CCS University, Meerut/[Link].

(Two Year) Syllabus/Session 2019-21 Onwards

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 CCS University, Meerut/[Link].(Two Year) Syllabus/Session 2019-21 Onwards
RUT

The present [Link]. syllabus for two year programme has been designed on the current guidelines of NCTE,
NCERT, UGC and MHRD with the view to make the student-teachers reflective practitioners. The programme is
comprised of three broad inter-relatedcurricular areas :-
Group (A) : Perspectives in Education : Core Courses (CC) Group (B) :
Curriculum and Pedagogy : Pedagogy Courses (PC)
Group (C) : Experiences for Enhancing Professional Capacities (EPC)
Transaction of the courses is to be done using a variety of approaches, such as tasks and assignments,
projects, group discussion, seminar, interactions with community in multiple socio-cultural environments, etc.

These courses are intended to provide a conceptural understanding of relevant concepts and processes in
teacher education and also situate them in the broader perspective of education and development.
CC (1) : Contemporary India and Education
This course deals with conceptual understanding about issues of diversity, inequality and marginalization in
Indian society and the implications for education, with analyses of significant policy debates in Indian education.
CC (2) : Philosophical & Sociological Perspectives of Education
This course deals with philosophical and sociological issues and provides an opportuniy to understand and
reflect on the vision of education as well as cultural context within which education operates.
CC (3) : Growing up as a Learner
This course deals with individual development, nature and process of learning and an understanding of how
learning and cognition are closely inter-related throughout individual development process.
CC (4) : Teacher, Teaching and Technology
This course deals with rules and expectations of teachers in the form of accountability and code of ethics and
the nature and various aspects of the teaching process in view of the professional development of the teacher.
CC (5) : Creating an Inclusive School
This course deals with understanding of the cultures, policies and practices that need to be addressed in order
to create an inclusive school.
CC (6) : Gender, School and Society
This course deals with meaning and experience of being a boy or a girl across different social groups, regions
and time-periods. It also deals with gender inequalities through a variety of institutions such as the family, caste,
religion, culture, the media and popular culture, law and the state.
CC (7) : Knowledge, Language and Curriculum
This course deals with meaning, nature and sources of knowledge, to develop reading for comprehension and
writing skills & for curriculum development.
CC (8) : Work Education, Gandhiji’s Nai Talim and Community Engagement
This cource deals with Gandhiji’s ideas on Experiential Learning, Nai Talim, Work Education and
Community Engagement. This course is included as all-round development of children is best obtained through
experiences and Education is effective only when it is transacted through work and craft and not only through books
and abstraction.
:
These courses pertain mainly to help student-teachers become effective teachers. For this, it offers the
student-teachers not only reorganize one’s previous understanding of one’s subject of specialization but also the
pedagogy as the integration of knowledge about the learner, the discipline and the societal context of learning, so that

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 CCS University, Meerut/[Link].(Two Year) Syllabus/Session 2019-21 Onwards
they may try out evolving a few learning situations and carry them out both in simulated as well as real situations.
PC (1) & PC (2) : Pedagogy of School Subjects - I & II
These courses intend to enable student-teachers to recognise the nature of knowledge in various subject
areas (Sciences-Physical/Biological/Mathematics, Social
sciences,Languages-Hindi/English/Sanskrit) and will help in developing understanding of the pedagogical
requirements in various teaching-learning situations. Each student-teacher will take up two subject areas of his/her
own choice.
PC (3) : Assessment for Learning
This course intends to lead to an understanding and appreciation of the relevance of assessment the how and
why of it, as well as develop necessary competence in envolving appropriate assessment modes in line with learning
objectives. It also clarifies the significant shift in emphasis of the terms ‘assessment for learning’ as against
‘assessment of learning’.
PC (4) : Optional Course – any one of the following

(i) Educational Administration and Management.

(ii) Guidance and Counselling
(iii) Environmental Education
(iv) Computer Education
(v) Health,Physical Education & Yoga
(vi) Life Style Management
PC (5) : Preparation to Function as a Teacher (Teaching Skills)

This is visualialised as a shorter-duration initial experience (5 weeks) of student-teachers to train in lesson-

planning based on constructivistic approach, micro-teaching skills and playing the role of teacher in simulated
condition as well as in real classroom situation. It will help him/her to prepare himself/herself as a teacher possessing
teaching Skills.

PC (6) : School Internship

This is visualized as a longer-duration field experience (16 weeks) of student-teachers supported by relevant
interactive exposures within the school. During this period he/she will observe school functioning and prepare Journal
containing day-to-day report about all activites including evaluation tools and also perform an Action Research Project
based on any school problem. It will help him/her to become a professional teacher, possessing teaching-competence.

Apart from conceptual and practical learning gained through Core Courses (CC) and Pedagogy Courses (PC),
student-teachers need to develop professional competencies and to experience the fact that the teacher is much more
than someone who teaches a subject. The teacher is potentially a participant in the wider education system and he/she
may play not only a proactive role in the community life of the school but also as an agent of social development and
social transformation. It includes a number of experiences that will enhance the capacity of student-teachers in six
essential dimensions:
EPC 1 : Strengthening Language Proficiency.
EPC 2 : Art and Aesthetics
EPC 3 : Reading and Reflecting on Texts.
EPC 4 : Unerstanding of ICT.
EPC 5 : Scouting and Guiding.
EPC 6 : Working with Community.

Task and Assiguments that run through all the courses CC 1-8 and PC 3-4.

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 CCS University, Meerut/[Link].(Two Year) Syllabus/Session 2019-21 Onwards

[Link]. CURRICULUM FRAMEWORK FOR TWO YeAR PROGRAMME

Group A : Core Couerses (CC) MM Pds/Wk

CC 1 : Contemporary India and Education 100 6
CC 2 : Philosophical & Sociological Perspectives
of Education 100 6
CC 3 : Growing up as a Learner 100 6
CC 4 : Teacher, Teaching and Technology 100 6
CC 5 : Creating an Inclusive School 50 3
CC 6 : Gender, School & Society 50 3
CC 7 : Knowledge, Language & Curriculum 50 3
CC 8 : Work Education, Gandhiji’s Nai Talim
And Community Engagement 50 3
Total = 600
Group B : Pedagogy Courses (PC)
PC 1 : Pedagogy of a School Subject - I 100 6
PC 2 : Pedagogy of a School Subject - II 100 6
PC 3 : Assessment for Learning 50 3
PC 4 : Optional Courses – 50 3
(i) Educational Administration and
Management
(ii) Guidance and Counselling
(iii) Environment Education
(iv) Computer Education
(v) Health, Physical Education & yoga
(vi) Life Style Management
PC 5 : Preparation to function as a Teacher 100 (5 weeks)
PC 6 : School Internship 200 (16 weeks)
Total = 600
Group C : Experiences for Enhancing Professional Capacities (EPC)
EPC 1 : Strengthening Language Proficiency 25
EPC 2 : Art and Aesthetics 25
EPC 3 : Reading and Reflecting on Texts 25
EPC 4 : Understanding of ICT 25
EPC 5 : Scouting and Guiding 25
EPC 6 : Workig with Community 25
Total = 150
Task and Assignments that run through all the courses
CC 1-8 & PC 3-4 Total = 50
Grand Total = 1400

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 CCS University, Meerut/[Link].(Two Year) Syllabus/Session 2019-21 Onwards

[Link]. Year – I
Theory Max. Marks Internal External
CC 1 : Contemporary India and Education 100 20 80
CC 2 : Philosophical & Sociological
Perspectives of Education 100 20 80
CC 3 : Growing up as a Learner 100 20 80
CC 4 : Teacher, Teaching and Technology 100 20 80
PC 1 : Pedagogy of a School Subject-I 100 20 80
PC 2 : Pedagogy of a School Subject-II 100 20 80
600 120 480
School Activities Based Practium
PC 5 : Preparation to function as a teacher 100 20 80
Field Activities Based Practium
EPC 1 : Strengthing Language Proficiency 25 5 20
EPC 2 : Art & Aesthetics 25 5 20
EPC 3 : Reading & Reflecting on Texts 25 5 20
Task and Assignments on CC 1-4 (Viva) 25 5 20
100 20 80

[Link]. Year – II
Theory Max. Marks Internal Ext.
CC 5 : Creating an Inclusive School 50 10 40
CC 6 : Gender, School and Society 50 10 40
CC 7 : Knowledge, Language & Curriculum 50 10 40
CC 8 : Work Education, Gandhiji’s Nai Talim
And Community Engagement 50 10 40
PC 3 : Assessment for Learning 50 10 40
PC 4 : Optional Courses – any one of 50 10 40
the following :-
(i) Educational Administration and Management
(ii) Guidance and Counselling
(iii) Environment Education
(iv) Computer Education
(v) Health, Physical Education & Yoga
(vi) Life Style Management
300 60 240
School Activities Based Practium
PC 6 : School Internship 200 40 160
Field Activities Based Practium
EPC 4 : Understanding of ICT 25 5 20
EPC 5 : Scouting and Guiding 25 5 20
EPC 6 : Working with Community 25 5 20
Task and Assignments on CC 5-8 & PC 3-4 (viva) 25 5 20
100 20 80

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 CCS University, Meerut/[Link].(Two Year) Syllabus/Session 2019-21 Onwards

Theory:
Course Code Name of the Course MM IM EM Duration
I E-101 CC1 : Contemporary India and Education 100 20 80 3 Hrs.
II E-102 CC2 : Philosophical & Sociological Perspectives
of Education 100 20 80 3 Hrs.
III E-103 CC3 :Growing up as a Learner 100 20 80 3 Hrs.
IV E-104 CC4 : Teacher, Teaching and Technology 100 20 80 3 Hrs.
V & VI Pedagogy Courses (PC 1 & PC 2) 100 20 80 3 Hrs.
(Any two school subjects to be studied as Pedagogy Course) 100 20 80 3 Hrs.
These will be based on the two main subjects or the main and one of the ancillary subjects
in the case of graduates and the subject offered in post-graduation which should be the same as in
graduation except in the case of those who have offered the fundamental subjects like philosophy,
sociology or MA (Education).
E-201 Pedagogy of Hindi
E-202 Pedagogy of English
E-203 Pedagogy of Sanskrit
E-204 Pedagogy of Social Sciences
E-205 Pedagogy of Mathmatics
E-206 Pedagogy of Physical Science
E-207 Pedagogy of Biological Sciences
E-208 Pedagogy of Computer Science
E-209 Pedagogy of Home Science
E-210 Pedagogy of commerce

Theory: 600 120 480

Practical:
VII E-701 PC5 : Teaching Skills 100 20 80
VIII E-702 Viva- Voce Examination based on
EPC 1 : Strengthening Language Proficiency 25 5 20
EPC 2 : Art and Aesthetics 25 5 20
EPC 3 : Reading and Reflecting on Texts 25 5 20
Task and Assignments on CC 1-4 25 5 20
100 20 80

Practical: 200 40 160

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 CCS University, Meerut/[Link].(Two Year) Syllabus/Session 2019-21 Onwards

Interanl Evaluation
The components of internal assessment in each theory paper of 100 marks will be as under:
● Subject based Presentation 05 marks
● Subject based Assignment 05 marks
● Internal Test 10 marks
For the theory paper of 50 marks the component of internal assessment will be reduced to its half.
External Evaluation
The format for the marking scheme for question papers in theory courses (Maximum Marks=80)
in external written examination shall be as follows:
Total =80 marks
Section A: Three Questions with internal choices
(Three Questions of Sixteen marks each, 3x16=48)
Section B: Four out of Eight Questions
(Four Questions of Four marks each, 4x4=16)
Section C: Eight out of Ten Questions
(Eight Questions of Two marks each, 8x2=16)
The format for the marking scheme for question papers in theory courses (Maximum Marks=40)
in external written examination shall be as follows:
Total =40 marks
Section A: Two Questions with internal choices
(Two Questions of Twelve marks each, 2x12=24)
Section B: Two out of Four Questions
(Two Questions of Four marks each, 2x4=08)
Section C: Four out of Six Questions
(Four Questions of Two marks each, 4x2=08)

Note: In the examination of Course XIII, Code E-401 ie ‘Assessment for Learning’ the simple
calculator is allowed.

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 CCS University, Meerut/[Link].(Two Year) Syllabus/Session 2019-21 Onwards

1. Course Status Core Course (CC-1)

2. Course Number I

3 Course Title CONTEMPORARY INDIA & EDUCATION

4 Course Code E-101

5 Period per week 06

6 Weightage 100 marks

7 Course Objectives To enable student teacher to-

● Understand that development of education is influenced by socio-political forces of

the time.

● Acquire the knowledge of features of education in ancient, medieval and pre-

Independent period in India with their strengths and weaknesses.

● Understand the contribution of various Committees and Commissions on education

set up from time to time in the economic development of India.
● Appreciate the developments of Indian Education in the Post
Independent Period.

Unit I : Education in India

Vedic Period, Buddist Period and Medieval Period.
Unit II : Policy Framework of Education in Pre-Independent Period
Macaulay’s, Minutes (1835), Woods Despatch (1854), Hunter Commission (1882) and
Indianisation of Education, National Education Movement, Lord Curzon Policy (1902), GokhleBill
(1910), Sadler Commission (1917), Hartog Committee (1929), Basic Education (1937), Sargent
Report (1944) :
Unit III : Policy Framework of Education in Post-Independent Period
● University Education Commission (1948-49)
● Secondary Education Commission (1952-53)
● Indian Education Commission (1964-66) in the context of Industrialisation

● National Policy of Education (1986) and its review (1992) in the context of Liberalization
and Globalization of Indian Economy.
● National Curriculum Framework -2005.

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 CCS University, Meerut/[Link].(Two Year) Syllabus/Session 2019-21 Onwards
Unit IV : Elementary Education
● Universalization of Education (Provision, Enrolment, Retention, Success).
● Wastage & Stagnation.
● Education for all (Sarva Shiksha Abhiyan).
● Minimum Level of Learning (MLL).
● Review of Mid-Day Meal Programme.
● Kasturba Balika Yojna.
● RTE (2009).
Unit V : Secondary Education
● Expansion & Differentiation of Curricula between boys and girls
● Discrimination of Curricula
● Vocationalization of Education.
Unit VI : Current Issues
● University Autonomy, Privatisation of Education, Commercialization of Education.
● Medium of Schooling- Three Language Formula.
● Population Education.
Task and Assignments (any one)
● Review of Sarva Shiksha Abhiyan
● Review of Mid-day meal programme.
● Review of Kasturba Balika Yojna.
● Review of the New Education Policy (1986).

● Critical analysis of any theme of the course content in about eight to ten pages.

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 CCS University, Meerut/[Link].(Two Year) Syllabus/Session 2019-21 Onwards

1. Course Status Core Course (CC-2)

2. Course Number II
3 Course Title PHILOSOPHICAL & SOCIOLOGICAL PERSPECTIVES OF EDUCATION
4 Course Code E-102
5 Period per week 6
6 Weightage 100 marks
7 Course Objectives To enable student-teacher to-

● Answer three basic questions-what ? why & How of the Education.

● Develop an understanding of contribution of Indian & Western philosopher.

● Build their own view about different Indian Religion and respect them.

● Describe the role of Education in desirable social change and socio-economic development.

● Transform one-self and society to empower people to assure responsibilities for creating
sustainable future.

Unit I : Education and knowledge

● Education – meaning, nature and modes-formal, Informal and Nonformal
● Purposes of Education-Individual Development or social Transformation
● Knowledge-meaning and ways of knowing,
● Forms of knowledge-Local & universal, concrete & Abstract, Theoretical & Practical,
Contextual & Texual, School & out-of-school.
Unit II : Education and Philosophy
● Philosophy of Education-meaning and significance in the context of Aims of Education,
Curriculum, methods of Teaching & discipline etc.
● Major schools of thoughts and their Impact of an Education.
(i) Idealism , Naturalism, Realism, Pragmatism and Humanism.
(ii) Sankhya ,Yoga &Advaita Philosophy.
Unit III : Education and Society
● Educational Sociology – meaning & nature & socialization of the child.
● Education as a means of social change and social welfare
● Education as a means of Human Resource Development & Economical Development.
● Meaning of a new social order and modernization of Education

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 CCS University, Meerut/[Link].(Two Year) Syllabus/Session 2019-21 Onwards
Unit IV : Educational Thoughts : Indian & Western Thinkers
● MK Gandhi ,Tagore, Aurobindo, Vivekanand, Giju Bhai.
● Aristotle, Socretes, Plato, Rousseau, Dewey, Froebel, Montessori.
Unit V : Education and Values
● Values – Meaning, Nature & Types.
● Source of values – The Constitution of India, Democracy, Secularism, etc., Fundamental
Rights & Duties, Directive principles, Constitutional provisions for Education.
● Education for peace – Issues of National & International conflicts, social injustice,
communal conflicts harmony, Individual Alienation, Role of Individuals in making peace :
A way of life.
Unit VI : Education for National Integration
● National Integration – meaning & Need, Role of Teacher, Institutions & Cultural Heitage,
Regional expectation and aspiration.
● Role of celebration of Indian Festivals
Task and Assignment (any one)
● To compare the educational ideas of any two thinkers.
● To study impact of education on population-Increase & Un-employment in near-by village
or region.
● To study different cultures & identifying the points of unity in diversity.
● To study different religions and identify the common points of humanity and spiritualism.
● Critical analysis of any theme of the course content in about eight to ten pages

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 CCS University, Meerut/[Link].(Two Year) Syllabus/Session 2019-21 Onwards

1. Course Status Core Course (CC-3)

2. Course Number III
3 Course Title GROWING UP AS A LEARNER
4 Course Code E-103
5 Period per week 6
6 Weightage 100 marks
7 Course Objectives To enable student-teacher to

● Acquire the basic principles of psychology of learners.

● Understands learner characteristics and implications for teaching-learning.

● Understand learner’s mental health problems & choose appropriate strategis to cope with
such problems.

● Apply various psychological principles and approaches to learning.

● Appreciate the role of psychology in the teaching-learning process.

C
Unit I : Psychology and learner
● Psychology – Its meaning, Nature & scope.
● Educational Psychology – Meaning, Scope and its relevance for teachers, teaching and
learning.
● Individual Differences-Concept and Nature.
● Exceptional Children-Mentally retarded, Backward, Delinquent, Gifted & Slow learner.
Unit II : Human Development
● Concept & Stages of Development – Infancy, Childhood, Adolescence
● Types of Development- Physical, Cognitive social, Emotional, moral with reference to
Piaget.

Unit III : Learning and Motivation

● Concept & Theories of Learning and its Implications – Thorndike, Pavlov, Kohler, Skinner,
Lewin.
● Factors affecting Learning.
● Motivation- Concept, Sources and its Importance for teaching-learning process.
Unit IV : Mental Health
● Concepts & Factors affecting Mental Health, ways of improving Mental Health.
● Adjustment & ways for reducing Maladjustment, Defence mechanism.

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 CCS University, Meerut/[Link].(Two Year) Syllabus/Session 2019-21 Onwards

Unit V : Personality
● Concept, Dimensions & Theories of personality- psycho-analytic, Trait, Type
● Measurement of personality-projective techniques, etc.
Unit VI : Intelligence & Creativity
● Intelligence-Meaning, Nature & Types of Intelligence with reference to multiple
Intelligence, Emotional Intelligence & Social Intelligence.
● Theories of Intelligence- Two-factor, Muilti-factor, Group factor and Three-dimentional
Guilford model.
● Measurement of Intelligence.
● Creativity – Meaning, Nature and Measurement, Techniques for fostering creativity.
Task and Assignments (any one)
● Observation of Adolsecent Behaviour in urban slum/dalit household
● Administration & Intepretation of two psychological tests- Intelligence, Personality,
Creativity etc.
● Critical Analysis of school situation in terms of its role in promoting learners cognitive &
non-cognitive learning output.
● Preparation of learner’s profile based on cognitive and Non-cognitive characteristics to
depict their inter and intra individual differences.

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 CCS University, Meerut/[Link].(Two Year) Syllabus/Session 2019-21 Onwards

1. Course Status Core Course (CC-4)

2. Course Number IV
3 Course Title TEACHER, TEACHING AND TECHNOLOGY
4 Course Code E-104
5 Period per week 6
6 Weightage 100 marks
7 Course Objectives To enable student-teachers to-
● Acquire theoretical basis of educational technology and to develop
awareness about recent developments in the areas of educational
technology.

● Equip them with various technologies to apply for improving instructional

practices

● Develop teaching skill required for effective instructional and institutional

management.

● Manage teaching and learning effectively and efficiently.

● Identify and implement instructional strategies in different
● situations.

Unit I : Technology and Teaching

● Educational Technology-meaning, concept & types-hardware, software, systems approach
● Types of Educational Technology-Teaching technology, Instructional technology,
Behavioural technology, Information and Communication Technology.
Unit II : Task of Teaching
● Phases of Teaching and its Operations-Pre-active, Inter-active & Post-active.
● Levels of Teaching-Memory, Understanding & Reflective.
Unit III : Teaching Aids & Teaching
● Teaching Aids-Meaning, Need, Types- Projected, Non-projected & Electronic.
● Edgar Dale’s Cone of experience
● Audio-visual Equipments-OHP, Radio, Television, Computer, LCD Projector, etc.

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 CCS University, Meerut/[Link].(Two Year) Syllabus/Session 2019-21 Onwards
● Use of New Technologies – Tele-conferencing (Face to Face Distance mode of Education)
Language Laboratory, e-mail, internet, Smart classes, CAI, etc.
Unit IV : Management of Learning and Teaching
● Planning
● Organising
● Leading
● Controlling
Unit V : Strategies of Teaching & Modification of Teacher Behaviour
● Concept & classification of different Teaching Strategies- Lecture, Demonstration,
Heurism, Discovery, Project, Assignment, Tutorial Group, Brain-Storming, Role Playing,
Team Teaching.
● Modification of Teacher Behaviour
- Micro Teaching with special reference to components of various teaching
skills like -Introduction, Reinforcement, Probing Question, Stimulus Variation,
Explaining etc.
- Simulation Teaching, T-Group Training, Action Research,
Unit VI : Profesional Development of Teachers
● Teacher Evaluation, Teacher Autonomy, Teacher Accountability, Code of Ethics for
Teachers.
● Strategies for professional development of Teachers.
Task and Assignments (any one)
● Operation of Audio-Visual Aids and Equipments.
● Review of Radio/T.V. programmes of NCERT, IGNOU, UGC, etc.
● Preparation for power-point presentation on the relevance of Technology in Education.

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 CCS University, Meerut/[Link].(Two Year) Syllabus/Session 2019-21 Onwards

1. Course Status Padagogy Courses : PC1 & PC2

2. Course Number V & VI
3 Course Title fgUnh f’k{k.k
4 Course Code E-201
5 Period per week 06
6 Weightage 100 marks

Course Contents
bdkbZ 1 %Hkk"kk dk Lo:i] izd`fÙk ,oa fgUnh Hkk"kkA
● Hkk"kk dk vFkZ] izÑfr ,oa Hkk"kk vf/kxe ds fl}kUrA
● ekr`Hkk"kk vkSj jk"Vª Hkk"kk ds :i esa fgUnh dk egRoA
● ekr`Hkk"kk] jk"VªHkk"kk ,oa fons'kh Hkk"kk ds :i esa fgUnh
f'k{[Link]
bdkbZ 2 % fgUnh f'k{k.k ds mn~ns'; ,oa y{;
● twfu;j rFkk ek/;fed Lrj ij fgUnh f'k{k.k ds mÌs'; ¼Aims½ ,oa y{;

bdkbZ 3 % Hkk"kk;h dkS'ky&f'k{k.k] mn~ns’; ,oa izfØ;kA

● Jo.k ¼Hearing½ dkS”ky& vFkZ mn~ns”; ,oa fodkl gsrq mik; A
● Okkpu ¼SsSpeaking½ dkS”ky&vFkZ] mn~ns”; ,oa fodkl gsrq mik; A
● iBu ¼Reading½dkS”ky& vFkZ] mn~ns”; ,oa fodkl gsrq mik;A
● ys[ku ¼Writing½dkS”ky& vFkZ] mn~ns”; ,oa fodkl gsrq mik;A
● lw{e f'k{k.k dk Lo:i ,oa fuEu dkS”kyksa ds fodkl gsrq lw{e ikB;kstuk dk
fuekZ.k&
(i) izLrkouk dkS”ky
(ii) iz”u dkS”ky
(iii) O;k[;k dkS”ky
(iv) iquoZyu dkS'ky
(v) mn~nhiu ifjorZu dkS”ky

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 CCS University, Meerut/[Link].(Two Year) Syllabus/Session 2019-21 Onwards
bdkbZ 4 %fgUnh lkfgR; dh fo/kk,sa ,oa mudk f’k{k.k
● ikB;kstuk ,oa bdkbZ ;kstuk dk vFkZ mn~ns”; ,oa [Link]
● fgUnh dh fuEu fo/kkvksa ds f”k{k.k dk mn~ns”;] fof/k;k¡ ,oa ikB fu;kstu &
v- x| & xgu ikB ,oa nzqr ikB

vi- c- i|
l- O;kdj.k
n- jpuk f”k{k.k
● fgUnh f”k{k.k gsrq lajpukRed fof/k dh mi;ksfxrkA
bdkbZ 5 % fgUnh esa n{krk fodflr djus okys ?kVd
● fgUnh f”k{k.k esa lgk;d “kSf{kd rduhdh] vkbZ0lh0Vh0 ,o0a vU; [Link]
dk iz;ksxA
if=dk,sa] v[kckj] iqLrdky;] Hkk"kk iz;ksx”kkyk] dEI;wVj lgk;d vuqns”ku] ikoj
ikWbUV] izLrqfrdj.k] e`nq mikxe vkfnA
bdkbZ 6 % ijh{k.k ,oa ewY;kadu
● fgUnh esa ewY;kadu*lrr ,oa lexz
● fgUnh esa vPNs ijh{k.k dh fo”ks"krk,sa ,oa ijh{k.k inksa dk fodkl
¼oLrqfu"B] y?kqÙkjh;] fucU/kkRed½
● fgUnh esa fu"ifÙk ijh{k.k gsrq iz'u&i= dk fuekZ.k
● mipkjkRed ,oa funkukRed f”k{k.k
● fØ;kRed vuqla/kku

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 CCS University, Meerut/[Link].(Two Year) Syllabus/Session 2019-21 Onwards

1. Course Status Pedagogy Course : PC-1 & PC-2

2. Course Number V & VI
3 Course Title PEDAGOGY OF ENGLISH
4 Course Code E-202
5 Period per week 06
6 Weightage 100 marks

Unit-I : Background to the Study of English

● Role of English in the present day; Position of English in the Indian school curriculum in
the context of the three language formula.
● English as a second Language.
● Functions of language.
● Linguistic principles.
● Aims and objectives of teaching of English at Junior and Secondary level.
Unit-II : Content and pedagogical analysis
● Teaching of prose, poetry, composition and grammar.
● Pedagogical analysis based on unit analysis, objectives, learning experience, chosen
methods and material and composition and grammer.
● Preparation of micro lessons based on the following skills :
(i) Introduction.
(ii) Questioning.
(iii) Explaning
(iv) Illustration
(v) Stimulus variation
Unit-III : Methods of Teaching and Skills of Teaching
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 CCS University, Meerut/[Link].(Two Year) Syllabus/Session 2019-21 Onwards
● Difference between Method and Approach of teaching English, Major methods of teaching
English: Grammar-cum-translation method, direct method and bilingual method.
● Various Approaches of teaching English; Structural Approach, Communicative Approach,
Holistic Approach & Linguistic communicative approach.
● Development of following linguistic skills
(i) Listening and understanding
(ii) Speaking
(iii) Reading
(iv) Writing
Unit IV : Unit and Lesson Planing
● Unit Planning
● Lesson Planning; concept importance & preparation
(a) Prose, its importance, planning and teaching
(b) Grammar, its importance, planning and teaching
(c) Composition, its importance, planning and teaching
(d) Poetry, it importance, planning and teaching.
Unit V : Teaching Aids and Text-Books
● Importance of Instructional material and their Effective use.
● Use of following aids :
(i) Chalk board (vii) Record-Player (linguaphones)
(ii) Flannel board (viii) Radio
(iii) Pictures. (ix) Television
(iv) Picture cut-out (x) Film and filmstrips
(v) Charts (xi) Overhead Projector
(vi) Tape-recorder. (xii) Language laboratory
● Qualities of a Good English Text-Book
Unit-VI: Evaluation in English
● Basic principles of testing English, Tools and Techniques of Evaluation.
● The Meaning and Significance of Comprehensive and Continuous Evaluation in English.
● Development of good test items in English (objectives type, short answer type, essay type).
● Construction of an achievement test
● Diagnostic testing & Remedial teaching in English.

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 CCS University, Meerut/[Link].(Two Year) Syllabus/Session 2019-21 Onwards

1. Course Status Pedagogy Course : PC-1 & PC-2

2. Course Number V & VI
3 Course Title laLd`r&f’k{k.k
4 Course Code E-203
5 Period per week 06
6 Weightage 100 marks

;wfuV 1 %Hkk"kk & Lo:i] izd`fr ,oa egRo

v- Hkk’kk dh mRifÙk] fodkl ,oa ifjfuf’Br ifjHkk’kkA c-
Hkk’kk ds fofo/k :iA
l- Hkkjrh; Hkk’kkvksa esa laLd`r dk LFkku ,oa f=Hkk’kk lw= dh O;k[;kA
n- Hkk’kk dh izd`frA
;- Hkk’kk lh[kus ds fl)kUr rFkk orZeku ifjizs{; esa laLd`r dk lkaLd`frd
,oa lkfgfR;d egRoA
;wfuV 2 %laLd`r esa Hkk"kkxr dkS’ky ,oa f’k{k.k mn~ns’;A
v- laLd`r dk izkjfEHkd O;kdj.k&iq:"k] opu] 'kCn :i] /kkrq:i lfU/k] lekl]
milxZ izR;;A
c- laLd`r Hkk"kk dh /ofu;k¡ muds mPpkj.k LFkku ¼Point of articulation½ ,oa
lw=] vkH;Urj ,oa ckg~; iz;Ru] le; ,oa dky ls mRiUu /ofu&HksnA
l- Hkk’kk;h dkS”ky & mPpkj.k] okpu Jo.k] cks/k ,oa vfHkO;Utu] lHkh
dkS”kyksa ds f”k{k.k mn~ns”;] fof/k;k¡] dkS'kyksa ls lEcfU/kr nks’k]
dkj.k vkSj mipkjA
n- dkS”kyksa esa n{krk izkfIr gsrq ikB~;sÙkj fØ;k,saA
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 CCS University, Meerut/[Link].(Two Year) Syllabus/Session 2019-21 Onwards
;wfuV 3 %laLd`r lkfgR; dh fo/kk,sa ,oa mudk f’k{[Link]
v- lkfgR; dh fofHkUu fo/kk,sa] voj ek/;fed ,oa mPp ek/;fed Lrj ij muds
f”k{k.k&mn~ns”;] Cywe }kjk fn;k x;k [Link]
c- laLd`r f”k{k.k dh lkekU; fof/k;k¡A
l- laLd`r&x|] i|] O;kdj.k] jpuk] ukVd] nzzqrikB ,oa fucU/k&f”k{k.k dh
fof/k;k¡ ,oa mn~ns”;A
n- ikB ;kstuk ds fofHkUu izdkj ,oa mudh fuekZ.k&izfØ;kA
;- laLd`r] orZuksa ls lEcfU/kr Nk=ksa dh lkekU; =qfV;k¡] muds dkj.k
,oa [Link]

;wfuV 4 %laLd`r ikB~;Øe ,oa ikB~; iqLrdsaA

v- ikB~;Øe ls rkRi;Z mldh vko”;drk] vk/kkj] ikB~;Øe fuekZ.k ds
fl}kUr] ikB~;Øe fuekZ.k ds le; /;ku j[kus ;ksX; lko/kkfu;k¡A
c- mÙkj izns”k esa voj ,oa mPp ek/;fed Lrj ds laLd`r f”k{k.k ikB~;Øe
dh leh{kk ,oa ewY;kaduA
l- ikB~; iqLrd dk ewy izR;;] ikB~; iqLrd fuekZ.k ds fl)kUr] ikB~; iqLrd ds
ewY;kadu ,oa p;u dh izfØ;kA
n- mÙkj izns”k ds fo|ky;h laLd`r ikB~;Øe o f”k{k.k gsrq p;fur ikB~;
iqLrdksa dk ewY;kaduA
;- vPNh laLd`r ikB~; iqLrd dh fo”ks’krk,saA
;wfuV 5 %laLd`r Hkk"kk esa ewY;kaduA
v- ewY;kadu dk izR;;] vko”;drk ,oa ijEijkxr ,oa vk/kqfud
ewY;kaduA
c- ijh{[Link]@ewY;kadu dh izkphu ,oa uohu fof/k;k¡A
l- mn~ns”; dsfUnzr ¼Objective Centred½ ijh{[Link] dh fuekZ.k izfØ;k
rFkk ijh{k.k jpuk ds le; /;ku j[kus ;ksX; lko/kkfu;k¡A
n- vPNs ijh{[Link] dh fo”ks’krk,saA
;- fofHkUu laLd`r fo|kvksa ds ewY;kadu gsrq ijh{k.k ,oa muds
izdkjA

21
 CCS University, Meerut/[Link].(Two Year) Syllabus/Session 2019-21 Onwards
;wfuV 6 %laLd`r f’k{k.k esa n{krk ds izHkkoh ?kVdA
v- laLd`r v/;kid dh fo”ks’krk,saA
c- laLd`r&d{k] f”k{k.k lkexzh ds izdkj] rduhdh [Link] l-
laLd`r f”k{k.k esa ikB~; lgxkeh fØ;k,saA
n- laLd`r esa funkukRed ,oa mipkjkRed f”k{[Link]
;- laLd`r f”k{k.k & x`g dk;Z ds izdkj ,oa egRoA
d- fØ;kRed vuqlU/kku ,oa laLd`r f”k{k.k esa mldh mi;ksfxrkA

1. Course Status Pedagogy Courses : PC-1 & PC -2

2. Course Number V & VI
3 Course Title PEDAGOGY OF SOCIAL SCIENCES
4 Course Code E-204
5 Period per week 06
6 Weightage 100 marks
7 Course Objectives To enable the student teacher to-
● Understand concept, meaning and scope of social sciences.
● Get acquainted with appropriate methodology as applicable to
social sciences.
● Prepare unit plan and lesson plan.
● Acquire skill in teaching social sciences.
● Acquire knowledge of various evaluation procedures and to
device effective evaluation tools.
● Acquire the ability to develop instructional support materials.

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 CCS University, Meerut/[Link].(Two Year) Syllabus/Session 2019-21 Onwards
Unit I : Nature and Scope of Social Sciences
● Social sciences and social studies: Course subjects of social sciences - History, Civics,
Geography and Economics, inter-relationship between them.
● Rational for incluiding these area in school curriculum.
● Instructional objectives of Teaching Social Sciences at Secondary level.
Unit II : Methodology for Social Science Pedagogy
● Strategies for teaching Social Science in terms of specifics methods like Lecture, Question-
Answer, Group Discussion, Project and Sourse Methods, Socialized Recitation and
Supervised Study, Tutorials.
● Micro Teaching Skills- Introduction, Reinforcement, Probing Questioning, Stimulus
Variation, Explaining, Black Writing etc.
● Selecting and using teaching aids: Chalk boards, objects and specimen, histrionics, models,
graphs, charts, maps, pictures, slides, films, filmstrips, audio-visual aids, projected aids:
Slide projectors, Film Projectors, Overhead projectors, epidiascope.
Unit III : Content Analysis and Lesson Planning
● Content analysis
● Unit Planning
● Lesson Planning.

Unit IV : Curriculum and Text-Books

● Place of social Studies in Secondary School Curriculum. Principles of Curriculum
Construction for Social science.
● Characteristics of good text-book, Evaluation of Social Science Textbooks
Unit V : Social Science Teacher and co-curricular activities
● Qualities of Social Science teacher
● Principles of organizing co-curricular activities.
● Formation and management of Social Science clubs.
● Organizing seminars, debates, quiz, exhibition, competition, wall magazine, manuscript
magazine.
● Using Community Resources
● Organizing field trips
● Social Science Room
Unit VI : Transaction mode and Evaluation
● Objectives of evaluation in social science.
● Essay type, short answer type and objective type question in social sciences, their
advantages and limitations, framing different types of questions.
● Construction of achievement test in Social Science.
● Continuous evaluation using feedback for improvement of teaching and learning in Social
Science.
23
 CCS University, Meerut/[Link].(Two Year) Syllabus/Session 2019-21 Onwards
● Diagnostic testing and Remedial teaching.

24
 CCS University, Meerut/[Link].(Two Year) Syllabus/Session 2019-21 Onwards

1. Course Status PEDAGOGY COURSES : PC1 & PC2

2. Course Number V & VI
3 Course Title PEDAGOGY OF MATHEMATICS
4 Course Code E-205
5 Period per week 06
6 Weightage 100 marks
7 Course Objectives To enable the pupil teacher to-
1. Understand and appreciate the uses and significance of
mathematics in daily life.
2. Learn successfully various approaches of teaching
mathematics and to use them judiciously.
3. Know the methods of planning instruction for the classroom.
4. Prepare curricular activities as per the needs.
5. Appreciate and organize activities to develop aesthetics of
mathematics.
6. Obtain feedback both about teaching as well as students
learning.

Unit I : Entering into the Discipline

● Meaning & nature of mathemtics, Use & Significance of Mathematics.
● Contribution of some great mathematicians - Aryabhatta, Bhaskaracharya, Ramanujam,
Euclid, Pythagorus & Rene Decarte.
Unit II: Aims and Objectives of Mathematics Teaching
● Aims and objectives of teaching mathematics at secondary and senior secondary levels.
● Taxonomy of Educational Objectives.
● Objectives of teaching mathematics in terms of behaviour outcomes.
Unit III : Methodology for Mathematics Teaching
● Methods of Teaching: Inductive- Deductive, Analytic- Synthetic, Problem solving,
Heuristics, Project & Laboratory Method.
● Techniques of Teaching: Oral, Written, Drill, Home-Assignment, Supervised study.
● Micro teaching Skills-Introduction, Reinforcement, Probing Question, Stimulus variation,
Explaining, Black-Board Writing etc.

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 CCS University, Meerut/[Link].(Two Year) Syllabus/Session 2019-21 Onwards

Unit IV: Developing Unit Plan, Lesson Plan and Material Aids
● Unit plan – Meaning and purpose of unit plan.
● Lesson plan - Meaning, purpose and Performa of lesson plan and its rationality.
● Teaching –Aids importance and classification.
● Developing/preparing low cost improvised teaching aids, relevant to local ethos.
● Application of computer in teaching of Mathematics.

Unit V: Development of Curriculum, Text Book and Activities of Mathematics

● Principles and rationale of curriculum development, organizing the syllabi both
logically and psychologically according to the age groups of children.
● Organization of Mathematics Laboratory.
● Text book of Mathematics- Qualities of a good text book of mathematics.
● Using Mathematics as a game for recreation; organizing quiz programmers, skill-
development in answering puzzles riddles, magic squares, word search etc.
● Learning about the short cuts mentioned in Vedic mathematics

Unit VI: Evaluation in Mathematics

● Meaning and needs of Evaluation.
● Process of obtaining feedback and evaluation in mathematics in terms of cognitive
affective and psychomotor behavioral development.
● Comprehensive and continuous evaluation (C.C.E.) in Mathematics.
● Development of test item (short answer and objective type).
● Preparation of an Achievement test.

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 CCS University, Meerut/[Link].(Two Year) Syllabus/Session 2019-21 Onwards

1. Course Status PEDAGOGY COURSES : PC1 & PC2

2. Course Number V & VI

3 Course Title PEDAGOGY OF PHYSICAL SCIENCE

4 Course Code E-206

5 Period per week 06

6 Weightage 100 marks
7 Course Objectives To enable the Student teachers to-
● Develop a broad understanding of the principles and
procedures used in modern physical science education.
● Develop their essential skill for practicing modern
physical science education.
● Develop their skills necessary for preparing international
accessories.
● Prepare acceptance lesson models which lay down this
procedure to the acceptance for preparing designs for
lesson.
● Manage introduction activity in such a way that the vast
majority of the learners attain most of the objectives.

Unit I: Concept, Nature and Importance

● Meaning and nature of physical science, Path tracking discoveries and land mark
development in science, Impact of science on modern communities, Globalization and
Science.
● Justification for including science as a subject in school curriculum, Eminent Indian
and world Scientists - an introduction, Professions in the area of science.

Unit II: Aims and Objectives of Teaching Physical Science

● General aims and objectives of teaching physical science at secondary and senior
secondary school stage. Instructional objectives with special emphasis on Bloom's
Taxonomy.
● Concept of entering and terminal behavior, defining desired outcomes (statements of
objectives) for different levels of education like primary, upper primary, secondary and
senior secondary.

Unit III: Methodology of Teaching Physical Science

● Methods - Lecture, Demonstration, Lecture-cum Demonstration, Heuristic, project,
Laboratory, Problem Solving.
● Techniques – Team-Teaching, Computer Assistance Teaching.
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 CCS University, Meerut/[Link].(Two Year) Syllabus/Session 2019-21 Onwards
● Excursion, Science – museums, Science – club, Science – fair, Science projects.
● Micro Teaching Skills-Introduction, Reinforcement, Probing Question, Stimulus
variation, Explaining, Black Board-Writing etc.
● Use of ICT in Teaching-Learning process of Physical Science with computer-aided
methods like-Power Point, Multimedia, Simulation, Webinars etc.
Unit IV: Curriculum & Instructional Material Development
● Meaning, definition and Principles of Curriculum Construction and its types.
● Curriculum organization using procedure like concentric, topical, process and integrated
approaches, Adaptation of the curriculum according to the local needs and the availability
of local resources.
● Development of Physical science curriculum at different stages of school education e.g.
primary, upper primary, secondary and senior secondary
● Current trends in science curriculum.
● Preparation, selection and use of teaching aids
● Curriculum accessories and support material - text books, journals, hand books, student's
workbook, display slide, laboratory materials.

Unit V: Content Analysis and Lesson Planning

● Content analysis, pedagogical analysis of content (Taking an example of any one topic of
physical science). Following points should be followed for pedagogical analysis –
- Identification of minor and major concepts.
- Listing behavioral outcomes.
- Listing activity and experiments.
- Listing evaluation procedure.
● Developing unit plans and lesson plans.

Unit VI: Evaluation in Science Teaching

● Evaluation: Meaning and needs, Formative and summative evaluation.
● Process of development of tests for measuring specific outcomes - cognitive outcomes,
affective outcomes and psychomotor outcomes.
● Diagnostic testing and Remedial teaching.
● Preparation of achievement test, development of improvised apparatus.

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 CCS University, Meerut/[Link].(Two Year) Syllabus/Session 2019-21 Onwards

1. Course Status PEDAGOGY COURSES : PC-1 & PC-2

2. Course Number V & VI
3 Course Title PEDAGOGY OF BIOLOGICAL SCIENCES
4 Course Code E-207
5 Period per week 06
6 Weightage 100 marks
7 Course Objectives To enable the Student-teachers to-
● Develop broad understanding of principles and knowledge
used in biology science.
● Develop their essential skills for practicing biological science.
● Know various approaches and methods of teaching life
science.
● Lesson planning of biological science properly.
● Prepare tools for evaluation in biological sciences.

Unit I : Nature, concepts and importance

● History and nature of biological science.
● Importance of biological science for environment, health and peace.
● Interdisciplinary linkage of biological science and other school subjects.
● Value of biology in our lives.
● Four Indian eminent biologists and their discoveries.
Unit II : Objectives of Biology Teaching
● General aims and objectives of teaching biology difference between aims and objectives.
Bloom’s taxonomy of educational objectives.
● Writing objectives in terms of learning outcomes (behavioural term) for different levels of
school teaching VIII, IX and X classes-RCEM approach of writing objectives.
Unit III : Exploring learning

● Inductive and deductive approach. Different methods and techniques of teaching biology.
● Teacher centered approaches-lecture, demonstration, lecture cum demonstration.
● Child centered approach-project method, heuristic, problem solving, assignment.

● Use of ICT in Teaching-Learning process of Biological Science with computer-aided

methods like-Power Point, Simulation, Webinars etc.
● Micro-teaching skills- Intoduction, Explaining, Probing questioning,Illustration and
stimulus variaton etc.
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 CCS University, Meerut/[Link].(Two Year) Syllabus/Session 2019-21 Onwards
Unit IV: Content Analysis and Lesson Planning

● Content analysis, pedagogical analysis of content (Taking an example of any one topic of
Biological science). Following points should be followed for pedagogical analysis –
- Identification of minor and major concepts.
- Listing behavioral outcomes.
- Listing activity and experiments.
- Listing evaluation procedure.

● Developing unit plans and lesson plans.

Unit V : Learner centered school curriculum.
● Principles of development of biological science curriculum. Trends in science curriculum.
● Analysis of text books and biology syllabi of NCERT and U.P. State VIII, IX asnd X
classes.
● Importance and type of teaching aids. Use of audiovisual aids and improvised apparatus in
teaching biology, biology laboratory.
● Biology museum, biology club, field trips, acquarium herbarium and vivarium exhibition.
Unit VI: Concept of evaluation and measurement
● Meaning and nature of evaluation and measurement.
● Tools and techniques of evaluation in biological science.
● Characteristics of a good test-reliability, validity, usability and norms of a test.
● Esay type, Short answer and objective type tests, Their Merits and demerits.
● Concept of formative, summative and diagnostic test.
● Construction of Achievement test.
● Diagnostic testing and Remedial teaching.

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 CCS University, Meerut/[Link].(Two Year) Syllabus/Session 2019-21 Onwards

1. Course Status PEDAGOGY Course :PC-1 & PC-2

2. Course Number V & VI
3 Course Title PEDAGOGY OF COMPUTER SCIENCE
4 Course Code E-208
5 Period per week 06
6 Weightage 100 marks
7 Course Objectives To enable the student-teacher to –
● Develop a broad understanding of the principles and
procedures used in computer science education.
● Develop their skills necessary for preparing international
accessories.
● Know the methods of planning instruction for the classroom.
● Learn successfully various methods of teaching computer
science and use them judiciously.
● Manage introduction activity in such a way that the vast
majority of the learner attains most of the objectives

Course Contents
Unit I: Historical perspective, Aims and Objectives of Computer Science
● Historical Development of Computer (hardware and software)
● Present status of computer science as a school subject.
● Significance of teaching computer science at secondary/senior secondary schools.
● Aims and Objectives of teaching computer science-
- Aims and Objectives of teaching computer science.
- Classification of educational objectives (Bloom's taxonomy).
- Statement of specific objectives in behavioral terms.
Unit II: Development of Curriculum in Computer Science
● Principles and rationale of curriculum development, organizing the syllabi both
logically and psychologically according to the age groups of children.
● Organization of Computer Science Laboratory.
● Text book of Computer Science - qualities of a good text book of Computer Science.
Unit III: Methods of Teaching Computer Science
● Lecture method, Demonstration-cum-Discussion Method, Personalized Instruction Method.
● CAI technique, Hands on experience, Video Technology, Power Point Presentation,
Software, Webinars etc.
● Co-operative Learning Approach, System Approach, Multimedia Approach.
● Micro teaching Skills-Introduction, Reinforcement, Probing Question, Stimulus variation,
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 CCS University, Meerut/[Link].(Two Year) Syllabus/Session 2019-21 Onwards
Explaining, Black Board-Writing etc.
Unit IV: Unit Planning, Lesson Planning and Teaching Aids:
● Meaning and Definition of unit plan and lesson plan
● Importance and steps of planning a lesson.
● Need, Importance, Preparation and using of Teaching Aids in Computer Science.
● Organization of Computer Laboratory.
Unit V: Basic Processes in Computer Science:
● Basic Programming.
● Data Representation.
● Computer Organization
● Operating Environment.
● Computer Network.
Unit VI: Evaluation in Computer Science:
● Meaning and importance of evaluation.
● Comprehensive and continuous evaluation (CCE) in computer science.
● Development of test items objective type, short answer type, essay type.
● Preparation of an Achievement Test.
● Analysis and Interpretation of Test results.
● Diagnostic testing and Remedial teaching

32
 CCS University, Meerut/[Link].(Two Year) Syllabus/Session 2019-21 Onwards

1. Course Status PEDAGOGY Course : PC-1 & PC-2

2. Course Number V & VI
3 Course Title PEDAGOGY OF HOME SCIENCE
4 Course Code E-209
5 Period per week 06
6 Weightage 100 marks
7 Course Objectives To enable the student- teachers to-
● Understand the nature and scope of Home Science.
● Acquaint with the objectives of teaching Home Science in secondary and
higher secondary schools.
● Acquire skills in planning a lesson with reference to methods and
instructional materials and processing it effectively.
● Understand the various methods and techniques that can be employed in
the teaching of Home Science.
● Develop a practical understanding of the technology of teaching Home
Science and giving them practice in the use of various aids relating to the
technology of teaching.
● Get an insight into the organization of co-curricular activities like Home
Science clubs and home science exhibition.

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 CCS University, Meerut/[Link].(Two Year) Syllabus/Session 2019-21 Onwards

Unit I : Concepts
● The concept of Home Science: Meaning and components; place of Home
Science in secondary education.
● Job opportunities in Home Science.
● Aims and objectives of teaching of Home Science.
● Correlation of Home Science with other school subjects.
Unit II: Pedagogical Analysis
● Foods, Nutrition and Health
● Child Care.
● Fiber and Fabric.
● Home Management-Importance of planning, principles of budget making.
● Hygiene and sanitation.
Unit III : Methods of Teaching
● Method of teaching as applied to Home Science (a) Teacher centred methods-
lecture, demonstration (b) Child centred method-laboratory, project, assignment,
discussion.
● Micro-teaching skills-Intoduction, Explaining, Probing Questioning,
Illustration, stimulus variaton ,etc.
● Use of ICT in Teaching-Learning process of Home Science with computer-aided
methods like-Power Point, Multimedia, Simulation, Softwares, Webinars etc.
Unit IV : Content Analysis and Lesson Planing
● Content analysis, pedagogical analysis of content (Taking an example of any one
topic of Home science). Following points should be followed for pedagogical
analysis –
- Identification of minor and major concepts.
- Listing behavioral outcomes.
- Listing activity and experiments.
- Listing evaluation procedure.
● Developing unit plans and lesson plans.
Unit V : Equipments of Teaching
● Development and designing of curriculum.
● Teaching aids-classification and importance.
● Development of text books.
● Planning of space and equipment for Home Science laboratory.
Unit VI : Evaluation
● Evaluation in Home Science-Meaning and importance of evaluation.
● Characteristics of a good evaluation device.
● Comprehensive and continuous evaluation.

34
 CCS University, Meerut/[Link].(Two Year) Syllabus/Session 2019-21 Onwards

● Evaluation devices-written, oral, observation, practical work, assignment.

● Diagnostic testing and Remedial teaching.

1. Course Status PEDAGOGY Courses :PC-1 & PC-2

2. Course Number V & VI
3 Course Title PEDAGOGY OF COMMERCE
4 Course Code E-210
5 Period per week 06
6 Weightage 100 marks
7 Course Objectives To enable the student- teachers to-
● Acquire knowledge of the terms and concepts used in the
pedagogical analysis of Commerce and Accountancy
● Understand lesson planning and evaluation aspects in teaching
Commerce and Accountancy
● Apply the knowledge in analyzing higher secondary
Commerce and Accountancy contents in terms of the
techniques and aids for the purpose of teaching Commerce
and Accountancy
● Develop skills in the preparation of lesson plan and
construction of evaluation tools using the suitable techniques
● Develop interests in learning recent developments in
Commerce and Accountancy
● Develop a desirable positive attitude towards the teaching of
Commerce and Accountancy.

Unit I : Concept, Aims and Objectives of Commerce Teaching

● Meaning and scope of Commerce as a subject, Historical development of
commerce education in India.
● Place of commerce in Indian school Curriculum
● Aims and Objectives of Commerce.
● Instructional Objectives -meaning, importance and specification of instructional
objectives in behavioural terms (with respect to Bloom’s Taxonomy).
● Objectives of Commerce education at High school and Intermediate levels
(vocational & academic).

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 CCS University, Meerut/[Link].(Two Year) Syllabus/Session 2019-21 Onwards

Unit II : Methods and Techniques of Commerce Teaching

● Various Methods of teaching Commerce-Lecture and discussion methods,
Project method, Heuristics, Problem solving method etc.
● Techniques of Commerce teaching-questioning & demonstration.
● Approaches of book-keeping teaching (journal approach, ledger approach, cash-
book & equation approach).
● Plans of commercial practice teaching (rotation, office model, battery and co-
operative plan).
● Micro teaching Skills-Introduction, Reinforcement, Probing Question, Stimulus
variation, Explaining, Black-Writing etc.
● Use of ICT in Teaching-Learning process of Commerce with computer-aided
methods like-Power Point, Simulation, Softwares, Webinars etc.
Unit III : Teaching Aids and Text Books of Commerce Teaching
● Teaching aids in Commerce
● Co-curricular activities in Commerce.
● Commerce Room
● Text book of Commerce teaching
Unit IV: Content Analysis and Lesson Planning
● Content Analysis
● Unit Plan and Resource Plan
● Lesson Planning
Unit V : Curriculum, Correlation with other Subjects, Commerce Teacher
● Curriculum in Commerce (i) Principles of curriculum construction (ii) Critical
evaluation of High School syllabus.
● Correlation of Commerce with other subjects (i) Need & Importance (ii)
Correlation with Maths, Geography & Economics.
● Commerce teaching (i) Profile of a good Commerce teacher (ii) Professional
growth of a Commerce teacher.
Unit VI : Evaluation in Commerce.
● Concept, scope and importance of evaluation.
● Tools and Techniques of evaluation and characteristics of a good test.
● Construction and administration of an achievement test.
● Diagnostic testing and Remedial teaching

36
 CCS University, Meerut/[Link].(Two Year) Syllabus/Session 2019-21 Onwards

Language is the medium for comprehending ideas, for reflection and thinking,as well
as for
expression and communication. Enhancing one’s capacity in language proficiency is thus a
vital need of student-teachers irrespective of the subject area that they are going to teach.

Objectives: To enable student-teachers to-

● Strengthen the ability to read correctly
● Strengthen the ability to pronunciate
● Strengthen the ability to write correctly
● Strengthen the ability to communicate correctly.
Activities :
One or two workshops on Language proficiency course on Hindi and English of 7-10 day
each, may be organized. It may course the following content –
● fgUnh Hkk"kk ¼i½ [Link]&Loj o O;atu /ofu] ek=k,a ¼ii½ 'kCn & i;kZ;okph o
foykse 'kCn ¼iii½ 'kCn jpuk&lfU/k] lekl] milxZ] izR;; ¼iv½ :i fopkj& laKk] loZuke]
fo’ks"k.k] fØ;k fØ;kfo’ks"k.k] vkfn ¼v½ okD; fopkj&fojke fpUg] vkfn
¼vi½ jpuk&i=] izkFkZuk i=] fucU/k dgkuh vkfnA
● English Language – (i) Alphabet-Vowel & Constonant sounds (ii) word-synonym &
Anatonym (iii) Word Formation (iv) Parts of Speech – Noun, Pronoun, Adjective,
Verb, Adverb, etc. (v) Sentence – Punctuation & Analysis (vi) Composition-Letter,
Application, Essays, Story, etc.

(
The need to integrate arts education in the formal schooling of our students is to
retainour
unique cultural identity in all its diversity nd richness. The National curriculum Framework
(2005) reminds us that the school curriculum must integrate varios domains of knowledge
with a deep relationship between head, heart &hand so that the curriculum encompasses
all,& is not separated from the co-curricular or extra-curricular.
Objectives : To enable student-teachers to-
● Gain direct experiences
● Develop motor skill
● Make students believe in the dignity of labour
● To nurture children’s creativity and aesthetic sensibilities.

37
 CCS University, Meerut/[Link].(Two Year) Syllabus/Session 2019-21 Onwards

Activities:
An artist or artisam may be invited to organize a workshop on Art & Aestretics. The
student-teachers may be asked to prepare atleast 5-items of different categories :-

1. Paper meshing 2. Pot Decoration 3. Wall hanging 4. Paper cutting,

5. Flower making 6. Candle Making 7. Stiching 8. Knitting
9. Embroidery 10. Soft toys making 11. Paper framing 12. Making of poster
13. Weaving or printing of textiles 14. Making of Rangoli
15. Making of Puppets etc

This course will serve as a foundation to enable student-teachers to read and

respond to
a variety of texts in different ways depending on the purposes of reading, like-personal or
creative or critical or all of these.
Objectives : To enable student-teachers to-
● Develop study – habits
● Develop skill of reading &writing
● Develop skill of summarization
● Develop skill of note-taking.
Activities:
Student-teachers are expected to sit in the library regularly and to review at least 10-
books of different categories in about 500 word each. These may be as follows –
● Review of text books related to core courses
● Review of reference Book related to core courses
● Review of Text Books related to Pedagogy courses
● Review of Reference to Book related to Pedagogy courses.
● Review of Policy Documents, Autobiography, Commission Reports, etc.
● Review of studies about school, historical books and other educational
miscellaneous books.

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