NCERT B.ed Two Year Curriculum 2010-12 Part IV

SYLLABUS FOR TWO-YEAR
BACHELOR OF EDUCATION,
2015
As given by the NCERT (2010-2015)
PA R T I V
T H E F E AT U R E S O F T H E C U R R I C U L U M F O R
T E A C H E R - E D U C AT I O N
Author
Urmila Paralikar,
State Department of Higher Education, Maharashtra, INDIA, (Jan. 2015)
PA R T I V
T H E F E AT U R E S O F T H E C U R R I C U L U M
FOR
T E AC H E R - E D U C AT I O N
UAP/SYLLABUS 4 TWO YEAR B.ED COURSE/NCERT
16/01/2015
Major Areas covered

I.
the broad perspective
II. curriculum components

III. the key points of
departure envisaged
16/01/2015
UAP/SYLLABUS 4 TWO YEAR B.ED

COURSE/NCERT
I. The Broad Perspective

An overall vision of educational
development is the main source of
conceptualisation of educational inputs
in the curriculum framework.
With increasing contribution of the
political process, there is an emerging
orientation of the nation state towards
an education, which is aimed at overall
national Development.
16/01/2015

COURSE/NCERT
THE BROAD PERSPECTIVE IN GRAPHIC

VISION
IN
CURRICULAR
FRAMEWORK
EDUCATIONAL
DEVELOPMENT
OF KNOWLEDGE &
VALUES
NATIONAL DEVELOPMENT
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COURSE/NCERT
Clause 5.1.2
The vision of educational development in the

national context is a reflection of composite thoughts
not derived from one single school of thought or an
individuals thoughts.
Further, it is imperative for those who participate in
the process of education, like the teachers, to share in
this composite vision and reflect it while shaping the
pedagogical process.
16/01/2015

COURSE/NCERT
Clause 5.1.3
the Curriculum Framework essentially focusses on

secondary education, it is with recognition of the
continuity in the three distinct stages of schooling,
viz. middle, secondary and higher secondary.
The course structure attempts to approach the
problems of different groups of learners, keeping in
mind diversity, social backwardness, abilities,
multilingualism, and age.
16/01/2015

COURSE/NCERT
Clause 5.1.4
The Curriculum Framework, contends that theories of

cognate disciplines are relevant to education in
numerous ways, so the courses have been outlined in
respect of the kinds of understandings that may be
relevant to a school teacher, drawing from whichever
cognate disciplines that are required, Therefore, the titles
of the courses may sound somewhat different.
16/01/2015

COURSE/NCERT
Clause 5.1.5
An attempt has been made to provide for both

conceptual understanding and practical experiences in
an interlinked manner in possibly every component of
the curriculum.
Broad Perspective over..
Now component two: outline of curriculum
16/01/2015

COURSE/NCERT
5.2 Outline of the Curriculum Components
The Curriculum components have been

visualised in three clusters indicated as
Groups A, B and C, ending with a Final
Reporting and Presentation.
10
16/01/2015
5.2.1 Group A
Core Courses are to provide a conceptual and
contextual understanding of education and schooling
drawn from cognate disciplines that is essential for a
teacher.
The Core Courses under Group A are
Basics in Education;
Learner and Learning;
Schooling, Socialisation and Identity;
Curriculum and School in India; and
Vision of Education in India: Issues and
Concerns
11
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5.2.2 Group B
Pedagogy Courses represent essential functional
understandings & competencies required in a

teacher.
The courses under Group B are:
Subject Knowledge and the Related Pedagogic
Dimension;
Assessment for Learning
Learning to Function as a Teacher
12
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5.2.3 Group C
Developing Teacher Sensibilities comprises a
variety of experiences pertaining to certain
aspects, which also equip teacher for effective
functioning. They are:
SECTION I: EXPERIENCES FOR TEACHER

ENRICHMENT
SECTION II: EXPERIENCES FOR SOCIAL AND
ENVIRONMENTAL SENSITIVITY
13
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5.2.3 Group C
SECTION I:
CONTD
EXPERIENCES FOR TEACHER

ENRICHMENT
Strengthening Language Proficiencies

Use of ICT for Effective Learning
Health and Physical Education
Arts and Aesthetics
Exploring Library and Other Learning
Resources
14
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5.2.3 Group C
CONTD.
SECTION II: EXPERIENCES FOR SOCIAL AND

ENVIRONMENTAL SENSITIVITY
Gender Issues in Education
Education for Peace
Issues of Conservation and Environmental
Regeneration
Addressing Special Needs in Classroom
15
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5.2.4 Final Presentation

each student-teacher is expected to consolidate
and reflect upon all experiences during the

programme in the form of a report, and make a
final presentation.
16
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17
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SYLLABUS FOR TWO-YEAR

UAP/SYLLABUS 4 TWO YEAR B.ED COURSE/NCERT

Major Areas covered

the broad perspective

II. curriculum components

UAP/SYLLABUS 4 TWO YEAR B.ED

I. The Broad Perspective

UAP/SYLLABUS 4 TWO YEAR B.ED

THE BROAD PERSPECTIVE IN GRAPHIC

UAP/SYLLABUS 4 TWO YEAR B.ED

The vision of educational development in the

UAP/SYLLABUS 4 TWO YEAR B.ED

the Curriculum Framework essentially focusses on

UAP/SYLLABUS 4 TWO YEAR B.ED

The Curriculum Framework, contends that theories of

UAP/SYLLABUS 4 TWO YEAR B.ED

An attempt has been made to provide for both

UAP/SYLLABUS 4 TWO YEAR B.ED

5.2 Outline of the Curriculum Components

The Curriculum components have been

understandings & competencies required in a

SECTION I: EXPERIENCES FOR TEACHER

EXPERIENCES FOR TEACHER

Strengthening Language Proficiencies

SECTION II: EXPERIENCES FOR SOCIAL AND

5.2.4 Final Presentation

and reflect upon all experiences during the

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