B.Ed. Programme Syllabus
A syllabus serves as a comprehensive roadmap for a course, outlining the objectives, expectations, materials, schedule, and assessment methods to guide both students and instructors toward successful learning outcomes.
YEAR I
| Paper No. | Title of Paper | Course | Marks |
|---|---|---|---|
| Course 1 | Childhood and Growing Up | YEAR I | 100 |
| Course 2 | Contemporary India and Education | YEAR I | 100 |
| Course 3 | Learning and Teaching | YEAR I | 100 |
| Course 4 | Language Across the Curriculum (1/2) | YEAR I | 50 |
| Course 5 | Understanding Disciplines and Subjects (1/2) | YEAR I | 50 |
| Course 6 | Gender, School and Society (1/2) | YEAR I | 50 |
| Course 7a | Pedagogy of a School Subject-Part I (1/2) | YEAR I | 50 |
| EPC1 | Reading and Reflecting on Text (1/2) | YEAR I | 50 |
| EPC2 | Drama and Art in Education (1/2) | YEAR I | 50 |
| EPC3 | Critical Understanding of ICT (1/2) | YEAR I | 50 |
| Total | 650 | ||
CHILDHOOD AND GROWING UP (COURSE-1)
UNIT I: Growth and Development- Meaning, nature and principal of growth and development.
- Stages of growth and development: Infancy, Early Childhood, Childhood.
- Adolescence: needs/problems, aspects (physical, emotional, social, mental).
- Meaning, importance, role of heredity/environment.
- Educational implications.
- Meaning, nature, areas, causes. Influence on learning. Educational implications.
- Nature, emotional intelligence, theories, distribution (gifted, slow learner, challenged).
- Meaning, characteristics, process of creativity, teacher's role.
- Definition, factors, types, mental hygiene, causes and education of maladjustment, defense mechanism.
- Childhood and Growing Up – Dr. Girish Pachauri
- Childhood and Growing Up – Suresh Bhatnagar, Shivani Nigam, Imtiyaj Mansoori, Yeasmin Sultan
- [translate:बाल्यावस्था और विकास] – [translate:प्रो० रमन बिहारी लाल, सुनीता पलोड]
- [translate:बाल्यावस्था एवं विकास] – [translate:डॉ० गिरीश पचौरी]
CONTEMPORARY INDIA AND EDUCATION (COURSE-2)
UNIT I- Meaning and aims of education, scope, nature, function, influencing factors.
- Diversity (individual, religions, castes, tribes). Equity, inequality, discrimination, marginalisation in universalization. Constitutional values: preamble, fundamental rights & duties, directive principles.
- History: policies between 1947–64, 1964–86, 1986 and after.
- Right to education, Sarva Shiksha Abhiyan, teacher's role. Earlier policies, community participation, responses, education for marginalised groups, critiques, liberalisation/globalisation, curriculum shift, mid day meal, current concerns.
- Contemporary India and Education – Prof. Raman Behari Lal, Dr. Krishna Kant
- Contemporary India and Education – Pradeep Singh Dehal, Dr. Vinod Kumar
- [translate:समकालीन भारत और शिक्षा] – [translate:प्रतिभा त्रिपाठी]
- [translate:समकालीन भारत और शिक्षा] – [translate:प्रो गिरीश पचौरी]
LEARNING AND TEACHING (COURSE-3)
UNIT I: Learning Process- Definition, meaning, characteristics, factors, learning curve, theories (classical conditioning, operant, trial/error, insight, transfer: types, implications).
- Concept, factors, aids, classroom motivation techniques.
- Concept, types, Maslow's theory, techniques in classroom.
- Definition & meaning, guidance vs. counselling, types (personal, educational, vocational), aims/needs/techniques, teacher/school roles.
- Special children concept, ID: Dyslexia, Autism, Attention Deficit, mainstreaming, special programmes.
- Teaching and Learning – Dr. Girish Pachauri
- [translate:अधिगम एवं शिक्षण] – [translate:डॉ. गिरीश पचौरी]
- [translate:अधिगम एवं शिक्षण] – [translate:मोहन लाल आर्य]
LANGUAGE ACROSS THE CURRICULUM (COURSE-4)
UNIT I: Language Policies- Three language formula, constitutional/colonial policy debates.
- Listening: Pronunciation, expression, phonetics, stress/intonation.
- Speaking: Conversation/dialogues, oral work, reproduction, rhythm/jingles, stress, drills.
- Reading: Mechanics, teaching methods (alphabet/word/sentence), kinds/types (loud, silent, intensive/extensive).
- Writing: Mechanics, good handwriting, spelling.
- Techniques: Discussion, notation, questioning. Methods: storytelling, dramatizing, simulation, recitation, song/action, appreciation, comprehension, summarising.
- Language Across the Curriculum – Ranjana Pandey
- Language across the Curriculum – Amit Dangwal
- [translate:पाठ्यक्रम में भाषा] – [translate:रामकिशोर सिंह, रंजना पाण्डेय, पी०के० गुप्ता]
- [translate:पाठ्यक्रम में भाषा] – [translate:पूजा अग्रवाल]
UNDERSTANDING DISCIPLINES AND SUBJECTS (COURSE-5)
UNIT I: Philosophical Aspects of Education- Western: John Dewey, Rousseau; Indian: Swami Vivekananda, Rabindranath Tagore
- Concept/scope, importance, approaches, curriculum design, current discourses, material selection.
- Understanding Disciplines and Subjects — Dr. Premlata Maisnam, Dr. S.K. Lenka, A.K. Gandhi
- Understanding Disciplines and Subjects — Sharat Sharma
- [translate:अनुशासन और विषयों की समझ] — [translate:श्रद्धा शर्मा]
- [translate:पाठ्यक्रम और विषयों की समझ] — [translate:रामकिशोर सिंह]
GENDER, SCHOOL AND SOCIETY (COURSE-6)
UNIT I- Meaning of gender, bias and indicators, role/empowerment of women, removing bias via Constitution.
- Sociological basis. Education/society relations, agency roles (family, school, media, caste, religion, law, culture) in gender equality.
- Teacher’s role in positive notions of sexuality, safety, abuse identification, challenging objectification of female body.
- Gender, School and Society – Girish Pachauri
- Gender, School and Society – Deepti Johari
- [translate:लिंग, विद्यालय और समाज] – [translate:सुधीर कुमार मिश्रा, अपर्णा शर्मा]
- [translate:लिंग, विद्यालय और समाज] – [translate:राजकुमार गोयल, मीरा अग्रवाल]
- [translate:जेन्डर, स्कूल तथा समाज] – [translate:डॉ० दीप्ति जौहरी]
PEDAGOGY OF A SCHOOL SUBJECT (Course 7a/7b: ENGLISH)
UNIT I: Place of English in India and its Aims- Place of English: colonial and post-colonial perspective.
- English as library, link, globalized economy language; window to the world; fostering international brotherhood.
- Aims/objectives of teaching English as second language at higher/lower levels.
- Theories/principles of language learning: Piaget, Vygotsky, Bruner, Chomsky.
- Grammar-cum-translation method vs. direct method. Dr. West’s new method, bilingual method.
- Structural approach vs. functional communicative approach. Situational language teaching.
- Skills of introducing, questioning, probing, explaining, illustrating.
- Teaching prose, poetry, grammar, composition. Difference: prose/poetry. Lesson planning. Literary/poetic devices (Rhyme, Rhythm, Simile, Metaphor, Alliteration, Pun, Repetition, etc.).
- Need and uses of AV aids. Types, language laboratory.
- Nature, types, methods (inductive, deductive), important aspects: prefixes, suffixes, stress, intonation, juncture.
- Selection, gradation, vocabulary games.
- Phonology: definition, organs of speech, vowels, consonants, diphthongs. Stress, intonation, practical drills (pronouncing dictionary, drills, phonetic description).
- Concept, essentials of a good test, tools (oral/written), types of questions, importance of tests/exams.
- Pedagogy of School Subject English – R.A. Mittal, S.K. Lenka, Pujan Pandey
- Pedagogy of School Subject English – R.A. Sharma, Shika Chaturvedi
- Pedagogy of School Subject English – A.B. Bhatnagar
HINDI (COURSE-7A/7B)
इकाई 1: हिन्दी शिक्षण: सैद्धान्तिक पक्ष- भाषा की प्रकृति, महत्त्व एवं अधिगम प्रक्रिया, हिन्दी शिक्षण के उद्देश्य, विद्यालयी स्तर पर भाषा, हिन्दी भाषा एवं साहित्य शिक्षण की विधियाँ।
- श्रवण/दृश्य/मौखिक अभिव्यक्ति कौशल, पठन योग्यता का विकास, पठन शिक्षण की विधियाँ—सस्वर, मौन, समकालिक, सूक्ष्म, विस्तृत पठन, लिखित अभिव्यक्ति क्षमता का विकास।
- कविता शिक्षण, गद्य/गद्य विधाएँ (उपन्यास, नाटक, निबंध, कहानी), व्याकरण शिक्षण।
- हिन्दी पाठ्यपुस्तक समीक्षा, भाषा संप्राप्ति मूल्यांकन, निदानात्मक/उपचारात्मक कार्य, क्रियात्मक शोध, समुन्नयन कार्य।
- हिन्दी शिक्षण – Ram Bihari lal
- हिन्दी शिक्षण – शिखा चतुर्वेदी
- हिन्दी शिक्षण शास्त्र – शिखा अग्रवाल
URDU (COURSE-7A/7B)
UNIT I: LANGUAGE- Origin/development in India, contemporary position, forms (asnaf).
- Aims—psychological and linguistic approach, importance of mother tongue in school.
- Pronunciation, questioning, teaching techniques. Prose, poetry, ghazal, grammar, essay, letter writing, evaluation, homework. Lesson planning.
- Textbook/curriculum evaluation, reading material (silent/loud/simultaneous/extensive/intensive), AV aids, teacher personality, co-curriculars, Urdu library.
SANSKRIT (COURSE-7A/7B)
UNIT I: Aims/Objectives of Teaching & Learning- Importance/status of Sanskrit, place in curriculum.
- Prose, poetry, grammar (methods: Inductive, deductive, playway, interactive), composition guidance/correction.
- Listening, speaking, writing, extra-curricular activities.
- Teacher qualities, growth, diagnostics/remedial; textbook characteristics/analysis.
- Assignments, games, technology/media/library, language lab.
- संस्कृत शिक्षण – सन्त कुमार मिश्रा
- संस्कृत शिक्षण – डॉ० सन्तोष मित्तल
- संस्कृत शिक्षण – रेनू सिंह
PHYSICAL SCIENCE (COURSE-7A/7B)
UNIT I- Nature/scope/structure of science (facts, principles, law, inquiry, attitude, etc).
- Aims/values/objectives, school curriculum relevance.
- Science curriculum—definition, organization, textbook quality/review
- Teaching strategies—approaches, methods/modern techniques (brainstorming, etc).
- Teaching aids (visual/audio/non-projected), lab work, safety, apparatus
- Science clubs, evaluation—types/tools/test/questions bank.
- Pedagogy of School Subject Physical Science – S.P. Kulshrestha, Gaya Singh
- Pedagogy of School Subject Science – A.B. Bhatnagar, S.S. Bhatnagar
- Pedagogy of School Subject Science – S.P. Kulshrestha, K.P. Singh
- विज्ञान शिक्षणशास्त्र – डॉ० ए०बी० भटनागर
- विज्ञान शिक्षण – ए०के० कुलश्रेष्ठ, एन० के० कुलश्रेष्ठ
LIFE SCIENCE (COURSE-7A/7B)
UNIT I- Meaning, nature, scope, importance, aims, objectives, behavioral outcomes.
- Unit/lesson planning development, aids importance/classification, curriculum & library, teaching methods (enquiry, problem, lab, demo, team, project, etc.), safety in bio-lab, evaluation, test construction.
- Pedagogy of Biologica! Science – S.P. Kulshrestha, A.K. Kulshrestha
- Pedagogy of School Subject Biological Science – Sudha Pahuja, Ravi Kant
- Pedagogy of School Subject Life Science – Munendra Kumar
- जैविक विज्ञान शिक्षण की प्रक्रिया – डॉ० उन्नति बिश्नोई
- जैविक विज्ञान शिक्षण – एस०पी० कुलश्रेष्ठ, धर्मेन्द्र तोमर, एस०के० गिल
MATHEMATICAL SCIENCE (COURSE-7A/7B)
UNIT I- Nature/axioms/hypothesis/postulates/operations, contribution of Aryabhatta, Ramanuja, Euclid, Pythagoras; curriculum relevance.
- Objectives, teaching methods, schemes for gifted/backward, teacher qualities/problems, text-books/curriculum organization, co-curriculars, lab, instructional aids, lesson/testing, popularization.
- Pedagogy of School Subject Mathematics – A.K. Kulshreshtha
- गणित शिक्षण – अरुण कुमार कुलश्रेष्ठ
- गणित शिक्षण – ए०बी० भटनागर
- गणित शिक्षण – उन्नति बिश्नोई
HOME SCIENCE (COURSE-7A/7B)
UNIT I: Meaning and Scope- Meaning, nature and place of Home Science in school; aims/objectives at senior secondary level; importance and scope.
- Discussion, lecture/question-answer, project, problem-solving, demonstration, laboratory methods, dramatization, field trips.
- Teaching of child development, food/health/nutrition, textile/clothing, home management.
- Types and use in Home Science teaching.
- Qualities, role of Home Science teacher.
- Content/principle/basis, secondary school curriculum, unit planning: meaning, importance, steps, advantages.
- Planning for Home Science teaching, steps.
- Measurement/evaluation concepts, good evaluation criteria, blue print preparation.
- Pedagogy of School Subject Home Science – B.L. Sharma, B.M. Saxena
- गृह विज्ञान शिक्षण – सुरक्षा बंसल
- गृह विज्ञान शिक्षण – डॉ० महिमा गुप्ता
HISTORY METHOD (COURSE-7A/7B)
UNIT I: Concept Of History- Concept, aims/objectives, place/importance in sec. and higher sec. education.
- Storytelling, dramatization, role play, lecture, discussion, sources, Q&A, project, self-study, supervised study, assignment.
- With geography, literature, philosophy, science, economics, political science.
- Scientific approach: concept/generalization based, maxims (known–unknown, simple–complex, concrete–abstract).
- Clubs, visits, celebrating national days, excursions, museums, history room needs.
- Qualities, qualification, present day challenges.
- Visual (CB, charts, maps, globes, etc), auditory, AV (TV, films), other (booklets, news, computer).
- Lesson/unit planning for history.
- Pedagogy of School Subject History – Dr. Rampal Singh, Dr. Dharmendra Kumar
- इतिहास शिक्षण – राम पाल सिंह, राजकुमार
CIVICS METHOD (COURSE-7A/7B)
UNIT I- Meaning and scope of Civics/Political Science.
- Aims and objectives at various education stages.
- Relation to other Social Sciences.
- Curriculum of Civics: definition, principles, organization.
- Teaching Methods: unit, source, discussion, problem, project, socialized recitation.
- Audio Visual Aids, Civics room/museum/club, textbooks, teacher's role, evaluation, practical activities (Youth Parliament, UNO), lesson planning, citizenship and social order.
- Pedagogy of School Subject Civics – Rampal Singh, Dharmendra Kumar
- नागरिक शास्त्र शिक्षण – रामपाल सिंह, राजकुमार
ECONOMICS METHOD (COURSE-7A/7B)
UNIT I: Economics and its Aims- Nature, scope, importance, aims/objectives for secondary/higher secondary, relationship to maths, history, geography, science, language.
- Methods: lecture-discussion, project, problem-solving, self-learning, dramatization.
- Unit/instructional objectives, planning in economics (NPE-1986 core elements).
- Curriculum organization, innovations, teacher qualities, role, growth, testing/remedial, teaching aids (visual, audio, AV, computer, print), evaluation.
- Pedagogy of School Subject Economics – Rampal Singh, Dharmendra Kumar
- अर्थशास्त्र शिक्षण – रामपाल सिंह, धर्मेन्द्र कुमार
GEOGRAPHY METHOD (COURSE-7A/7B)
UNIT I–VI- Nature/scope, aims/objectives, correlation (bridge between arts/science), curriculum: basics of construction, local geography.
- Storytelling, textbook, observation, direct/lab/regional comparison, project, discussion, lesson planning.
- Teacher's role, aids (chalkboard, globes, maps, charts...), methodology (survey, instrument types), geography room, museum, excursions, AV, environmental issues, evaluation, measurement.
- Pedagogy of School Subject Geography – Dr. R.P. Singh & Dr. Gita Dudeja
- भूगोल शिक्षण – जे०पी० वर्मा, मंजू वर्मा
COMMERCE METHOD (COURSE-7A/7B)
UNIT I: Concept of Commerce- Meaning, need, scope, importance, aims/objectives, relationship to other subjects (Business, Maths, Economics, Geography, Book-Keeping, Science, Language).
- Lesson, unit, annual planning with objectives/procedures/evaluation.
- Expository: lecture, debate, discussion, storytelling; Activity: simulation, survey, case study, project; Discovery: experimental, problem-solving; Individual: CAI, mastery learning, Dalton Plan; Group: seminars, conference, panel, symposium.
- Characteristics/criteria for selection.
- Qualifications, training, qualities, roles, growth.
- Objectives, importance, organizational principles.
- Pedagogy of School Subject Commerce – Dr. S.S. Chandra, Dr. N.L. Sharma, Dr. Amit Sharma
- Pedagogy of School Subject Commerce – Dr. R.P. Singh & Dr. Imtiyaj Mansoori
- वाणिज्य शिक्षण – बी०एल० शर्मा, इम्तियाज मंसूरी
EPC1: READING AND REFLECTING ON TEXTS
Content:- Role of language and pedagogy in reading/writing.
- Reading aims: individually/in small groups.
- Types of reading skills/strategies: narrative texts, field notes, ethnographics.
- Expository texts: prediction, question, summary, responding with one's opinions or within others' context.
- Text Reading and Reflections – P.K. Gupta, A.K. Gandhi, S.S. Bhatnagar
- पढ़ना और समीक्षा करना – पूजा अग्रवाल, डॉ० राजकुमार गोयल
- पढ़ना और प्रतिबिम्बित करना – डॉ० राजकुमार गोयल
EPC2: DRAMA AND ART IN EDUCATION (1/2)
Content:- Aims/objectives of drama/art teaching in schools.
- Child art, characteristics, art teacher role (environment, participation, visits).
- Drama/art teaching methods.
- Drama/art activities: exhibitions, plays, cultural shows.
- Drama and Art in Education – Dr. Jas Raj Kaur, Dr. Satish Kumar Pandey
- कला का अध्यापन – कुसुम लता राठौर
- शिक्षा में नाटक एवं कला – शिल्पी शर्मा, संध्या वार्ष्णेय
- चित्रकला, नाट्यकला, संगीत एवं नृत्यकला का अध्यापन – कुसुम लता राठौर, आर० के० अग्रवाल
- शिक्षा में नाटक एवं कला – डॉ० बी० एल० शर्मा
EPC3: CRITICAL UNDERSTANDING OF ICT
UNIT I:- Concept, nature, aims/objectives, and importance of ICT in education.
- Educational technology vs ICT.
- Audio, visual, AV materials; project, non-project, computer, email, Internet.
- Emerging communications: satellites, teleconferencing, interactive broadcasting, language lab/mobile.
- Computer in teaching/learning, evaluation, education administration.
- Information and Communication Technology – Pooja Sharma, Shivangi Nigam
- सूचना एवं सम्प्रेषण तकनीकी (आई०सी०टी०) और ई-अधिगम – डॉ० राज कुमार गोयल, डॉ० मीरा अग्रवाल, संध्या वार्ष्णेय
- शिक्षा में सूचना एवं सम्प्रेषण तकनीकी – प्रदीप सिंह, अभिषेक चय्यन
- शिक्षा में सूचना एवं सम्प्रेषण तकनीकी – डॉ० शिल्पी शर्मा
YEAR II
| Paper No. | Title of Paper | Course | Marks |
|---|---|---|---|
| Course 7b | Pedagogy of a School Subject--Part II (1/2) | YEAR II | 50 |
| Course 8 | Knowledge and Curriculum | YEAR II | 100 |
| Course 9 | Assessment for Learning | YEAR II | 100 |
| Course 10 | Operating an Inclusive School (1/2) | YEAR II | 50 |
| Course 11 | Optional Course (1/2) | YEAR II | 50 |
| Course EPC4 | Understanding the Self (1/2) | YEAR II | 50 |
| School Internship | YEAR II | 150 | |
| Practical Exam | Pedagogy of a School Subject - A, Pedagogy of a School Subject - B |
YEAR II | 110 |
| Total | 660 | ||
Course 8: KNOWLEDGE AND CURRICULUM
UNIT I: Curriculum, Aims and Objectives- What is curriculum, syllabus/text-book?
- Aims/objectives of curriculum.
- Principles/procedure of curriculum construction.
- Relationship between curriculum and syllabus.
- Role of state and school in designing curriculum: activities, rules, disciplines, time-table.
- Epistemological bases: knowledge vs. school, teaching vs. training, knowledge vs. information, reason vs. belief.
- Child-centred education: activity, discovery, dialogue (Gandhi, Tagore, Dewey, Plato).
- Concepts, interrelationship with education (Tagore, Krishnamurti).
- Indian: Gandhi, Tagore, Vivekananda, Aurobindo; Western: Rousseau, Froebel, Pestalozzi, John Dewey.
- Society, culture, modernity; industrialization, democracy, autonomy. Education, equity, justice (Ambedkar).
- Knowledge and Curriculum – Ram Kishore Singh
- Knowledge and Curriculum – N.R.S. Saxena, Munendra Kumar
- ज्ञान, भाषा एवं पाठ्यचर्या – डॉ० संगीता श्रीवास्तव
- ज्ञान, भाषा एवं पाठ्यक्रम – डॉ० गिरीश पचौरी
- ज्ञान, भाषा एवं पाठ्यक्रम – डॉ० शिवपाल सिंह, डॉ० रुपम जैन
- ज्ञान भाषा एवं पाठ्यक्रम – डॉ० ए०बी० भटनागर
Course 9: ASSESSMENT OF LEARNING
UNIT I: Significance of Evaluation- Meaning of evaluation; differences among measurement, assessment, and evaluation.
- Scales of measurement, approaches (formative/summative), criterion/norm-referenced, internal/external evaluation.
- Instructional objectives in behavioral terms. Bloom's and Anderson's taxonomy.
- Meaning of testing, interpretation, self-reports, observation, peer rating, sociogram, rating scales, inventories, anecdotal/interview/cumulative records.
- Constructing teacher-made tests (design, blueprint, question paper, marking), standardization, question types.
- Types/utility of statistics in teaching, learning process.
- Classification/tabulation (grouped/ungrouped), graphical representation (histogram, frequency polygon, cumulative curve, pie chart, ogive).
- Mean, Median, Mode, Correlation: methods/application to test scores.
- Range, quartiles, deviations, standard deviation: calculation/application.
- Percentiles, quartiles: significance, calculation (statistical/graphical).
- Assessment of Learning – Dr. A.B. Bhatnagar, Anurag Bhatnagar
- Assessment of Learning – Dr. Jas Raj Kuar, Dr. Ritu Bist
- Assessment of Learning – Dr. Amar Jeet Singh Parihar
- अधिगम के लिए आंकलन – डॉ० मोहनलाल आर्य
- अधिगम का आंकलन – डॉ० ए०बी० भटनागर, डॉ० मीनाक्षी भटनागर, डॉ० अनुराग भटनागर
- अधिगम का आंकलन – डॉ० रमन बिहारी लाल, सुनीता पलोड
- अधिगम का आंकलन – डॉ० जसराज कौर, डॉ० रितु बिस्ट
Course 10: CREATING AND INCLUSIVE SCHOOL (1/2)
UNIT I: Meaning, Nature, Scope- Meaning/scope of Inclusive/Special Education; perspectives (historical, normality, exceptionality, statistical, medical); aims/objectives; disability/inclusion definitions (NPE 1986, UNESCO 1989, RTE 2009); importance.
- Learning disability background/definitions, characteristics (cognitive, educational, physical, behavioral, communication), types, teaching/treatment (behavior guidance/cognitive modification), adapting teaching/social/classroom procedures.
- Effective instruction components, individualized programs, special methods, adaptations, assessments in special education.
- Creating and Inclusive Education – Dr. K.P. Singh
- Inclusive Education – Nisha Singh, Dr. K.P. Singh, Chandrajeet Singh
- समावेशी शिक्षण – डॉ० ए०बी० भटनागर
- समावेशी शिक्षण – मदन सिंह
Optional Course: GARDENING
UNIT 1: Gardening- Concept, need, importance, objectives and methods, evaluating student work.
- Seeds/cutting/grasses (types/uses/resources), pots, manure/fertilizers, tools/equipment (uses/sources/functions).
- Soil classification, preparation (sexual/vegetative, cutting, grafting), ornamental/kitchen gardening, vegetable techniques/types.
Optional Course: BASIC OF COMPUTER
UNIT 1: Fundamentals- Computer introduction, components (input, CPU, output), memory, storage, languages, applications.
- Types, basics, Windows components, advantages.
- Word: processing, saving/opening, editing, spellcheck, art, printing, mail merge.
- Excel: data entry/editing, statistical functions, graphs.
- PowerPoint: presentations, clipart, slideshows, editing.
- Internet history/working, e-mail, browsing, WWW, advantages, educational sites.
Optional Course: FINE ARTS
- Definition, aims/objectives of art and craft teaching; brief history of Indian/Western art; art teacher role, techniques (drawing, color theory, perspective, aesthetics), participation/activities.
Optional Course: TAILORING
UNIT I: Textile and Clothing- History, classification, laundry, characteristics, importance.
- Types, faults/remedies, precautions, parts/tools, pattern making/cutting, maintenance.
EPC4: UNDERSTANDING THE SELF
UNIT I: Human Self and Personality- Who am I? Identities, beliefs, relationships with self/others, teacher role, communication skills.
- Self-exploration, strengths/weaknesses, spiritual/character development, self-esteem, emotions, understanding/growth of emotions.
- Meaning, yoga for healthy living, characteristics, utility (exercise, meditation, pranayam).
- Understanding the Self – Shivani Jain
- Understanding the Self – Seema Sharma
- स्वयं की समझ – पूजा अग्रवाल, राजकुमार गोयल
- शिक्षा दर्शन और आत्म-विकास – पूजा अग्रवाल, राजकुमार गोयल
- आत्म-बोध – पूजा अग्रवाल, राजकुमार गोयल, डॉ० राजकुमार गोयल, डॉ० मीरा अग्रवाल, शिवपाल सिंह, राकेश कुमार केशरी
Note: Click each course title to expand and view its detailed syllabus. Courses marked (1/2) are semester-based. Syllabus follows the latest university and regulatory guidelines.