Context

In pursuance of the NCTE Regulations 2014, norms and standards

communicated vide their Notification No.F.51-1/2014-NCTE(N&S)dated
28.11.2014, Government of Odisha in the School and Mass Education Department
decided to enhance the duration of the existing B.Ed. programme from one year to
two years with effect from the academic session 2015-16 vide their Notification No.
11908 / SME dated 12.06.2015. The present syllabus for Two-year B.Ed. Programme
is based on the following considerations:
• Stipulations of the National Council of Teacher Education to evolve a standard
pattern of syllabus for Teacher Education for the whole country.
• Emerging scenario of school education in terms of quantity and quality
warrants corresponding reforms in teacher education.
Apart from these two major considerations, there is a compelling reason for
evolving a uniform syllabus for all the universities of the state since a common
curriculum is being followed in all the secondary schools of the State thereby
requiring similar training inputs for developing desired competencies among all the
prospective teachers.
While developing the detailed design of this syllabus, the recommendations as
advanced in the following documents have been taken into consideration:
- Curriculum Framework : Two-year B.Ed. Programme 2014, NCTE
- National Curriculum Framework- 2005,
- National Curriculum Framework for Teacher Education 2009,
- The Right of Children to Free and Compulsory Education Act 2009
- Framework for implementation of Rashtriya Madhyamik Shiksha Abhiyan: A
scheme for Universalization of access to and improvement of quality at the
secondary stage, 2008
- Sarva Shiksha Abhiyan: Framework for implementation based on the Right of
Children to Free and Compulsory Education Act, 2009 (2011).
- UGC guidelines for designing curricula for Choice Based Credit System of
Higher Education
The following principles have guided the development of this syllabus :
• Reducing the gap between theory and practice,

Note : Copies of the Syllabus have been submitted to the State Universities. Principals are requested to follow the syllabus, 1
pending approval of the same by the Universities.
 • Eliminating mismatch between teacher education curriculum and school
realities,
• Updating of curricular areas of teacher education in terms of enrichment
content knowledge and pedagogical competence of prospective
teachers,
• Using variety of approaches and methods for transaction of the course
contents,
• Incorporating multimodal strategies for effective continuous and
comprehensive assessment of the performance of the student-teachers.
Course Objectives
The Syllabus for the two-year B.Ed.(Secondary) Programme is designed to
attain the following broad objectives.
On the completion of the course, the student-teacher shall:
• understand the central concepts, tools of inquiry, and structures of the
disciplines and can create learning experiences that make these aspects of
subject matter meaningful.
• understand how children learn and develop, how they differ in their
approaches to learning and create learning opportunities that are
adapted to diverse learners and learning contexts.
• plan learning experiences that are based on learner’s existing proficiency,
interests, experiences including misconceptions and errors, and
understand how students come to view, develop and make sense of
subject matter contained in the learning experiences.
• use knowledge of effective verbal, nonverbal and media communication
techniques to foster active inquiry, collaboration, and supportive
interaction in the classroom.
• understand and use formal and informal assessment strategies to evaluate
and ensure the continuous intellectual, social and physical developments
of the learner.
• develop self identity as a teacher through school-based experiences and
reflective practices that continually evaluate the effects of his/her choices
and actions.

Note : Copies of the Syllabus have been submitted to the State Universities. Principals are requested to follow the syllabus, 2
pending approval of the same by the Universities.
Modes of Learning Engagement
With a view to move away from theoretical discourses and lectures, the
student-teacher is required to be engaged in various kinds of learning experience.
This programme intends to provide him/her with the specific engagements that are
spelt out under each course. However, the nature of engagement of the student-
teachers will be of the following kinds:
• Lecture-Discussion Session: The teacher educator provides the student-
teachers a platform to review their experiences, helps them to develop
insights into the disciplinary knowledge base and to relate them to the school
realities.
• Focused Reading and Reflection: Student-teachers would be led to focused
readings of various themes with questions inviting reflections either
individually or in small groups.
• Observation-Documentation-Analysis: Simulated and real
school/community experiences would be arranged for the student teachers to
observe, document in the form of record/journal/diary and analyze with an
intention to revisit their own understandings or develop new insights.
• Projects:
• Group Presentations:
• Seminar: Students will undertake thematic/topical study, prepare write-up
and make seminar presentation followed by open-house discussion with a
view to enhance their knowledge base and repertoire of skills in presentation.
• Case Study: An in-depth and comprehensive study of a single or a few cases
would be taken up as per the guidelines provided for preparation and
submission of report.
• Reflective Journals: The student- teachers would make it a habit of
reflecting on any curricular topic or current issue on education and develop
reflective journals on those and share with colleagues and teachers.
• School-Based Practical: Learning experiences would be provided through
several school-based practicums for development of certain professional
qualities and competencies. The school based practical would include
opportunities for planning and implementation of learning experiences and
strategies, and reflecting on their appropriateness and effectiveness.
• Workshops: A series of learning experiences in a given performance area
would be provided to student-teachers in the form of workshop, engaging

Note : Copies of the Syllabus have been submitted to the State Universities. Principals are requested to follow the syllabus, 3
pending approval of the same by the Universities.
 them in modeling-practice-feedback sequence with a view to developing
specified competencies required for a teacher.
• Interactions with the Community: The student-teachers need to be
encouraged to hold interaction with the community in multiple socio-cultural
environments during their school internships in order to internalize the
relationship of school and community at large.
Course Duration: The B.Ed. Programme shall be of two-year duration covering
two consecutive academic sesssions.
Working Days: At least 200 working days each year excluding the period of
admission and examination.
Working Hours per week: Minimum of 36 hours in a week (6 days)

Course Components
CURRICULAR AREAS

A.Perspectives in Education B.Curriculum and Pedagogic

(PE) 800 Studies (CPS) 350

C. Engagement with the Field

1. Tasks and Assignment
2 a. School Internship – 250
b. Community Activities-50
3. Courses on Enhancing Professional
Capacities (EPC) - 200

D. Optional Courses for

Skill Development
(OCSD)-50

Perspectives in Education (PE)

PE-1 Education, School and Society

PE-2 Childhood and Growing up
PE-3 Learning and Teaching
PE-4 Contemporary Concerns in Education
PE-5 Knowledge and Curriculum
PE-6 Management of Education
PE- 7 a. Creating an Inclusive School
Note : Copies of the Syllabus have been submitted to the State Universities. Principals are requested to follow the syllabus, 4
pending approval of the same by the Universities.
 b. Gender, School and Society
PE- 8 a. Action Research and Innovation
b. Guidance and Counseling

Curriculum and Pedagogic Studies (CPS)

CPS-1 Language across the Curriculum

CPS-2 Learning Assessment
CPS-3 (a & b) Pedagogy of School Subjects

Engagement with the Field

v Activities and Assignments that run through all the courses as indicated against each course.
v School Internship & Community Activities
v Courses on Enhancing Professional Capacities (EPC)
EPC-1 Critical Understanding of ICT
ERC-2 Understanding the Self
EPC-3 Fine Art/ Performing Art (Drama)/ Performing Art (Indian Mus ic)
EPC-4 Physical Education and Yoga

Optional Courses for Skill Development (OCSD)

OCSD-1 Food Preservation
OCSD-2 Spinning and Weaving
OCSD-3 Tailoring
OCSD-4 Wood Work

Note : Copies of the Syllabus have been submitted to the State Universities. Principals are requested to follow the syllabus, 5
pending approval of the same by the Universities.
 First Year
*Figures within parentheses indicate hours per week
Course Title of the Course Marks Credits Contact
External Internal Total Hours

PERSPECTIVES IN EDUCATION
PE-1 Education, School and 80 20 100 04 64(5)*
Society
PE-2 Childhood and Growing up 80 20 100 04 64(5)
PE-3 Learning and Teaching 80 20 100 04 64(5)
PE-4 Contemporary Concerns in 80 20 100 04 64(5)
Education
Total 320 80 400 16
CURRICULUM AND PEDAGOGIC STUDIES
CPS-2 Learning Assessment 80 20 100 04 64(5)
CPS-3 Pedagogy of a School 80 20 100 04 64(5)
(a&b) Subject
Total 160 40 200 08
COURSES ENHANCING PROFESSIONAL CAPACITIES
EPC-3 Fine Art/ Performing Art 50 50 02 32(2.5)
(Drama) /Performing Art
(Indian Music)
EPC-4 Physical Education and 50 50 02 32(2.5)
Yoga
Total 100 100 04

SCHOOL INTERNSHIP Part-I 100 100 04 8 Weeks

OPTIONAL COURSES FOR SKILL DEVELOPMENT

Any One Course
OCSD- Fruit and Vegetable 50 50 02
1 Preservation 16 (01)
OCSD- Spinning and Weaving 50 50 02
2
OCSD- Tailoring 50 50 02
3
OCSD- Wood Work 50 50 02
4
Total 50 50 02
TOTAL (First Year) 480 370 850 34

Note : Copies of the Syllabus have been submitted to the State Universities. Principals are requested to follow the syllabus, 6
pending approval of the same by the Universities.
 A.PERSPECTIVES IN EDUCTION (PE)

PE 1: Education, School and Society

Year-I Credit-4
Marks 100(Ext. 80+ Int.20) Contact Hours 64

Objectives
On completion of this course, the student-teacher shall:
• State the narrow and broad meaning of education and form own concept
on education
• Identify various modes and processes of education
• Explain the foundations of education and the aims of education as
recommended by different commissions education policies and educational
thinkers
• State the relationship between school and education, school and
community and among education society and culture
• Elaborate the linkage between education and national development

Detailed Course Content

1. Understanding Education
• Meaning : derivational, narrow and wide; Eastern and Western viewpoints
• Process: Bi-polar, tri-polar, multi-polar; Life-long process
• Mode: formal/institutional, Informal/Incidental, Non-formal,
• Aims: Individual and social
• Aims of education according to Secondary Education Commission (1952-
1953), Education Commission (1964-1966), National Policy on
Education (1986/92), and National Curriculum Framework (2005)

2. Foundations of Education
• Philosophy and Education: Meaning and relationship; Influence of
philosophy in determining aims, curriculum and methods of Education
with reference to major schools of Educational Philosophy – Idealism,
Naturalism and Pragmatism
• Sociology and Education: Meaning and relationship; Implications of
Sociology for aims, curriculum and methods of Education

Note : Copies of the Syllabus have been submitted to the State Universities. Principals are requested to follow the syllabus, 8
pending approval of the same by the Universities.
 • Psychology and Education: Meaning and relationship; Implications of
psychology for Education in organizing contents and understanding the
teaching-learning process (understanding learner, teacher characteristics
and pedagogy)
• Educational thoughts of Gandhi, Tagore, Sri Aurobindo, Rousseau,
Dewey and Freire with reference to aims, curriculum and methods

3. Education and School

• School as a formal agency of Education: Purpose (Socio-cultural),
Location, infrastructure and time, stakeholders (primary and secondary
stakeholders) and programmes
• School Activities: Curricular and other curricular activities- Components,
mode of transaction and organization
• School Environment: Learner and Learning-friendly- Characteristics and
components; strategies for ensuring learning-friendly environment
• Resource Requirements: Knowledge, Human, Material, Infrastructural,
Technological; Their sources and utilization
• School-Community Interface: Importance, Aspects of interface, strategies
for strengthening their inter-relationships, and their roles in building
learning communities

4. Education, Society and Culture

• Society as a system; Education and culture as sub-systems; Their
interrelationships
• Education as an instrument of social change: Meaning, dimensions and
types of social change; Role of education effecting social change and
control; Social change influencing education
• Education and Modernization: Meaning of modernization; Characteristics
of modernized society; Adaptive demands of modernization and role of
education;
• Education and culture: Meaning and elements of culture; Role of
education for preservation, transmission and enrichment of culture;
influence of culture on education, in general, and promotion of
meaningful learning, in particular

5. Education and National Development

• National development – Dimensions and Indicators
• Education as an investment for Human Resource and Socio-economic
Development

Note : Copies of the Syllabus have been submitted to the State Universities. Principals are requested to follow the syllabus, 9
pending approval of the same by the Universities.
 • Education for sustainable development (including sustainable
environment)
• Education for inclusive development- Dimensions (social, economic,
cultural, technological, spatial), Strategies for promoting inclusion, Role
of education
• Education to meet the situations arising out of conflicts, insurgencies,
national calamities and disasters

Tasks and Activities

Each student-teacher is required to submit any two assignments from the following:

• Preparation of a paper on the aims of education as recommended by the commissions,

education policies and educational thinkers for comparative analysis.
• Appraisal of aims of education and curriculum proposed by one of the educational thinkers in
the present socio -cultural context of India.
• Survey of a community and working our strategies for mobilization of resources available in
the community for improvement of school practices.
• Preparation of a paper on how school has been responsible for modernization of the
community within which the school is situated.
• Preparation of a blueprint on the different areas of possible school community interface.

Suggested Readings:

Anand, C.L. et.al. (1983). Teacher and education in emerging in Indian society, New
Delhi: NCERT.
Clarke, P. (2001). Teaching and learning: The Culture of pedagogy. New Delhi: Sage
Publication.
Dewey, John (1916/1977). Democracy and education. New York: MacMillan.
Dewey, John (1956). The Child and the curriculum, school and society. Chicago,
Illinois: University of Chicago Press.
Dewey, John (1997). Experience and education. New York: Touchstone.
Ganesh, Kamala & Thakkar, Usha (Ed.) (2005). Culture and making of identity in
India. New Delhi: Sage Publications.
Govt. of India (1986/’92). National policy on education. New Delhi: MHRD.
Krishnamurthy, J. (1947) On education. New Delhi: Orient Longman,.
Krishnamurthy, J. (1953). Education and significance of life. New Delhi: B.I.
Publications
Note : Copies of the Syllabus have been submitted to the State Universities. Principals are requested to follow the syllabus, 10
pending approval of the same by the Universities.
 PE 2: Childhood and Growing Up
Year-I Credit-4
Marks 100(Ext. 80+ Int.20) Contact Hours 64
Objectives
On completion of this course, the student-teacher shall
§ Explain the concepts of growth and development of human child and the
underlined general principles of growth and development.
§ Describe briefly the periods and the typical characteristics of growth and
development during each period.
§ Specify the contexts and factors influencing development.
§ Explain the theories of socio-emotional, cognitive and language development
and their educational implications.
§ Describe the developmental characteristics of childhood development and
their bearing on school and classroom practices.
§ Elaborate the developmental characteristics, contextual needs and tasks
during adolescence and the role of school and teachers in addressing the
challenges during this period of development.
§ State the different forms and characteristics of individual differences and the
ways of meeting the classroom issues arising out of the differences.
§ Identify the learning needs during the different stages of development and
adopt appropriate strategies in and out of school to meet the learning needs.

Detailed Course Content

1. Understanding learner development
• Growth and development – Concept and General Principles of
Development; Stages of development - concept (sequential, structural
identity, critical periods, processes-reversible and irreversible), different
stages of human growth and development- infancy, childhood, adolescence,
adulthood and old age
• Contexts of development: socio- economic, cross-cultural- psychological,
and anthropological
• Factors influencing development: heredity, environment, nutrition, child-
rearing practices, socio economic status, siblings and peers

2. Theories of Child and Adolescent Development

• Socio-Emotional Development: Erickson’s theory of psycho-social
development; Theory of development of social play- Jean Piaget
Note : Copies of the Syllabus have been submitted to the State Universities. Principals are requested to follow the syllabus, 12
pending approval of the same by the Universities.
 • Cognitive and Language Development: Cognitive developmental stages of
Piaget; Conceptual and Language development theories of Vygotsky;
Language development theory of Noam Chomsky; Brief theoretical
framework and its educational implications
• Developmental characteristics during childhood: Physical, social, cognitive
and emotional; Role of school and teachers

3. Developmental characteristics and needs during adolescence

• Growth and development during adolescence: Characteristics during early
and late adolescence – Physical, Social, Cognitive and Language,
Emotional and Moral; Challenges of adolescence
• Context-specific developmental tasks based on specific needs and
problems during adolescence; Problems of adjustment
• Role of school and teacher in addressing the challenges of developmental
needs of adolescents in various contexts

4. Understanding Individual Differences among Learners

• Individual differences due to cognitive, social and emotional attributes;
Individual differences in learning in terms of mental ability, rate of learning
, motivation to learn, learning style, attitude etc.; recognizing the
uniqueness of the learner
• Learners with different mental abilities: intelligence, emotional
intelligence and creativity- their concept, nature and assessment;
categorization of learners based on mental abilities
• Managing individual differences in learning – learning needs of different
types of learners (gifted and backward learners; fast and slow learners);

5. Addressing learning needs

• Identification of learning needs of children in different stages and contexts
of development (socio-economic, cultural, geographical, political, CWSN
etc)
• Strategies to meet the learning needs of children in and out of school:
organizing learning in heterogeneous classroom – ability grouping,
heterogeneous grouping, grouping by interest and grouping by choice;
addressing individual differences in classroom – individual guided learning,
peer learning, co-operative and collaborative learning etc.
Note : Copies of the Syllabus have been submitted to the State Universities. Principals are requested to follow the syllabus, 13
pending approval of the same by the Universities.
 • Culture-responsive teaching-learning approaches to meet the learning needs
of children in different contexts of development - learning issues of
marginalization, diversity, gender inequality

Tasks and Assignments

Each student-teacher is required to submit any two assignments from the following:

§ Case Study of a problem child / a slow learner/ a disadvantaged child

§ Administration of a group intelligence test and reporting the result.
§ Rating of student-teachers’ classroom performance (of any 5 student-teachers’
performance)
§ Analysis of the common behavioural problems observed in the classroom
suggesting the ways to address them.
§ Preparation of five activities for promoting creativity among the school students.

Suggested Readings

Arnett, Jeffrey(2007). Adolescence and emerging adulthood: A cultural approach.

(3rd Edn.). Upper Saddle River, N.J.: Pearson
Berk, Laura E. (2011). Child development (9th Edn.). New Delhi: Prentice Hall of
India.
Chauhan, S.S. (1978). Advanced educational psychology. New Delhi: Vikas
Publishing House Pvt. Ltd.
Dash, M. and Dash, N.(2006). Fundamentals of educational psychology. New Delhi:
Atlantic.
Flavell, J.H. (1963). The developmental psychology of Jean Piaget. New York: Van
Nostrand
Hurlock, E. B. (1980). Developmental psychology: All span approach. New York:
McGraw Hill Book.
Hurlock, E.B. (1980). Child development (6th Edn.). Tokyo: McGraw-Hill,
Kogakusha Ltd.
Hurlock, E.B. (2007). Child growth and development. New York: McGraw Hill.
Kail, Robert V (2011). Children and their development (6th Edition). Englewood
Cliffs, N.J: Prentice Hall.

Note : Copies of the Syllabus have been submitted to the State Universities. Principals are requested to follow the syllabus, 14
pending approval of the same by the Universities.
 PE 3: Learning and Teaching
Year-I Credit-4
Marks 100(Ext. 80+ Int.20) Contact Hours 64

Objectives
On completion of this course, the student- teacher shall
§ State the meaning, nature, dimensions and basic conditions of learning.
§ Discuss the broad perspectives of behaviouristic, social cognitive and
constructivist vies of learning and their educational implications.
§ Explain the process of learning as meaning making and the ways of
facilitating meaningful learning in and out of the school.
§ Employ the processes of teaching and managing classroom situations for
meaningful learning.
§ Elaborate the processes of preparation and continuing development of
professional teacher in the context of a professional ethics of teaching
profession .

Detailed Course Content

1. Understanding learning process
• Meaning, nature, and dimensions of learning; Learning as a process and as
an outcome
• Basic conditions of learning – Maturation, Readiness, Attention,
Motivation, Fatigue, Materials, Learning Style, Tasks and Methods etc.
• Types/Categories of learning: Gagne’s categories of learning

2. Theoretical perspectives of learning

• Behaviouristic Theories: Classical Conditioning Theory of Pavlov and
Operant Conditioning Theory of Skinner–Theoretical framework and
educational implications
• Social Cognitive Theories: Social Learning Theory of Bandura, Advance
Organizer Theory of Ausubel - Theoretical framework, and educational
implications

Note : Copies of the Syllabus have been submitted to the State Universities. Principals are requested to follow the syllabus, 16
pending approval of the same by the Universities.
 • Constructivist theories: Radical constructivism of Jean Piaget and Social
constructivism of Lev Vygotsky; Theoretical framework, and educational
implications

3. Meaningful learning
• Meaning and attributes - active or manipulative, constructive, reflective,
intentional, complex, contextual, collaborative, and conversational;
• Learning as meaning making: Concept and process of meaning making;
Learner as meaning maker- Characteristics of learner as meaning maker –
curiosity, interest, active engagement: Role of inquiry in meaning making
• Meaningful Learning as Experiencing: Observing, Perceiving and
internalizing, and Deriving meaning from experiences;
• Facilitating Meaningful Learning in and out of school: strategies and role of
teacher

4. Teaching for meaningful learning

• Teaching and Learning: Teaching as instructing vs Teaching as facilitating
learning; Teaching as empowering learners; Bruner’s Model of Teaching
for meaningful learning - process and implications for classroom instruction
in promoting meaningful learning
• Teaching in Diverse Classrooms – Paradigm shift in organizing learning :
Teacher centric to learner centric, and to learning centric (characteristics
and process); Grouping for facilitating learning- Ability Grouping,
Heterogeneous Grouping, Grouping by interest, Grouping by Choice;
Teaching for motivating towards learning- types of motivation and teaching
strategies
• Modes of teaching-learning – face to face and distance mode, oral-aural and
digital, individualized and group-based; Individualizing instruction in
regular classroom

5. Teaching as a profession
• Importance and Characteristics of teaching profession; Characteristics of an
effective teacher
• Teacher Preparation : Needs, components and modes of pre-service teacher-
education programmes for different school levels (pre-school, elementary,
secondary, higher secondary)
Note : Copies of the Syllabus have been submitted to the State Universities. Principals are requested to follow the syllabus, 17
pending approval of the same by the Universities.
 • Teacher Development: Needs and Stages – Survival, Consolidation,
Renewal and Maturity; Continuing Professional Development of In-service
Teachers - Needs and Strategies
• Teachers’ Professional Ethics and Accountability : Meaning, importance and
dimensions; Recommendations of NPE 1986/92; Strategies for ensuring
teacher accountability

Tasks and Assignment

Each student-teacher is required to submit assignments selecting any two of the following:
• Preparation of report of observation of two classroom transactions on any subject in
respect of the indicators of meaningful learning,
• Preparation of a paper for a seminar presentation on comparing the educational
implications of any two theories of learning in the context of promoting meaningful
learning.
• Survey of teachers’ classroom activities of at least 10 teachers and preparation of report.
• Conducting group activities in the classroom and preparing a report on the process in
terms of students’ participation and quality of learning.
• Observing classroom transactions of teachers with high and low experience in teaching.

Suggested Readings
DeCecco, J.P.,& Crawford,W.R. (1974). Psychology of learning and instruction:
Educational psychology. Englewood Cliffs, N.J.: Prentice Hall.
Gagné, R. M. (1985). The conditions of learning and theory of instruction (4th
edition). New York: Holt, Rinehart and Winston.
Klausmeir,H.J., & Ripple, R.E.(1971). Learning and human abilities: Educational
Psychology. New York: Harper & Row.
Lefrancois, Guy R. (1994). Psychology for teaching. Belmont, California:
Wadsworth Publishing Company.
Lindgren, H.C. (1980). Educational psychology in the classroom. New York: Oxford
University Press.
Mohapatra, J.K., Mahapatra, M. and Parida, B.K. (2015). Constructivism: The new
paradigm: From theory to practice. New Delhi: Atlantic Publishers.
Nolen-Hoeksema, Susan, Fredrickson, Barbara L., Loftus, Geoff R., & Wagenaar,
Willem,A.(2014). Atkinson & Hilgard's introduction to psychology. Belmont,
California: Wadsworth.
Note : Copies of the Syllabus have been submitted to the State Universities. Principals are requested to follow the syllabus, 18
pending approval of the same by the Universities.
 PE 4: Contemporary Concerns in Education
Year-I Credit-4
Marks 100(Ext. 80+ Int.20) Contact Hours 64
Objectives
On completion of this course, the student- teacher shall
• D
escribe the prevailing social inequities, diversities and marginalization in
India and their implication for education.
• S
tate the relevant Constitutional provisions, policy recommendations and
the provisions in different acts relating to education specifically to school
education.
• E
xplain the various concerns and issues of school education
• S
tate the roles of teachers in addressing the concerns and issues
• D
evelop a set of professional values required to address the issues and
concerns through curricular, and co-curricular practices

Detailed Course Content

1. Diversity, Inequality and Marginalization in Society
• Understanding Indian Society with reference to diversities in Language,
Culture, Religion, Socio-economic class, Ethnic group
• Issues of Inequality in Society and their Socio-cultural and Educational
Implications
• Discrimination and marginalization as barriers for Universalization of
Education
• Role of Education, School and Teacher in addressing issues related to
diversity, inequality and marginalization

2. Constitutional provisions, Policies and Acts in Education

Note : Copies of the Syllabus have been submitted to the State Universities. Principals are requested to follow the syllabus, 20
pending approval of the same by the Universities.
 • Constitutional provisions and values for resolving the issues of diversity,
inequality and marginalization in education
• Policies and programmes for addressing these issues – NPE 1968 and 1986
/ 92; SSA and RMSA; State Policy on Multilingual Education in Odisha
(2014)
• Problems in implementation of the policies with reference to access,
enrollment, retention and quality in education

3. Child rights and Human rights

• Human Rights- concept and covenants of human rights (Universal
Declaration of Human Rights); constitutional provisions for safeguarding
human rights
• Child Right- concept and rights of child; constitutional provisions for
safeguarding child rights; UN Convention of Child Rights,1989
• Initiatives for protection of Child’s Right to Education: RCFCE Act, 2009
(RTE Act) – objectives and provisions

4. Global concerns for Education

• Environmental Education- context and concept, objectives, scope and
strategies
• Life skill education – concept and importance; core life skills (WHO
identified); role of school, teacher and community for developing life skills
of the learners; National Skill Development Framework
• Privatization and globalization of education– meaning and their impact on
the contemporary education scenario with reference to curriculum,
pedagogy and management
• Peace education – concept, need, scope and strategies

5. Quality Concerns in Education

• Quality education – concept, dimensions and indicators
• Factors determining quality education

Note : Copies of the Syllabus have been submitted to the State Universities. Principals are requested to follow the syllabus, 21
pending approval of the same by the Universities.
 • Initiatives for enhancing quality education in school: decentralized
planning, innovative materials and pedagogy, capacity building of teachers,
reforming teacher education programme, community involvement etc.
• Role of school, teacher and community to promote quality education in
school
Tasks and Assignments
Each student-teacher is required to submit assignments selecting any two of the following:
• Conducting social survey in respect of inequality and marginalization and preparing a
report
• Preparation of Case Studies of Violations of Child Rights / Human Rights
• Field study for identification of environmental hazards and preparing a plan for
environmental education
• Preparation of a term paper on Constitutional values with reference to the issues of
equality
• Debate / discussion / seminar on quality issues in education and preparation of a report
• Projects on school- based activities for Peace education / life skill education

Suggested Readings
Glasser, W. (1990). The quality school: Managing students without coercion. New
York: Perennial Library.
Govt. of India (1992). Report of core group on value orientation to education. New
Delhi: Planning Commission, Govt.of India.
Kaur, B. (2006). Teaching peace, conflict and pride. New Delhi: Penguin Books.
Kumar, Arvind (2003). Environmental challenges of the 21st century. New Delhi:
APH Publishing Corporation.
Kumar, Krishna (1996). Learning from conflict. New Delhi: Orient Longman.
MHRD (2008). Framework for implementation of Rashtriya Madhyamik Shiksha
Abhiyan: A scheme for universalisation of access to and improvement of
quality at the secondary stage. New Delhi: Department of School Education
and Literacy.
MHRD (2011). Sarva Shiksha Abhiyan:Framework for implementation based on the
Right of Children to Free and Compulsory Education Act, 2009. New Delhi:
Department of School Education and Literacy.
Ministry of Law and Justice (2009). Right to education. New Delhi: Govt of India.
Note : Copies of the Syllabus have been submitted to the State Universities. Principals are requested to follow the syllabus, 22
pending approval of the same by the Universities.
 CPS 2: Learning Assessment
Year-I Credit-4
Marks 100(Ext. 80+ Int.20) Contact Hours 64

Objectives
On completion of this course, the student- teacher shall
§ State the nature, purpose and types of educational assessment and
evaluation.
§ Develop and use different types of tools and techniques for continuous
and comprehensive assessment of learning in the school situation.
§ Explain the importance of assessment for learning and its processes for
enhancing the quality of learning and teaching
§ Analyze the trends and issues in learning and learner assessment.
§ Analyze and interpret results of the assessment using rudimentary
statistical methods.

Detailed Course Content

1. Assessment, Evaluation and Learning

• Assessment and Evaluation: Meaning, ; purpose of assessment
(improving learning and teaching); purpose of evaluation (placement,
diagnosis, promotion, certification, providing feedback); Interrelationship
between assessment and evaluation
• Classification of Assessment based on: Purpose (Placement,
Formative, Diagnostic,and Summative), Scope (Teacher-made,
Standardized), Attributes Measured (Achievement, Attitude, Aptitude etc.),
Nature of Information gathered (Qualitative, Quantitative), Mode of
Response (Oral, Written and Performance), Nature of Interpretation (Norm-
referenced and Criterion-referenced), and the Context (Internal, External).
The terms to be explained in brief with suitable examples.
• Continuous and Comprehensive Assessment: Meaning,
Importance and Scope; Learning and Assessment: Assessment of Learning,
Assessment for Learning, and Assessment as Learning; CCA vs CCE

Note : Copies of the Syllabus have been submitted to the State Universities. Principals are requested to follow the syllabus, 41
pending approval of the same by the Universities.
 • Assessment of Learning: Assessment at the end of learning experience;
Processes of assessment of learning – testing, measurement, and non-testing
methods of assessment – observation, interview, FGD
2. Assessment for Learning
• Meaning, Importance and Purpose; Nature - formative, continuous with
learning, comprehensive (assessing all aspects of learning-cognitive,
affective and psychomotor), culturally responsive (elements from the local
culture of the learners are extensively used in the assessment); relevance for
CCA
• Tools and Techniques: Wide range of formal(testing, observation schedules,
video recordings etc.) and informal methods (participant observation, talking,
taking notes, interviewing, engaging in activities etc.); use of testing
(achievement tests of different forms, diagnostic tests, proficiency testes etc.)
and non-testing (analysis of verbal and non-verbal activities, reflective
journals, projects, portfolio etc.)tools; use of multiple methods and tools
(situation specific combinations)
• Self and Peer-assessment techniques, Observation, Portfolio, interview,
focused group discussion, rubrics
(Their description with examples and the context in which they are used)
• Provision of feedback for students and parents- need and modes, for
teachers (for timely improvement of teaching-learning process); Role of
community in CCA
3. Construction of test and Its Use
§ Steps: Planning , Preparing, Trying-out and Evaluation;
− Planning the test: Development of table of specifications (blueprint)
− Preparing the test: principles of preparing test items- objective based
items- Extended and Restricted response types, Objective type items
(free response type- short answer and completion; fixed response type-
matching, forced/alternate choice, multiple choice); Assembling and
editing the items

Note : Copies of the Syllabus have been submitted to the State Universities. Principals are requested to follow the syllabus, 42
pending approval of the same by the Universities.
 § Characteristics of a good test : Reliability, Validity, Usability (discussion on
concept and use)
§ Administration of the test and analysis of students’ performance; Preparation
of report and its use in enhancing learning.
4. Issues in Assessment and Policy Provisions
• Current practices: Over-emphasis on Summative Assessment (Periodic and
common/high-end examinations) and marking; competitive examination- its
adverse effects on learners, education system and society
• Issues and Problems : Marking vs. Grading, objectivity vs. subjectivity,
Close-ended vs. Open-ended test items, relative neglect of non-cognitive
aspects, non-use of diverse methods and tools for assessing diverse learners
• Policy perspectives: Recommendations of NPE 1986/92, NCF – 2005,
RCFCE Act 2009; Non-detention policy and its implications for assessment
and quality of learning
• Emerging practices in assessment – online assessment, participatory
assessment
5. Elementary Statistics
• Measures of Central Tendency : Mean, Median, Mode- their uses and
limitations
• Measures of Variability : Range, Average Deviation, Quartile Deviation,
Standard Deviation - their uses and limitations
• Correlation: Meaning and uses; Calculation of correlation coefficients by
Rank-difference and Product moment method
• Characteristics of normal curve and its uses
• Standard Scores – Z-Score, T-score and Percentile
Tasks and Assignments
Each student-teacher is required to submit assignments on any two of the following:
• Preparation of 50 objective-based items, at least 5 from each type of test items in any
school subject.

Note : Copies of the Syllabus have been submitted to the State Universities. Principals are requested to follow the syllabus, 43
pending approval of the same by the Universities.
 • Construction of an achievement test on any topic (carrying 25 marks), its
administration and interpretation of the results.
• Preparation of a plan for CCA activities for any class during an academic session.
• Case study of a participatory assessment programme
• Appraisal of current CCA practices in the secondary schools.
• Analysis of examination marks obtained by the students in any subject in a class and
preparation of a report for sharing.

Suggested Readings
Anderson, L.W. (2003). Classroom assessment: Enhancing the quality of teacher
decision making. Mahwah, New Jersey: Lawrence Erlbaum Associates.
Burke, K. (2005). How to assess authentic learning (4th Ed.). Thousand Oaks, CA:
Corwin.
Cooper,D. (2007). Talk about assessment: Strategies and tools to improve learning.
Toronto,Ontario: Thomson Nelson.
Danielson, C. (2002). Enhancing student achievement: A framework for school
improvement. Alexandria, VA: Association for Supervision and Curriculum
Development
Garrett, H.E. (1973). Statistics in psychology and education (6th ed.). Bombay: Vakils,
Feffers & Simon.
Gronlund, N.E. & Linn, R.L. (2009). Measurement and assessment in teaching (10th
Edn). Upper Saddle River, NJ: Pearson Education, Inc.
Newman, F.M. (1996). Authentic achievement: Restructuring schools for intellectual
quality. San Francisco, CA: Jossey-Bass.
Nitko, A.J. (2001). Educational assessment of students (3rd ed.). Upper Saddle River,
NJ: Prentice Hall.
Popham, W.J. (1993). Modern educational measurement. Englewood Cliffs, N.J.:
Prentice Hall.
Popham, W.J. (2010). Classroom assessment: What teachers need to know (6th ed.).
New York: Prentice Hall.
Shepard, L.A.(2000). The role of assessment in learning culture. Educational
Researcher, 4-14.
Stiggins, R. (2005). Student-involved classroom assessment. (4th ed). Columbus, Ohio:
Merrill.

Note : Copies of the Syllabus have been submitted to the State Universities. Principals are requested to follow the syllabus, 44
pending approval of the same by the Universities.
 CPS 3 (a&b): Pedagogy of Physical Science
Year-I/2 Credit-4
Marks 100(Ext. 80+ Int.20) Contact Hours 64

Objectives
On completion of this course, the student-teacher shall

§ State the nature and importance of physical science and its relevance in
secondary school curriculum.
§ Use various methods and approaches to teaching-learning Physical
Science suitable for the secondary school classes.
§ Plan lessons in physical science for effective classroom transactions.
§ Develop and collect activities and resource materials for their use in
enhancing quality of learning of Physical Science at the secondary level.
§ Use appropriate tools and techniques for continuous and comprehensive
assessment of learning in Physical Science.
§ State the concepts in Physical Science included in the secondary school
curriculum and make pedagogical analysis of those concepts

Detailed Course Content

1. Physical Science in School Curriculum
§ Nature of Physical Science: Nature and Scope of Science and Physical
Science in particular, Importance of Physical Science in daily life,
§ Objectives of teaching-learning Physical Science at the secondary school
level
§ Curriculum Reforms in Science Education: Rationale, objectives,
principles, designs and materials in Science, recent curricular reforms at
the National and State levels (NCF 2005).

2. Methods of Teaching-learning Science

• Discovery - Nature and purpose; guided discovery strategies in teaching
and learning of concepts in science.
• Experimentation- Experimentation under controlled conditions within
laboratory and beyond laboratory situation; Process and limitations.
• Problem Solving- Problem identification, formulation of hypotheses,
collection of data, testing hypotheses and arriving at solution.
• Demonstration-cum-Discussion
Note : Copies of the Syllabus have been submitted to the State Universities. Principals are requested to follow the syllabus, 49
pending approval of the same by the Universities.
 • Project – Situation analysis, selection of the project, preparation of the
project proposal, implementation of the project, evaluation and
reporting.
• Constructivist Approaches: Self-learning and peer learning strategies,
Collaborative strategies; 5E and ICON Models

3. Curricular Activities
• Preparation of Unit Plan; Preparation of Lesson Plans (Traditional,
Activity Approach and constructivist approach)
• Teaching- Learning Materials – Preparation, collection, procurement
and use of teaching-learning materials in Science like, Charts, Graph,
Bulletin Board, Models; ICT materials like , Filmstrips, Slides,
Transparencies, TV, Audio and Video, Computer, and Internet;
• Learning Activities – Science Laboratory Activities; Field Trip, Science
Club, Science Seminar, Science Exhibition
• Key Learning Resources in Science: Assessing progress and
performances, Monitoring and giving feedback, Local and community
resources, Using pair work, Using group work, Using questioning (both
by teacher and learners) to promote thinking, Talk for learning and
Involving all

4. . Assessment in Science learning

• Construction of Classroom tests and Unit tests, designing blueprint,
preparation of test items.
• Assessment devices; Assignments, projects work, portfolios,
Observation of activities.
• Diagnosis of learning difficulties in Physical Science, Remediation of
difficulties, Enrichment Programmes.
• Planning for continuous assessment of classroom learning.

5. Pedagogical treatment of Contents

Each of the following contents shall be analyzed in terms of the
pedagogical treatment indicated in the right cell below:

Note : Copies of the Syllabus have been submitted to the State Universities. Principals are requested to follow the syllabus, 50
pending approval of the same by the Universities.
Content Aspects of pedagogical
treatment
• Atomic Structure: Atoms and
Molecules, Classification of elements, • Identification of concepts
• Motion, Laws of Motion, and sub-concepts,
Concepts of Work, Energy, Pressure and • Expected specific learning
their measurement, outcomes,
• Energy: Sources and forms of • Methods / approaches of
energy, Renewable and non-renewable teaching-learning,
energy • Teaching-learning materials
• Electricity and Magnetism: to be used,
Electric Circuit, Potential Difference, • Expected teacher and
Magnetic Field, Lines of Force, students activities, and
Electromagnetic induction. • Assessment strategies.
• Chemical Reactions and Equation
• Heat, Light and Sound

The scope of discussion of the above concepts should be limited to the

prescribed Science curriculum for the secondary school level of the state.

Tasks & Assignments

Each student-teacher is required to submit assignments on any two of the following:

§ Preparation of five lesson plans on any topic of Physical Science included in the
Science textbook for the secondary schools.
§ Preparation of a unit test on any topic by developing the Blue Print and the test items
conforming to the blue print.
§ Developing five activities/experiments in Physical Science and prepare a brief
report,
§ Preparation of a model/tool/device based on any principle of Physical Science
included in the course preferably using locally available materials.
§ Designing pedagogical treatment for any topic of Physical Science and designing
learning activities

Suggested Readings
Das, R.C. (2005). Science teaching in schools. New Delhi: Sterling Publishers.
Herr, Norman & Cunningham, James (1999). Hands-on chemistry activities with
real-life applications. San Francisco, CA: Jossey-Bass.

Note : Copies of the Syllabus have been submitted to the State Universities. Principals are requested to follow the syllabus, 51
pending approval of the same by the Universities.
 CPS 3 (a&b): Pedagogy of Biological Science
Year-I/2 Credit-4
Marks 100(Ext. 80+ Int.20) Contact Hours 64

Objectives
On completion of this course, the student-teacher shall

• State the nature and importance of Biological Science and its relevance
in secondary school curriculum in context with recent curriculum
reforms in School Curriculum.
• Use various methods and approaches to teaching-learning Biological
Science suitable for the secondary school classes.
• Plan units’ lessons in Biological Science using traditional and
constructivist approaches for effective classroom transactions.
• Develop and collect activities and resource materials for their use in
enhancing quality of learning of Biological Science at the secondary
level.
• Use appropriate tools and techniques for continuous and comprehensive
assessment of learning in Biological Science.
• State the concepts in Biological Science included in the secondary
school curriculum and make pedagogical analysis of those concepts

Detailed Course Content

1. Biological Science in School Curriculum

§ Nature of Biological Science: Nature and Scope of Science and

Biological Science in particular,
§ Place of Biological Science in school curriculum, Importance of
Biological Science in daily life,
§ Objectives of teaching-learning Biological Science at the secondary
school level,
§ Curriculum Reforms in Science Education: Rationale, objectives,
principles, designs and materials in Science, recent curricular reforms at
the National and State levels (NCF 2005).

2. Approaches and Methods of Teaching-learning Biological Science

Note : Copies of the Syllabus have been submitted to the State Universities. Principals are requested to follow the syllabus, 53
pending approval of the same by the Universities.
 § Observation – Types, importance in Bio-Science, process, recording of
observation
§ Experimentation: Experimentation under controlled conditions within
laboratory and beyond laboratory situation; Process and limitations.
§ Problem Solving: Problem identification, formulation of hypotheses,
collection of data, testing hypotheses and arriving at solution.
§ Demonstration-cum-Discussion
§ Project: Situation analysis, selection of the project, preparation of the
project proposal, implementation of the project, evaluation and
reporting.
§ Use of ICT for self-learning, collaborative learning Concept Mapping.

3. Curricular Activities
• Preparation of Unit Plan; Preparation of Lesson Plans -Traditional,
Activity Approach and constructivist approach,( ICON & 5E model).
• Teaching-Learning Materials in Science: Preparation, collection,
procurement and use of teaching-learning materials in Science like,
Charts, Graph, Bulletin Board, Models, ICT materials like Filmstrips,
Slides, Transparencies, TV, Audio and Video, Computer, and Internet;
• Learning Activities – Science laboratory activities; Observing flora and
fauna in their natural setting, Science Club, Science Seminar,
Preservation of biological specimens for learning and building
Biological Museum, Science Exhibition
• Key Learning Resources in Science: Assessing progress and
performances, Monitoring and giving feedback, Local and community
resources, Using pair work, Using group work, Using questioning (both
by teacher and learners) to promote thinking, Talk for learning and
Involving all

4. Assessment in Science learning

• Construction of Classroom tests and Unit tests, designing blueprint,
preparation of test items.
• Assessment devices ;Assignments, projects work, portfolios,
Observation of activities.
• Diagnosis of learning difficulties in Biological Science, Remediation of
difficulties, Enrichment Programmes.
• Planning for continuous assessment of classroom learning.
Note : Copies of the Syllabus have been submitted to the State Universities. Principals are requested to follow the syllabus, 54
pending approval of the same by the Universities.
 5. Pedagogical treatment of Contents
Each of the following contents shall be analyzed in terms of the
pedagogical treatment indicated in the right cell below:

Content Aspects of pedagogical treatment

§ Improvement of Food
production, • Identification of concepts
§ Cell and its Organization, and sub-concepts,
§ Nutrition, Respiration, • Expected specific learning
Excretion and outcomes,
Reproduction • Methods / approaches of
§ Biodiversities, teaching-learning,
§ Natural Resources and its • Teaching-learning
Pollution, materials to be used,
§ Our Environment; • Expected teacher and
Ecosystem, Ecological students activities, and
system flow of energy, • Assessment strategies.
Bio-geochemical cycles in
nature, Environmental
degradation.

The scope of discussion of the above concepts should be limited to the

prescribed Science curriculum for the secondary school level of the state.

Tasks & Assignments

Each student-teacher is required to submit assignments on any two of the following:

§ Preparation of five lesson plans on any topic of Biological Science included in the
Science textbook for the secondary schools.
§ Preparation of a unit test on any topic by developing the Blue Print and the test items
conforming to the blue print.
§ Developing five activities/experiments in Biological Science and prepare a brief
report,
§ Collection and preservation of biological specimens from the immediate
environment (at least five, selecting minimum two each from preservable plants and
animals/insects)

Note : Copies of the Syllabus have been submitted to the State Universities. Principals are requested to follow the syllabus, 55
pending approval of the same by the Universities.
Suggested Readings

Buffaloe, Neal. & Throneberry, J. B. (1972). Principles of biology teaching. New

Delhi: Prentice Hall of India.
Herr, Norman (2007) The Sourcebook for teaching science. San Francisco, CA:
Jossey-Bass.
Kulashrestha, S.P. (2009). Teaching of biology. Meerut: R.Lall Book Depot.
Mangal, S.K. & Mangal, S. (2007). Teaching of biological science. Meerut:
International Publishing House.
Miller, D.F. & Blayses, G.W.(2011). Methods and materials for teaching biological
sciences. New York: McGraw Hill.
Sharma, R.C. (1998). Modern science teaching. New Delhi: Dhanpat Rai and Sons.
TESS India (2015). Key resources. The Open University U.K.(
http//creativecommons.org/licences/ and http//www.tess-india.edu.in/ )
Vaidya, Narendra (1992). Science teaching for 21st century. New Delhi: Deep and
Deep.
Zaidi, S.M. (2004). Modern teaching of life sciences. New Delhi: Anmol
Publications.

Note : Copies of the Syllabus have been submitted to the State Universities. Principals are requested to follow the syllabus, 56
pending approval of the same by the Universities.
 EPC-3: Fine Art
Year-I Credit-2
Marks 50(Internal) Contact Hours 32

Objectives
On completion of this course, the student-teacher shall

§ Explain different Art forms

§ Prepare two dimensional and three dimensional teaching aids
§ Collect materials from the locality and prepare low cost and no cost
teaching aids
§ Organize exhibitions of different Art forms

Detailed Course Content

1. Visual Art
Visual art: Importance, Scope, Characteristics of child art, folk art and fine art;
Developing skills in visual art.

2. Survey of the natural resources:

Survey of the natural resources in the immediate environment; collection of
specimens for preparation of artistic materials; preparation of report on the collected
materials and their use.

3. Reproduction of Art:
Reproduction of child art, tribal art, handicrafts, landscape, flowers,
vegetables, trees, birds, animals, book illustrations comprising of human figures book
covers, newspapers advertisements, invitation and greeting cards- collection of at
least six of each kind and preparation of an album with proper captions.
Drawing of pictures of vegetables, fruits, flowers, animals, birds, human
figures and houses in simple form on the black board.

4. Finished Drawing:
Outlines of flowers, birds, animals and human figures; Multicolored design
with geometrical forms and floral motif suitable for textile designs, book cover,
invitation and greeting cards; Technique of preparing designs for line block and
halftone printing.

Note : Copies of the Syllabus have been submitted to the State Universities. Principals are requested to follow the syllabus, 77
pending approval of the same by the Universities.
5. Pencil and colored layouts:
Preparation of pencil and colored layouts for book cover designs, invitation
and greeting card designs and poster designs; Practice of simple and decorative
lettering suitable for block designs and signboards; Mounting pictures and organizing
exhibitions.
Tasks and Assignments
Each student-teacher is required to submit assignment on any one of the following:
• Collection of any three forms of folk art and preparation of a detailed report.
• Preparation of a report on specimens of visual art available in the neighbourhood.
• Preparation of an album of greeting cards of children’s concern with appropriate caption.

Note : Copies of the Syllabus have been submitted to the State Universities. Principals are requested to follow the syllabus, 78
pending approval of the same by the Universities.
 EPC 4: Physical Education and Yoga
Year-I Credit-2
Marks 50(Internal) Contact Hours 32

Objectives
On completion of the course, the student-teacher shall
• Understand the importance of Physical Education in Human life
• List the different programmes of Physical Education
• Practice Yoga for peaceful and harmonious living
• Enumerate the relationship between Yoga and goals of life

Detailed Course Contents

1. Understanding Physical Education
• Concept, need, scope, objectives
• Organization of various Physical Education Activities
• Role of Physical Education Teacher
• Preliminary idea of some common Games.
2. Programmes of Physical Education
• Preliminary idea of some common progrmmes of physical education
• Recreation and work-values of play
• Need for recreation, different types recreationary activities and their
organization
• Provisional play and recreation in school time table
• Physical education in the context of NCF 2005
3. Yoga and Life goals
• Concept, need and objectives of Yoga
• Asthanga Yoga
• Benefits of Yogic practices
• Different postures / asanas
• Relation between Yogic practices and life goals

Note : Copies of the Syllabus have been submitted to the State Universities. Principals are requested to follow the syllabus, 83
pending approval of the same by the Universities.
Tasks and Assignments
Each student-teacher is required to submit assignment on any one of the following
• Preparation of a report on different Physical Education programme s organized in school.
• Preparing a report on different Yogic practices
• Developing a set of recreation activities for secondary school students

Note : Copies of the Syllabus have been submitted to the State Universities. Principals are requested to follow the syllabus, 84
pending approval of the same by the Universities.
 3. School Internship
Objectives

• Developing professional capacities, teacher sensibilities and sustained

engagement of student-teachers (prospective teachers) with learners and
schools.
• Equipping the student-teachers with required skills and competencies to
cater to diverse needs of the learners in schools
• Exposing the student-teachers to multicultural contexts of the society which
influence the school environment and its functioning
• Validating the theoretical understanding of the student-teachers developed
through various perspective and pedagogic courses
• Enabling the student-teachers internalize the role of a teacher – as a
facilitator of learning, classroom manager, resource mobilizer and
manager, innovator, evaluator of learner performance, planner and
organizer of other curricular activities, mentor and counselor for children,
service provider for the community and parents, developer and evaluator of
curriculum text books and other TLMs etc.

Duration
• Eight (08) weeks in first year
• Twelve (12) weeks in the 2nd / final year

Levels
• Upper Primary Level (Classes VI – VIII)
• Secondary Level (Classes IX – X) or Higher Secondary Level (Classes XI –
XII)
Organization
a. Pre-internship Activities

• Orientation of the student-teachers

• Observation of school site and activities by the student-teachers (timetable,
work allocation among teaching and non-teaching staff, regular classroom
with regular teacher, day-to-day other school activities etc.)

Note : Copies of the Syllabus have been submitted to the State Universities. Principals are requested to follow the syllabus, 85
pending approval of the same by the Universities.
 • Sharing meeting with the teachers and Headmasters of the cooperating
schools in the institution and working out the programme details for the
internship
• Demonstration lessons by the faculty members followed by post-
demonstration discussion
• Criticism lessons by the student-teachers(one lesson by each student-
teacher in any one of the methods opted) under the supervisory support of
the method teachers, attended by all student-teachers of the method
concerned
• Placement of student-teachers in cooperating schools for internship
activities.
b. During Internship Activities

• Preparation of lesson plans by the student-teachers in their concerned

method subjects
• Delivery of practice lessons with supervisory support and feedback from
faculty members. Each student-teacher shall deliver 40 lessons (20 lessons
in each method subject) excluding the criticism lesson. Out of the 40
lessons, 30% (12nos.) shall be delivered in the upper primary classes
(Classes VI to VIII) and the remaining 70 % (28 nos.) lessons in the
secondary classes (Classes IX and X).
• Observation of five peer-lessons and recording of the performance of the
peer student-teachers with authentication by concerned supervisors.
• Feedback session in the Teacher Education Institution after each spell of
ten-day practice teaching to be attended by all student-teachers for sharing
their experiences.
• Administration of diagnostic tests on the students and identifying their
learning difficulties by the student-teachers
• Attendance in school assembly
• Participation in campus cleaning and beautification activities
• Taking arrangement classes when required
• Organization and participation in literary and recreational activities of the
school
• Participation in school games and sports activities
• Organization and participation of science exhibition, science fair, science
club/nature study club/eco club activities
• Organization of awareness campaign on HIV/AIDS, blood donation,
conservation and protection of environment etc.
Note : Copies of the Syllabus have been submitted to the State Universities. Principals are requested to follow the syllabus, 86
pending approval of the same by the Universities.
 • Organization of blood donation camps
• Preparation of report on Annual sports and celebration of important
occasions and events
• Preparation of report on maintenance of registers and records by the school
• Preparation of scheme of lessons in any subject for any class
• Dialoguing with SMC / SMDC members and preparation of reports on their
meetings in the school
• Conducting case studies / action research
• Liaison with parents community and authorities
• Sharing learner perceptions, teacher perceptions and parental / community
perceptions

c. Post-Internship Activities

• Overall sharing of student-teachers’ internship experiences in the

institution.
• Suggestions and feedback from the teachers and Heads of the practicing
schools for further improvement of the internship activities
• Exhibition / demonstration of innovative and creative work done by the
student-teachers during internship.
• Student-teachers’ feedback on overall organization of internship
programme by the institution for future action.

Assessment of Internship Performance

• Assessment by supervisors, cooperating teachers and headmasters, and peer

assessment on the basis of observation and records

Attendance
• The minimum attendance of student-teachers for school internship
programme shall be 90%

Assessment of Internship Performance

• Internal assessment of internship activities and records : 250 marks (100 marks
in first year, 150 marks in second year)
First year
ü Assessment of overall activities of the student-teacher in the school during
internship: 30 marks
Note : Copies of the Syllabus have been submitted to the State Universities. Principals are requested to follow the syllabus, 87
pending approval of the same by the Universities.
 ü Assessment of lesson plan record (method 1) : 20 marks
ü Peer assessment of lessons delivered (method 1) : 10 marks
ü Faculty assessment of lessons delivered (method 1) : 20 marks
ü Innovative practices and TLM : (10+10) 20 marks
Second Year
ü Assessment of overall activities of the student-teacher in the school during
internship: 30 marks
ü Assessment of lesson plan record (method 2) : 20 marks
ü Peer assessment of lessons delivered (method 1) : 10 marks
ü Faculty assessment of lessons delivered (method 1) : 20 marks
ü Innovative practices and TLM : (10+10) 20 marks
ü Assessment of observation record and scheme of lessons by faculty : 10 marks
ü Assessment of reports prepared on school activities : 20 marks
ü Assessment of school-based project : 20 marks

Each Teacher Education Institution has to prepare a detailed plan on school

internship programme for each academic year in consideration of the activities
indicated above under pre-internship, during internship and post internship
activities.

4. Community Activities : 50 Marks

• Organisation and participation in any community awareness building
programme, and preparation of report : 10 marks
• Conducting any community activity like plantation, mass safai, public utility
service (road repair, cleaning water sources and public places etc.), blood
donation camp, health check-up and submission of a report. : 10 marks
• Survey of community resources and their utilization in school improvement :
10 marks
• Survey and mobilization of out of school children in the community and
preparation of a report : 20 marks.

(N.B.: The first two activities shall be undertaken in the First Year and the
remaining two activities shall be undertaken in the Second Year. However, the
marks awarded to the student-teacher in all the four community activities shall
be included in the aggregate marks of Second Year Examination.)

Note : Copies of the Syllabus have been submitted to the State Universities. Principals are requested to follow the syllabus, 88
pending approval of the same by the Universities.
 OCSD-4 : Woodwork
Year-I Credit-2
Marks 50(Internal) Contact Hours 32

Objectives:
On completion of course, the student-teachers shall :

• Know different types of tools and their safe uses

• Develop skills in preparing wooden products like pointer, duster, blackboard,
chair, table stool etc.
• Know different types of timbers for preparing various finished products and
process of protecting wooden materials

Detailed Course Content

1. Concept of woodwork
Need, importance and scope of woodwork.
2. Workshop Activities
Workshop discipline, safety, precaution, safe handling of tools, first aid;
definition of push and pull saw, fret saw and saw sharpening.
3. Tools for Woodwork
Types of timber and its structure, selection of the size of wood to be planed
first, face side marks: setting of marking gauges. Martice gauge and testing
with try square. Different types of chisels, mallets and hammers. Hardware
uses in the wood section
4. Timber and its protection
Timbers- their sources and uses, structure of trunk properties, Insects and
wood protection. Natural and artificial seasoning, commercial firm of timber,
plywood, particle boards, glues.
5. Quantifying timber and wood finishes
Calculation of measures of timber, Preparing, cutting . Wood finishing: Polish,
varnish and paints.
In course of discussion of the above theoretical aspects and related practical
work, the following articles ( at least three by each student-teacher) need to be
prepared as a part of practical work:
Hangers, wall-brackets, book-shelves, tools, bench, desk, chair, black-board,
pointer,duster, stationery rack, round table, pet table. Wood turning work such
as cups, plates, roller, table lamp and other ornamental designs.

Note : Copies of the Syllabus have been submitted to the State Universities. Principals are requested to follow the syllabus, 93
pending approval of the same by the Universities.
 ASSESSMENT CRITERIA FOR THE COURSE
The performance of the student-teachers in the courses under the Groups A and B shall be
assessed both internally and externally as detailed below:

Group A and B :

§ The performance of each student-teacher in each paper under “Perspectives in

Education (PE)” and “Curriculum and Pedagogic Studies (CPS)” shall be assessed
internally out of 20 marks and externally out of 80 marks for courses carrying 100
marks and out of 10 marks and 40 marks for papers carrying 50 marks.
§ Tasks and Assignments in respect of each student-teacher shall be assessed internally
by the faculty member concerned both on the process and the final product (Report)
and shall be awarded marks out of 10 on each such work (20 marks for two
assignments in each paper carrying 100 marks and 10 marks for one assignment in each
paper carrying 50 marks). The detailed criteria of assessment of assignments shall be
spelt out by a Committee of faculty members constituted by the Head of the Institution.

Group C:

§ The performance of each student-teacher in the courses under C3 (EPC) shall be

assessed internally out of 50 marks in each course/paper.

Group D :

§ The performance of each student-teacher in the courses under OCSD shall be internally
assessed separately by the faculty member (s) concerned out of 50 marks.

Note : Copies of the Syllabus have been submitted to the State Universities. Principals are requested to follow the syllabus, 94
pending approval of the same by the Universities.
 EXAMINATION AND CERTIFICATION
1. The respective Universities shall conduct two year-end examinations for B.Ed. (Secondary)
Course. The time of examination shall be decided by the Examination Committee of the
Universities concerned.
2. The examination shall be conducted by means of Written Test (for Theory Papers) and test
of Practicals (for Practical Papers) and shall be in accordance with such instructions as may
be decided and issued by the Universities concerned.
3. The examinations shall be open to the candidates who have been duly selected as per the
Government approved admission guidelines and admitted in different Teacher Education
Institutions of the state.
4. The candidates who have prosecuted the course by attending both theory and practical
classes, thereby securing not less than 80% attendance in each theory paper (70% on
production of Medical Certificate), and 90% in School Internship programme and have
successfully completed the required number of practical assignments (Tasks and
Assignments, Practice Teaching etc.) duly assessed internally and fulfilling all other
required conditions are to be declared eligible for each year-end examination by the Head
of the Teacher Education Institutions concerned.
5. The candidates who are sent up for admission to the examination by satisfying all the
conditions as laid down in the Sl. No. 4 supra but could not appear or having appeared have
failed at the examination, shall be allowed to appear as ex-regular candidates for three
consecutive chances maximum.
6. The medium of instruction and examination in all the theory papers except the Pedagogy of
Language in Odia under CPS 10 shall be English.
7. Minimum percentage of pass mark in each theory course shall be 40 and in each practical
course 50. In aggregate, a candidate has to secure 45% marks in order to be declared pass,
subject to condition that he / she must have passed in each individual theory and practical
course.
8. Each candidate has to secure minimum pass marks (40%) in each Task and Assignment
under theory courses (PE, CPS and EPC). If a candidate fails to secure the minimum pass
mark in each Task and Assignment he / she cannot be eligible to fill up the form to sit in the
year-end examinations.
9. The performance of each candidate in courses on EPC and OCSD shall internally be
assessed continuously on periodical basis (CCA) and the marks secured by him/her in
different events of assessment shall be combined and be converted to a score out of 50 and
the same shall be added to his / her aggregate marks. The minimum pass mark shall be 40%
in each individual course above .
10. At the final qualifying examination, award of Division shall be considered out of 1600
marks. In award of division, marks obtained by a candidate, both in theory and practical
papers shall be taken into consideration. Division shall be awarded as per the following :

First Class : 960 marks and above (60% and above)

Second Class : 720 to 959 marks (45% and above but below 60%)

11. A candidate failing to secure 40 percent in any theory course(s) and 50 percent marks in any
practical course (s) in the year end examination(s) shall be allowed to appear at examination
Note : Copies of the Syllabus have been submitted to the State Universities. Principals are requested to follow the syllabus, 95
pending approval of the same by the Universities.
 in that course(s) as back paper(s) and be given maximum three consecutive chances to pass
in the concerned course(s), \The internal marks secured by the candidate in that course(s)
shall be retained as such..

12. If a candidate discontinues the course in the middle at any stage without completing the
study of the full course and fulfilling the stipulated requirements thereof, he/she shall not be
allowed to appear at the final university examination(s). In such circumstances, he/she may
apply afresh for his/her selection and admission to the course, if he/she desires.
All other conditions for conduct of examination and declaration of result shall be
determined by the concerned University as per their regulations and statute.

Note : Copies of the Syllabus have been submitted to the State Universities. Principals are requested to follow the syllabus, 96
pending approval of the same by the Universities.