COURSES OF STUDY

For
DIPLOMA IN ELEMENTARY EDUCATION ([Link].)

(Introduced from 2012-13 academic year)

Board of Secondary Education, Odisha, Cuttack

2012
 Courses of Study for
DIPLOMA IN ELEMENTARY EDUCATION ([Link]. Ed.)
(As per NCFTE, 2009 imperatives)

The quality of school environment and classroom learning is largely dependent on the
quality of teachers. The pre- service teacher education programmes are intended to
prepare quality prospective teachers. With the changing perspectives of the school
education, in general, and the learning processes of each individual learner, in particular,
the pedagogical processes are undergoing sea-changes which necessitate appropriate
and thorough revision of the teacher education curriculum.
Beginning with the inclusion of universalization of comparable quality in the
objectives of the Universalization of Elementary Education in the National Policy of
Education 1986, all subsequent documents and programmes on UEE have given primacy
to the quality of education along with the provisions of access, enrolment and retention.
The National Curriculum Framework 2005 has gone a step ahead in echoing the universal
concern for actualizing learner and learning centered approaches to the classroom
processes. Further, the constructivist approach of learning and teaching is being adopted
instead of the traditional teacher-centered transmissionistic approaches. As a result, the
classroom processes are being transformed to suit to the learners’ needs and aspirations.
This trend of learner centered pedagogy has been accorded legal status in the Right of
Children to Free and Compulsory Education Act, 2009. The Sarva Shiksha Abhiyan
(SSA), the largest programme for universalizing elementary education with widest
coverage possible, being implemented since 2001, has been focusing on the learner-
centered, activity-based, participatory learning experiences in the classroom as well as in
the school context. It becomes imperative to enable the prospective teachers use these
practices and understand their theoretical bases. The elementary teacher education

2
programme needs to be transformed to address these issues. Against this background, the
present courses of study for the Diploma in Elementary Education for prospective
elementary school teachers of Odisha have been developed.
This course of study has been developed, based on the visions and provisions of
three major national documents as well as the reflections made in the National
Education Policy 1986/1992. These three documents are The National Curriculum
Framework 2005 (NCF 2005), The National Curriculum Framework for Teacher
Education 2009 (NCFTE 2009) and The Rights of Children for Free and Compulsory
Education Act 2009. The structure of the courses of study has been developed in
conformity with the one suggested in the NCFTE 2009 and the model courses of study
provided by the National Council of Teacher Education in 2011

1. The Vision: In order that the teacher education must become more sensitive to
the emerging demands from the school system, it must prepare teacher for the roles of
being an
 encouraging, supportive and humane facilitator in teaching-learning situation to
enable learner to discover their talents, realize their physical and intellectual
potentialities to the fullest, and to develop character and desirable social and
human values to function as responsible citizen; and
 active member of a group of persons who makes a conscious effort for curricular
renewal so that it is relevant to changing societal needs and the personal needs of
learners (NCF 2005, p.107).

2. Considerations: In order to realize the above stated vision, the major

considerations that guided the preparation of this document are:

3
  Understanding children and their ways of learning and creating situations
conducive to their learning is central to all the efforts of the teacher.
 Learning needs to be appreciated as a participatory process that takes place in the
shared social context of the learner’s immediate peers as well as the social
community. Learners should be viewed as active participants in the learning
process and not be considered as passive recipients of information.
 Learning is to be viewed as a search for meaning out of personal experience and
knowledge generation as a continuously evolving process of observation,
verification, and reflection and so on.
 The role of the teacher is to facilitate learning rather than the source and custodian
of knowledge. As a facilitator he/she is to help learners in transforming
information into knowledge/wisdom, support in enhancing learning through
multiple exposures, encourage the learner to continuously achieve his/her
educational goals.
 The social climate and the context from which the learners and teachers emerge
have great influence on the learning. Therefore, learner’s social, cultural, economic
and political contexts are to be taken into account along with his/her psychological
characteristics for designing learning strategies.
 Knowledge in teacher education is multidisciplinary in nature within the context of
education. Conceptual inputs in teacher education need to be articulated in such a
manner that they describe and explain educational phenomena – actions, tasks,
efforts, processes, concepts and events.
 Teacher education programme need to provide the space for engagement with
issues and concerns of contemporary Indian society, its pluralistic nature, and
issues of social and racial identity, gender, equity, livelihood and poverty.

4
  Teacher education programme need to broaden the curriculum to include different
traditions of knowledge; educate teachers to connect school knowledge with
community knowledge and life outside the school.
 Teacher education need to help teacher’s appreciate the potential of hands-on
experience as a pedagogic medium both inside and outside the classroom; and
work as integral to the process of education.
 Teachers need to re-conceptualize citizenship education in terms of human rights
and approaches of critical pedagogy; emphasize environment and its protection,
living in harmony within oneself and with natural and social environment; promote
peace, democratic way of life, constitutional values of equality, justice, liberty,
fraternity and secularism and caring values.
 The evaluation protocol needs to be comprehensive and provide due place for the
evaluation of attitudes, values, dispositions, habits and hobbies, in addition to the
conceptual and pedagogical aspects through appropriate quantitative as well as
qualitative parameters.

3. Objectives of the Course: The objectives of the course are to enable the

trainees to:
 upgrade, update and enrich their content knowledge of different subjects
they teach in primary and upper primary schools so that they can
effectively transact the prescribed syllabus contents
 equip themselves with a repertoire of pedagogical skills so that they can
improve the quality of classroom instruction
 understand the children, their context / experience, how they learn different
subjects and to design differentiated learning opportunities for each child

5
 organize child-friendly and child-centered, activity-based, participatory,
meaningful learning experiences – play, projects, discussion, dialogue,
observation, visits, integrating academic learning with productive work in
schools by adopting alternate teaching-learning methodologies
 build their capacity to evaluate learning performance on a continuous basis
and to ensure learners progress and achievement thereby diagnosing their
learning difficulties, preparing test items in different subjects they teach,
sharing the assessment results and providing compensatory support for
improving learners’ learning
 acquaint themselves with the recent developments, issues and problems
involved in UEE and to visualize their appropriate role for achieving the
goals of UEE
 develop their ability to make schools functional and more supportive to
better teaching-learning
 to ensure child rights and address the issues, if any, thereof
 empower themselves with knowledge and skill to plan and manage both
mono-grade and multi-grade situation
 undertake action research to solve the day-to-day problems they face in
their schools while conducting different curricular and other curricular
activities
 develop among the learners the leadership and problem solving skills,
work with SMC, Local Authorities and other educational partners in the
locality for child tracking, school mapping, whole child and whole school
development
 understand and address all kinds of diversity in their context

6
4. Duration: The programme shall be of two-year duration.
5. Medium of Instruction: ODIA (except for the courses in English,

Urdu, Hindi and Persian) shall be the medium of instruction.

6. Course Structure:
6.1 Course Outline
Group A : Foundation Courses (FC)

Course /
Title Marks
Paper
FC1 Contemporary Issues in Elementary Education 100
FC2 Understanding the Learner 100
FC3 Curriculum Planning and Transaction 100
FC4 Pedagogic Process in Elementary Education 100
FC5 Education for Holistic development 100
Total 500

Group B : Pedagogy Courses (PC)

Course/paper Title Marks
PC1 Content-based Pedagogy in Odia / Urdu 100
PC2 Content-based Pedagogy in English 100
PC3 Content-based Pedagogy in Mathematics 100
PC4 Content-based Pedagogy in Science 100
PC5 Content-based Pedagogy in Social Science 100
PC6 Content-based Pedagogy in
a) Hindi 50
b) Sanskrit / Persian 50
Total 600

7
Group C: Practical Courses (PrC)

Course/Paper Title Marks

PrC 1 Teaching Practicum 100
PrC 2 Teaching Practicum 100
PrC 3 Project on Action Research 50
Total 250
Grand Total (A+B+C) 1350

6.2 Year-wise Course Break-up :

1ST YEAR
Total Marks: 650
Theory
Marks Duration of
Papers Title final
Internal External Total
examination
FC-2 Understanding the learner 20 80 100 03 hours
Pedagogic Process in
FC-4 20 80 100 03 hours
elementary education
Education for holistic
FC-5 20 80 100 03 hours
development
Content-based pedagogy
PC-1 20 80 100 03 hours
in Odia / Urdu
Content-based pedagogy
PC-4 20 80 100 03 hours
in Science
Content-based pedagogy
PC-6 A 10 40 50 02 hours
in Hindi

Practicum
Mono-grade teaching in Odia / Urdu,
50 Marks 45 minutes
Paper : PrC-1 Science, Hindi
Teaching Multi-grade teaching taking Odia /
Practicum Urdu and Science combination or a 50 Marks 45 minutes
single subject in all the grades

8
 2nd YEAR
Total Marks : 700
Theory
Marks Duration of
Papers Title final
Internal External Total
examination
Contemporary Issues in
FC-1 20 80 100 03 hours
Elementary Education
Curriculum Planning and
FC-3 20 80 100 03 hours
Transaction
Content-based pedagogy in 80
PC-3 20 100 03 hours
Mathematics
Content-based pedagogy in 80
PC-2 20 100 03 hours
English
Content-based pedagogy in 80
PC-5 20 100 03 hours
Social Science
PC-6 Content-based pedagogy in 40
10 50 02 hours
B Sanskrit / Persian

Practicum
Mono-grade teaching in
Mathematics / Social Science / 50 Marks 45 minutes
PrC-2 Teaching
English/Sanskrit/Persian
Practicum
Multi-grade teaching (with
50 Marks 45 minutes
combination any subjects)
PrC-3 Project on Action Research 50 marks

9
6.3 Detailed Unit Structure of the Theory Courses:
FC1: Contemporary Issues in Elementary Education
Objectives:
 To develop an understanding of the meaning of education and contribution of
different educationists towards improvement of elementary education.
 To develop an overview of the universalization of education at the national and
state levels.
 To appreciate the role of various initiatives such as, operation Blackboard scheme,
DPEP, SSA, RTE, etc., for universalization of elementary education
 To develop an understanding on the management of elementary education at
national, state, district and sub-district level.
 To appreciate the need of professional development and professional ethics for
teachers.
Unit 1: Foundations of Education
 Meaning and Aims of Education – Individual and Social
 Contributions of Educational Thinkers – Mahatma Gandhi, Sri Aurobindo,
Tagore, Montessori, Froebel, Piaget, Vygotsky with reference to Elementary
Education
 Importance of Elementary Education
 Universalization of Elementary Education – Need and Dimensions
 Global concern for UEE in post-NPE, 1986 period
 Major Policies and Provisions for achievement of UEE (Constitutional
Directives, Education Commissions, NPE-1986, RCFCE Act-2009)
Unit 2: Initiatives to achieve UEE in Odisha
 Operation Blackboard
 District Primary Education Programme (DPEP) : Strategies and Impact
 Sarva Shiksha Abhiyan (SSA) : Features and Strategies
 Mid-day Meal Programme
 Present status of elementary education in Odisha
Unit 3: Management / Governance Issues in Elementary Education in Odisha
 decentralization of educational management
 Structure and function at national (MHRD, NCTE, NCERT, NUEPA)
district (Administrative (Zilla Parishad, DPO, CI and DI of Schools,

10
 Academic (DIET / DRC / S.T. School) and sub-district (Administrative (SI
of Schools), Academic (BRC / CRC), Headmaster) level – networking of
institutions (Academic and Management)
 Community participation in educational management
 Constitutional role of the SMC, PTA and MTA
 Planning for UEE (micro and macro)
Unit 4: Education as a Fundamental Right
 Child Right –UN Declaration : Survival, Development, Protection and
Participation
 National Policy for Children, 1974
 Persons with Disability Act, 1995
 RCFCE Act – 2009 : Salient Features
 Provisions for Protection of Child Right (NCPCR, SCPCR)
 Implementation of the Act – Role of Teacher, School, Local Authorities, and
Government
 Odisha Rules to the RCFCE Act – 2009
Unit 5: Teacher Empowerment
 Development of self-esteem and attitude
 Professional development – rights of the teachers, role and function of
teacher associations
 Professional ethics
 Development of leadership quality
 Enculturation

FC 2: Understanding the Learner

Objectives:
 To understand different aspects of a child’s physical, motor, social and emotional
development.
 To understand the learning process and its nature, and find ways for promoting
learning of children.
 To be acquainted with the process of personality development and creative
thinking of the children.
 To envision an inclusive learning environment and teaching strategies in inclusive
context.
 To understand and perform the statistical processes in education.

11
Unit 1: Understanding Child Development
 Concept, Principles and stages of child development
 Characteristics of physical, cognitive, social, emotional and moral
development in childhood and early adolescence
 Significance of heredity and environment in understanding the child
 Factors influencing Child development - Home, School, Peer-group and
Society
 Understanding the developmental needs of children (age-specific)
 Learning and Developmental Tasks, Developmental Delays, Helping
Children to grow
Unit 2: Understanding Learning Process
 Learning – Concept and Nature, individual difference in learning
 Understanding how child learns - Learning through observation, imitation,
trial and error, experimentation and experience
 Learning as meaning-making
 Basic conditions of learning – Maturation, Fatigue, Reinforcement,
Materials, Tasks, Organization of Materials
 Promoting Learning - Motivating Learners, Facilitating Classroom Learning
Environment, Teacher Behaviour
Unit 3: Personality Development of Learner
 Concept; Factors affecting Child’ Personality
 Development of Self-concept, Attitude and Values
 Thinking Skills and Communication Skills
 Development of Creative Thinking (Process Oriented and Product Oriented)
Unit 4: Learner in Inclusive Context
 Meaning of Inclusive Education; Distinction from Integrated Education /
Special Education
 Implementation of Inclusive Education
 Education of CWSN – types, identification, learning needs, teaching
strategies and curriculum adaptation
 Education of girl child – issues and strategies to address, initiatives taken so
far
 Education of socio-culturally disadvantaged children

12
Unit 5: Elementary Statistics
 Tabulation of Data
 Graphical presentation of data – Frequency Polygon, Histogram, Bar
Graphs, Pie Diagram, Pictograph
 Measures of Central tendency and dispersion; t- test

FC 3: Curriculum Planning and Transaction

Objectives:
 To understand the role of teacher in curricular transaction at elementary
classes.
 To understand the guiding principles of National Curriculum Framework-2005
 To be acquainted with the planning for learning activities for a class, month
and a year.
 To acquaint the prospective teachers with the different tools and techniques of
ICT available for enriching the learning processes in and out of classroom.
 To acquaint the prospective teachers with the process of action research and
understand how to use its results for improving curricular transaction.

Unit 1: Curriculum
 Concept and Types – Subject Centered, Child Centered, Experience
Centered, Local-specific
 Core Curriculum – Meaning and Features
 Principles of Curriculum Construction
 Process of Curriculum Development at the Elementary School Level
Unit 2: Process of Curriculum Transaction
 Guiding Principles for Curricular Transaction:NCF-2005
 Specifying objectives of curriculum in the learners context
 Selection and organization of learning activities and experiences
 Skills for classroom transaction – Questioning Skill, Communication Skill,
Blackboard Writing Skill, Providing Reinforcement, Classroom Movement
Unit 3: Planning Learning Activities
 School timing and time table
 Annual Calendar of activities (Curricular and Other – Curricular)

13
  Scheme of lesson
 Unit Plan
 Lesson Plan and Lesson Notes
Unit 4: Integration of ICT in Curricular Transaction
 ICT: concept ( Hard ware and Soft ware)
 Use of ICT in classroom
- educational broadcasts and telecasts
- educational films and CD/DVD
- WEB resources
- CAL
 Planning for ICT integration in classroom transactions
Unit 5: Action Researches for Enrichment of Curricular Transaction
 Meaning and scope of Action Research
 Quantitative and qualitative approach
 Process
 Using results of action research for improving curricular transaction

FC 4: Pedagogic Process in Elementary Schools

Objectives:
 To help the prospective teachers in understanding the nature of children and the
ways/ approaches the children learn in the school/classroom situations.
 To develop capacities of prospective teachers to reflect, reason and make
conceptual understanding of pedagogic practices and learning process.
 To empower prospective teachers to prepare and use appropriate Teaching-learning
materials for improving learning of the children.
 To build the capacity of the prospective teachers to manage the mono-grade and
multi-grade classes effectively.
 To expose the prospective teachers to different modes of assessment of learning
and enable them to uses those effectively to promote classroom learning.
Unit 1: Quality in Classroom Learning
 Indicators of quality learning
 Teaching and learning as interactive process
 Major issues in classroom learning

14
  Teaching for quality learning – characteristics and process of teaching and
issues thereof
 Teacher as facilitator of learning
Unit 2: Approaches to Learning and Teaching
 Teacher-centred, learner-centred and learning-centred approaches
 Competency-based approach
 Activity-based Approach
 activity and its elements
 characteristics of activity
 varieties of activity (curricular and other – curricular)
 Constructivist approach to learning
 Major issues associated with each approach
Unit 3: Teaching-Learning Materials
 Importance of TLMs in classroom transaction
 No cost and low cost materials
 Collection, preparation, storing and use of TLMs
 Use of Textbook and workbook as TLMs
 Contextual and local-specific TLMs
 Learning beyond textbooks – other sources of learning
Unit 4: Classroom Management
 Managing group and individual learning in classroom
 Mono-grade learning context
 Multi-grade and multi-level learning contexts
 Small size and large size classes
Unit 5: Learning Assessment
 Concept of measurement, evaluation and assessment
 Continuous and comprehensive assessment
 Tools and techniques of assessment-achievement test, observation,
interview, rating scale, check list, case study, questionnaire, project
 Preparation of different types of test items
 Portfolio Assessment
 Preparation of Unit test
 Recording, reporting and sharing of assessment results
 Use of assessment outcomes for improving learning

15
FC 5: Education for Holistic Development
Objectives:
 To identify the needs of a child and those of his/her family and community in
respect of food, health & hygiene clothing, shelter, recreation and social service.
 To acquaint the prospective teachers regarding the importance of art education,
health and nutrition education, physical education, work-centered education in
holistic development of the learners.
 To know different forms of art and learning-teaching strategies for the elementary
level learners.
 Develop skills of the prospective teachers to transact health and nutritional
education activities and physical education curriculum at different grades.
 To enable the prospective teachers to understand the necessity of work-centered
education.
 To develop the competencies of the prospective teachers to act as an agent of peace
and enable learners to appreciate peace in their lives.
Unit 1: Art and Aesthetics Education
 Concept of Art and Aesthetics
 Significance of Art and Aesthetics Education in elementary schools
 Developmental stage-specific child Art
 Appreciation of Visual Art Forms – Drawing and Painting, Rangoli, Collage,
Modeling, Making Toys and Mask, Mehendi, Decoration, Pot Art,
Terracota.
 Appreciation of Performing Art – Dance, Music, Drama and Puppetry.
 Assessment of learners’ performance in Art and Aesthetic Education.
Unit 2: Health and Nutrition Education
 Concept of Health and Hygiene; Personal and Environmental Hygiene;
Family and School Health; Physical and Mental Health of the child
 Methods and Techniques of health promotion – School health services,
Good health habits, Personal cleanliness and Healthy school environment.
 Food and Nutrition – Balanced diet, Malnutrition and its effects,
Communicable Diseases and their Prevention, HIV/ AIDS and Drug abuses.
 Assessment of Health and Nutrition Education in elementary schools

16
Unit 3: Physical Education and First-Aid
 Concept of Physical Education
 Awareness of our Body – Body movements (types of body movements),
Body postures – Postural deformities and its remedial measures.
 Physical fitness and Motor fitness – Exercise and drills, Yoga, Pranayam and
Asanas; Common Athletics and Games,
 Safety Measures – Common safety rules at school, home, playground, road;
First-aid services in schools
 Assessment of Physical education and first-aid activities in elementary
schools.
Unit 4: Work & Education
 Concept and need of work experience at elementary level
 Work experience curriculum at elementary level
 SUPW and Management of SUPW in schools
 Work-centered education- meaning, necessity
 Planning and Transaction of work-centred education at elementary schools
 Assessment of work - centred education.
Unit 5: Education for Peace
 Peace Education – Concept and need
 Objectives of peace education in elementary schools – intercultural
understanding, civic responsibility, ethical development and development of
social values.
 National Integration and International Understanding for Peace.
 Strategies for management of Peace Education
 Activities for Peace Education in elementary schools
 Assessment of peace education in elementary schools

PC 1: Content-based Pedagogy in Odia

Objectives:
 To enable prospective teachers to grasp general principles in language learning and
teaching
 To develop classroom management skills, procedures and techniques for learning-
teaching language

17
  To examine issues in language assessment and their impact on classroom teaching.
 To develop acquaintance with various approaches, methods and techniques of
language teaching
 To enrich the content knowledge of the prospective teachers in different prose,
poetry, non-detail texts and grammar contents.
GROUP – A
Unit 1: Textual Contents in Prose (Detailed)
 Mo Jebanara Abhula Katha - Satyanarayan Rajguru
 Odisha ra Sanskruti - Charubala Mohanty
 Mryutubijayee Balaka - Chintamani Behera
 Pragati O Manaba Dharma - Baidyanath Mishra
 Baiyanika Monobruti - Sarat Kumar Mohanty
Unit 2: Textual Contents in Poetry (Detailed)
 Barsa - Jagannath Dash
 Dhuli - Bidyutprava Devi
 Chotamora Gaonti - Sachidananda Routaray
 Sibaratri - Gopabandhu Das
 Basistha O Biswamitra - Ananta Pattnaik
Unit 3: Textual Contents in Supplementary Reading
 Rebati - Fakir Mohan Senapati
 Daraja Kholila - Narayan Sahoo
Unit 4: Language Items
 Dhwani, Lipi, Matra, Phala, Sabdha
 Parts of Speech (Noun, Adjective, Verb, Conjuction, Pronoun)
 Derivation of words
 Formation of words (using prefix and suffix)
 Idioms
 Synonyms and Antonyms
Unit 5: Book Review

 Diba Swapna - Giju Bhai Badhek

 Toto Chan - Testiko Kuroye Nagi

18
 GROUP – B
Unit 6: Teaching Learning Odia at the Elementary Level
 Importance of teaching-learning Odia as the mother tongue
 Aims and objectives of teaching Odia as mother tongue with reference to
recommendations of NCF, 2005
 Strategies for facilitating acquisition of four-fold language skills in Odia
 Objectives and Strategies of transacting integrated text for the beginners
Unit 7: Intensive and Extensive Reading Skills
 Difference between intensive and extensive reading
 Teaching-learning prose (detailed) – objectives and strategies
 Teaching-learning poetry (detailed) – objectives and strategies
 Teaching-learning supplementary readers – objectives and strategies
 Problems of reading comprehension in Odia in multi-lingual context
Unit 8: Writing Skills
 Teaching-learning of composition (guided and free) – objectives and
strategies
 Teaching-learning of creative writing – objectives and strategies
 Teaching-learning of writing formal and informal letters
 Problems of writing in Odia in multi-lingual context
Unit 9: Planning of Lessons
 Preparation of Lesson Plans in prose (detailed) – specification of
instructional objectives, methods / approaches adopted, steps
 Preparation of Lesson Plans in poetry (detailed) – specification of
instructional objectives, methods / approaches adopted, steps
 Preparation of Lesson Plans in composition – specification of instructional
objectives, methods / approaches adopted, steps
 Preparation of Lesson Plans in creative writing – specification of
instructional objectives, methods / approaches adopted, steps
(As per the requirements of multi-grade and mono-grade situations, such plans shall be
prepared accordingly)
Unit 10: Learning Assessment
 Techniques of assessment (Oral and Written)
 Construction of different types of test items
 Recording of assessment results and providing feedback
 Planning of remedial measures

19
PC 1: Content-based Pedagogy in Urdu
Objectives:
 To enable prospective teachers to grasp general principles in language learning and
teaching
 To develop classroom management skills, procedures and techniques for learning-
teaching language
 To examine issues in language assessment and their impact on classroom teaching.
 To develop acquaintance with various approaches, methods and techniques of
language teaching
 To enrich the content knowledge of the prospective teachers in different prose,
poetry, non-detail texts and grammar contents.
GROUP – A
Unit 1: Textual Contents in Prose (Detailed)
 Odisha ki Tahzeeb O Sakafat - Dr. Karamat Ali Karamat
 Hindustan Ki Khalai Kamiyabiyan - Izhar Asaad
 Computer - Syed Fazle Rasool
 Rasoolulah (SW) Ka Pachhan Se Pyar - Maulana Md. Motiullah Nazisa
 Muzahide Azadi Netaji Subash C. Bose - Mulana Md. Matiullah
Narish
Unit 2: Textual Contents in Poetry (Detailed)
 Aaisi Zamin Kahan - Hamidullah Afsar
 Aag Aur Pani - Syed Aulad Rasool Qudsi
 Urdu Aur Odia - Abdul Halim Halim
 Ek Parinda Aur Jugnu - Dr. Md. Iqbal
 Tarana-e-Odisha - Rashid Shabnam
 Barsat Ki Baharein - Nazeer Akbar Abadi
Unit 3: Textual Contents in Supplementary Reading
 Padosiyon Se Hasne Saluk - [Link] Nazish
 Khelon Ki Kahani - Editorial Board
Unit 4: Language Items
 Tense
 Singular, Plural
 Make Sentences

20
  Genders
 Prefix and Suffix
 Words (Hurufejar)
 Noun
 Adjective (Fail Fayal Makul)
Unit 5: Book Review
 Aks – E – Baseerat - Md. Motiullah
 Odisha ki Lok Kahani - Mehmood Baleswari
GROUP – B
Unit 6: Teaching Learning Urdu at the Elementary Level
 Importance of teaching-learning Urdu as the mother tongue
 Aims and objectives of teaching Urdu as mother tongue with reference to
recommendations of NCF, 2005
 Strategies for facilitating acquisition of four-fold language skills in Urdu
 Problems of learning Urdu in multi-cultural context
Unit 7: Intensive and Extensive Reading Skills
 Difference between intensive and extensive reading
 Teaching-learning prose (detailed) – objectives and strategies
 Teaching-learning poetry (detailed) – objectives and strategies
 Teaching-learning supplementary readers – objectives and strategies
 Problems of reading comprehension of Urdu learners in early stage of
schooling
Unit 8 : Writing Skills
 Teaching-learning of composition (guided and free) – objectives and
strategies
 Teaching-learning of creative writing – objectives and strategies
 Teaching-learning of writing formal and informal letters
 Problems of writing of Urdu learners in early stage of schooling

Unit 9: Planning of Lessons

 Preparation of Lesson Plans in prose (detailed) – specification of
instructional objectives, methods / approaches adopted, steps
 Preparation of Lesson Plans in poetry (detailed) – specification of
instructional objectives, methods / approaches adopted, steps

21
  Preparation of Lesson Plans in composition – specification of instructional
objectives, methods / approaches adopted, steps
 Preparation of Lesson Plans in creative writing – specification of
instructional objectives, methods / approaches adopted, steps
(As per the requirements of multi-grade and mono-grade situations, such plans shall be
prepared accordingly)
Unit 10: Learning Assessment
 Techniques of assessment (Oral and Written)
 Construction of different types of test items
 Recording of assessment results and providing feedback
 Planning of remedial measures

PC2: Content-based Pedagogy in English

Objectives:
 To enrich the content knowledge of the prospective teachers in prose, poetry, non-
detailed texts and grammar.
 To enable prospective teachers to grasp general principles in English language
learning and teaching
 To develop classroom management skills, procedures and techniques for learning-
teaching language
 To examine issues in language assessment and their impact on classroom teaching.
 To develop acquaintance with various approaches, methods and techniques of
English language teaching
 To develop the capacity of the prospective teachers in reviewing supplementary
reading materials.

GROUP – A
Unit 1: Prose
 Akbar Meets Birbal (Class-VI)
 The Kind Tree (Class-VI)
 Our National Celebrations and Festival(Class-VII)

22
  Computers(Class-VII)
 A Brave Indian in Space(Class-VII)
 Indian Music and Dance(Class-VIII)
 How Much Land Does a Man Need ?(Class-VIII)
Unit 2: Poetry
 Why ? (Class-VI)
 The Swing(Class-VI)
 The Wind(Class VII)
 My Shadow(Class-VII)
 The Miller of the Dee(Class-VIII)
 The Moon(Class-VIII)
 Leisure (Class-VIII)
Unit 3: Language items
Nouns, Articles, Adjectives, Verbs, Adverbs, Tense and Time, Prepositions,
Punctuations, Voice, Narrations, Agreement of verb with subjects.
Unit 4: Sounds of English
Consonants, Vowels and Diphthongs, Learning Phonetic Symbols for
Transcription, Problem sounds of English for Odia speakers, influence of Odia in
mispronouncing English sounds.

Unit 5: Review of Textbook – Malgudi Days by [Link]

GROUP – B

Unit 6: Learning English at the Elementary Level

 Importance of learning English
 Objectives of learning English (in terms of content and competence
specifications)
 NCF-2005 imperatives with regard to Learning English
 Learning and Teaching English in Multi-Lingual Context

Unit 7: Development of Listening and Speaking (LS) Skills

 Sub-skills
 Oral-Aural Approach to developing LS Skills

23
  Techniques and Activities for developing listening and speaking skills
(Recitation, Story telling, Dialogue)
 Developing fluency in English of elementary school learners
Unit 8: Development of Reading Skill
 Sub-skills (guessing, inference, judging, note making, Reading for
comprehension-skimming and scanning)
 Techniques and strategies for teaching Reading (Phonic, Alphabet, Word,
Sentence and Story)
 Developing reading habits among pupils(Reading for pleasure and Reading
for knowledge)
Unit 9: Development of Writing Skill
 Sub-skills
 Mechanics of writing (Penmanship)
 Teaching Composition at primary and upper primary levels (Guided and
Free Composition)
 Facilitating Integration of skills
Unit 10: Teaching-Learning Strategies for learning English
 Approach and Method-Mix
 Lesson Planning for each SGP (Sense Group Para) Pre-Reading, Reading
and After-Reading Activities.
 Planning lessons for teaching composition and Letter Writing
 Assessment of learning performance in English at the elementary level

24
PC 3: Content-based Pedagogy in Mathematics
Objectives:
 To reflect on the status and issues related to Elementary Mathematics
Education;
 To attain mastery over the contents of basics of elementary mathematics;
 To acquire pedagogical skills of teaching mathematics at elementary stage,
 To make effective use of a variety of mathematical tools including
technology tools in learning and teaching of mathematics.
 To acquire skills of assessing young children’s learning and performance in
Mathematical concepts and in using those in enhancing their understanding
and performance in Mathematics.

GROUP – A
Unit 1: Number System and Operation on Numbers
 Numbers, numerals, number system( natural, whole, rational, real)
 Fundamental operation on numbers
 Factors and multiples, their relationship, HCF and LCM
 Square, square root, cube and cube roots
Unit 2: Shapes and Spatial Relationship
 Basic geometrical concepts
 Geometry of triangles, quadrilaterals and circles
 Congruency and similiarity
 Symmetry
 3D geometrical models
Unit 3 : Commercial Arithmetic
 Percentage and its application (profit and loss, simple and compound
interest)
 Ratio and proportion
 Variations and their applications
 Cost of living index, banking
Unit 4: Algebra
 Algebra as generalized arithmetic
 Operations in algebra
 Polynomials

25
  Algebraic Simple equation and its solution
 Set-its elements, operations on set, Venn Diagram
 Cartesian coordinate system(basics)
Unit 5: Data Handling and Patterns
 Data and its characteristics
 Probability
 Patterns in geometrical figures and numbers

GROUP – B
Unit 6: Mathematics and Mathematics Education in Schools
 Nature of Mathematics
 Mathematics in our daily life
 Importance of Mathematics education at elementary level
 Constraints in teaching-learning Mathematics in elementary schools in
Odisha
Unit 7: Aims and Objectives of Teaching Mathematics
 Vision of school Mathematics
 Mathematics education in developmental perspective at the early stage of
schooling
 Broader and narrower aims of Mathematics education at elementary level
 Specific objectives of teaching Mathematics
Unit 8: Methods and Approaches to Teaching-Learning Mathematics
 Methods : Inductive-deductive, Analysis-synthesis, Project, Problem-
solving, Play-way
 Approaches : Constructivist and Activity-based
 Making Mathematics learning more challenging and interesting –
Organizing Mathematics Mela, Mathematics Club, Mathematics Exhibition,
Mathematics Resource Room, Mathematics Quiz
Unit 9: Learning Assessment in Mathematics
 Different types of objective based test items in Mathematics (restricted and
objective-type)
 Open-ended items in Mathematics
 Assessment for learning Mathematics – use of mathematical games,
exhibition, project, portfolio

26
  Recording of assessment results and providing feedback to learners, parents
and other stakeholders
 Planning for remedial and enrichment activities
Unit – 10: Planning for Teaching-Learning in Mathematics
 Annual plan for Mathematics education
 Unit Plan
 Lesson planning for mono grade situation
 Lesson planning in multi grade situation
 Planning for resources to teach Mathematics

PC - 4: Content-based Pedagogy in Science

Objectives:
 To encourage prospective teachers to revisit their own conceptual understanding of
science
 To develop the capacity of the prospective teachers to engage students with
various aspects of the nature of science.
 To help prospective teachers to understand children’s ideas in relation to cognitive
development and Children’s' understanding of scientific concepts.
 To help them select and use appropriate teaching-learning and assessment
strategies.

GROUP – A
Unit 1: Our Living World
 Characteristics of living things
 Structure and adaptations in plants and animals
 Plant cells and animal cells
 Microorganism
Unit 2: Our Body, Food and Health
 Human Body (parts and their functions)
 Food and Nutrients
 Malnutrition and deficiency diseases
 Making the world pollution free – air pollution, water pollution
 Prevention of Diseases

27
Unit 3: Matter
 Different states
 Characteristics - melting point, boiling point, ductility, conductivity,
solubility
 Elements, compounds, mixture
 Metal and Non-metal
 Chemical reaction
Unit 4: Our Universe
 Stars and the solar system
 The sun and the earth
 Rotation and Revolution of Earth - Occurrence of day and night and seasons
 The moon – Phases and eclipses
 Artificial Satellites
Unit 5: Motion and Energy
 Motion, Force and Pressure
 Energy- kinetic and Potential
 Types of Energy-Heat, sound and Light
 Electricity – Chemical effect of electric current
GROUP – B
Unit 6: Environmental Studies at the Primary Level
 Concept and importance of Environmental Studies
 Significance of Environmental Studies; Emerging Issues and Implications
for Primary Education
 Understanding children’s ideas on Environmental Studies
 Environmental Studies as an integration of Science and Social Studies
Unit 7: Science Education in Elementary School
 Nature of Science
 Importance of Science at elementary level
 Scientific knowledge, scientific thinking, scientific methods
 Aims and objectives of teaching Science
 NCF – 2005 imperatives on learning Science
Unit 8: Methods and Approaches to teaching Science
 Methods – Observation, Experimentation, Field Trip, Demonstration,
Problem Solving, Project

28
  Approaches – Transmission Approach, Child-centred Approach, Process
Approach, Interactive Approach, Discovery Approach
Unit 9: Making Science-Learning Interesting
 Using Local resources in Science learning
 Use of Teaching-learning Materials (Electronic and Non-electronic)
 Use of Textbook, Workbook, other reference materials
 Organizing Science Exhibition, Science Club, Science Quiz, Science Corner,
Science Museum
 Planning Lessons in Science
Unit 10: Learning Assessment in Science
 Tools and Techniques of assessment
 Construction of different types of test items
 Recording of the results of assessment and providing feedback
 Using the results of assessment for improvement of learning in Science

PC5: Content-based Pedagogy in Social Science

Objectives:
 To develop knowledge and skills to analyze the society in which we live by
drawing upon the disciplines of history, geography, political science, economics
and sociology
 To critically analyze social science school curriculum, syllabus and textbooks
 To know and use different pedagogies to transact the curriculum in a manner
that enhances curiosity of children to enquire about social phenomenon and
develops their capacities to reflect on the existing society, its institutions and
practices in a critical, independent and thoughtful manner
 To develop capacities to uphold values of freedom, equality, justice and respect
for difference and diversity and challenge the social forces that threaten these
values
GROUP – A

Unit 1: Indian Society in different Ages and Freedom Movement in India

 Stone age, Vedic age, medieval age, British period, Modern Age
 Stages of freedom movement in India
 Achievement of Independence

29
  Creation of Odisha as a separate province / state
Unit 2: Constitution and Governance
 Indian constitution-features
 Organs of the Government – Executive, Legislative and Judiciary
 Governance system in India – Local-self Government, State Government,
Central Government
 Role of International Agencies – UNO, UNICEF, WHO, UNESCO in
furthering elementary education
Unit 3: Globe and Map
 Globe
 Maps-types and map reading
 Latitude, Longitude and time calculation
 Local Geography
Unit 4: Earth and it’s Structure
 Internal Structure,
 Earth crust and soil formation
 Atmosphere
 Ocean Current
 Climate
Unit 5: Natural and Human Resources
 Classification and Habitat
 Relationship between Human and Natural Resources
 Conservation of Natural Resources
 Environmental Preservation and Protection

GROUP – B

Unit 6: Social Science Education

 Meaning, nature and scope of Social Science
 Importance of Social Science education at elementary level
 Objectives of teaching Social Science – EVS, History, Political Science and
Geography
Unit 7: Methods and Approaches to Teaching Social Science
 Methods of teaching EVS (nature enquiry, survey, project, observation)
 Methods of teaching History and Political Science (story-telling, narration-
cum-discussion, field trip, project, dramatization)

30
  Methods of teaching Geography and Economics (observation-cum-
discussion, project)
 Activity-based approach

Unit 8: Learning Resources in Social Science

 Preparation and use of
- Historical Map, Charts, Pictures, Models, Timeline
- Geographical Models, Graphs, Maps, Atlas, Globe
 Textbook, Teacher Handbook, other instructional materials
 Organizing Resource Rooms in schools for learning Social Science
Unit 9: Learning Assessment in Social Science
 Assessment tools and techniques in Social Science
 Preparation of test items in Social Science
 Planning Assessment Programme in Social Science
 Follow up of assessment
Unit 10: Planning for Teaching-Learning in Social Science
 Planning Lessons for mono-grade situation
 Planning Lessons for multi-grade situation

PC 6A: Content-based Pedagogy in Hindi

Objectives:
 To enrich the content knowledge of the prospective teachers in prose, poetry, non-
detailed texts and grammar in Hindi.
 To enable prospective teachers to grasp general principles in Hindi language
learning and teaching
 To develop classroom management skills, procedures and techniques for learning-
teaching Hindi.
 To examine issues in language assessment and their impact on classroom teaching.
 To develop acquaintance with various approaches, methods and techniques of
Hindi language teaching
 To develop the skills of translation from regional language to Hindi and vice-versa.

31
 GROUP – A
Unit 1: Textual Contents
Prose :
 Satsahas - Ganesh Sankar Bidyarthi
 Swarna Trikona - Radhakanta Mishra

Poetry:
 Amrut Vani - Kabir, Rahim, Tulasidas)
 Kaun - Bal Swarup Rabi
 Ise Jagao - Bhabani Prasad Mishra

Stories :
 Ekta Mein Bal Hei - Ram Chandra Pandey
 Ek Raja Ke Do Sawal - Sudarshan

Unit 2: Language Items

 Dhwani, Barnamala
 Number, Gender, Case
 Noun, Pronoun, Verb
 Karaka and Bibhakti
 Tense

Unit 3: Translation
 From Mother tongue to Hindi
 From Hindi to Mother tongue

GROUP – B

Unit 4: Teaching-learning Hindi as Third Language

 Importance of learning Hindi at the elementary level
 Aims and objectives of teaching-learning Hindi as L3
 Strategies for facilitating acquisition of language skills (Listening, Speaking,
Reading, Writing) in Hindi

Unit 5: Methods and Approaches

 Grammar and Translation method

32
  Structural Approach
 Graded self-learning method
 Integrated Method

Unit 6: Lesson Plans

 Preparation of lessons in Prose (detailed) – specification of instructional
objectives, methods / approaches, steps
 Preparation of lessons in Poetry (detailed) – specification of instructional
objectives, methods / approaches, steps
 Preparation of lessons in Composition – specification of instructional
objectives, methods / approaches, steps
 Construction of different types of test items in Hindi

PC- 6B : Content-based Pedagogy in Sanskrit

Objectives:
 To enrich the content knowledge of the prospective teachers in prose, poetry, non-
detailed texts and grammar in Sanskrit.
 To enable prospective teachers to grasp general principles in Sanskrit language
learning and teaching
 To develop classroom management skills, procedures and techniques for learning-
teaching Sanskrit.
 To examine issues in language assessment and their impact on classroom teaching.
 To develop acquaintance with various approaches, methods and techniques of
Sanskrit language teaching
 To develop the skills of translation from regional language to Sanskrit and vice-
versa.

GROUP – A

Unit 1: Textual Contents

Prose :
 Jayi Rajaguru
 Swargadapi Gariyasi
 Vyasakavi Fakirmohan

33
 Poems :
 Subhashitani (Ten Shlokas)
 Aptavakyani / Sooktayah (Ten)
 Geyam Geetam (Rashtravandanam, Raksha Raksha)

Stories :
 Chatura Banarah
 Matrubhaktah Chanakyah
 Panchatantra Katha

Unit 2: Language Items

 Karakan Prakaranam & Vibhakti Prakaranam

 Ya-Ja & Anuswar-makar
 Upasargas (Pra, Anu, Sam, Pari, Dur, Nir, Prati, Aa)
 Avyaya Prakaranam
 Shabda Rupas (A-karant, E-karant, U-karant, Ru-karant Pumlinga Shabdas,
Aa-karant, Ee-karant, Ruu-karant Stree-linga Shabdas and Akarant,
Napumsakalingashabdas
 Dhatus - Path, Gam, Drush, Nee, Sthaa, Paa, Kru, Daa, Sev (Lat, Lrut, Lang,
Vidhiling, Lot)

Unit 3: Translation
 From Mother tongue to Sanskrit
 From Sanskrit to Mother tongue

GROUP – B

Unit 4: Teaching-learning Sanskrit as Third Language

 Importance of learning Sanskrit at the elementary level
 Aims and objectives of teaching-learning Sanskrit as L3
 Strategies for facilitating acquisition of language skills (Listening, Speaking,
Reading, Writing) in Sanskrit
Unit 5: Methods
 Grammar and Translation method
 Direct method
 Inductive – Deductive method
 Anwaya Method

34
Unit 6: Lesson Plans
 Preparation of lessons in Prose (detailed) – specification of instructional
objectives, methods / approaches, steps
 Preparation of lessons in Poetry (detailed) – specification of instructional
objectives, methods / approaches, steps
 Preparation of lessons in Composition – specification of instructional
objectives, methods / approaches, steps
 Construction of different types of test items in Sanskrit

PC 6B: Content-based Pedagogy in Persian

Objectives:
 To enrich the content knowledge of the prospective teachers in prose, poetry, non-
detailed texts and grammar in Persian.
 To enable prospective teachers to grasp general principles in Persian language
learning and teaching
 To develop classroom management skills, procedures and techniques for learning-
teaching Persian.
 To examine issues in language assessment and their impact on classroom teaching.
 To develop acquaintance with various approaches, methods and techniques of
Persian language teaching
 To develop the skills of translation from regional language to Persian and vice-
versa.
GROUP – A
Unit 1: Textual Contents
Prose :
 Hand ‘O’ Sana Nasihat
 Intekhab az Resalai Minhazul Abedin
 Sawari ‘e’ Rail (Intekhab az so far Nama Shah Iran)
 Sair Karkhana e Pamba Rasi
Poems :
 Tohid Bari Tala
 Naat Sharif Syeadful Mursalim
 Takide Namaj Dua
 Farija e Namaj Sab O Rosi

35
 Stories / One-act Play:
 Saire Darya
 Nao Sherwan (Hikayat – VII)
 Malik Zozan (Hikayat – X)
Unit 2: Language Items
 Asmai Isharaf (Dilkash Farsi VI)
 Mujaf Muzaeleh (Dilkash Farsi VI)
 Singular and Plusrat
 Maji Ke Aksam (Dikash Farsi VII)
 Jamair (Dikash Farsi VII)
Unit 3: Translation
 From Mother tongue to Persian
 From Persian to Mother tongue

GROUP – B

Unit 4: Teaching-learning Persian as Third Language

 Importance of learning Persian at the elementary level
 Aims and objectives of teaching-learning Persian as L3
 Strategies for facilitating acquisition of language skills (Listening, Speaking,
Reading, Writing) in Persian
Unit 5: Methods and Approaches
 Grammar and Translation method
 Direct method
 Integrated approach
Unit 6: Lesson Plans
 Preparation of lessons in Prose (detailed) – specification of instructional
objectives, methods / approaches, steps
 Preparation of lessons in Poetry (detailed) – specification of instructional
objectives, methods / approaches, steps
 Preparation of lessons in Composition – specification of instructional
objectives, methods / approaches, steps
 Construction of different types of test items in Persian

36
6.4 Details of Practical Courses
The practical courses constitute the following and shall be undertaken in the
manner detailed below:
 School-based Activities (SBA)
 Supervised Practice Teaching
 Workshop-based Activities (WBA)
6.4.1 School-based Activities
During school experience programme, each trainee, apart from delivering required
supervised practice lessons, is required to perform the following school-based (co-
scholastic and management related) activities which would be observed and assessed
internally by the Teacher Educators, Head of the School and other academic personnel
concerned.
i) Case Study of any one child (1ST year)
ii) Reporting on Maintenance of Registers / Records (any two- one in 1st year
and one in 2nd year)
 Progress Report of the students(1st year)
 Attendance register, Admission register, Students’ Stock register of
Library and Sports materials(1st year)
 Arrangement / substitute class register (2nd year)
 Anecdotal record (based on specific observation)(2nd year)
iii) Observation and reporting on overall school related activities (any two- one
in 1st year and one in 2nd year)
 School Assembly (1st year)
 PTA, MTA and SMC meetings (1st year)
 Mid-day Meal Programme (2nd year)
 Cleaning of School Environment(2nd year)
iv) Reporting on Co-scholastic Activities (any two -one in 1st year and one in
2nd year)
 Organization of TLM Mela(1st year)
 Organization of Art Education, Work Education, Cultural activities
and Annual Sports(1st year)
 Availability and use of community resources (2nd year)
 Organization of community services (2nd year)
 Organization of field visit (2nd year)
v) Classroom-related activities
 Administration of tests in all teaching subjects and analyzing the
result (1st year)
 Preparing report on effectiveness of the lesson delivered (2nd year)

37
 All these activities shall be conducted under the guidance and supervision of the
Head of the School and the Teacher Educators concerned who supervised the activities of
the trainees. The reports prepared by the trainees on these activities shall be submitted to
the Head of the TTIs. Completion of prescribed number of school based activities is
mandatory on the part of each trainee which would make him/her eligible to fill up the
form for the final examination.

6.4.2 Supervised Practice Teaching

Supervised practice teaching programme shall be organized in the manner as

detailed below:
a) Demonstration lessons
b) Criticism lessons
c) Practice-teaching lessons

a) Demonstration Lessons
There shall be Demonstration Lessons for both mono-grade and multi-grade
situations by the faculty of the Teacher Education Institutions. During the 1 st year mono-
grade demonstration classes on Odia / Urdu, Hindi and Science and multi-grade lessons
on those subjects will be conducted. The Teacher Educators teaching the respective
content-cum-pedagogy papers will deliver the demonstration lessons. 100% attendance of
the trainees in the demonstration classes is mandatory. After each demonstration lesson
shall be followed by discussion which will be participated by all the trainees and Teacher
Educators. Each trainee shall maintain an observation record in order to record his / her
observations on the demonstration. After each demonstration lesson, the observation
record of each trainee has to be signed by the Teacher Educator who delivers the
demonstration lesson.
This activity shall be similarly repeated in the 2nd year also. During the 2nd year,
mono-grade demonstration lesson shall be conducted on English, Mathematics, Social
Science and Sanskrit and multi-grade lessons shall be on combination of any subjects or a
single subject in all the classes.
b) Criticism Lessons:
Each trainee shall have to deliver one criticism lesson (either in mono-grade or in
multi-grade situation) in each year. During 1st year, the trainees shall take Odia / Urdu or
Science subject for their criticism lesson both for mono-grade and multi-grade situations.
Similarly during 2nd year, the trainees shall deliver their criticism lessons (each one) from
English, Mathematics, Social Science, Sanskrit subjects both for mono-grade and multi-
grade situations. The programme schedule for conduct of criticism lessons will be
prepared by the Head of the Teacher Education Institution who shall allot topics to the
trainees for criticism lesson.

38
 90% attendance in the criticism class is mandatory for each trainee. While one
trainee delivers the criticism lesson, the rest of the trainees of that class shall observe the
lesson and record their observations in their Observation Record. The Observation
Records have to be submitted by the trainees at the time of final teaching.

c) Practice Teaching Lessons:

 During the period of practice-teaching, each trainee shall be attached to one

elementary school. The Head of the Teacher Education Institution (DIET /
DRC / Secondary Training School) shall allot schools to the trainees.
 The Heads of the Elementary schools concerned shall be informed well in
advance by the Head of the Teacher Education Institution regarding the
practice teaching programme to avoid any dislocation during that period.
The teacher trainee shall consult the concerned Headmaster of the
Elementary school for taking the practical classes.
 Both the Headmaster and the faculty of the TTIs concerned will supervise
the lessons delivered by the Teacher Trainees.
 The time of the class, topic to be taught and the class in which the practical
lessons to be delivered shall be decided by the Headmaster of the school
concerned.
 The trainees have to attend the school for a period of 4 weeks during 1 st year
and 5 weeks during 2nd year. During that period, the trainees need to remain
present in the school for the total school hours.
 They shall deliver their lessons, participate in all the school activities and
work like a faculty of the school.
 They shall maintain the records (separate for both the years) and submit the
same at the time of final teaching practical examination for evaluation.
 During the practice teaching, 90% attendance of each trainee is compulsory.
Attendance below 90% in practice teaching shall debar the trainees to fill up
their forms for the final Board Examination in both the years.
 Each trainee has to complete the required number of mono-grade and
multi-grade lessons in each year in order to make him/her eligible to fill
up the form and sit for the each year end examination.
 The Head of the Teacher Education Institution shall certify in favour of that
each trainee that he / she has completed the required number of lessons as
prescribed in the syllabus based on which he / she shall be allowed to fill up
the forms and appear at the final examination.

39
 Each trainee is required to deliver the following number of lessons in elementary
classes during 1st year and 2nd year separately.

FIRST YEAR
 Language (Odia / Urdu) lessons in mono-grade situation 05
 Science lessons in mono-grade situation 05
 Hindi lessons in mono-grade situation 02
 Lessons in multi-grade situation (combination of Odia / 05
Urdu and Science or in one subject area)
 Criticism lesson in Odia / Urdu or Science 01
Total 18
SECOND YEAR
 Language (English) lessons in mono-grade situation 05
 Mathematics lessons in mono-grade situation 05
 Social Science lessons in mono-grade situation 05
 Sanskrit lessons in mono-grade situation 02
 Lessons in multi-grade situation (combination of any 05
subjects)
 Criticism lesson in English / Mathematics / Social Science 01
Total 23
GRAND TOTAL 41

6.4.3 Workshop-based Activities

 At each Teacher Education Institutions, the workshops shall be organized on

different themes relating to course requirements both in theory papers in
order to enable the trainees to gain hand on experience and skills.
 Such workshops shall be of at least 10-days duration in each year.
 90% attendance of each trainee in the workshop is a mandatory condition for
enabling the trainee to fill up the form for the year-end examination.
 The basic purpose of the workshop activities is to help the trainees acquire
practical skills related to teaching and management in classrooms and to
develop their organizational skill for conducting different school-based
activities.

40
 The performance of each trainee in workshop activities shall be assessed
internally by the Teacher Educators. The workshop activities shall be on the
themes for the First and the Second year as specified below:
Activities during the First Year:
 Analysis of texts (PC 1,4)
 Preparation and collection of subject-based TLMs* (FC 4)
 Analysis of lesson diary / note (FC 4)
 Development of subject-based assessment tools (FC 4)
 Development of format for case study (FC 2)
 Strategy for identification of CWSN (FC 2)
 Prepn. of plans for mono-grade & multi-grade situations* (PC 1,4)
 Preparation of scheme of lessons* (FC 4)
 Action Plan for Art Education and Work Education (FC 5)
 Analysis of question papers (PC 1,4)
 Result analysis of previous year for different classes* (FC 4)
 Planning criticism lessons (PC 1,4,)
Activities during the Second Year:
 Prepn. of plans for mono-grade and multi-grade situations*(PC 2,3,5)
 Planning remedial courses / classes(FC 3)
 Conduct of field visit (FC 3)
 Preparation and collection of subject-based TLMs* (PC 2,3,5)
 Development of concept map on specific topic (PC 2,3,5)
 Preparing portfolio in specified areas(FC 3)
 Preparation of School Development Plan (FC 3)
 Preparation of Annual Calendar of Activities (FC 3)
 Preparation of scheme of lessons* FC 3
 Result analysis of previous year for different classes* PC 2,3,5
 Preparing plan for library activities
 Planning criticism lessons PC 2,3,5
 Action Plan for community mobilization FC 1
 Seminar on CSWN, RTE,2009 and other current educational issues
(FC 1)
 Seminar on professional growth of teachers(FC 1)

41
 Activities marked with ‘*’ are to be conducted in both the years separately on the
subjects/classes relevant to the respective years.
7. Project on Action Research
 Each trainee is required to prepare an action research project on day-to-day
educational problems that he / she would face in the school and community
situation after becoming a teacher.
 Each trainee has to prepare the action project during 2nd year under the
supervision of a faculty of the Teacher Education Institution concerned.
 The Head of the Teacher Education Institution shall allot the faculty to each
trainee to provide guidance and support in preparing the project.
 Each trainee has to identify the problem, formulate the research objectives,
select appropriate methods and strategies, collects and analyze the data and
prepare the report for submission in consultation and advice of the concern
guide.
 The assessment of the action research project shall be done both internally
and externally.
 The internal assessment of the project shall be made by way of seminar
presentation which will be arranged at the Teacher Education Institution
level. Each trainee shall make seminar presentation of his / her action
research findings and two faculty members of the Teacher Education
Institution concerned shall assess the same in the seminar out of 25 marks.
 One of the faculty members should be the guide of the trainee and the
second faculty member shall be allotted by the Head of the Teacher
Education Institution. The average assessment marks (out of 25) of both the
faculty members shall be taken into consideration and be credited as internal
mark in favour of the trainee.
 During Seminar, each trainee shall be given 15 minutes time to present his /
her action research findings.
 Minimum 90% attendance in the seminar classes is mandatory for each
trainee in order to make him eligible to fill up the form for the final
examination. Record of attendance in the seminar class in respect of each
trainee shall be maintained by the Head of the Teacher Education Institution.
The marking criteria for Assessment of Action Research Project:
 Preparation and Presentation of the Action research findings
25 marks
in a seminar
 External Assessment by the External Examiner* (assessment of
25 marks
the report and the performance in the viva-voce test)
Total 50 marks

42
* The External examiner shall be appointed by the Board of Secondary Education,
Odisha.
8. Instructional System
The programme delivery system shall consist of a media mix namely:

 Self-Instructional Materials: Self-instructional printed materials (study

materials) on theory components of the course for all 11 papers – Five
Foundation Papers and six Content based pedagogy Papers – shall be
developed and supplied by the BSE, Odisha to the teacher trainees.

 Assignments and Projects :

 Assignments and Projects shall form an integral and inseparable

component of the instructional system of the D. El. Ed programme.
 There shall be 06 assignments and 02 projects in each theory paper
which would be internally evaluated. The average marks of six
assignments and average mark of the two projects shall be credited
towards final examination marks. Each Assignment is to be assessed
out of 10 marks and each project is to be assessed out of 10 marks.
 In the theory paper carrying 50 marks, there shall be proportionate
number of assignments and projects i.e. 3 and 1 respectively.
 The Board 6f Secondary Education, Odisha will prepare the
assignments and projects and send it to the DIETs, DRCs and ST
Schools at the beginning of the session.
 The assignments / projects shall be submitted to the Head of the
Teacher Education Institution for internal assessment and feedback.
9. Distribution of Teaching Periods for Theory and
Practical Papers :
 Minimum number of working days per year: 200.
 The following numbers of days (minimum) in each year of the course are
allotted to conduct different types of activities.
 Final examination to be conducted by the Board of Secondary
Education during the last week of May or 1ST week of June every
year: 8 days

43
  Demonstration and Criticism lessons (on mono-grade and multi-grade
lessons) at the teacher education institute (DIET/DRC/ ST School):
20 days
 Internship and school based activities: 25 days
 Theory classes: 147 days

 On each working day, there will be 5 teaching hours. So 735 teaching hours
will be available in 147 days to teach the theory papers. In each year there
will be minimum number of 980 periods, each of 45/40 minutes duration.
 In each year, at least 155 periods will be made available for organizing co-
curricular activities (sports, games, gardening, and linguistic, creative and
cultural activities), seminar activities, community works, orientation for
practical activities, and use of library.
 The unit wise distribution of periods in each theory papers are as follows:
1st year

Paper- FC 2 (Understanding the learner)

Total number of periods for teaching: 150 periods
UNIT No of periods for teaching
1 30 periods 25 periods will be used
2 30 periods for workshop based
3 20 periods activities.
4 25 periods
5 20 periods

Paper- FC 4 (Pedagogic process in Elementary schools)

Total number of periods for teaching: 150 periods
UNIT No of periods for teaching
1 25 periods 30 periods will be used
2 25 periods for workshop based
3 20 periods activities.
4 20 periods
5 30 periods

Paper- FC 5 (Education for Holistic development)

Total number of periods for teaching: 150 periods
UNIT No of periods for teaching
1 20 periods 50 periods will be used
2 20 periods for workshop based

44
 3 20 periods activities.
4 20 periods
5 20 periods

Paper- PC 1(Content based pedagogy in Odia/Urdu)

Total number of periods for teaching: 150 periods
UNIT No of periods for teaching
1 12 periods 20 periods will be used
2 12 periods for workshop based
3 8 periods activities.
4 10 periods
5 8 periods
6 15 periods
7 20 periods
8 15 periods
9 15 periods
10 15 periods

Paper- PC 4 (Content based Pedagogy in Science)

Total number of periods for teaching: 150 periods
UNIT No of periods for teaching
1 10 periods 20 periods will be used
2 8 periods for workshop based
3 10 periods activities.
4 10 periods
5 12 periods
6 15 periods
7 14 periods
8 20 periods
9 16 periods
10 15 periods

Paper- PC 6 A (content based pedagogy in Hindi)

Total number of periods for teaching: 75 periods
UNIT No of periods for teaching
1 14 periods 10 periods will be used
2 8 periods for workshop based
3 8 periods activities.
4 8 periods

45
 5 15 periods
6 12 periods

2ND YEAR
Paper- FC 1 (contemporary Issues in Elementary Education)
Total number of periods for teaching: 150 periods
UNIT No of periods for teaching
1 30 periods 30 periods will be used
2 15 periods for workshop based
3 30 periods activities.
4 25 periods
5 20 periods

Paper- FC 3 (curriculum Planning and Transaction)

Total number of periods for teaching: 150 periods
UNIT No of periods for teaching
1 30 periods 30 periods will be used
2 30 periods for workshop based
3 20 periods activities.
4 20 periods
5 20 periods

Paper- PC 2 (content based pedagogy in English)

Total number of periods for teaching: 150 periods
UNIT No of periods for teaching
1 12 periods 20 periods will be used
2 10 periods for workshop based
3 10 periods activities.
4 8 periods
5 10 periods
6 15 periods
7 20 periods
8 15 periods
9 15 periods
10 15 periods

46
Paper- PC 3(content based pedagogy in Mathematics)

Total number of periods for teaching: 150 periods

UNIT No of periods for teaching
1 15 periods 20 periods will be used
2 10 periods for workshop based
3 10 periods activities.
4 8 periods
5 7 periods
6 12 periods
7 14 periods
8 30 periods
9 14 periods
10 10 periods

Paper- PC 5 (content based pedagogy in social science)

Total number of periods for teaching: 150 periods
UNIT No of periods for teaching
1 10 periods 20 periods will be used
2 10 periods for workshop based
3 10 periods activities.
4 10 periods
5 10 periods
6 15 periods
7 20 periods
8 15 periods
9 15 periods
10 15 periods

Paper- PC 6 B (content based pedagogy in Sanskrit/ persian)

Total number of periods for teaching: 75 periods
UNIT No of periods for teaching
1 12 periods 10 periods will be used
2 10 periods for workshop based
3 8 periods activities.
4 10 periods
5 13 periods
6 12 periods

47
9. Assessment Criteria
9.1 For Theory Papers: The external assessment of a candidate’s performance
shall be done through a written test conducted by the BSE, Odisha. The distribution of
marks and the type of questions in these tests shall be as follows:
(a) Papers FC 1 to FC 5 carrying 80 marks each shall have the following
distributions:
 Five long answer type questions to be answered within 300 words (one from each
unit having internal option) carrying 8 marks each
 Five restricted answer type questions to be answered within 150 words (one from
each unit having internal option) carrying 4 marks each
 20 objective type question each carrying 1 mark (all are compulsory) of different
types shall be set.
(b) Papers PC1 to PC5 carrying 80 marks each shall have the following distributions
(for each of the two groups i.e. Group A and Group B):
 Five long answer type questions to be answered within 200 words (one from each
unit having internal option) carrying 6 marks each
 10 objective type questions each carrying 1 mark (all are compulsory) of different
types
(c) Papers 6A (Hindi) and 6B (Sanskrit/Persian) carrying 40 marks each shall have
the following distributions (for each of the two groups i.e. Group A and Group B):
 Three long answer type questions to be answered within 150 words (one from each
unit having internal option) carrying 5 marks each
 Five objective type questions each carrying 1 mark (all are compulsory) of
different types

9.2 For Teaching Practical:

 At the end of each year, during the final examination, a candidate has to
deliver one mono-grade and one multi-grade lesson. In the 1 st year, both the
mono-grade and multi-grade lessons will be on Odia / Urdu, Science and
Hindi subjects.

48
  Similarly at the end of 2nd year, during the final examination the mono-grade
lesson will be from any of the subjects i.e. English, Mathematics, Social
Science, Sanskrit / Persian and the multi-grade lesson can be prepared on the
combination of any subjects indicated above.
 The programme schedule for the final teaching practical shall be prepared by
the Head of the Teacher Education Institution and the same shall be
intimated to the trainees, well in advance, to enable them prepare their
Lesson Plans and required TLMs.
 The final teaching shall be assessed by both internal and external examiners
and the said assessment mark shall be credited as the final teaching practical
mark in favour of the trainee.
 The faculty of the Teacher Education Institution handling the content-cum-
pedagogy papers concerned shall act as the Internal Examiner to conduct the
final practical teaching examination duly appointed by Board of Secondary
Education, Odisha.
 The external Examiner shall be appointed by the Board of Secondary
Education. Officers with minimum 10 years of teaching experience in the
Teacher Education Institutions are required to be appointed as External
Examiners.
 The final teaching shall be organized in schools.
Break-up of Marks for Assessment of Final year-end Practical Teaching:
 Planning and delivery of mono-grade lesson 40 marks*
 Planning and delivery of multi-grade lesson 40 marks*
 Marks on records (Practice Teaching Record and
Observation Record for Demonstration Lessons and 20 marks
Criticism Lessons)
Total 100 marks

Break-up of marks
 Planning of the lesson 10 marks
 Presentation with proper sequence 10 marks
 Quality of learning experiences
10 marks
provided
 Relevance and appropriate use of 10 marks

49
 TLM, use of blackboard, skill of
questioning, classroom
management
Total 40 marks

10. Examination / Award of Division and Certification

 The Board of Secondary Education, Odisha shall conduct the examination
for Diploma in Elementary Education for the trainees enrolled in different
Teacher Education Institutions (DIETs/ DRCs /ST Schools) of the state.
 There shall be two year-end final examinations in this course i.e. at the end
of each year there shall be one final examination to be conducted by Board
of Secondary Education, Odisha.
 Examination shall be conducted by means of written test (in theory papers)
and tests of practical (in practical papers) and shall be in accordance with
such instructions as may be issued by the Board of Secondary Education,
Odisha.
 Each theory paper shall be assessed both internally and externally as
indicated in the course outline. The pass mark in each theory paper (FC 1 to
5, PC 1 to 5) shall be 40% both in internal and external assessment
separately. In PC 6, each trainee has to secure 40% (in internal as well as
external assessment) marks in Hindi and Sanskrit / Persian separately in
order to pass in that subject.
 In each component of practical paper (PrC 1 to 2) the pass mark shall be
50%. In first year, the final teaching shall be assessed out of 100 marks i.e.
40 marks for mono-grade, 40 marks for multi-grade teaching and 20 marks
for records. In 2nd year the final teaching shall be assessed out of 100 marks
(i.e. 40 marks for mono-grade, 40 marks for multi-grade teaching and 20
marks). The average of the assessment marks given by of both the internal
and external examiners shall be credited as the final practical mark in favour
of the trainees in each respective examination.
 The action research project (PrC 3) shall be assessed out of 50 marks. The
assessment marks given by of both the internal and external examiners shall
be credited as the final practical mark in favour of the trainees in each
respective examination.

50
  The marks secured by a candidate in each year –end final examination shall
be taken into account for declaring him/her passed/failed as per the
conditions indicated above.
 After appearance of the 1st year end examination a candidate shall be allowed
to pursue the 2nd year course. If he/she fails in any theory/ practical paper(s),
he/she shall be allowed to appear the paper(s) concerned along with the
candidates appearing the 1st year-end examination next immediate year.
 The final results of the Diploma in Elementary Examination shall be
declared taking into consideration the marks secured by the candidate in both
1st and 2nd year-end examinations combined.
 (a). A candidate is declared fail on the basis of the combined results of the 1 st
year and 2nd year end examinations:
- If he/she fails to secure 565 marks in aggregate.
- If he/she fails in any theory paper (either in internal or external
assessment) even if he/she secures the prescribed aggregate marks i.e.
565
- If he/she secures less than 40% marks in each theory paper and less than
50% marks in each practical paper.
(b) The candidate who is declared fail having not secured the prescribed aggregate
marks i.e. 565 shall be given three consecutive chances following the 1st
appearance to secure the said aggregate as well as pass marks in each theory and
practical paper.
(c) A candidate who fails to secure 40% marks either in the internal assessment or
external assessment in a theory paper shall be allowed to clear the internal or
external assessment as the case may be in three consecutive chances following the
first appearances.
(d) A candidate who is declared failed in each practical paper shall be given two
consecutive chances following the first appearance to clear those practical papers.
 In award of division, marks obtained by a candidate in both theory and practical
papers in both the year end examinations (i.e. 1350 marks) shall be taken into
consideration. Division shall be awarded as indicated below.
810 marks and above First Division
675 to 809 marks Second Division
* 565 to 674 marks Third Division
* 565 marks in aggregate (i.e. 40% marks in theory and 50% marks in practical papers
 Based on the total assessment marks secured by each trainee at both the
year-end final examinations, pass / final division shall be determined in his

51
favour and certificate shall be issued accordingly by the Board of Secondary
Education, Odisha.



52
Chapter – X – D (A)

REGULATIONS FOR CONDUCT OF EXAMINATION OF DIPLOMA

IN ELEMENTARY EDUCATION (D. El. Ed)
(Pursuant to UOI No. 4887 dated 16.05.2011 of Director, TE and SCERT approved by the Commissioner-cum-
Secretary, Department of School and Mass Education, Government of Odisha and vide letter No. 1708 dated
15.03.2012 of the Directorate of TE and SCERT, Odisha these regulations are framed and shall be inserted as X-
D (A) in Chapter X-D of the Board’s Regulations).

1. a) The Board shall conduct the D. El. Ed Examination in different Teacher

Education Institutions namely, Government S.T. Schools, DIETs and DRCs
in the state.
b) There shall be two year-end final examinations for this course.
2. The minimum qualification for admission to this course shall be pass in Higher
Secondary / +2 Examination of this CHSE or an examination equivalent thereto as
recognized by this Board.
3. The examination centres, date and time of examination shall be finalized by the
Examination Committee of the Board.
4. The external Examination shall be conducted by means of Written Test (in theory
papers) and Test of Practical (in practical papers) and shall be in accordance with
such instructions as may be issued by the Examination Committee from time to
time.
5. The Examination shall be open to the candidates who have been duly admitted in
Teacher Education Institutions; and have prosecuted their courses of study by
attending classes during the year of examination thereby securing not less than
80% attendance in each paper; and have successfully completed required number
of supervised practice teaching lessons, workshop-based and school-based
activities for the purpose and must have completed the required number of
assignments and projects, duly internally assessed; and must have completed the
action research project (only during 2nd year) in order to be declared eligible to be
sent up and fill up the form for the final examination by the Head of the Institution
subject to fulfillment of the following conditions. Such candidates shall be termed
as “Regular Candidates”.

Note :
a) The Examination Committee may condone the deficit in the requisite
percentage of attendance not exceeding 10% for special reasons,
especially on health ground when the application is supported by a
certificate from a registered medical practitioner or for extra-ordinary

53
 circumstances beyond the control of the candidate supported by any
authentic evidence (s).
b) The application form of every candidate for admission to the
examination, duly filled in with his / her own handwriting, must reach
the Secretary of the Board accompanied by prescribed fees on or
before the date that may be fixed by the Examination Committee.
Applications received after due date shall be summarily rejected.
Applications incomplete in any respect shall be rejected.
c) Every candidate shall have to successfully complete the following
minimum requirements in respect of the supervised practice teaching :

i) Each teacher trainee shall be required to deliver the stipulated

number of lessons indicated follows :

FIRST YEAR
 Language (Odia / Urdu) lessons in mono-grade situation 05
 Science lessons in mono-grade situation 05
 Hindi lessons in mono-grade situation 02
 Lessons in multi-grade situation (combination of Odia / 05
Urdu and Science or in one subject area)
 Criticism lesson in Odia / Urdu or Science 01
Total 18
SECOND YEAR
 Language (English) lessons in mono-grade situation 05
 Mathematics lessons in mono-grade situation 05
 Social Science lessons in mono-grade situation 05
 Sanskrit lessons in mono-grade situation 02
 Lessons in multi-grade situation (combination of any 05
subjects)
 Criticism lesson in English / Mathematics / Social Science 01
Total 23
GRAND TOTAL 41

ii) While delivering these 41 lessons, each trainee is required to

plan for 05 lessons for multi-grade teaching in each year; 12
lessons for mono-grade teaching during 1st year and 17 lessons
for mono-grade during 2nd year.

d) There shall be 06 assignments and 02 projects in each theory paper

which would be internally evaluated. The average marks of six

54
 assignments and average mark of the two projects shall be credited
towards final examination marks. Each Assignment is to be assessed
out of 10 marks and each project is to be assessed out of 10 marks.
Each trainee has to secure minimum 40% internal marks in each
assignment and project in order to be declared pass thereof. In the
theory paper carrying 50 marks, there shall be proportionate number
of assignments and projects i.e. 3 and 1 respectively.
e) The candidates shall submit the following certificates from their
Heads of the institution along with their application forms for their
admission to the examination.

i) Certificate of having completed required number of supervised

practice teaching lessons as indicated under 5 (C) supra.
ii) Certificate of having completed required number of
assignments and projects as indicated under 5 (d) supra.
iii) Certificate of attendance as indicated in 5 & 5 (a) supra.
iv) Attested copy of the pass certificate of Higher Secondary
School Certificate (+2) Examination or an examination
equivalent thereto.

6. a) If the candidates were sent up for admission to the examination by satisfying

all the conditions as laid down under regulation 5 supra but could not appear
or having appeared had failed at the examinations, shall be allowed to appear
as Ex-Regular Candidates.
b) Candidates coming under category 6 (a) must be presented by the Head of
the Teacher Education Institutes through which they were last presented.

7. Both regular and ex-regular candidates, under Regulation 5 and 6 (a) supra shall
submit three copies of their recent passport size photographs, duly attested by their
Head of the Teacher Education Institutions concerned, and prescribed fees along
with their applications. In addition to this, the ex-regular candidates are required to
submit their Admit Card or mark sheet of the last examination / a certificate from
the Head of the Teacher Education Institutions concerned to the effect that they
were sent up for the last examination along with their application forms.

8. a) The medium of instruction and examination in all the theory papers, except
in content-cum-pedagogy papers i.e. Hindi, English, Urdu and Persian, shall
be in Odia. The medium of instruction and examination in theory papers in
Hindi / Sanskrit / Urdu / Persian shall be in the respective languages.

55
 b) The programme shall be of two-year duration covering two academic
sessions.
c) At the end of each year, there shall be a final examination to be conducted
by the Board of Secondary Education, Odisha. The questions for the said
year-end examination shall be set on the courses earmarked for that year.

9. a) Course Structure :

Group A : Foundation Courses (FC)

Course /
Title Marks
Paper
FC1 Contemporary Issues in Elementary Education 100
FC2 Understanding the Learner 100
FC3 Curriculum Planning and Transaction 100
FC4 Teaching Learning Process in Elementary Education 100
FC5 Education for Holistic development 100
Total 500

Group B : Pedagogy Courses (PC)

Course/paper Title Marks
PC1 Content-based Pedagogy in Odia / Urdu 100
PC2 Content-based Pedagogy in English 100
PC3 Content-based Pedagogy in Mathematics 100
PC4 Content-based Pedagogy in Science 100
PC5 Content-based Pedagogy in Social Science 100
PC6 Content-based Pedagogy in
a) Hindi 50
b) Sanskrit / Persian 50
Total 600

Group C : Practical Courses (PrC)

Course/Paper Title Marks
PrC 1 Teaching Practicum 100
PrC 2 Teaching Practicum 100
PrC 3 Project on Action Research 50
Total 250
Grand Total (A+B+C) 1350

56
Year-wise Course Break-up :
1ST YEAR
Total Marks: 650
Theory
Marks Duration of
Papers Title final
Internal External Total
examination
FC-2 Understanding the learner 20 80 100 03 hours
Pedagogic Process in
FC-4 20 80 100 03 hours
elementary education
Education for holistic
FC-5 20 80 100 03 hours
development
Content-based pedagogy
PC-1 20 80 100 03 hours
in Odia / Urdu
Content-based pedagogy
PC-4 20 80 100 03 hours
in Science
Content-based pedagogy
PC-6 A 10 40 50 02 hours
in Hindi

Practicum
Mono-grade teaching in Odia / Urdu, 50 45 minutes
Paper : PrC-1 Science, Hindi Marks per lesson
Teaching Multi-grade teaching taking Odia /
50 45 minutes
Practicum Urdu and Science combination or a
Marks per lesson
single subject in all the grades

2nd YEAR
Total Marks : 700
Theory
Marks Duration of
Papers Title final
Internal External Total
examination
Contemporary Issues in
FC-1 20 80 100 03 hours
Elementary Education
FC-3 Curriculum Planning 20 80 100 03 hours
Content-based pedagogy 80
PC-3 20 100 03 hours
in Mathematics
PC-2 Content-based pedagogy 20 80 100 03 hours

57
 in English
Content-based pedagogy 80
PC-5 20 100 03 hours
in Social Science
Content-based pedagogy 40
PC-6 B 10 50 02 hours
in Sanskrit / Persian

Practicum
Mono-grade teaching in
50 45 minutes
Mathematics / Social Science /
PrC-2 Teaching Marks per lesson
English
Practicum
Multi-grade teaching (with 50 45 minutes
combination any subjects) Marks per lesson
50 01 hour per
PrC-3 Project on Action Research
marks Project

10. Each theory paper shall be assessed both internally and externally as indicated in
the course outline. The pass mark in each theory paper (FC 1 to 5, PC 1 to 5) shall
be 40% both in internal and external assessment separately. In PC 6, each trainee
has to secure 40% (in internal as well as external assessment) marks in Hindi and
Sanskrit / Persian separately in order to pass in that subject. In each component of
practical paper (PrC 1 to 3) the pass mark shall be 50%. In each year, the final
teaching shall be assessed out of 100 marks i.e. 40 marks for mono-grade, 40
marks for multi-grade teaching and 20 marks for records. The average assessment
marks of both the internal and external examiners shall be credited as the final
practical mark in favour of the trainee.

After the both year end examinations (1st and 2nd year) award of division
shall be considered out of 1350 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 :
810 marks and above First Division
Second
675 to 809 marks
Division
* 565 to 674 marks Third Division
* 565 marks in aggregate (i.e. 40% marks in theory and 50% marks in practical papers
11. After appearance of the 1st year end examination a candidate shall be allowed to
pursue the 2nd year course. If he/she fails in any theory/ practical paper(s), he/she
shall be allowed to appear the paper(s) concerned along with the candidates
appearing the 1st year-end examination next immediate year.

58
  The final results of the Diploma in Elementary Examination shall be
declared taking into consideration the marks secured by the candidate in both
1st and 2nd year-end examinations combined.
 (a). A candidate is declared fail on the basis of the combined results of the 1 st
year and 2nd year end examinations:
- If he/she fails to secure 565 marks in aggregate.
- If he/she fails in any theory paper (either in internal or external
assessment) even if he/she secures the prescribed aggregate mark i.e.
565
- If he/she secures less than 40% marks in each theory paper and less than
50% marks in each practical paper.
(b) The candidate who is declared fail having not secured the prescribed aggregate
marks i.e. 565 shall be given three consecutive chances following the 1st
appearance to secure the said aggregate as well as pass marks in each theory and
practical paper.
(c) A candidate who fails to secure 40% marks either in the internal assessment or
external assessment in a theory paper shall be allowed to clear the internal or
external assessment as the case may be in three consecutive chances following the
first appearances.
(d) A candidate who is declared failed in each practical paper shall be given two
consecutive chances following the first appearance to clear those practical
papers.
12.a)The practical examinations in paper Pr C-1 and Pr C 2 shall be held before or after
the theory examination and the date of such examination shall be decided by the
Examination Committee. Each trainee has to deliver one lesson in mono-grade
situation and another lesson in multi-grade situation at the practical examination. Such
plans shall be prepared in the subjects as indicated under Regulation 5-C (i) supra.
b) The practical examination in paper- Pr C 3 (in 2nd year only) shall be evaluated both
internally and externally. The internal marks shall be awarded on the basis of preparation
and presentation of the action research project in a seminar at the teacher training
institute. The external assessment shall be on the basis of the assessment of the project
report and the performance in the viva-voce test done by the external examiner)
13.a)After both the year end examinations, the Examination Committee shall take
all consequential steps for publication of the result and a list of successful
candidates, in three divisions as mentioned under regulation 10 supra, shall
be notified.
b) A certificate in the prescribed format shall be issued by the Board to each
successful candidate through the Head of the respective Teacher Training
Institutions.

59
14.a) The Board on the recommendations of the Executive Committee shall determine
fees to be paid by the examinees / candidates for the examination in [Link]. Course.
Rates of fees so determined by the Board shall in no case be changed within three years
of revision. The Secretary shall communicate every year to all educational institutions
and inspecting officers concerned regarding the rates of fees.

15. Fees : To be decided by the Board of Secondary Education, Odisha from time to
time.

b) Fees once paid are not refundable nor can be reserved from any subsequent
examination.

16. There shall be no change of centre of an individual candidate.

17.a) Any candidate who does not behave properly towards the Superintendent or the
Invigilator in the Examination or is suspected of having had recourse to malpractice of
any kind in connection with the Examination or who communicates with the examiners
or with the Secretary or any member of the staff with the object of influencing him
unfairly in the discharge of his duties in connection with the examination or whose
answer papers contain objectionable matters or who gains admission to the examination
by suppressing any fact or facts or making or causing to be made a false statement in his /
her application form or certificate or forging any person’s signature or produces forged
documents, is liable for invalidation of his / her examination and also be debarred from
appearing again at the examination for such term of years as the Examination Committee
may think fit according to the nature of the offence.
b) If it is found that a person other than the candidate who has applied for
admission to the Examination has appeared or attempted to appear at the
examination in the name of a candidate, the result of the candidate, if he /
she has passed at the Examination, shall be cancelled and the Examination
Committee shall have the power to debar such a candidate from appearing at
the examination for such period as it may determine and take such measures
against the person who appeared or attempted to appear for the candidate as
it may deem fit.
c) Any candidate detected in giving or receiving assistance or in having in his /
her possession paper, books or notes in the examination room or while
adopting or attempting to adopt any other unfair means in connection with
the examination may be expelled by the Superintendent from the
examination for that paper and after due investigation may be disqualified by
the Examination Committee from passing the Examination for that year. He

60
 / she may further be debarred from appearing at any subsequent
examinations for a period which may extend to five years.
d) If a candidate is found guilty of serious misconduct, the Examination
Committee shall declare him / her not a fit and proper person to be admitted
to any further examination of the Board provided that on the expiry of five
years of such declaration the Examination Committee may in special cases
admit such a person to an examination.
e) The names of candidates who are punished under this Regulation shall be
notified in the Official Gazette.

[Link] of Examination :

a) The Examination Committee shall be competent to frame such rules and

regulations as may be necessary for efficient conduct of the examination and
shall appoint officers besides the Superintendent of Centre for supervision,
inspection and surprise check of examination work.
b) The Examination Committee where it is satisfied on the basis of report
received from the Superintendent and / or supervisors, Inspectors and squads
appointed for the inspection of Examination Centres that the examination
has not been conducted as per rules may take steps as considered appropriate
by the Committee including cancellation of the examination wholly or in
part.

[Link] for Checking of Addition of Marks :

a) No application for revaluation of answer papers shall be entertained, but a

candidate may apply in the prescribed form to the Secretary for checking up
the addition of marks in any paper, which shall reach the Secretary within
one month from the date of publication of the result at the Board’s Office.
b) Every application must be accompanied by prescribed fees as indicated at
regulation 15 (a) supra for each answer paper in which checking of the
addition of marks is desired. The fees may be paid either at the Board’s
Office or by crossed Bank Draft payable to the Secretary, Board of
Secondary Education, Odisha. The full name and address of the sender, the
roll number and the name of the subject in which checking is desired should
be mentioned in the application.
c) Money once paid in this regard is not refundable.

61
[Link] Certificate :

a) Duplicate copies of certificate shall not be granted except in case in which

the Secretary is satisfied that the applicant has lost his certificate or that it
has been destroyed and that the applicant has a real need for a duplicate copy
of his / her certificate.
b) The applicant should send an application through the Head of the Institution
where he / she has studied and the application should accompany an
affidavit sworn before a Magistrate, first class for the purpose and prescribed
fees as mentioned under 15 (a).

21. Power of Examination Committee to take action:

a) The Examination Committee shall have the power to take action against any
person connected with the examination for inefficient and improper
discharge of duties.



62