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DETAILED SYLLABUS OF THE TWO YEAR B. ED PROGRAMME

DIBRUGARH UNIVERSITY
COURSE NO. BED 20100
COURSE TITLE : CONTEMPORARY INDIA AND EDUCATION
MARKS: 80 (END-SEMESTER) + 20 (IN-SEMESTER)

Objectives:

01. To help student- teachers to understand the pluralistic issues of contemporary Indian
society.
02. To understand and examine the issues and concern related universalization of Education
– Elementary and Secondary
03. To understand the importance of indicators , standards and strategies for enhancement of
quality in secondary schools
04. To understand the need and importance of education for peace and a role of a teacher in
emphasizing its relevance in modern society
05. To examine the issues and concern related to global and local environmental crisis and
explore the strategies for sensitizing the learners towards environmental conservation
06. To help to develop critical awareness of concepts of human rights, child rights and
environmental rights.

UNITS TOPICS CONTACT MARKS

HOURS
UNIT 1 Constitutional Provisions for education:
 The Indian Constitution (especially the Preamble, 10 15
Fundamental Rights and Duties of Citizens and the
Directive Principles of State Policies)
 ‗Constitutional values‘ related to the aims of
education.
 Constitutional Provisions specifically Article 45,
Article 29 & 30, Article 350 (A) 350 (B), Article 15,
17, 46, Article 28 (1, 2 & 3)

UNIT 2 Social Diversity, inequality and marginalised section 9 15

 Concept of social diversity, inequality and
marginalised section
 Diversity at the level of individual, regions,
languages, religions, castes, tribes, etc.
 Concepts of equity and equality of educational
opportunities
 Nature and forms of inequalities in Indian Society:
Dominant and Minor groups , Gender inequality in
schooling; differently abled children, economic
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inequality, Public Schools – private schools ;Rural

– Urban – tribal schools; alternative schooling
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  Debates & Discussions on the provisions of UEE & USE & inequalities and
diversities of Indian society, with a North–east perspective
 Project work on education for conservation of environment in local context –
 Conservation of environmental resources
 Methods of conservation of environmental resources
 Role of teacher in conservation of environment.

(b) SESSIONAL TEST 10 MARKS

SUGGESTED READINGS:

01. Anand, C.L. et.al. (1983). Teacher and Education in Emerging Indian Society, NCERT,
New Delhi.
02. Kochhar SK Pivotal Issues in Indian Education Sterling Publishers private Limited
03. Dhawan M.L. Issues in Indian Education ISHA books Delhi -110 033
04. NCERT (1993). Teacher and Education in Emerging Indian Society, New Delhi
05. Govt. of India (1986). National Policy on Education, Min. of HRD, New Delhi.
06. Govt. of India (1992). Programme of Action (NPE). Min of HRD.
07. Mohanty, J., (1986). School Education in Emerging Society, Sterling Publishers,
MacMillan, New Delhi.
08. NCERT (1986). School Education in India – Present Status and Future Needs, New
Delhi.
09. Ozial, A.O. „Hand Book of School Administration and Management‟, London,
Macmillan.
10. Salamatullah, (1979). Education in Social context, NCERT, New Delhi.
11. Ministry of Education. „Education Commission “Kothari Commission”. 1964-1966.
Education and National Development. Ministry of Education, Government of India
1966.
12. National Policy on Education. 1986. Ministry of HRD, Department of Education, New
Delhi.
13. Seventh All India School Education Survey, NCERT: New Delhi. 2002
14. UNDPA. Human Development Reports. New Delhi. Oxford: Oxford University Press.
15. UNESCO. (2004) Education for All: The Quality Imperative. EFA Global Monitoring
Report. Paris.
16. Varghese, N.V. (1995). School Effects on Achievement: A Study of Government and
Private
17. Aided Schools in Kerala. In Kuldip Kumar (Ed.) School effectiveness and learning
achievement at primary stage: International perspectives. NCERT. New Delhi.
18. UNESCO‘s report on Education for Sustainable Development.
19. Ministry of Law and Justice (2009) Right to Education. Govt of India
20. Govt of India (1992) Report of Core group on value orientation to education, Planning
Commission
21. Arvind Kumar (2003). Environmental challenges of the 21st century, APH Publishing
Corporation, New Delhi
22. Kaushik & Kaushik: Environmental Perspectives,

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  Assessment of Group Activities:
Collaborative/Cooperative learning and Social Skills
 Portfolio assessment: Its meaning, scope and uses,
planning, development and assessment
 Assessment by different individuals: Self, Peer, and
Teacher Assessment

UNIT 3 PLANNING, CONSTRUCTION, 12 18

IMPLEMENTATION AND REPORTING OF
ASSESSMENT
 Assessment of Cognitive learning:
a. Level of cognitive learning: Knowledge,
Understanding, Application
b. Thinking Skills: Convergent, Divergent,
Critical, Problem solving, Decision making
skills
 Assessment of Affective learning: interest, attitude
and values
 Assessment of Psychomotor learning: drawing skill,
manipulating skill
 Construction of a balanced Question paper: Design,
Blue print, Writing items on a item sheet, Selection
of items for the question paper, assembling the test
items in the form of a question paper, guidelines for
administration, Scoring key and Marking scheme,
Question-wise analysis/item analysis
 Reporting students performance: Content and
formats, progress reports, cumulative records,
profiles
 Reporting to different stakeholders: students,
parents, administrators and teacher for their self-
improvement

UNIT 4 ISSUES, CONCERNS AND TRENDS IN 6 12

ASSESSMENT AND EVALUATION
 Existing Practices: Unit tests, half-yearly and
annual examinations, Semester system, Board
examinations, Entrance tests, State and national
achievement Surveys
 Issues and problems: Marking Vs Grading, Non-
detention policy, Objective Vs Subjective, Impact of
entrance test and public examination
 Policy perspective on examinations and
evaluation: National Curriculum Framework-2005
 New trends in assessment and evaluation: Online
examination, computer-based examination
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 DETAILED SYLLABUS OF THE TWO YEAR B. ED PROGRAMME
DIBRUGARH UNIVERSITY
COURSE NO. BED 20303
COURSE TITLE : TEACHING OF MATHEMATICS –I
MARKS: 40 (END-SEMESTER) + 10 (IN-SEMESTER)

Objectives: On completion of the course, the students will be able to

01. describe the nature of mathematics and also arithmetic, algebra , geometry and statistics
02. define and describe mathematical concepts, generalization and different types of proofs
03. appreciate contributions of Indian mathematicians to the field of mathematics
04. state aims and objectives of teaching mathematics and also arithmetic, algebra,
geometry and statistics.
05. describe Bloom‘s Taxonomy of Educational objectives and its revision
06. evaluate existing Secondary School Curriculum in the light of NCF- 2005
07. discuss different methods and techniques of teaching mathematics
08. compare / contrast different methods and their merits and demerits
09. use different methods in teaching mathematical concepts, proofs, propositions etc.

UNITS CONTENTS CONTACT MARKS

HOURS
UNIT 1 NATURE OF MATHEMATICS : 7 10
 Nature of Mathematics, Arithmetic, Algebra,
Geometry and Statistics,
 Mathematical propositions and axioms,
mathematical symbolism.
MATHEMATICAL CONCEPTS,
GENERALIZATION AND PROOF.
 Concepts: Teaching concepts defining, giving
examples with a reason, giving counter examples,
comparing and contrasting, Use of concept
attainment and advance organizer models.
 Generalization: Teaching generalization by
Inductive – reasoning, use of analogy, analysis;
and its application i.e., arriving at generalized
statement.
 Proof: Different kinds of proof: Direct proof,
experimental proof, logical proof, Intuitive proof,
In-direct proof, Reduction AD Absurdum
Method, Proof of Exhaustion.

HISTORY OF MATHEMATICS :
 Contributions of Indian Mathematicians with
reference to :
- Bhaskaracharya
- Aryabhatta
- Ramanujan
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 Contribution of Arabs and Greeks to the

development of Mathematics
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 DETAILED SYLLABUS OF THE TWO YEAR B. ED PROGRAMME
DIBRUGARH UNIVERSITY
COURSE NO. BED 20401
COURSE TITLE : TEACHING OF GENERAL SCIENCE –I
MARKS: 40 (END-SEMESTER) + 10 (IN-SEMESTER)

Objectives of the Course: To enable the students:

01. Understanding of characteristics of Science.

02. Knowledge about aims and general objectives of teaching secondary school Science.
03. Ability to state specific objectives in behavioural terms with reference to concepts and
generalizations.
04. Develop a broad understanding of the principles and procedures used in modern Science
education.
05. Develop their essential skills for practicing modern Science education.
06. Ability to prepare models and improvised apparatus essential for Science teaching.
07. Ability to prepare lesson plans and unit plans essential for Science teaching.
08. Ability to develop competency to evaluate the learners‘ performance objectively.
09. Ability to manage introduction activity in such a way that the vast majority of the
learners attain most the objectives.

UNITS TOPICS CONTACT MARKS

HOURS
UNIT 1 NATURE AND SCOPE OF GENERAL SCIENCE 08 10
AND OBJECTIVES OF TEACHING IT.
 Characteristics of Science.
 Concept of Science as a process and product.
 Impact of Science on modern world.
 Concept of General Science.
 Need of Science in school curriculum
 Objectives of teaching Science at different school
levels- (a) Primary, (b) Secondary and (c) Higher
Secondary.

UNIT 2 CONSTRUCTION OF GENERAL SCIENCE 08 10

CURRICULUM.
 Concept of curriculum
 Principles of construction of General Science
curriculum.
 Principles of organization of General Science
curriculum.
 Modern trends in curriculum construction.
 Exploring and utilization of resources for curriculum
transaction.
 Adapting the curriculum to the local needs.
 Purposes of General Science curriculum
evaluation.
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 Process of General Science curriculum evaluation.

 National Curriculum Framework 2005 and Teaching
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 DETAILED SYLLABUS OF THE TWO YEAR B. ED PROGRAMME
DIBRUGARH UNIVERSITY
COURSE NO. BED 20501
COURSE TITLE : PHYSICAL & YOGA EDUCATION

Process Assessment = 30
Product Assessment = 20
Objectives of the Course: After going through this course the students will be able to

i. relate the significance of yoga education in one‘s life;

ii. explain the concept of yoga
iii. trace the development of yoga
iv. explain the usefulness of yoga in living a healthy life
v. explain astanga yoga
vi. justify the need of positive health
vii. explain positive health and diseases according to yogic literature
viii. find out the yogic principles useful for healthy living
ix. discuss stress management and dietary consideration;
x. demonstrate different practices, asanas and pranayama as mentioned in the
practicum with appropriate precaution.

UNIT NO UNITS
UNIT- 1 Introduction to Yoga and Yogic practices
- Concept
- History of the development of Yoga
- Astanga Yoga
- Schools of yoga: Raja Yoga and Hatha Yoga
- Yoga as a discipline
- Introduction to Yogic texts
- Yogic practices for healthy living
- Introduction to some selected yogic practices
UNIT- 2 Yoga and Health
- Need for Yoga for physical health
- Concept of health, healing and disease: Yogic perspectives
- Potential causes of ill health
- Yogic principles for healthy living
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- Integrated approach of Yoga for management of health

- Stress management through Yoga and Yogic dietary consideration.
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 DETAILED SYLLABUS OF THE TWO YEAR B. ED PROGRAMME
DIBRUGARH UNIVERSITY
COURSE NO. BED 20502
COURSE TITLE : ART IN EDUCATION AND WORK EXPERIENCE

Process Assessment: 30

Product Assessment: 20

UNITS THEME/TOPIC SUGGESTED ACTIVITIES Marks

Art Concept, Types
Unit 1 Creative i. Concept, nature, necessity Sub Unit ‗i‘ shall be carried through 15
Dramatics and procedure of creative lecture and discussion mode.
dramatics

ii. Preparation: development of Sub Unit ‗ii‘ shall be carried out

play/idea/concept, through workshop mode.
improvisation ((Plot,
Character, dialogue, Music,
Costumes, pops, Make up
etc.)
Student teacher shall have to prepare
iii. Presentation followed by at least one performance in small
feedback by the peer group. group based on the contents of
Secondary school text book during
the workshop.

iv. Preparation and presentation Student teacher shall have to prepare

of creative drama during the at least one classroom performances
internship in teaching by during internship in teaching
involving the students of
concerned class of the
concerned school.

v. Experiencing theatre Student teacher shall have to attend a

theatre performance as audience
performed by any group in their
locality followed by group
discussion to appreciate the
performance.
Unit 2 Dance and i. Necessity and appreciation of Sub Unit ‗i‘ shall be carried out 10
Music in dance and music in through lecture and discussion mode
education education.
Sub unit ‗ii‘ and ‗iii‘ will be carried
ii. Preliminary music and out through workshop mode. For sub
rhythm exercise. unit ‗iii‘ student teachers will be
divided in small groups.

iii. Development of music piece

/performance on the basis of
the contents of Secondary
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school textbook.
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