo,M.L.(2005): Teaching and Learning English. Orient Longman, New Delhi.
18. Wright, T. (1988): Roles of Teachers and Learners. Oxford University Press, Oxford.

                                       PAPER VI & VII- METHODOLOGY OF TEACHING OF SANSKRIT
 

Time: 3 Hours Max. Marks 100 Marks
  External Examination 80 Marks
  Internal Examinations 20 Marks

Instructions for Paper Setter/ Candidate
1. The question paper will consist of five units: I, II, III, IV and V.
2. The paper setter will set three questions from each Units I, II, III and IV. (From the syllabus of the respective Units). Each question will carry 8 marks.
3. The candidate will be asked to attempt any two questions from each unit.
4. Units V will consist of lesson planning. One question on lesson plan will be framed and will carry 8 marks. Four short answer questions carrying 2 marks each will also be framed. All the questions will be compulsory.

                                      PAPER VI & VII: METHODOLOGY OF TEACHING OF SOCIAL STUDIES Option ii (a)
 

Time: 3 Hours Max. Marks 100 Marks
  External Examination 80 Marks
  Internal Examinations 20 Marks

Instructions for Paper Setter/ Candidate
1. The question paper will consist of five units: I, II, III, IV and V.
2. The paper setter will set three questions from each Units I, II, III and IV. (From the syllabus of the respective Units). Each question will carry 8 marks.
3. The candidate will be asked to attempt any two questions from each unit.
4. Units V will consist of lesson planning. One question on lesson plan will be framed and will carry 8 marks. Four short answer questions carrying 2 marks each will also be framed. All the questions will be compulsory.
Objectives:
Knowledge
1. To enable the pupil-teachers to understand the nature and concept of Social Studies.
2. To enable the pupil-teachers to understand aims objectives and values of teaching Social Studies.
3. To develop the understanding of pupil-teachers concerning curriculum organization.
4. To acquaint the pupil-teachers with various methods and techniques of teaching Social Studies.
5. To acquaint the pupil-teachers with different audio-visual aids and their utilization.
6. To develop proper understanding of Nationalism and Internationalism. Skills
1. To enable the pupil-teachers to express themselves clearly.
2. To take active part in meetings, debates, seminars and other activities.
3. To collect information from different sources.
4. Analysis of present day problems in the Social context.
5. To develop a skill of preparation of lesson plan and its presentation.
6. To develop a skill of preparation of question papers.
A. Attitudes:
1. To promote positive social outlook.
2. Respect for and pride in national goals and values.
3. Self reliance.
B. Teacher’s Activities:
Lecture, discussion, demonstration, questioning and seminars.
C. Students Activities:
Listening to lectures preparing notes, asking questions and seeking clarifications, participation in seminars and discussions, preparing assignments, and preparing lesson plans.

UNIT I
1. Meaning, nature, scope and importance of Social Studies. Difference between social studies and social science.
2. Aims, objectives and values of teaching Social Studies.
3. Curriculum: Meaning, principles of curriculum construction and organization of curriculum (Topical, chronological and concentric).
4. Correlation-meaning, types, correlation of Social Studies with Maths, Science, Language and Art.
UNIT II
1. Meaning of methods: Traditional and New Approach. Characteristics of good and suitable method in Social Studies.
2. Types of method-Lecture, project, observation, story telling, socialized recitation method. (Seminar, debate, panel discussion, workshop, symposium and dramatization).
3. Role of Social Studies in developing National Integration and International understanding.
UNIT III
1. Need, importance and equipment of Social Studies room.
2. Social Studies textbook: Need, importance and qualities.
3. Social Studies teacher: Qualities and role.
4. Audio-Visual Aids, Meaning, importance, projective and non-projective teaching aids: Overhead projector, chalk board, maps, charts, model, picture, graphs, globe, Multi Media projectors, television and computer, films and excursions.
UNIT IV
1. Current affairs in Social Studies- Meaning, importance and utilizing current events in teaching social studies.
2. Evaluation in Social Studies: Meaning and importance (different types of tests: Essay type test and short answer type): their relative merits and demerits.
3. Evaluation of skills and attitudes.
UNIT V
1 Lesson Planning: Meaning, need and importance, construction of Composite lesson plan.
2 Teaching Micro-skills with special reference to five core skills: Skill of introducing the lesson, skill of questioning, skill of explanation, skill of stimulus variation and skill of black board writing.
Internal Assessment : 20 marks
House Examination: I & II : (5+5) = 10 Marks
Practical Work : 10 Marks
Practical work:
a) Review of prescribed Social Studies curriculum or text books of any class of PSEB,
CBSE or ICSE.
Visit to any community resource and writing a report for the same

Books recommended
1. Aggarwal, J.C. (2003): Teaching of Social Studies. Vikas Publishers, New Delhi.
2. Binning and Binning (1952): Teaching of Social Studies in Secondary Schools. McGraw Hill.
3. Dash, B.N. (2005 ): Content – cum – Methods of Teaching of Social Studies. Kalyani Publishers, New Delhi.
4. Dhanija, Neelam (1993): Multi Media Approaches in Teaching Social Studies. Harman Publishing House, New Delhi.
5. Kochhar, S.K. (1983):Teaching of Social Studies. Sterling Publishers, New Delhi.
6. Kohli, A.S.(1996): Teaching of Social Studies. Anmol Publishers, New Delhi.
7. Mehta, D.D. (2004): Teaching of Social Studies. Tandon Publishers, Ludhiana.
8. Mofatt, M.R. (1955): Social Studies Instruction. Prentice Hall, New York.
9. Shaida, B.D. (1962): Teaching of Social Studies. Panjab Kitab Ghar, Jallandhar .
10. Shaida, B.D. and Shaida, A. K. (2005): Teaching of Social Studies. Arya Book Depot,
New Delhi.

                                        PAPER VI & VII METHODOLOGY OF TEACHING OF HISTORY Option ii (b)

Time: 3 Hours Max. Marks 100 Marks
  External Examination 80 Marks
  Internal Examination 20 Marks

Instructions for Paper Setter/ Candidate
1. The question paper will consist of five units: I, II, III, IV and V.
2. The paper setter will set three questions from each Units I, II, III and IV. (From the syllabus of the respective Units). Each question will carry 8 marks.
3. The candidate will be asked to attempt any two questions from each unit.
4. Unit V will consist of lesson planning. One question on lesson plan will be framed and will carry 8 marks. Four short answer questions carrying 2 marks each will also be framed. All the questions will be compulsory.
Objectives:
To enable student teachers to understand the importance of History.
To enable student teachers to develop an understanding of aims and objectives of teaching of History.
To enable student teachers to construct and analyze critically the curriculum and textbooks of teaching History at secondary stage.
To provide knowledge of different methods of teaching History to student teachers.
To acquaint student teachers with different audio-visual aids and latest information technology.
To make the student teachers aware about the role of History in developing National integration and International understanding.
To acquaint student teachers with different techniques of evaluation.
Course Content
UNIT I
a) Meaning, nature, importance and scope of History with special reference to modern concept of History.
b) Aims, objectives and values of teaching History at secondary level.
c) Relation of History with other school subjects (Social Sciences, Physical Science and Languages).
d) Role of History in developing National Integration and International Understanding.
UNIT II
a) Principles of curriculum construction and different approaches to construct curriculum to teach History: chronological, concentric and topical.
b) Need, importance and criteria of an ideal text book in History; critical analysis of History text book at secondary stage.
c) Cultivation of time and space sense.
d) Need and importance of local History and current events.

UNIT III
a) Methods of teaching History: story telling, lecture, discussion, project, source, dramatization and field trips/excursions.
b) Devices of teaching History: narration, questioning, illustration, description and explanation.
c) Qualities and role of History teacher in changing times.
UNIT IV
a) Need, importance, types, preparation and usage of teaching aids: audio tape recorder, radio, charts, graphs, maps, models, specimens, OHP, computer, films, T.V., chalk board, bulletin board and News line.
b) Evaluation: Need, importance and modern concept of evaluation; different types of evaluation tests-their construction and uses in History.
UNIT V
a) Elements of a lesson plan and content analysis of a topic in terms of knowledge,
skills, attitudes in teaching of History.
b) Teaching Micro-skills with special reference to five skills:
i) Skill of introducing the lesson
ii) Skill of questioning
iii) Skill of explanation
iv) Skill of stimulus variation
v) Skill of black board writing.

Internal Assessment 20 marks
House Examination: I & II (5+5)= 10 Marks
Practical Work 10 Marks

1. Critical analysis of History textbook of any class.
2. To arrange a visit to a historical place and write a report of the same Books Recommended
1. Arora , K.L. Teaching of History.
2. Bhallia , C.L. (1963): Audio Visual Aids in Education. Atma Ram and Sons, Delhi.
3. Burton, W.H. and Green, C. W. (1962): Principles of Teaching History .
4. Chakrabarti, S.K. (1967) :Audio Visual Education in India. Das Gupta and Company, Calcutta.
5. Dobbsen , D.P. A Handbook for History Teacher.
6. Ghate, V.D. (1956): Teaching of History.
7. Gunnin, Dennis: The teaching of History.
8. Hil, C.P. (1953): Suggestions for Teaching of History. Paris Unesco, Paris.
9. Iaurwerys, I.A. (1954): History Text Book and International Understanding .
10. Johnson, Henry (1950): Teaching of History in Elementary and Secondary School.
11. Kochhar, S.K. (1977): Teaching of History.
12. R.E.De, Kieffer and Cochran, Leeln (1966): Manual of Audio Visual Techniques .
13. Shaida, B.D. and Singh, Sahib: Teaching of History.

                               PAPER VI & VII METHODOLOGY OF TEACHING OF GEOGRAPHY Option ii (c)
 

Time: 3 Hours Max. Marks 100 Marks
  External Examination 80 Marks
  Internal Examination 20 Marks

Instructions for Paper Setter/ Candidate
1. The question paper will consist of five units: I, II, III, IV and V.
2. The paper setter will set three questions from each Units I, II, III and IV. (From the syllabus of the respective Units). Each question will carry 8 marks.
3. The candidate will be asked to attempt any two questions from each unit.
4. Unit V will consist of lesson planning. One question on lesson plan will be framed and will carry 8 marks. Four short answer questions carrying 2 marks each will also be framed. All the questions will be compulsory.
Objectives:
To enable student teachers to:
Understand the nature and concept of Geography.
Understand the role and importance of Geography in schools.
Understand the aims and objectives of Geography in terms of knowledge, understanding, skills, and attitudes.
Get acquainted with different methods of teaching Geography.
Prepare and use different teaching aids.
Get acquainted with the latest concept and techniques of evaluation.
Get equipped with the knowledge of organization of curriculum.
Course content
UNIT I
a) Meaning, nature, scope and latest trends in Geography.
b) Importance of Local and Regional Geography.
c) Objectives of teaching Geography- General objectives, instructional objectives like knowledge, understanding, aptitude and interest.
d) Correlation with other school subjects- History, Mathematics, Science, Civics, Art and Economics.
UNIT II
a) Principles of curriculum construction; approaches of organization of Geography curriculum – concentric, topical and unit; critical study of existing curriculum of Geography at secondary school stage.
b) Methods of teaching Geography:
Project
Observation
Discussion
Field Study
Regional
Laboratory
c) Study of current events in Geography.

UNIT III
a) Geography room – Need, importance and designing geography laboratory.
b) Geography textbook – Importance, qualities and usage.
c) Geography teacher – Qualities, role and his professional growth.
d) Need, importance, preparation and use of teaching aids: Chalk board, graphs, globes, maps, charts, atlas, models, T.V., O.H.P., films, computer and Multimedia projects.
UNIT IV
a) Evaluation in Geography: Modern concept, need and importance; construction of objective based test items; different types of tests- essay type, short answer type and objective type tests; multiple choice items – its importance in view of objective type test to prepare the students to face the competitive examinations.
UNIT V
a) Lesson planning: Meaning, need, importance and construction of composite lesson plan.
b) Teaching Micro skills with special reference to five skills:
i) Skill of introducing the lesson
ii) Skill of questioning
iii) Skill of explanation
iv) Skill of stimulus variation
v) Skill of black board writing.

Internal Assessment 20 marks
House Examination: I & II (5+5)= 10 Marks
Practical Work 10 Marks

a) A simple survey of local place – its physical features and natural resources; writing the report of the same.
b) Visit of an observatory planetarium or Geography museum. Books Recommended
1. Aggarwal, D.O. (2000): Modern Methods of Teaching Geography. Sarup and Sons Publisher, New Delhi.
2. Arora, K.L. (1989): Teaching of Geography. Prakash Brothers, (In Punjabi, English, Hindi), Ludhiana
3. Graves, Norman, J. : Geography in Education. Heinemannn, London.
4. Macnee, E.A. (1951): The Teaching of Geography. Cambridge University Press,
5. Verma, O.P. (1987) : Geography Teaching .
6. R.P. Singh (2004): Teaching of Geography. R. Lall Book Depot, Meerut.
7. Rai, B.C. (1979): Methods of Teaching of Geography .
8. Rao, M.S. (1999): Teaching of Geography. Anmol Publication Pvt. Ltd, New Delhi.
9. Sharma, B.D. : Teaching of Geography.
10. Unesco. Source Book for Geography Teaching. Paris.
11. Singh, Yogesh K. (2004): Teaching of Geography (Hindi). A.P.H. Publisher, Delhi.

                               PAPER VI & VII- METHODOLOGY OF TEACHING OF POLITICAL SCIENCE Option ii (d)
 

Time: 3 Hours Max. Marks 100 Marks
  External Examination 80 Marks
  Internal Examination 20 Marks

Instructions for Paper Setter/ Candidate
1. The question paper will consist of five units: I, II, III, IV and V.
2. The paper setter will set three questions from each Units I, II, III and IV. (From the syllabus of the respective Units). Each question will carry 8 marks.
3. The candidate will be asked to attempt any two questions from each unit.
4. Units V will consist of lesson planning. One question on lesson plan will be framed and will carry 8 marks. Four short answer questions carrying 2 marks each will also be framed. All the questions will be compulsory.
Objectives
To provide student teachers, knowledge of principles and concepts of Political Science.
To enable student teachers to know objectives of teaching Political Science as a school subject.
To enable student teachers to know various political problems which our country is facing.
To provide student teachers, knowledge of different methods of teaching Political Science.
To provide student teachers, knowledge of various teaching aids.
To provide student teachers, the knowledge of lesson planning.
Course Content
UNIT I
1. Meaning, nature, scope and importance of Political Science in the Modern
Computer era.
2. Aims, objectives and values of teaching of Political Science.
3. Correlation of Political Science with other subjects (History, Geography,
Sociology and languages).
4. Principles of curriculum construction.
5. Critical study of existing curriculum of Political Science at Senior Secondary
stage.

UNIT II
1. Meaning of Method: Traditional and New Approach.
2. Types of Methods: Lecture, Project, Socialised recitation Method, (Seminar, Debate, Penal Discussion, Work shop, Symposium, Dramatisation and Mock Parliament). Current Events : Importance, principles of selection and methods of their teaching.
3. Role of Political Science in the development of National and International Understanding.
UNIT III
1. Political Science Text-Book: Its importance and Qualities.
2. Supplementary Material: Magazines, journals, newspaper, reference books.
3. Political Science Room: Need, importance and equipment.
4. Political Science Teacher: Qualities and role.
5. Use of Aids and Importance of Teaching Aids
(Black Board, Map, Globe, Pictures, Charts, Posters, Graphs, Films, Film-strips,
Television, Field Trips, Over head Projector and Computer).
Option ii (d)
1. Evaluation: Meaning and importance.
2. Different Types of Tests: Essay, Objective Type Tests and Short Answer Types.
Their relative merits and demerits.
UNIT V
1. Lesson Planning: Meaning, need and importance, construction of composite lesson-plan.
2. Teaching Micro-skills with special reference to five skills:
(i) Skill of introducing the lesson.
(ii) Skill of questioning.
(iii) Skill of explanation.
(iv) Skill of stimulus - variation.
(v) Skill of black-board writing.
Internal Assessment : 20 Marks
House Examination- I & II : (5 + 5) = 10 Marks
Practical Work : 10 Marks
1. Preparation of the question paper for senior secondary class.
2. Preparation of two teaching models.
Books Recommended
1. Shaida, B.D. and Shaida, A.K. (2005): Teaching of Social Studies. Arya Book
Depot, New Delhi.
2. Whill, E.M. Teaching of Modern Civics.
3. Aggarwal, J .C. Teaching of Political Science and Civics.
4. Bhatia, K.K.: Narang, C.L. and Sidhu, H.S. : Teaching of Social Studies.
5. Singh, R.L: Teaching of History and Civics.
6. Kochhar, S.K.: Teaching of History.
7. Shiels.: View Points in Civics Education.

                                      PAPER VI & VII- METHODOLOGY OF TEACHING OF ECONOMIC Option ii (e)

Time: 3 Hours Max. Marks 100 Marks
  External Examination 80 Marks
  Internal Examination 20 Marks

Instructions for Paper Setter/ Candidate
1. The question paper will consist of five units: I, II, III, IV and V.
2. The paper setter will set three questions from each Units I, II, III and IV. (From the syllabus of the respective Units). Each question will carry 8 marks.
3. The candidate will be asked to attempt any two questions from each unit.
4. Units V will consist of lesson planning. One question on lesson plan will be framed and will carry 8 marks. Four short answer questions carrying 2 marks each will also be framed. All the questions will be compulsory.
Objectives
A. Knowledge:
1. To provide understanding of growing concept, principles and theories of economics.
2. To enable the pupil-teachers to develop an understanding of aims and objectives of teaching of economics.
3. To acquaint them with various economic problems which our country is facing.
4. To provide knowledge of different methods of teaching.
5. To provide knowledge of different teaching aids.
6. To develop interest in teaching of economics.
B. Skills:
1. Preparation of teaching aids.
2. Use of devices and techniques of teaching.
3. Use of various methods of teaching.
4. Conducting economic survey.
5. Organize seminars, symposium and discussion.
6. Writing instructional objectives.
7. Preparation of test items of an achievement test.
8. To develop skill in making use of Educational Technology.
C. Attitude:
To promote among pupil-teacher an attitude of
1. Critical Thinking
2. Critical Analysis
3. Scientific Outlook
4. Observation
5. Wise Consumerism
6. Providing solution to economic problems.

Course Content
UNIT I
1. Meaning, nature and scope of Economics as a teaching subject.
2. Importance of teaching of Economics in school curriculum.
3. Aims and objectives of teaching of Economics as given in present school curriculum.
4. Correlation of Economics with Commerce, Mathematics, Statistics, History, Political Science Geography, Languages and Science.
UNIT II
1. Principles of constructing curriculum of Economics.
2. Approaches of curriculum organization - unit, topical and concentric.
3. Critical Analysis of existing curriculum of Economics.
4. Economics text book- importance and criteria of selection.
UNIT III
1. Meaning of method, Traditional and Modern approach, characteristics of a good method.
2. Methods of teaching: Lecture method, discussion method, project method, survey method, inductive-deductive method.
3. Techniques and devices: Assignment, seminar, illustration, symposium, excursions and supervised study.
4. (a)Economics teacher: Importance, qualities and professional growth.
(b)Economics Room: Importance and Equipment
UNIT IV
1. Teaching Aids in Teaching of Economics and their Importance
2. Types of Teaching aids:Radio,Charts,Films,T.V.,Graph,Maps and Computer
3. Evaluation – Its importance and tools.
Types of evaluation-Essay type, short answer type and objective type.
UNIT V
1. Lesson Planning:Meaning,need and Importance, construction of composite lesson plan
2. teaching micro skills with special reference to five skills:
- skill of introducing the lesson
- skill of questioning
- skill of explanation
- skill of stimulus variation
- skill of black board writing
Internal Assessment : 20 Marks
House Examination- I & II : (5 + 5) = 10 Marks
Practical Work : 10 Marks
Suggested Practical Work (any two)
1. Low cost and improvised teaching aids.
2. Surveys and Projects on a chosen theme.
3. Write up on a current economic issue.
4. Co-curricular activities in school related to teaching of economics.
5. Critical analysis of existing textbook and curriculum of Economics.

Books Recommended
1. Dhillon, Satinder and Chopra, Kiran (2002): Teaching of Economics. Kalyani
Publications, Ludhiana.
2. Kanwar, B.S. (1970): Teaching of Economics. Prakash Brothers, Ludhiana.
3. Siddiqui, M.H. (2005): Teaching of Economics. Ashish Publishing House,New Delhi.
4. Sidhu, H.S. (2005): Teaching of Economics.Tandon Publications, Ludhiana.
5. Yadav, Amita (2005): Teaching of Economics. Anmol Publications , New Delhi.

                             PAPER VI & VII- METHODOLOGY OF TEACHING OF COMMERCE Option iii

Instructions for Paper Setter/ Candidate
1. The question paper will consist of five units: I, II, III, IV and V.
2. The paper setter will set three questions from each Units I, II, III and IV. (From the syllabus of the respective Units). Each question will carry 8 marks.
3. The candidate will be asked to attempt any two questions from each unit.
4. Unit V will consist of lesson planning. One question on lesson plan will be framed and will carry 8 marks. Four short answer questions carrying 2 marks each will also be framed. All the questions will be compulsory.
Objectives:
1. To enable the pupil-teachers to understand the nature and concept of Commerce
2. To enable the pupil-teachers to understand aims objectives and values of teaching Commerce
3. To develop the understanding of pupil-teachers concerning curriculum organization.
4. To acquaint the pupil-teachers with various methods and techniques of teaching Commerce
5. To acquaint the pupil-teachers with different audio-visual aids and their utilization.
6. To develop proper understanding of Nationalism and Internationalism. Skills
1. To enable the pupil-teachers to express themselves clearly.
2. To take active part in meetings, debates, seminars and other activities.
3. To collect information from different sources.
4. Analysis of present day problems in the Social context.
5. To develop a skill of preparation of lesson plan and its presentation.
6. To develop a skill of preparation of question papers.
A. Attitudes:
1. To promote positive social outlook.
2. Respect for and pride in national goals and values.
3. Self reliance.
B. Teacher’s Activities:
Lecture, discussion, demonstration, questioning and seminars.
C. Students Activities:
Listening to lectures preparing notes, asking questions and seeking clarifications, participation in seminars and discussions, preparing assignments, and preparing lesson plans.
UNIT I
1. Meaning, Nature, Scope of teaching Commerce.
2. Place of commerce in School curriculum.
3. Aims, value and objective with reference to Bloom’s Taxonomy.
4. Correlation-meaning and types. Correlation of Commerce with language, economics,
maths and public adm.

UNIT II
1. Curriculum-meaning, principles and critical analysis of curriculum of teaching of
commerce.
2. Criteria of selection of good commerce text book.
UNIT III
1 Method - meaning and principles of selection of method
2 Types of method:
i) Lecture Method
ii) Problem-Solving Method
iii) Inductive-Deductive Method
iv) Demonstration Method
3 Qualities and role of Commerce teacher.
4 Method of teaching short hand and typing.
UNIT IV
1. Commerce room-need, importance and equipment.
2. Development and utilization of teaching aids (projective and non-projective and performing arts required for commerce programme)
3. Community resources and its use in Commerce.
UNIT V
1. Lesson Planning:Meaning,need and Importance, construction of composite lesson plan
2. teaching micro skills with special reference to five skills:
- skill of introducing the lesson
- skill of questioning
- skill of explanation
- skill of stimulus variation
- skill of black board writing
Internal Assessment : 20 Marks
House Examination- I & II : (5 + 5) = 10 Marks
Practical work : 10 Marks
Two Low cost and improvised teaching aids (Model/Chart/Graph).
Books Recommended
1. Aggarwal, J. C. (2003): Teaching of Commerce. Vikas Publication, New Delhi.
2. Dema and Brinkman: Guidance in Business Education South. Western Publishing Company, New York.
3. Douglas, Palnford and Anderson (2000): Teaching Bussiness Subjects. Prentice Hall, New York.
4. Green, H. (): Activity Handbook for Business Teachers. Mc Graw Hill, New York.
5. Musselman and Hann: Teaching Book Keeping and Accounting. McGraw Hill , New York.
6. Rao, Seema, (2005): Teaching of Commerce. Anmol Publishers, New Delhi.
7. Tonne, Iopham and Freemanc: Methods of Teaching Business Subjects. Mc Graw Hill, New York.
8. Venkatest, Warlu K. and Basha Johni and Digumarti, S.K. and Rao, Bhaskara: Methods of Teaching of Commerce.

                            PAPER VI & VII- METHODOLOGY OF TEACHING OF MATHEMATICS Option-IV

Time : 3 Hrs. Max. Marks 100
  Theory Exams 80 Marks
  Internal Assessment 20 Marks

Instructions for Paper Setter/ Candidate
1. The question paper will consist of five units: I, II, III, IV and V.
2. The paper setter will set three questions from each Units I, II, III and IV. (From the syllabus of the respective Units). Each question will carry 8 marks.
3. The candidate will be asked to attempt any two questions from each unit.
4. Units V will consist of lesson planning. One question on lesson plan will be framed and will carry 8 marks. Four short answer questions carrying 2 marks each will also be framed. All the questions will be compulsory.
Objectives:
1. To acquaint pupil teachers with the methods and techniques of teaching Mathematics.
2 To help pupil teachers in instructional planning and development of relevant material for the teaching of Mathematics.
3. To help pupil teachers in the process of comprehensive evaluation in Mathematics.
4. To acquaint pupil teachers with the use of computers in teaching of Mathematics.
5. To make the students aware of the value of Mathematics and relationship of Mathematics with the other subjects.
6. To enable the students to learn the principles, concepts and the terms in the teaching of Mathematics and to enable them to apply the same.
7. To acquaint them with the role of teaching aids, text books, drill work, home work, mathematical laboratories and libraries.
UNIT I
1. Meaning, nature and values of Mathematics- Practical, social, moral, aesthetic and intellectual.
2. Place of Mathematics in school curriculum and relationship of Mathematics with other school subjects such as Physical Sciences, Bio-Sciences, Economics, Logic, Fine arts.
3. Aims and objectives: Meaning and formation of
(i) Instructional objectives
(ii) Behavioural objectives
UNIT II
1. (i) Selection and evaluation of text book.
(ii) Critical study of 10th class Mathematics curriculum (CBSE/P.S.E.B.).
2. (i) Difference among examination, measurement and evaluation.
(ii) Comprehensive and continuous internal evaluation.
(iii) Construction of test items (Essay type, short answer type and objective type).
3. Remedial measures for defects in present day teaching of Mathematics to make it more interesting and activity based.

UNIT III
1. Methods of teaching
(1) Inductive- Deductive
(2) Analytic – Synthetic
(3) Problem Solving
(4) Laboratory
2. Pedagogical analysis of different topics of Mathematics in relation to methods.
3. (i) Qualities for Mathematics teacher and role of Mathematics teacher in drill work and written work, supervised study and Error analysis.
(ii)Mathematics laboratory: Teaching aids- charts, models, chalk boards, projective aids and computers.
UNIT IV
1. Number system.
2. Polynomials and equations – linear, simultaneous and quadratic.
3. Geometrical Concept: Point, line, line segment, angle and triangle.
4. Types of Angles, Triangles and quadrilaterals.
5. Trigonometric ratios, identities, heights and distances.
6. Measure of central tendencies.(Mean,Median,Mode)
UNIT V
1. Lesson planning: Meaning, importance and steps (Herbartian and R.C.E.M Approach).
2. Planning of Macro lessons with special reference to Arithmetic, Algebra, Geometry, Trigonometry and Statistics.
3. Concept, components and preparation of micro lesson plans for developing teaching skills of
a. skill of introducing the lesson
b. skill of questioning
c. skill of explanation
d. skill of stimulus variation
e. skill of black board writing
 

Internal Assessment 20 Marks
House Examination I and II (5 + 5) = 10 Marks
Practical Work/ Activities 10 Marks

Suggested Practical Work (Any two)
1. Preparation of two teaching aids
2. Construction of test items
3. Analytic report of curriculum
4. Preparation of two Micro lessons plans
Books Recommended
1. Butler, C.H. and Wren F.L.(1965): The Teaching of Secondary School Mathematics. McGraw Hill (International Student Edition).
2. Gakhar, S.C. (2006): The Teaching of Mathematics. N.M. Publications, Panipat.
3. Kumar K. and Kaur, J. (2004): Learning Mathematics Lab. Experience.
4. Mangal, S.K. (2003): The Teaching of Mathematics. Tandon Publications, Ludhiana.
5. Ratnalikar , D.N. and et.al. (2004): Teaching of Mathematics.
6. Sidhu, K.S. (2005): The Teaching of Mathematics. Sterling Publishers, New Delhi.

                      PAPER VI & VII- METHODOLOGY OF TEACHING OF COMPUTER EDUCATION Option-V

Time: 3 Hrs. Max. Marks 100
  Theory Exams 80 Marks
  Internal Assessment 20 Marks

Instructions for Paper Setter/ Candidate
1. The question paper will consist of five units: I, II, III, IV and V.
2. The paper setter will set three questions from each Units I, II, III and IV. (From the syllabus of the respective Units). Each question will carry 8 marks.
3. The candidate will be asked to attempt any two questions from each unit.
4. Units V will consist of lesson planning. One question on lesson plan will be framed and will carry 8 marks. Four short answer questions carrying 2 marks each will also be framed. All the questions will be compulsory.
OBJECTIVES:
1. To acquaint pupil-teacher to use computer as teaching aid.
2. To acquaint pupil teacher with teaching of computer.
3. To provide Knowledge of various teaching aids.
4. To provide Knowledge to pupil teacher to use computer in solving daily life problems.
5. To provide Knowledge to pupil teacher about different evaluation techniques.
UNIT I
1. Computer Education: Concept, need and importance. Applications of computers with special reference to education and society.
2. Aims and objectives of computer education, present and future of Computer Education in Indian schools.
UNIT II
1. Methods of Teaching: Comparative study of various teaching methodologies in context of teaching of Computer Science.
2. Traditional methods and advance methods of teaching in Computer Education. Demonstration, lecture, problem solving, laboratory, and project methods.
3. CAD/CAM, Computer Graphics, Computer Animation, CAI and CML and online education.
UNIT III
1. Computer Education Curriculum: Concept and principles of curriculum for Computer Education. Need of curriculum development cell for computer education.
2. Textbooks: Characteristics and criteria for selection of computer textbooks with special reference to theory and practical books of computer subject.
UNIT IV
1. Computer Teacher: Essential qualifications and qualities of a computer teacher, professional growth and code of conduct for ethical computer teaching.
2. Planning of Computer Laboratory: Room space, furniture, light conditions, number of computers, etc.
3. Multimedia approach in Computer.
4. Practical Skills of usage of Windows, Word processor, Presentation, etc.
5. Uses and application of Internet, Internet as a resource of learning.
6. Recent trends in computers.

UNIT V
1. Lesson Planning: Need and importance of lesson planning in computer teaching. Role of Computers in evaluation.
2. Concept, components and preparation of micro lesson plans for developing teaching skills of
a. skill of introducing the lesson
b. skill of questioning
c. skill of explanation
d. skill of stimulus variation
e. skill of black board writing
Internal Assessment : 20 Marks
Home Examination- I & II : (5 + 5) = 10 Marks
Practical Work : 10 Marks
Two Low cost and improvised teaching aids (Model/Chart/Graph).
Books Recommended
1. Aggarwal, V.B. : Computer Science for Class XII.
2. Bala Guruswamy : C++ Computers.
3. Dayal, Dean, Gottfried, D. (1966): Computer Science for Class XI and XII, Outline of Theory and Problems of Programming with BASIC including expanded Micro Computer Basic Section. McGraw Hill Publication, New York. .
4. Grover, P.S. (1983): Computer Programming in BASIC. Allied Publishers, New Delhi.
5. Hunt, R. and SheIley, J. (1988): Computers and Common Sense. PHI Publications, Delhi.
6. Intel (2003): Intel Innovation in Education, Intel, Teach to the Future - Students Work Book.
7. Jain, Jaggi and Raja Raman, V: Computer Science for Class XII, Fundamentals of Computers.
8. Sharma, L. (2006): Computer Education. Wintech Publications, Ferozepur Cantt.

                              PAPER VI & VII- METHODOLOGY OF TEACHING OF SCIENCE Option vi (a)

Time: 3 Hrs Max. Marks 100
  Theory Exams 80 Marks
  Internal Assessment 20 Marks

Instructions for Paper Setter/ Candidate
1. The question paper will consist of five units: I, II, III, IV and V.
2. The paper setter will set three questions from each Units I, II, III and IV. (From the syllabus of the respective Units). Each question will carry 8 marks.
3. The candidate will be asked to attempt any two questions from each unit.
4. Units V will consist of lesson planning. One question on lesson plan will be framed and will carry 8 marks. Four short answer questions carrying 2 marks each will also be framed. All the questions will be compulsory.
Objectives:
1. To explore immediate environment of the pupil.
2. To observe, record, report accurately in oral, written and graphic form.
3. To formulate precise questions about various things in environment.
4. To collect information from various sources and use it in a given situation.
5. To classify objects, events, phenomenon.
6. To arrange objects and data in a sequence so as to ascertain a pattern.
7. To analyse data and make inference.
8. To find some cause-effect relationship from the data available.
9. To make predictions.
10. To design simple experiments.
11. To solve problems.
12. To develop an objective attitude towards experimental evidences and to make decisions on the basis of facts and data.
13. To make a judicious use of National resources after their proper identification.
14. To correlate the knowledge of science and technology to economic and social development of the community.
15. To place due emphasis on scientific knowledge in every day life.
16. To develop instrumental, communicational and problem solving skills.
17. To develop scientific attitude, spirit of cooperation, scientific temper and scientific approach.
UNIT I
1. Impact of Science and technology on our modern living and globalization. Science and its correlation with other school subjects and daily life.
2. (i) Bloom’s taxonomy of educational objectives.
(ii) Objectives of teaching Science and instructional objectives.
3. Curriculum - Meaning, place of Science in school curriculum, principles of Science curriculum construction, critical study of Science curriculum of 10th class (CBSE/PSEB).

UNIT II
1. Approaches and Methods of teaching Science- Lecture method, Lecture cum demonstration method, heuristic method, project method, problem solving method and inductive and deductive approach.
2. Science teacher and the professional growth.
3. Scientific attitude and scientific method- Concept and role of teacher in their development.
UNIT III
1. Instructional Media: Need and importance, classification, selection and integration of media in teaching learning process (Use of Chalk board, charts, models, overhead projectors, educational films and computers).
2. Science text book - Importance, characteristics, its evaluation procedure i.e. Vogel’s checklist.
3. Importance and organization of Science club, Science museum, Science fair and Science excursions.
UNIT IV
1. Need and organization of practical work in Science, improvisation of Science
apparatus, Lecture cum laboratory plan for a high school, laboratory equipment and
material- selection, purchase and maintenance.
2. Evaluation in Science – Concept, characteristics of a good evaluation tool,
preparation of a blue print of a question paper.
3. Preparation of question paper for class 9th.
UNIT V
1. Lesson planning in Science- Importance, Herbartian approach to lesson planning, Micro teaching Skills: Writing Instructional objectives, introducing the lesson, Probing Questions, Explaining and Illustrating with examples

Internal Assessment 20 Marks
Home Examination- I & II (5 + 5) = 10 Marks
Practical Work 10 Marks

Suggested Practical Work (Any three)
Students will perform any three experiments (one each from Physics, Chemistry and biology)
1. To verify the laws of reflection and refraction.
2. To draw Magnetic Lines.
3. To prepare (a) mixture (b) a Compound.
4. To carry out the following chemical reactions and to record their observation and to identify the type of reaction in each- iron and copper sulphate in water, burning of magnesium in air, zinc with dilute sulphuric acid, heating of lead nitrate, sodium sulphate and barium chloride in water.
5. To observe and draw any 5 preserved specimens of the animal kingdom.
6. Preparation of temporary mount of Onion peels and cheek cells.

Books Recommended
1. Das , R.C. (1989): Science Teaching in Schools. Sterling Publishers, New Delhi.
2. Garg, K.K.; Singh, Raghuvirs and Kaur, Inderjeet (2007): A Text Book of Science for Class X. NCERT, New Delhi.
3. Kohli,V.K. (2006): How to Teach Science. Vivek Publishers, Ambala.
4. Mangal,S.K. (1997): Teaching of Science. Arya Book Depot, New Delhi.
5. Sharma, R.C. (1998): Modern Science Teaching. Dhanpat Rai Publishers, New Delhi.
6. Siddiqui, N. N. and Siddiqi, M. N. (1983): Teaching of Science Today and Tomorrow. Doaba House, Delhi.
7. Thurber, W. and Collete (1964): A. Teaching Science in Today’s Secondary Schools. Allen and Becon, Boston.
8. Vaidya, N. (1971): The Impact of Science Teaching. Oxford and IBH Publishers, New Delhi.

                    PAPER VI & VII- METHODOLOGY OF TEACHING OF PHYSICAL SCIENCES Option vi (b)

Time: 3 Hrs. Max. Marks 100
  Theory Exams: 80 Marks
  Internal Assessment 20 Marks

Instructions for Paper Setter/ Candidate
1. The question paper will consist of five units: I, II, III, IV and V.
2. The paper setter will set three questions from each Units I, II, III and IV. (From the syllabus of the respective Units). Each question will carry 8 marks.
3. The candidate will be asked to attempt any two questions from each unit.
4. Units V will consist of lesson planning. One question on composite lesson plan will be framed and will carry 8 marks. Four short answer questions carrying 2 marks each will also be framed. All the questions will be compulsory.
Objectives :
1. To explore immediate environment of the pupil.
2. To observe, record, report accurately in oral, written and graphic form.
3. To formulate precise questions about various things in environment.
4. To collect information from various sources and use it in a given situation.
5. To classify objects, events, phenomenon.
6. To arrange objects and data in a sequence so as to ascertain a pattern.
7. To analyze data and make inference.
8. To find some cause-effect relationship from the data available.
9. To make predictions.
10. To design simple experiments.
11. To solve problems.
12. To develop an objective attitude towards experimental evidences and to make decisions on the basis of facts and data.
13. To make a judicious use of National resources after their proper identification.
14. To correlate the knowledge of science and technology to economic and social development of the community.
15. To place due emphasis on scientific knowledge in every day life.
16. To develop instrumental, communicational and problem solving skills.
17. To develop scientific attitude, spirit of cooperation, scientific temper and scientific approach.
UNIT I
1. Meaning, nature and scope of Physical Sciences. Reasons for including physical sciences in school curriculum and its correlation with other school subjects.
2. Aims and objectives of teaching Physical Sciences
(a) Bloom’s taxonomy of educational objectives.
(b) Writing instructional objectives in behavioral terms.
3. Scientific attitude and scientific method- Concept and role of Physical Sciences teacher in their development.

UNIT II
1. Curriculum- Meaning and principles of constructing a good curriculum in Physical Sciences.
2. Methods of teaching Physical Sciences with reference to lecture cum demonstration, project method, problem solving approach and Inductive-Deductive approach of teaching Physical Science
3. Professional growth of Physics/Chemistry teacher.
.
UNIT III
1. Instructional media: Need and importance. Classification and integration of media in teaching learning process. Use of chalk board, periodic tables, charts, over head projector, T.V and computers in teaching Physics and Chemistry.
2. Criteria for selection of Physical Sciences text book and its evaluation. Use of reference books and journals in Physics and Chemistry teaching.
3. Importance and organization of science club, science exhibition, science excursion and wall magazine.
UNIT IV
1. Need and organization of Practical work in Physical Sciences, Physical Science laboratory in a high school.
2. Concept of evaluation, qualities of a good test, tools of evaluation, preparation of a blue print in Physical Sciences.
UNIT V
1. Lesson Planning: its need, Herbartian approach in lesson planning. Micro teaching skills: Black Board writing, writing instructional objectives, illustrating with examples, probing questions and stimulus variation.
Internal Assessment : 20 Marks
House Examination- I & II : (5 + 5) = 10 Marks
Practical Work : 10 Marks
Suggested Practical Work
Student will perform any three experiments:
1. To verify the laws of reflection.
2. To verify the laws of refraction.
3. Preparation of hydrogen gas and study of its properties.
4. Preparation of methane gas.
Books Recommended
1. Kohli, V.K. (1998): How to Teach Science. Vivek Publishers, Ambala.
2. Kumar, Amit (2002): Teaching of Physical Sciences. Anmol Publications, New Delhi.
3. Mohan, Radha (2002): Innovative Physical Science Teaching Methods. P.H.I, New Delhi.
4. Sharma, R.C. (1998): Modern Science Teaching. Dhanpat Rai and Sons, New Delhi.
5. Vaidyas, Narendra (1996): Science of Teaching for 21st Century. Deep and Deep Publishers, New Delhi.
6. Das,R.C.(1989):Science Teaching in Schools. Sterling Publishers. New Delhi.
7. Mangal,S.K.(1997): Teaching of Science, Arya Book Depot, New Delhi.

                       PAPER VI & VII- METHODOLOGY OF TEACHING OF LIFE SCIENCES Option vi (c)

Time: 3 Hrs.  Max. Marks 100
  Theory Exams 80 Marks
  Internal Assessment 20 Marks

Instructions for Paper Setter/ Candidate
1. The question paper will consist of five units: I, II, III, IV and V.
2. The paper setter will set three questions from each Units I, II, III and IV. (From the syllabus of the respective Units). Each question will carry 8 marks.
3. The candidate will be asked to attempt any two questions from each unit.
4. Units V will consist of lesson planning. One question on composite lesson plan will be framed and will carry 8 marks. Four short answer questions carrying 2 marks each will also be framed. All the questions will be compulsory.
OBJECTIVES
1. To know various objectives of teaching life sciences as a school subject and to draft the same in behavioral terms.
2. To know, apply; select various methods of teaching life sciences; limitations and advantages of selecting a method with special reference to conditions in Indian schools and the concepts to be taught.
3. To understand, analyze and improve present curriculum of life sciences.
4. To understand the importance and appropriate use of different audio visual aids and improvised apparatus in Indian conditions and with reference to concepts to be taught.
5. To be familiar with materials and principles for setting an ideal life science laboratory.
6. To know the present techniques of evaluation in life sciences.
7. To know Unit planning and Lesson planning in life sciences.
(a) Teacher Activities- Lecturing, giving demonstrations, Assignments, Discussions, Questioning, arranging visits to zoo, Botanical gardens, Poultry Farms and other places of Biological interest, consulting library for general reading books, using teaching aids.
(b) Student-Teacher Activities: Listening, taking notes, questioning, observing, discussing, and visiting schools, studying syllabi & text books of school classes, writing assignments.
(c) Evaluation: Periodical class room tests, assignments, final external examination.
UNIT I
1. Importance and place of Life Sciences in school curriculum.
2. (a) Aims and objectives of teaching Life Sciences at school stage.
(b) Bloom’s taxonomy of educational objectives,
(c) Formulation of specific objectives in behavioral terms.
3. Meaning of curriculum, principles of curriculum organization, critical study and evaluation of Life Sciences curriculum at senior secondary stage.

UNIT II
1. Methods of teaching life Sciences: Lecture -cum -demonstration method, Scientific Method problem solving method, assignment method, project method, inductivedeductive approach and concept mapping
2. Importance of practical work in teaching of Life Sciences, setting up a Life Sciences laboratory – structure, furniture and other equipments.
3. Lab Safety Measures
UNIT III
1. Audio Visual Aids:
(a) Concept, classification and relevance for teaching of Life sciences
(b)Importance and effective use of the following teaching aids:
Black board
Charts
Models
Slide projector
Television
Computer
Multi-media Projector
2. Co-curricular activities in life Sciences: their place and organization
Field trips
Science fairs and exhibitions
Botanical garden
Museum
Aquarium and vivarium
Biological club
3. Life Sciences teacher: Qualifications, qualities, problems and professional growth.
UNIT IV
1. Evaluation: Meaning and difference between examination and evaluation.
2. Purpose and uses of evaluation, different tools of evaluation for theory and practical work.
3. Characteristics of a good tool of evaluation.
UNIT V
1. Lesson Planning: Meaning, need and importance. Steps involved in lesson planning, Micro teaching skills with special reference to
a. Introducing the lesson
b. Questioning
c. Stimulus- variation
d. Skill of explaining.
e. Skill of Black board writing.

Internal Assessment  
House Examination- I & II (5+5) = 10 Marks
Practical Work 10 Marks

Students will perform any three experiments
1. Study of cell– structure
2. Test the presence of proteins, carbohydrates and fats in given food.
3. Study cell division-mitosis and meiosis.
4. Preparation of temporary mounts of onion peel, cheek cells.
5. Demonstrate that light is necessary for photosynthesis.
6. Improvisation of any three Teaching Aids.
Books Recommended
1. Bhandula , N. Chadha, Sharma, P. C. (1989) : Teaching of Science. Parkash Brothers, Ludhiana.
2. David, F. Millar and Glenn, W. Blaypes. : Methods and Materials for Teaching the Biological Sciences.
3. Gupta V.K. (1994): Life Science Education Today. Arun Publishing House, Chandigarh.
4. Kohli, V.K. (2006): How to Teach Science. Vivek Publishers, Ambala.
5. Rai, B.C.: Method: Teaching of Science
6. Sharma and Walia, G.S. :Teaching of Life Science.
7. Sharma.R.C. (1998): Modern Science Teaching. Dhanpat Rai Publishers , New Delhi.
8. Sood, J.K. (1987) : Teaching of Life Science. A Book of methods. Kohli Publishers, Chandigarh.
9. Venkataish, S. (2002): Science Education in 21st century. Anmol Publications, New Delhi.
10. Yadav, K. : Teaching of life science. Anmol Publications. New Delhi.

Methodology of Teaching of Home Science
Paper V & VI
Option vi (d)
Time : 3 Hrs. Max. Marks 100
Theory Exams: 80 Marks
Internal Assessment: 20 Marks
Instructions for Paper Setter/ Candidate
1. The question paper will consist of five units: I, II, III, IV and V.
2. The paper setter will set three questions from each Units I, II, III and IV. (From the syllabus of the respective Units). Each question will carry 8 marks.
3. The candidate will be asked to attempt any two questions from each unit.
4. Units V will consist of lesson planning. One question on lesson plan will be framed and will carry 8 marks. Four short answer questions carrying 2 marks each will also be framed. All the questions will be compulsory.
Objectives:
1. To enable the pupils to know how to teach Art to different age level of students.
2. To impart elementary knowledge of various components of Arts.
3. To equip the pupils with the methodology of teaching contents, principles, techniques of teaching Art & to apply them in actual position.
4. To acquaint the pupils with the latest & relevant various techniques of evaluating the students. Course contents
Unit I
1. Meaning and scope of Home science.
2. Importance of home science teaching and its place in school curriculum.
3. Aims of teaching Home science.
Unit II
1. General Principles of teaching Home science.
2. Maxims of teaching as applied to the teaching of Home science.
3. Co-relation of Home science with other school subjects.
Unit III
1. Different methods for teaching Home science such as demonstration method, lecture method and project work.
2. Use of teaching aids in Home science.
3. Importance and criteria of selection of Home science text book.
Unit IV
1. Organization of Home science laboratory, planning and selection of equipment.
2. Curriculum construction- Principle and critical analysis of existing school curriculum of Home science.
3. Evaluation- Meaning, importance and tools.
4. Qualities and competencies of a good Home science teacher.

Unit V
1. Lesson planning- Need, importance, principles and steps in lesson planning. Essentials of a good lesson plan.
2. Micro teaching skills relevant in home science:
a. Skill of writing instructional objectives.
b. Skill of introducing the lesson.
c. Skill of explanation.
d. Skill of questioning.
e. Skill of black board writing.
Internal Assessment : 20 Marks
House Examination- I & II : (5 + 5) = 10 Marks
Practical Work : 10 Marks
Practical work/Activities
1. Organizing co-curricular activities related to Home science in school.
2. Preparation of low cost and improvised teaching aids. Preparation of one fresh and one dry flower arrangements
Books recommended:
1. Atkinson: teaching of Home Science
2. Chanderkant: teaching of Home Science
3. Chander,Shah and Joshi: Fundamantals of teaching Home Sciences

                       PAPER VI & VII- METHODOLOGY OF TEACHING OF PHYSICAL EDUCATION Option vii
 
Time: 3 Hours Max. Marks 100 Marks
  External Examination 80 Marks
  Internal Examination 20 Marks

Instructions for Paper Setter/ Candidate
1. The question paper will consist of five units: I, II, III, IV and V.
2. The paper setter will set three questions from each Units I, II, III and IV. (From the syllabus of the respective Units). Each question will carry 8 marks.
3. The candidate will be asked to attempt any two questions from each unit.
4. Units V will consist of lesson planning. One question on lesson plan will be framed and will carry 8 marks. Four short answer questions carrying 2 marks each will also be framed. All the questions will be compulsory.
Objectives
To enable student teachers to :
Develop an understanding of aims, objectives and importance of teaching of Physical Education in schools.
Promote Physical Education through various means and methods of teaching.
Know the importance and values of teaching Physical Education and the relationship of Physical Education with other subjects.
Understand the importance of Physical Education room, equipment and text book.
Make the teaching of Physical Education more interesting and innovative.
Bring the overall awareness of values and to inculcate among students the desired habits and attitude towards Physical Education.
Develop an awareness regarding the importance of Physical Fitness and organic efficiency in individual and social life.
Develop awareness regarding first aid.
Course Content
UNIT I
1. Physical Education: Meaning, aims and objectives of teaching physical education in school curriculum.
2. Relationship of Physical Education with general education, psychology and health education.
3. Need and importance of evaluation in physical education.
UNIT II
1. Teaching methods: Intensive study of lecture method, command method, discussion method, demonstration method, part method, whole method and whole part whole method, Project method.
2. Audio-visual Aids: Charts, models, black-board, T.V., Newspaper clippings, magazines, computers, LCD and OHP.
3. Physical Fitness: Components of physical fitness.

UNIT III
1. Qualifications, qualities and responsibilities of Physical Education teacher.
2. Need, importance and qualities of a good physical education text book.
3. Need and importance of Physical Education room and equipments.
UNIT IV
1. First Aid – Meaning, need and principles.
2. Motivation: Meaning, importance and types.
3. Warming up and cooling down.
4. Role of Physical Education in developing National Integration and International understanding.
UNIT V
1. Lesson Planning (a) Meaning, need and importance (b) Construction of lesson Plan (General and Specific).
2. Micro Teaching
a) Concept and procedure
b) Teaching Micro-Skills with special reference to:
Skill of introducing the lesson
Skill of instructional objectives
Skill of Questioning
Skill of Explanation with illustration
Skill of stimulus – variation
 
Internal Assessment 20 Marks
House Examination- I & II (5 + 5) = 10 Marks
Practical Work 10 Marks

Suggested Practical Work (Any two)
1. Organizing sports activity in a school.
2. To help in conduct and organization of annual sports meet of the college.
3. Demonstration of any five skills of different games or teaching skills.
4. To motivate students to participate in sports activities by using different methods.
Books Recommended
1. Singh, Ajmer and Others (2004): Essentials of Physical Education. Kalyani Publishers, Ludhiana.
2. Charles, A. Bucher (1979): Foundations of Physical Education. 8th ed. The C.V. Mosby Company, St. Louis .
3. Fox, Edward L. (1984): Sports Physiology . CBS College Publications,
4. Singh , Hardyal Science of Sports Training. DVS Publications, New Delhi.
5. Haskell, W. (1982): Nutrition and Athletic Performance. Bull Publishing, Halt.
6. Kamlesh, M. L. (1983): Psychology in Physical Education and Sports. Metropolitan Book Company ,New Delhi.
7. Kamlesh, M. L. (1988): Physical Education Facts and Foundations. P.B. Publications Pvt. Ltd, Faridabad.
8. Kaur, Manjit and Sharma, R. C: An Introduction to Health and Physical Education. Tandon Publishers, Ludhiana.
9. Singh, Ajmer and Others (2003): Essentials of Physical Education. Kalyani Publishers, Ludhiana.
10. Thomas, J.P. : Organizations of Physical Education. Gnanodaya Press, Madras.
11. Trinarayan and Hariharan. (1986): Method in Physical Education . South India Press, Karaikudi
12. Voltmeter, F.V. and Esslinger, A. E. (1964): The Organisation and Administration of Physical Education . Third Edition. The Times of India Press, Bombay.
13. Willmore, J.H. Costall : Physiology of Sports and Exercises. Human Kinetics Language Book Society, Champaign. IL.

                                  PAPER VI & VII- METHODOLOGY OF TEACHING OF MUSIC Option viii
 
Time : 3 Hrs Max. Marks 100
  Theory Exams 80 Marks
  Internal Assessment 20 Marks

Instructions for Paper Setter / Candidate
1. The question paper will consist of five units: I, II, III, IV and V.
2. The paper setter will set three questions from each Units I, II, III and IV. (From the syllabus of the respective Units). Each question will carry 8 marks.
3. The candidate will be asked to attempt any two questions from each unit.
4. Units V will consist of lesson planning. One question on lesson plan will be framed and will carry 8 marks. Four short answer questions carrying 2 marks each will also be framed. All the questions will be compulsory.
Objectives:
1. To enable the pupil-teachers to understand the importance, aims and objectives of teaching of Indian Music.
2. To develop interest among pupil-teachers for Music.
3. To provide the knowledge of different methods and techniques of teaching of music.
4. To acquaint the pupil-teachers with latest teaching skills.
5. To enable pupil-teachers to organize competitions and other practical activities.
6. To equip them with various types of ragas and different tals.
UNIT I
1. Aims and objectives of Teaching of Music.
2. Knowledge of Swaras, division of Swaras in measures of Shruti.
3. Suggestions for the popularization of Indian Classical Music.
UNIT II
1. Methods of teaching Music.
2. Folk Music and its Role and Significance in Education
3. Voice-Culture and its importance
UNIT III
1. Qualities and effective education of music teacher.
2. Evaluation in Music.
3. Audio-Visual Aids for Teaching of Music.
UNIT IV
1. Knowledge of different parts of instruments Tanpura/Sitar/Tabla.
2. Notation system of pt. V.N.Bhatkhande and pt. V.D. Pulskar.
3. Music and other Fine Arts
4. Knowledge of following Talas-Ekgun and Dugun of Dadra, Rupak, Keharva, Jhaptal, Ektal, Chartala and Teental.
5. Non Detail Ragas (only Description) of following Ragas MALKAUNS, BHAIRAV BHAIRAVI, YAMAN and BHUPALI.
UNIT V
1. Lesson Planning (a) Meaning, need and importance (b) Construction of lesson Plan (General and Specific).
2. Micro Teaching
a) Concept and procedure
b) Teaching Micro-Skills with special reference to:
Skill of introducing the lesson
Skill of instructional objectives
Skill of Questioning
Skill of Explanation with illustration
Skill of stimulus – variation
Internal Assessment 20 Marks
Home Examination- I & II (5 + 5) = 10 Marks
To prepare students to act as accompanist 5 Marks
Practical Work 5 Marks

Suggested Practical Work
Raag and Tal of Unit IV
Books Recommended
1. Awasthi, S.S. (1964): A Critique of Hindustan Music and Music Education. Jallandhar.
2. Bhatkhande, V. M. (1987): KRAMIK Pustak Mahika Laxmi Narayan Garg, Hathras.
3. Bhatnagar, S. (1988): Teaching of Music. Monika Prakashan, Shimla.
4. Kalekar, Saryu (1968): Sangeet Shikshan Parichaya .
5. Khanna, Jyoti (1992): Teaching of Music.
6. Madan Panna Lal. Teaching of Music. Jalandhar.
7. Shah, Shobhna (1986): Sangeet Shikshan Pranali. Pb. Kitab Ghar Vinod Pustak Mandir , Agra
8. Vasant (1986): Sangeet Visharad. Sangeet Karylaya, Hathras .

                                 PAPER VI & VII- METHODOLOGY OF TEACHING OF ART Option ix
Time: 3 Hours Max. Marks 100 Marks
  External Examination 80 Marks
  Internal Examination 20 Marks

Instructions for Paper Setter / Candidate
1. The question paper will consist of five units: I, II, III, IV and V.
2. The paper setter will set three questions from each Units I, II, III and IV. (From the syllabus of the respective Units). Each question will carry 8 marks.
3. The candidate will be asked to attempt any two questions from each unit.
4. Units V will consist of lesson planning. One question on lesson plan will be framed and will carry 8 marks. Four short answer questions carrying 2 marks each will also be framed. All the questions will be compulsory.
Objectives
To enable student teachers
To know how to teach exceptional children and to be acquainted with the latest and various techniques of evaluating students.
To develop the skill of using various teaching methods for teaching of Art.
To develop a sense of beauty.
To be acquainted with different techniques of painting.
To develop imagination and sense of appreciation of Art and interest in teaching of art.
To learn and understand the principles, concept, elements of art and to apply them in actual teaching and daily life.
Course Content
UNIT I
1. What is Art: Indian and Western Concept of Art (origin and Development of Art)
2. Importance of art in Life and Education .
3. Principles of Art : Balance, Rhythm, Harmony, Unity, Dominance, Proportion.
UNIT II
1. Aims and objectives of Teaching Art.
2. Relationship of art and society.
3. Significance of Fine Arts and its correlation with other school subjects.
UNIT III
1. Qualities and functions of an Art-teacher.
2. Field trips and excursions.
3. Importance of Art exhibitions and competitions in encouraging creative expression amongst children.
UNIT IV
1. Stages of development in child art:
a) Scribbling stage
b) Pre Schematic stage
c) Schematic stage
d) Gang age
e) Adolescent Age
2. Methods of Teaching Art:
(i) Demonstration method.
(ii) Direct Observation method.
(iii) Method of Free expression.
3. Contribution of Artists: Raja Ravi Verma, Amrita Shergill, Shobha Singh, S.G. Thakur Singh.
UNIT V
1. Lesson planning to teach
(i) Still Life. (ii) Design. (iii) Landscape. (iv) Composition. (v) Poster.
2. Micro teaching skills:
(i) Stimulus Variation (ii) Use of Blackboard (iii) Demonstration (iv) Illustrating with examples (v) Explanation
 
Internal Assessment 20 Marks
House Examination- I & II (5 + 5) = 10 Marks
Practical Work 10 Marks

Practical work will be done by students during the whole session:
1. Nature study- 1 full sheet 2. Composition -1 full sheet
3. Still life- Half Sheet 4.Poster- 1 full sheet
5. Head and Beaks-1 full sheet 6. Leaves-1 full sheet
7. Designs for Rangoli-1 full sheet
Books Recommended
1. Alice, Exbobar (1967): New Art Lessons for Single Class. Parks Publishing
Company, West Nyack, New York.
2. Archer, W.G. (1956): Indian Painting. B.T. Batsford Ltd., London.
3. Brown, Percy (1953): Indian Painting. Calcutta.
4. Chawla, S.S. (1986): Teaching of Art. Publication Bureau, Panjabi University, Patiala.
5. Dapline, Plasbow (1968): Art with Children. Waston Uphill Publications , New York.
6. Hans, Meyers Techniques in Art. London.
7. Harriet, Goldstein (1964): Art in Everyday Life. Oxford and IBH Publishing Company, Calcutta.
8. Jaswani, K.K. : Teaching and Appreciation of Art in Schools.
9. Lowenfeld Viktor: Creative and Mental Growth.
10. Margaret, Marie Deneck (1976): Indian Art. The Himalaya Publication, London.
11. Minhas, N.S. (1974): Art and Education . N.B.S., Educational Publishers, Chandigarh.

                       PAPER VI & VII- METHODOLOGY OF TEACHING OF AGRICULTURE Option x
Time: 3 Hours Max. Marks 100 Marks
  External Examination 80 Marks
  Internal Examination 20 Marks

Instructions for Paper Setter/ Candidate
1. The question paper will consist of five units: I, II, III, IV and V.
2. The paper setter will set three questions from each Units I, II, III and IV. (From the syllabus of the respective Units). Each question will carry 8 marks.
3. The candidate will be asked to attempt any two questions from each unit.
4. Units V will consist of lesson planning. One question on lesson plan will be framed and will carry 8 marks. Four short answer questions carrying 2 marks each will also be framed. All the questions will be compulsory.
Objectives
To enable the student teachers to:
Be familiar with agricultural practices.
Be familiar with all relevant concepts of agriculture.
Be familiar with all methods of teaching of Agriculture.
Know various opportunities for professional growth of Agriculture Teacher.
Develop the skill of dignity of labour.
Be familiar with methods of maintaining college campus.
Utilize opportunities for leisure time usefully and fruitfully.
Course Content
UNIT I
1. Meaning and scope of Agriculture.
2. Aims of teaching agriculture and its place in the school curriculum.
3. Correlation of agriculture with economics, geography and biology.
UNIT II
1. Principles of Curriculum construction in Agriculture.
2. Kitchen gardening as a part of curriculum.
3. Agriculture teacher and his professional growth.
UNIT III
1. Methods of teaching agriculture: demonstration, discussion, problemsolving, project and observation.
2. Importance of Practical work in Agriculture: organization of agriculture club, agriculture fair and agro exhibitions.
3. Minimum equipment for agriculture, required for a school.
UNIT IV
1. A text book in agriculture, its need, importance and qualities, reference books and agriculture journals.
2. Evaluation: its concept, importance , characteristics of good tool of evaluation.
UNIT V
1. Lesson Planning in Agriculture: Importance, Herbartian approach to lesson planning. Micro teaching skills with special reference to :
(i) Skill of Introducing the lesson
(ii) Skill of Explanation
(iii) Skill of questioning
(iv) Skill of stimulus variation
(v) Skill of blackboard writing
Internal Assessment 20 Marks
Home Examination- I & II (5 + 5) = 10 Marks
Practical Work 10 Marks

Practical work
1. Preparation of a lawn
2. Growing of important crops like brinjal, onion, cabbage, cauliflower and spinach.
Books Recommended
1. Chotani, R. N. Agriculture and Gardening
2. ICAR. Handbook of Agriculture. Govt. Of India, New Delhi.
3. Khairwal, S. : Agriculture and Gardening.
4. PAU. Handbook of Agriculture, Ludhiana.
5. Punjab Agri Univ. Handbook of Agriculture, Gardening, Vegetable, Growing.
6. Sharma, R. C. : Modern Science Teaching. Dhanpat Rai and Sons, New Delhi.
7. Singh, Dayabir : Agriculture and Gardening.
Part III
Work Experience Programme Component -A Art (Compulsory)
 
Time : 3 hrs Max. Marks 50
  External 30
  Internal 20

Unit-I
1. Drawing and sketching (25 sheets):
(a) Square, Rectangle, Triangle, Cube, Book, Slate, Brick, Pot, Bottle, Bucket, Tub.
(b) Common Trees, Fruits and Vegetables.
(c) Birds and Animals: Cock, Parrot, Peacock, Duck, Deer, Elephant.
2. Motto writing (5 sheets).
3. Action drawing (5 sheets): Stick Figures: Standing, Playing a game, Dancing, Sitting etc.
4. 4 Teaching Aids (2 Charts, 2 Folders/Flash Cards) and their write-ups.
Unit-II
Activities: (Sessional work File should include):
1. Simple expressional sketching in pen, pencil, pastel, poster of watercolors in flat or graded tone from life or copy from pictures to prepare charts as teaching aids (10 sketches).
2. Cutting, Pasting and Display of 2 pictures on display board.
3. Block lettering in ink or color on paper in English/Gurmukhi/Devnagari.
4. Writing in Gurmukhi, Devnagari or Roman script and sketching on chalkboard.(5 Sheets)
Note:
1. Blind students in lieu of the above mentioned activities shall opt for any one of the following as per facilities with the college:
(a) Clay Modeling (b) Canning (c) Spinning and Weaving (d) Computer Weightage to various aspects will be given as under:
Division of Marks 30 + 20
On the spot preparation (external) 30 Marks
a) Performance on the spot on the sheet 10 Marks
b) Black Board Writing and Sketching 10 Marks
c) Sessional Work file 10 Marks

 
Internal Assessment 20 Marks
House Examination- I & II (5 + 5) = 10 Marks
Teaching aids/ charts/ flash cards etc 10 Marks

Books Recommended
1. A.K. Dhawan: Dhawan’s Art book. B-IX 1076 Dhawan Building, Ludhiana.
2. Black Board Writing and Work Experience. Prakashan Kendra, New Buildings, Aminabad, Lucknow.
3. Dr. Kapuria: Stick and Sketch. Khanna Printers, Phagwara Gate, Jalandhar.
4. Thames and Hudson: How to Paint and Draw. 30 Bloomsbury Street, London.
5. Work Experience and Black Board Writing. Neeraj Publications, Rohtak

                                    Component -B COMPUTER EDUCATION (Compulsory)
 
Time : 3 Hrs. Max Marks 50
  External 30 Marks
  Internal 20 Marks

Unit-I
1. Computer System: Introduction to Computer, need and its importance, historical development, types of computers, Educational implications of computer, limitations of computer.
2. Computer Hardware: CPU, Input devices –keyboard, mouse, joystick, scanner, light pen and track ball. Output devices-monitor, printers and plotters. Memory: primary and secondary, RAM and ROM; Storage devices: floppy disk, hard disk, CD-ROM and DVD, Units of memory.
3. Computer Software: Software and its types: System, Application and Utility software. Language and its types: High level, Low level and Assembly languages, role of language translators-Assembler,Compiler,Interpreter
Unit-II
1. MS-Word-Parts of window of MS-word (Title bar, menu bar, status bar and ruler bar),creation of new documents, opening document, inserting a document into another document, page setup, font properties,alignments,editing text, saving a document, spell checker, printing a document. Creating a table, entering and editing text in table and changing format of a table, mail merge.
2. MS-PowerPoint-Introduction to MS-PowerPoint Views. Creation of slides, slide show, slide transitions and animation. Formatting and enhancing text. Creating a graph.
 
External Assessment 30 Marks
Practical Work/ Activities  
File 10 Marks
One power point presentation 10 Marks
Viva-Voce 10 Marks
Internal Assessment 20 Marks
House Examination I & II 10 Marks
Practical Work 10 Marks

Practical Work
MS-Windows: (Introduction, Parts, Start Menu, Taskbar settings, Application and document window, anatomy of window, windows explorer, desktop, icons, screen saver and settings).
Books Recommended
1. Sharma, L. (2006): Computer Education. Wintech Publications, Ferozepur Cantt.
2. Sinha, P.K. (1992): Computer Fundamentals. BPB, New Delhi.
3. Subramanian, N. (1988): Introduction to Computers (Fundamentals of Computer Science). Tata McGraw Hill, New Delhi.
                                          Component -C Physical Education (Compulsory)
 
Time : 3 hrs Max. Marks 50
  External 30
  Internal 20

UNIT I
I) a)Meaning and its aims and its objectives
b) Scope and importance of physical education.
II) Effects of exercise on Respiratory System, Circulatory system, Muscular System
III)Yoga Asana: Types of Yoga Asana
a) Meditative:padma,Sidha,Vajra
b) Relaxive:Shava and Makar
c)Cultural:Bhujang,Ushtra,Ardhmatryendra
Baka,Shalbha,Pashimottar,Chakra,Dhanush,Vajra,Hal,maker,Matsya,Mayur, Sarvang
UNIT II
I)Skills in games:(Any One) Hockey, Football, Basketball, kabaddi, Cricket, Badminton, Kho-Kho,Vollyball, Gymnastic, table Tennis
II) Fundamental Skills in Athletics
a) Races-100m,200m,400m,800m
b) Jumps-Long Jump, High Jump
c)Throws-Shot Put, Discuss Throw,Javeline Throw
III) Warming Up:
-Types and importance
Internal Assessment 20 Marks
House Examination I & II 10 Marks
File Work/Performance in Practical Work 10 Marks

Books Recommended
1. M.L.Kamlesh and Sangral:Methods and Principals of Physical education
2. S.K.Mangal:Health and Physical Education
 

Component -D (Part A)
VALUE ORIENTATION AND PERSONALITY DEVELOPMENT THROUGH COMMUNITY SERVICE and COCURRICULAR ACTIVITIES (Compulsory)
Time: 3 Hrs M.M. 30
  Internal 30 Marks

Community Activities (Any Two)
a) Cleanliness and beautification of Campus.
b) Participation in NSS activities.
c) Working in social service centers like old people home, hospitals, institution for blind, orphan houses, savera or any other social service centre.
d) Services to the unprivileged communities of the society.
e) Helping the needy- Donating blood/ eye donation awareness camps/ literacy camps/ HIV awareness camps.
f) Growing of ornamental plant
Note: Community work should be continuous community service with 1 hour per week at different community service centers or one day in the month. Proper record will be maintained for inspection at any time.
Co-curricular and cultural activities
a) Organizing college functions.
b) Participation in co-curricular activities and cultural activities.
c) Organizing and participation in Morning Assembly.
d) Celebration of all important days.
e) Organizing and participating in educational trips/ tours.
Note:
Every student teacher must participate in any three co-curricular activities during the session. Component in  charge will maintain proper record.
Evaluation:
1. The student teachers will maintain the record of activities performed by him/her during community service.
2. The tutor in charge will award the marks to their wards on the basis of their attendance and performance in the above activities during the whole session.
Book Recommended :
Govt of India.HRD Ministry:National Service Scheme Manual,1997
 

Component -D (Part B)  (Any One)
GARDENING Option (i)
Time: 3 Hrs Max. Marks 20
  Internal Examination 20 Marks

Objectives
To enable student teachers to:
Be familiar with gardening practices.
Be familiar with all relevant concepts and content of gardening.
Develop the skill of dignity of labour.
Be familiar with methods of maintaining school campus.
Know the techniques of kitchen gardening and vegetables grown in Punjab.
Utilize their leisure time usefully and fruitfully.
Course Content
Unit-I
1. Plant Life: Parts of a typical flowering plant. Parts of a flower seed and its germination.
Unit-II
1. Soil: Types, soil fertility Tools and implements for soil preparation. Manures and fertilizers: Types, sources and importance.
Unit –III
1. Weedicides, Herbicides, Insecticides and Pesticides-Elementary knowledge of proper and safe use of these for ornamental, flowering plants and kitchen garden.
Unit-IV
1. Irrigation: Importance and methods of irrigation.
2. Campus maintenance: Preparation of lawn, selection of summer and winter seasonal plants (shrubs, climbers, Hedges).
Unit-V
1. Kitchen gardening: Selection of site and preparation, Summer and Winter vegetables like brinjal, onion, cabbage, cauliflower, lady finger, tomato and potato.
Evaluation will be based on : 20 Marks
House Examination- I & II : (5 + 5) = 10 Marks
Practical Work /File Work : 10 Marks

Practical Work
1. Identification of seeds, weeds, flowers and plants.
2. Filling and preparing pots for sowing seeds and plants.
3. Practical Note Book.
4. Preparation of lawns.
Books Recommended
1. Chotani, R.N.: A Text Book of Agriculture. Mohindra Capital Publications, Chandigarh.
2. Singh, P.: Text Book of Agriculture and Gardening. Tandon Publications, Ludhiana.

                                                       INTERIOR DECORATION Option (ii)
Max. Marks : 20 Marks
Internal Examination : 20 Marks
Course Content
Unit-I
1. Making flowers of paper and cloth.
Unit-II
1. Wall hanging for decoration: glass painting, cross stitch, etc.
Unit-III
1. Papier-mâché’ work.
2. Collage-different types of materials to be used.
Unit-IV
1. Fabric painting.
2. Pot Painting.
Unit-V
1. Tile painting.
Evaluation will be based on 20 Marks
House Examination- I & II (5 + 5) = 10 Marks
Practical Work /File Work 10 Marks

Note: Each student will prepare an album of colorful cuttings from art magazines showing different room settings and choice of different colours and accessories. The settings may be of drawing rooms, bedrooms, study rooms, kitchen, bath rooms, lavatory and flower arrangement.
The album will be evaluated in the final examination .

                                                                       Option COOKING (iii)
Max. Marks : 20 Marks
Internal Examination : 20 Marks
Course Content
Unit-I
1. Knowledge of various methods of cooking.
Unit-II
1. Preparation of salad (Any four).
Unit-III
1. Preparation of snacks for special occasions (Any four).
Unit-IV
1. Preparation of jams and pickles (Any five).
Unit-V
1. Table setting
a. Indian style
b. Western style
c. Buffet style
Evaluation will be based on 20 Marks
House Examination- I & II (5 + 5) = 10 Marks
Practical Work /File Work 10 Marks

                                                                     Option NEEDLE WORK (iv)
Max. Marks : 20 Marks
Internal Examination : 20 Marks

Course Content
Unit-I
Simple Stitches- 5 samples
Unit-II
Seams -1 sample each of following
1. Simple Seam
2. French Seam
3. Counter Seam
4. Gathers
Unit-III
Fasteners in common use
1. Hook and Eye
2. Press Button
3. Simple Button & Button hole
Unit-IV
1. Handkerchiefs 5 (Fancy embroidery stitches)
Unit-V
Knowledge of common embroidery stitches in making any one of the following:
1. Table cloth
2. Baby sheets
3. Cushion covers
4. Pillow covers
Internal Assessment 20 Marks
House Examination- I & II (5 + 5) = 10 Marks
Practical Work 10 Marks

Books Recommended
1. Doongajee , S: Principles of Clothing Construction.
2. Mistry N.C.: Embroidery Designs.
3. Professional Sewing Tips. Meredith Press, New York.
                                       Option DOMESTIC USE OF ELECTRICAL GADGETS (v)
Max. Marks : 20 Marks
Internal Examination : 20 Marks

Course Content
Unit-I
1. Workshop discipline, safety precaution, treatment of electric shock.
2. Electricity, current carrier, flow of current, alternating and direct current, conductors and insulators.
3. Voltage, current, voltage resistance in series and parallel.
4. Phase, Neutral Earth Wires, Short circuits, fuses, blowing of fuses, replacement of fuses, main fuse box.
5. Voltmeter and Ammeter, energy meter and its installation. Reading of an energy meter, checking the energy meter, paying for electricity.
6. Installation of switch, sockets, brackets, buttons and blocks conduits, cables and wires, domestic fitting.
Unit-II
1. Test lamp, phase tester and continuity tester, use of multimeter.
2. Electric bell circuit.
3. Electric lamps, incandescent lamps, day and night lamps, decoration lamps, fluorescent tube and its circuit.
4. Heat producing appliances, stove, room-heater, toaster, cooking range, immersion heater, geyser, hair drier, iron and kettle.
5. Fan, regulator, washing machine, drying machine, air cooler, electric drill.
6. Transformer, rectification, filtration, battery eliminator, voltage stabilizer.
7. Handling of radio, tape recorder, record player, stereo amplifier and television.
Evaluation will be based on 20 Marks
House Examination- I & II (5 + 5) = 10 Marks
Practical Work /File Work 10 Marks

                                                                     Option CLAY MODELING (vi)
Max. Marks : 20 Marks
Internal Examination : 20 Marks

Course Content
Unit-I
1. Dancing figure
2. Mother and child
Unit-II
1. Man in resting pose
2. Animal in action
Unit-III
1. Any figure in action
2. Fountain
Unit-IV
1. Made for each other
2. Caricature (cartoon)
Unit-V
1. Political leader
2. Any face (man, woman, child)
 
Evaluation will be based on 20 Marks
House Examination- I & II (5 + 5) = 10 Marks
Practical Work /File Work 10 Marks

                                                                 Option PHOTOGRAPHY (vii)
Max. Marks : 20 Marks
Internal Examination : 20 Marks
Course Content
Creative Photography on the following topics (five photographs on each topic at least).
Unit-I
1. Outdoor photography in natural light scene
2. Sports (action photography)
3. Nature study (flowers, birds, trees, sunrise, sunset, etc)
4. Portrait and Group Photographs
Unit-II
1. Mounting photographs and displaying using creativity
2. Organizing photo exhibition
3. News coverage
4. News bulletins and wall magazines.
Unit -III
1. Collage work and vision mixing.
2. Digitalized photographic techniques.
 
Evaluation will be based on 20 Marks
House Examination- I & II (5 + 5) = 10 Marks
Practical Work /File Work 10 Marks

Books Recommended
1. Barbara and John (1980): Upto Photography. Uttle Brown and Co.
2. Michael Langford(1988): Advanced Photography. Focal Press, London.

                                                                   Option MUSIC (viii)
Max. Marks : 20 Marks
Internal Examination : 20 Marks
Objectives
To enable student teachers to:
Be familiar with basics of music.
Be familiar with swar and rhythm.
Be familiar with common music instruments.
Practice various musical activities.
Become a good listener.
Course Content
Unit-I
1. Definition of swar.
2. To practice ten Alankars.
Unit-II
1. To practice Talas- Dadra, Keharva and Teental with description.
Unit-III
1. Define light music.
2. To practice one Shabad/ Bhajan or Geet/ Gazal.
Unit-IV
1. Definition of folk music
2. To practice one folk item of any state.
Unit-V
1. To play at least one musical instrument.
2 To perform as a member of orchestra group.
 
Evaluation will be based on 20 Marks
House Examination- I & II (5 + 5) = 10 Marks
Practical Work /File Work 10 Marks

                                                            Option DRAWING AND PAINTING (ix)
Max. Marks : 20 Marks
Internal Examination : 20 Marks

Course Content
Unit-I
Ten sheets depicting types of colours, colour schemes and principles of Art.
Unit-II
Two landscape paintings in any medium.
Unit-III
Four design – Geometrical/floral
Unit-IV
Four greeting cards
Unit-V
Four collage on latest themes
 
Evaluation will be based on 20 Marks
House Examination- I & II (5 + 5) = 10 Marks
Practical Work /File Work 10 Marks

Books Recommended
1. A.K. Dhawan: Dhawan’s Art book. B-IX 1076 Dhawan Building, Ludhiana.
2. Black Board Writing and Work Experience. Prakashan Kendra, New Buildings, Aminabad, Lucknow.
3. Dr. Kapuria. Stick and Sketch. Khanna Printers.Phagwara Gate, Jalandhar.
4. Thames and Hudson: How to paint and draw. 30 Bloomsbury Street, London.
5. Work Experience and Black Board Writing. Neeraj Publications, Rohtak.

                                                                    Option COMMERCIAL ART (x)
Max. Marks : 20 Marks
Internal Examination : 20 Marks

Course Content
Unit-I
Art of lettering English/Hindi/Gurmukhi.
Unit-II
Making a layouts of the following
a) Advertisements (for any five different products).
b) Designing of the Flex (Two).
Unit-III
Press layout.
Unit-IV
Book Jacket.
Unit-V
Poster and Hoarding layouts.
Evaluation will be based on 20 Marks
House Examination- I & II (5 + 5) = 10 Marks
Practical Work /File Work 10 Marks

                                                       Option CREATING OUT OF WASTE MATERIALS (xi)
Max. Marks : 20 Marks
Internal Examination : 20 Marks
Objectives
To enable student teachers to:
Develop creativity.
Make best use of waste materials/ things.
Make use of their leisure time constructively.
Develop the skill of dignity of labour.
Course Content
Unit-I
Making one article from waste paper and cardboard.
Unit-II
Making one article from waste house hold articles.
Unit-III
Making one article from waste cloths.
Unit-IV
Making one article from waste tiles, glass, bangles, etc.
Unit-V
Making eco friendly products from any waste.
Evaluation will be based on 20 Marks
House Examination- I & II (5 + 5) = 10 Marks
Practical Work /File Work 10 Marks

                                                                           Option TIE AND DYE (xii)
Max. Marks : 20 Marks
Internal Examination : 20 Marks
Course Content
Unit-I
Knowledge of various Dyes
Unit-II
Knowledge of Tie and Dye and its various techniques
a) Preparation of fabric
b) Tying the fabric (Any two of the following)
(i) Tying the fabric with grains
(ii) By folding the fabric
(iii) By tacking
(iv) Rouching
(v) Knotting or making a ball of fabric
c) Dying the fabric
d) Opening the threads
Unit-III
Preparation of 2 samples each on every design.
Unit-IV
Preparation of any two of the following by tie and dye
a. Table Cloth
b. Dupatta
c. Bed Sheet
Unit-V
Preparation of wall hanging/cushion cover.
Evaluation will be based on 20 Marks
House Examination- I & II (5 + 5) = 10 Marks
Practical Work /File Work 10 Marks

   
 
 


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