A L M A N A C for

D.Ed course (2014-2016)

Elementary Teacher Education Institutions in

Andhra Pradesh

Government of Andhra Pradesh Department of School Education

SCERT, A.P., Hyderabad.

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CALENDAR ADVISORY COMMITTEE

1. K. Sandhya Rani, I.Po.S Commissioner of School Education, A.P., Hyderabad.

2. Smt. M.S.S. Lakshmi Watts I/c

Director SCERT, A.P., Hyderabad.

3. Sri. Surender Reddy Convenor DIET CET – 2014 and Additional Director, Govt. Examinations A.P., Hyderabad.

Coordinated by

Department of Teacher Education

SCERT, A.P., Hyderabad

Members Participated in the Preparation of Almanac

1 Sri. Sk. Jeelani Basha, Professor, Department of Teacher Education, SCERT, A.P., Hyderabad

2 Sri. K. Pandu Ranga Swamy Professor, Department of Teacher Education, SCERT, A.P., Hyderabad

3 Smt. K.S. Satya Priya Lecturer, Department of Teacher Education, SCERT, A.P., Hyderabad

4 Sri. A. Narender

Lecturer, Department of Teacher Education, SCERT, A.P., Hyderabad

5 Smt.G. Madhavi,

Lecturer, Department of Teacher Education, SCERT, A.P., Hyderabad

6 Sri. Munaiah,

Principal I/c, DIET, Bukkapatnam, Ananthapur

7 Sri. N.Narayana,

Lecturer, DIET, Kadapa

8 Sri. Sk. Mahabub Basha Lecturer, DIET, Pallepadu, Nellore District

9 Sri. P.Vinay Kumar Lecturer, DIET, Angalur, Krishna District

10 Sri. Sai Babu Principal, DIET, Visakhapatnam district

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CONTENTS

Page No.

1. Objectives of the Course 1

2. Working days & Working Hours 2

3. Subjects 4

4. Subject wise weightages 5

5. Details of the Activities

a. D.Ed. 1st year

b. D.Ed. 2nd year

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20

6. Scheme of Evaluation 22

7. Division of Syllabus Month wise, Period wise & Year wise

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8. List of Suggested Workshops & Seminars 90

9. List of suggested topics for seminars 91

9. Important Days for Celebration 92

10. General Guidelines to the Principals 93

11. Right to Information Act, 2005 99

12. Right to Children to Free and Compulsory Education Act, 2009

102

13. A.P. Right to Children to Free and Compulsory Education Act -Rules, 2010

106

14. Objectives of Rajiv Vidya Mission (Sarva Siksha Abhiyan) & RMSA

129

15. Working Days & Holidays 133

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Aim of the Course: To Create future teachers with Commitment, Competencies, Professional Skills and Values capable of building a Humane, Healthy and Learning Society.

The following objectives help for achievement of the aim of the course. To equip the student-teachers with:

The knowledge of aims and perspectives of elementary education including pre-school education.

Necessary professional skills especially in handling classes in multi grade and multi-level teaching.

Good and healthy attitudes to promote integrated development among children. The knowledge of diversity in culture, region, religion, caste, language

prevailing in the society to promote secular, democratic and socialistic society in scientific manner.

The skills of attending to the societal needs. The knowledge of factors which influence education, growth and development

of emerging Indian Society. The necessary knowledge and skills for ensuring quality Education for All. Managerial and planning skills needed for effective management of classroom

and school. The knowledge of conduct of empirical child study in order to identify and

promote Child’s innate abilities, interests, needs and urges. The knowledge of learner centered, competency based teaching-learning

strategies to help the child to construct knowledge. Necessary inputs relating to ICT, Art Education, Work Experience, Health and

Physical Education. Necessary skills to teach and assess (CCE) curricular areas like Languages,

Mathematics, General Science and Social Studies etc. The competencies to deliver lessons in the classroom using Educational

Technology (Information and Communication Technology). The knowledge of the objectives envisaged in National Curriculum Frame work

– 2005 and State Curriculum Frame Work for school education for effective classroom transaction.

The Knowledge of Right to Information Act 2005 and Right to Education Act 2009.

The knowledge of objectives and interventions of Central and State Government programmes / Schemes / Projects like Rajiv Vidya Mission (SSA) / KGBVs / MDM / RMSA / Model Schools / Open Schools etc.

The concept and importance of Inclusion in Education. The Knowledge and importance of inculcation of Life skills and values.

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WORKING DAYS & WORKING HOURS

Working Days I Year – Working Days - 220 Minimum

First Instructional day - 27th January, 2015

Last Instructional day - 17th November,2015

II Year – Working Days - 220 Minimum

First Instructional day - 23rd November 2015

Last Instructional day - 6th September 2016

Working Hours (9.45 AM to 4.30 PM) 9.45 A.M. - First bell 9.50 A.M. - Second bell, Assembly commences

Prayer – “Vandemataram” “Maa Telugu Talliki”

Pledge and Teachers’ Pledge: Monday & Tuesday : Telugu Wednesday & Thursday : English Friday & Saturday : Hindi/Urdu

Important news headlines of the Day. Thought for the day. Messages by Principal/Lecturers/Guest National Anthem

10.00 to 10.50 A.M. - I Period

10.50 to 11.40 A.M. - II Period

11.40 to 11.50 A.M. - Short Interval

11.50 to 12.35 P.M. - III Period

12.35 to 01.20 P.M. - IV Period

01.20 to 02.00 P.M. - Lunch Break

02.00 to 02.50 P.M. - V Period

02.50 to 03.35 P.M. - VI Period

03.35 to 03.45 P.M - Short interval

03.45 to 04.30 P.M. - VII Period

Note : If the above timings are inconvenient to any Elementary Teacher Education Institutions due to local reasons they may submit proposals for change of timings to the Commissioner and Director of School Education duly explaining the reasons for

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such alterations, till revised orders are given by C&DSE, specified timings only to be followed. Note: Single sessions may be conducted during summer on par with schools, since the programmes and activities such as Telugu Pandits internship are linked with schools.

Holidays The Institution shall have the following holidays a) All Public Holidays declared by the Government of A.P.

b) Five Optional holidays identified by the Principal in consultation with staff members.

c) Three discretionary holidays (Local holidays) identified by the Principal in Consultation with Staff & Students.

d) I term holidays

e) II term holidays same as in respect of school academic calendar.

There shall be no other holidays for the institution except those

mentioned in (a) to (e).

“Tell me how you spend your leisure time, I shall tell what sort of person you are.”

+<+

>±+

+ +<

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Subjects There are 10 subjects in D.Ed. course (Covering 10 Examination Papers) i.e. 5 Basic subjects and 5 Strategic subjects. The 5 basic subjects are taught in I year and 5 strategic subjects are taught both in I year and II year. However for examination purpose Basic Subjects will be examined in I year and Strategic subjects in II year. Basic Subjects : I Year

Paper – I : Education in Emerging India

Paper – II : Educational Psychology

Paper – III : Elementary Education, Planning, Management and Teacher functions

Paper – IV : Perspectives in Primary Education and Inclusive Education

Paper – V : Capacity building

Part-A : Computer Education

Part B : 1. Physical and Health Education 2. Work Experience 3. Art Education

Strategic subjects : II year

Paper – VI : Methods of Teaching Mother Tongue

Paper – VII : Methods of Teaching English

Paper –VIII : Methods of Teaching Mathematics

Paper- IX : Methods of Teaching Science

Paper – X : Methods of Teaching Social Studies

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Subject wise weightages : I year

No. of Periods per week Paper – I : 5 Periods Paper - II : 6 (including one period for practicals) Paper – III : 5 Periods Paper – IV : 5 Periods Paper – V : 2 Periods for Art Education 2 Periods for Physical Education 1 Period for Work Experience 3 Periods for Computer Education Paper – VI : 2 Periods for Content and Methodology Paper – VII : 2 Periods for Content and Methodology Paper – VIII : 2 Periods for Content and Methodology Paper – IX : 2 Periods for Content and Methodology Paper – X : 2 Periods for Content and Methodology A.V. Education / Educational Technology : 1 Period / Workshops Library : 1 Period Seminars / Extension Lectures etc. : 1 Period ------------- 42 Periods -------------

Subject wise weightages : II year No. of Periods per week

Paper – VI : 7 Periods Paper – VII : 7 Periods Paper – VIII : 7 Periods Paper – IX : 8 Periods Paper – X : 7 Periods Library : 1 Period Computer / Phy. Edn./ Moral Instruction / other curricular Activities : 3 Periods (to be divided into batches) A.V. Education / Educational Technology / : 1 Period Workshops Seminars / Extension Lecturers / Library : 1 Period ------------ Total 42 Periods ------------

Note : Subject wise weightages should be followed by the Principal, while preparing time table.

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Details of the activities:

D.Ed. I YEAR

The activities for D.Ed. course in I year are spread over in 38 working weeks as shown in the graph from January, 2015 to November, 2015. Orientation:

Student Teachers on allotment to DIET/ Elementary Teacher Education Institutions by the DIET-CET Convener shall report to the concerned institution on 27-01-2015 at 9.30 a.m. The institution shall arrange orientation programme during the first week of the course on the following.

i) Facilities offered by the Institution in general. ii) The functions of the Institution / DIET. iii) The faculty of the Institution / DIET. iv) Salient features of D.Ed. Course. v) Role & responsibilities of student-teacher. Theory and Practicals : (suggested activities) Theory and Practicals shall be organized as per the syllabus mentioned in the calendar (as shown in the graph). Practicals / Field work should invariably follow theoretical presentations in all subjects. Syllabus should be completed before II Terminal Examination as per the year plan. Pre-SEP Activities : Pre-SEP (School Experience Programme) activities shall be organized before the commencement of SEP in which the student-teacher shall be made aware of the records to be maintained, projects to be undertaken during the SEP.

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Practicum

SCHOOL EXPERIENCE PROGRAMME (SEP) It is a hands on experience programme through which the student-teacher will

be exposed to different schooling systems to familiarize themselves with existing scenario of the school activities.

The programme shall be organized for a period of 40 days. The student teacher shall maintain records of different activities and record day wise programme as shown in the proformae provided. The split up of the 40 days SEP is as follows:-

1. Pre Primary / ECE for 6 days. 2. Primary School for 16 days in 2 Spells (10 days + 6 days). 3. Upper Primary Schools for 10 days. 4. Alternative learning system such as Inclusive Education RSTC / NRSTC /

NCLPs / KGBVs / CECs for 8 days (Inclusive Education – 4 days, Other Alternative Schools – 4 days)

During the 40 day period student teachers are expected to observe and record

the following activities. * School Environment * The leadership style of Head Master. * Teacher Profiles * Linkages and interface between school and community/ home/other school

/ SMC/ Old students association and other agencies connected to school * other curricular activities such as Physical Education, Art Education, Work

Experience etc. * Resources available in the school * Interpersonal relations * Implementation of Innovative Practices * Examination and Evaluation system * Scope for teacher development (inservices programmes, exposure visits,

seminars etc.) * Mid Day Meals Scheme * School Health Programme * Records & Registers * Individual differences among the students. * Any other specific activity observed in the school.

Apart from these, student-teacher is expected to observe progressive record of child in all three domains; cognitive, affective and psychomotor. With scholastic achievement record the cognitive domain of the child in question can be understood. With regard to psychomotor domain which covers.

– Health and Physical Education

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– Art Education – Work experience

The following observations can be made. Under Art Education, child’s performance in dance, music and drawing can be estimated. Under work experience (Craft) child can be observed while “ Cutting, pasting, threading, painting, clay modeling, buttoning clothes, paper crafts etc., Under Health & Physical education Health habits like brushing teeth, taking regular bath, combing hair, washing hands before and after meals etc., can be observed and the student-teacher have to organize a few activities of the above areas during the II Spell of SEP in Primary Schools. Under physical education child’s performance in games, athletics, yoga, drill can be observed; and also whether the child had a check up by a doctor under medical inspection during the year can be observed. The affective domain comprises the following

Social & Personal Qualities (SPQ) Interests Attitudes can be observed The details of each of these items under social and personal qualities, are

indicated below (Suggestive). 1. Cleanliness 2. Obedience /discipline 3. Co-operation 4. Regularity / Punctuality 5. Respect for Elders 6. Conservation / Protection of Environment 7. Truthfulness / Honesty 8. Patriotism 9. Responsibility

The following indicators are suggested to observe the aspects relating to affective domain.

1) Cleanliness :

(i) Attends to school neat & clean. (ii) Washing hands before & after meals (iii) Maintains Personal cleanliness (iv) Keeps surroundings clean (v) Keeps things clean & in order.

2) Obedience / Discipline :

(i) Follows instructions given by the teacher (ii) Follows rules of the school (iii)Motivates others to maintain discipline

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3) Co-operation :

(i) Shares things with friends and others (ii) Enjoys group work and games (iii) Shares school assignments with other students.

4) Regularity / Punctuality :

(i) Attends school regularly (ii) Keeps himself update (iii) Follows the time table of activities.

5) Respect towards elders :

(i) Maintains decency and decorum while interacting in groups. (ii) Behaves politely and obediently. (iii) Always uses good language.

6) Protecting environment :

(i) Does not waste water (ii) Does not write on school wall (iii) Keeps school premises clean and green. (iv) Watering plants (v) Protects flowers & Plants (vi) Shows Kindness towards animals

7) Truthfulness / Honesty:

(i) Deposits with the teacher the things found in the class room / school. (ii) Accepts mistakes (iii) Appreciates the character in a story which exhibits moral or truthfulness. (iv) Never speaks lie.

8) Patriotism :

(i) Likes patriotic songs. (ii) Narrates life incidents of national heros. (iii) Exhibits National pride in his writings or speeches, collecting stamps,

Photographs.

9) Responsibility :

(i) Does work assigned (ii) Helps fellow students (iii) Offers his services whenever needed.

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Under interests, the interest of child in various activities like literary, scientific, music, dance, painting, sports & games can be spotted.

Under attitudes, both positive as well as the negative attitudes can be

observed. The following table will make the school based evaluation scheme (SBES) clear.

School Based Evaluation Scheme (SBES) at a Glance

Evaluation of Scholastic Areas Area Methods &

Techniques Tool Periodicity Reporting

All the school Subjects Health Physical Education, W.E, Art Education Social Personal qualities Cleanliness Obedience Discipline Co-operation Regularity Punctuality Protecting Environment Truthfulness/ Honesty Patriotism Responsibility

- Oral test - Written test - Project work - Practical Medical check up participation

& Observation

Observation Interview

- Oral questions - Class work - Question paper - Diagnostic test Norms of fitness used by doctor

Observation / Rating Scale

Observation Observation schedule Rating scale Check list

- Monthly class Test - Unit test - Terminal test At least once in a year As per schools Calendar Day-to-Day observation by the teachers Day-to-day observation by the teacher

- Using Direct / Indirect Grades Health Status Direct grading Direct grading (Once in every term)

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Interests (Literary, Scientific, Music, Dance, Painting, Sports / Games) Attitudes (both positive and negative attitudes)

Observation Observation

Observation Rating scale

Organization of activities and observation Day-to-day observation

Positive only

SEP Schedule :

Sl.No. Area March-2015

July-2015

September-2015 Total

1. Primary 10 days 6 days - 16 days

2. U.P.S. - - 10 days 10 days

3. ECE - 6 days - 6 days

4. Alternative

and Inclusive

- 4 days 4 days 8 days

Total 10 days 16 days 14 days 40 days

SEP Proforma

Observation Schedule- P.S. / U.P.S – (10 DAYS)

Student-teacher should follow the Day wise programme as given below : Day wise Activities (at Primary Schools / Upper Primary Schools -10 days)

I Day : - School Environment

- School History - Cleanliness, Sanitation - Physical facilities of the school such as classrooms, play ground, water facility, toilets, compound wall, furniture, electricity, blackboard, Kitchen Sheds etc., - School Garden - Availability of TLM, A.V. Equipment, Free Text Books,

Teacher Modules, Children Literature - Library, Science Lab - School Uniform

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II Day : - Staff Particulars (Including Academic Instructors /

Vidya Volunteers) - SMC and its functions, Village population, school age

children, enrollment and retention average attendance - Time table : Class wise, Teacher wise - Maintenance of Registers: Admission and Withdrawal

register, Attendance Registers, Periodicals reports, Various Stock Registers, Outward and inward Registers, Census Register, Mid day meal Registers, Assessment Register, Health Records, Progress cards, any other. Internal monitoring system for transaction and evaluation of curriculum.

– coverage of syllabus as per annual plan – homework, classwork, projects – implementation of Mid Day Meals Scheme, LEP

III Day : Annual Plan - It’s implementation: coverage of activities as per annual plan.

- institutional plan - implementation of Innovative Activities (Wall magazine,

Post box, Honesty Box, Student diary, Balala Sanghalu etc.) - Teacher Diaries - Port folios - School Health Programme (JBAR)

IV Day : - Classroom observation : Mother tongue - Period plan, Academic standards. - Methods of teaching, - TLM preparation and use - Evaluation procedure - Supportive measures / Remedial teaching and follow-up

work. - Display of TLM

V Day : Classroom Observation- - Maths : period plan, Academic standards, methods of teaching - Use of TLM - Evaluation - Supportive measures / Remedial Teaching and follow-up work - Display of TLM VI Day : Classroom Observation - English: period plan, Academic standards

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- Methods of teaching, skills - Use of TLM - Evaluation - Supportive measures / Remedial Teaching and follow-up work - Display of TLM VII Day : Classroom Observation

- EVS period plan, Academic standards. - Methods of Teaching, - Use of TLM. - Evaluation. - Supportive measures / Remedial Teaching and follow-up

work - Display of TLM

o Note : Student-teacher should interact with Teachers after class room

observations of different subjects. VIII Day : Other curricular activities - Games and Sports, Scouts and Guides, Moral Education, Art education, celebration of important days. Work experience activities, Common Assembly Activities. - Radio and CAL Programme. - Cultural activities - Literary activities

IX Day : Interaction with Community members such as Parents, members of

Gram Panchayat, Self help groups, Anganwadi Instructors, Youth

Organizations / NGO’s etc.

X Day : Evaluation procedures - Conduct of tests and examinations - Academic standards and CCE - School Grading

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OBSERVATION SCHEDULE - Alternative Schools / STCs -(4 DAYS)

Day I : - History of the School / Centre - Details of the Vidya Volunteers / Academic instructors - Physical Facilities - Registers / Records - Books / Writing Material - Timings / Time table - Enrolment / population

Day II : - Assembly activities

- Other curricular activities - Class room teaching practices (Multi grade / Multi lingual) - Usage of Resources (Session wise details are to be

recorded) - Interaction with Vidya Volunteers / Instructors of STC /

RSTC

Day III : - Interaction with Local Primary School Teachers / Head Master

Alternative Schools Co-ordinator, SSA / Community Mobilization Officer, SSA

- Support System (School Complex/CRP/MEO/DIET etc.)

Day IV : - Interaction with Community - Reporting Systems - Mainstreaming details - Interaction with Sarpanch / Local Organizations

OBSERVATION SCHEDULE – Inclusion in Education - (4 DAYS)

Student- teacher are instructed to record all the observations during 4 day SEP programme and submit the record to the Lecturer, concerned.

Day I : - History of the School / Centre - Physical Facilities - Year plan - Time Table - Registers

Day II : - Identification of Visually Impaired children and Hearing Impaired children

- Teaching learning Strategies adopted for Visually Impaired children / Hearing Impaired children

- Characteristics of Visually Impaired and Hearing Impaired children.

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- Aids and appliances to teach Visually Impaired / Hearing Impaired children

- Evaluation procedures adopted for Visually Impaired / Hearing Impaired children

- Profiles of Visually Impaired / Hearing Impaired children maintained by the faculty.

Day III : - Identification of Mentally Retarded Children

- Teaching Strategies used to Teach Mentally Retarded children

- Characteristics of Mentally Retarded children - Aids and appliances used. - Evaluation Procedures adopted for Mentally Retarded

children - Profile of Mentally Retarded children, maintained by the

faculty.

Day IV : - Identification of children with Neuro Muscular disabilities - Characteristics - Teaching Strategies adopted - Identification of Children with Multiple Disabilities

(Syndromes) - Characteristics and Teaching Strategies - Profile of children with Multiple disabilities - Rehabilitation process (or) Facilities available for CWSN - Working with Parents and Community.

OBSERVATION SCHEDULE - ECE/AWC - (6 DAYS)

Day I : Collection of Data / Information

- History of the Centre / Village - Objectives of the Centre - Working days / Holidays - Timings of the centre / Time Table - Physical facilities - Instructor / Helper activities / duties - Population of the village 0-3 yrs, 3-5 yrs, 5-14 yrs - Enrolment, attendance - Registers / Records - Observation of play material

Day II : Class Room Observation (activities to be recorded) - AATA , PAATA, MAATA, KATHA,

SRUJANATHMAKA KRUTHYALU (in a prescribed proforma)

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- Session wise / activities carried out by the Instructor - Interaction with Instructor - Health & Nutrition details

Day III : Trainee should prepare the material with the assistance of Instructor (clay / paper/ card board)

Day IV : Trainee should teach by using available Resources / Prepared

Material (Session wise activities conducted by the trainee are to

be recorded) Day V : Interaction with Community

- Interview with mothers - Interview with GPM / Youth / Self help groups - Interaction with local Primary School Teacher (in a

prescribed proforma) Day VI : - Support Systems

- Monitoring Systems - Periodical Reports - Other activities carried out by the centre / Institution - ECE to class-I admissions year wise (last 3 years)

OBSERVATION SCHEDULE – Primary- (6 DAYS)

During II Spell of SEP, student-teachers have to organize different activities

related to other curricular activities such as Art Education, Work Experience, Physical and Health Education etc. Note :

Student-teachers have to organize atleast one activity in each area (Art Education, Work Experience, Physical and Health Education) on every day.

Student-teachers are also instructed to record the activities of each day and submit the record to the Lecturer, concerned.

Suggested Activities :-

Day Art Education Work Experience Physical and Health Education

Day-1 Drawing with pencil, Cleaning the School Campus Organizing

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sketch, charcoal etc. Recreational games

Day- 2 Painting with water colours, oil paints, colouring etc.

Gardening :- Activities related to Gardening such as Plantation, Collection of Seeds

Organizing Recreational games

Day-3

Toy making with cloth paper, waste material clay model, puppets etc.

Health :- Creating awareness on Health habits and organizing health activities (Ex. Washing hands etc)

Major games such as kho-kho, kabadi etc.

Day-4 Flower making, paper cuttings etc.

Food :- Creating awareness on Food habits and awareness on locally available food material

Calisthenics exercises

Day-5 Role Plays

Garments :- Collection of cloth pieces and preparation of toys, dolls etc with collected material

Yoga – Pranayama

Day-6 Singing (Rhymes and Songs) etc

Shelter :- Preparation of Models of different houses with locally available material

Competitions related to sports.

Terminal Examinations : Terminal exams in 5 Basic subjects for I year and in 5 Strategic subjects for II year will be conducted in two terms as shown in the graph. Working with Community : The student-teacher of D.Ed should participate in community developmental activities so that they - Realise the importance of establishing good relationship between the school

and the community. - Understand the role of community in school developmental activities like

adult literacy activities, enrolment of out of school children in formal school system.

- Identify the needs of the school and record the resources (Human and Material resources) available. All these activities will be organized simultaneously while conducting SEP activities.

Records: The student-teachers of D.Ed have to complete and submit 15 records by the end of the course at different intervals. The list of records and the schedule of submission is given in the schedule of records.

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Other curricular activities: Other curricular activities which influence the academic activities shall be organized over the academic year during the institutional or out of institutional hours under the guidance of the Lecturers as per the institutional plan. The other curricular activities include: work experience activities, games and sports, cultural activities work shops community awareness activities educational tours, etc.

However during SEP programme, student-teachers should participate in other curricular activities also in the respective schools. Seminars / extension Lectures: Seminars / extension lectures should be organized regularly over the academic year once in a week. The student-teachers of D.Ed should be made to participate actively in the seminars; topics may be suggested to them well in advance so that they refer books, magazines, journals, etc., and the extension lectures should be given by the experts belonging to different fields related to education. Appropriate weightage should be given to seminars / extension lectures in the institution plan. Theory Examinations :

Final Theory Examination will take place in 5 basic subjects for D.Ed I year and the students will be promoted to II year as per the guide lines. Final theory and practical exams will be conducted by DGE according to schedule communicated.

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Details of the activities:

D.Ed. II YEAR The activities for D.Ed course in II year are spread over in 37 working weeks. Theory and Practicals: Theory and Practicals go hand in hand over the whole academic year. Theory classes in 5 Strategic subject will be organized for a period of 18 weeks at different intervals as shown in the graph. The student teachers have to undertake practicals as suggested in syllabus for each paper under the guidance of the subject lecturers. Syllabus should be covered before II Terminal Exam. Demonstration Lessons: Demonstration lessons is one of the important activities of the course. Every methodology lecturer should give five (5) demonstration lessons in his/her strategic subject. Student teachers should have exposure on demonstration lessons on Pre-Primary, Primary and Multigrade. One of the demonstration lessons shall be on Micro teaching. Each cycle of micro teaching can cover the sequence – plan – teach – replan – reteach. Demonstration should have a brief outline of the lesson plan, followed by a brief discussion during which useful points can be suggested and the doubts of the student teachers can be clarified. Teaching Practice: Teaching practice taken up for 35 days is one of the important components of the course and needs a careful planning and organization. The student teachers should be required to teach a particular class only after * Observation of demonstration lessons. * Participation in the work shops on teaching learning strategies. * Acquiring required knowledge of the syllabus and teaching materials prescribed for the class. Every student teacher should teach 7 periods for each strategic subject and observe 5 periods of peer student teaching in each of the strategic subject. One of the teaching periods should be on Micro teaching in each strategic subject. Every student-teacher should teach 7 Periods for class-I or class-II in any one

of the subjects. Note: Every student-teacher has to teach 5 Periods for Primary & Upper

Primary Classes (Single Class) and 2 Periods in Multigrade teaching.

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Internship: Internship planned for 40 days is the focal point / nucleus of the course in which the student teacher has to practice the experiences gained during his/her teaching practice session. During the internship student teacher should teach 7 periods in each strategic subject besides observing all the activities taking place during the school hours. During internship student-teacher has to conduct scholastic achievement test in each strategic subject and submit record as per schedule. All the activities that take place during internship period will be evaluated by the concerned school teachers. Student teachers should stay in the school involve themselves in all the activities both scholastic and other curricular that take place in the school on par with the regular teachers. Prescribed record work like child study, activity packs, science experiments, project work under strategic subjects can be completed during this time period. Note: Every student-teacher has to teach at least 2 Periods in Multi grade

teaching. Final Practicals: Final Practicals (Final lesson) will be conducted at the end of second year in 5 strategic subjects as per the schedule of dates communicated by DGE, and the final lessons will be evaluated by the internal as well as external examiners appointed by DGE in consultation with the Director, SCERT. Theory Examinations: Final Theory Exams will be conducted in 5 strategic subjects at the end of the second year. Note : Other activities such as Terminal exams, Record work, other curricular

activities will be conducted as per schedule.

A bad teacher complains A poor teacher tells An average teacher teaches A Good teacher demonstrates A Great teacher inspires

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SCHEME OF EVALUATION

Continuous and comprehensive evaluation is an essential aspect of a professional teacher education programme. Assignments, project works, preparation of TLM, participation in other curricular activities, Games & Sports, teaching skills and theoretical understanding need to be assessed by adopting different modes of evaluation such as observation, performance and written test. At the end of the academic year there shall be a final examination to be conducted by the Directorate of Government Examinations.

There are 10 subject areas 1. Basic Subjects (5) 2. Strategic subjects (methodologies) (5)

At the end of 1st year the external examination for basic subjects will be conducted. The external examinations for strategic subjects will be conducted at the end of II year though teaching commences in the 1st year.

There shall be 2 terminal examinations for which 20 marks are allotted and one assignment in each subject for which 10 marks are allotted. I Year Basic Papers

Sl. No. Name of the papers Final

Exams Marks Terminal

Exam Marks Assignment Total

1. Paper – I Education in Emerging India 70 20 10 100

2. Paper –II Educational Psychology 70 20 10 100

3. Paper – III Elementary Education, Planning, Management and Teacher functions

70 20 10 100

4. Paper – IV Perspectives in Primary Education and Inclusive Education

70 20 10 100

5. Paper – V Capacity building Part-A : Computer Education Part-B : 1. Physical and Health Education 2. Work Experience 3. Art Education

70 20 10 100

Total 350 100 50 500

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II year strategic papers

Sl. No. Name of the paper

Final exams Marks

Terminal Exam Marks

Assignment Total

1. Paper - VI Methods of Teaching mother Tongue

70 20 10 100

2. Paper-VII Methods of Teaching English

70 20 10 100

3. Paper - VIII Methods of Teaching Mathematics

70 20 10 100

4. Paper - IX Methods of Teaching Science 70 20 10 100

5. Paper – X Methods of Teaching Social Studies

70 20 10 100

Total 350 100 50 500

Note: Minimum pass marks both in theory and practical is 40% both internal and

external assessments. Teaching Practice: Teaching practice is the most important part of the course. The student

teacher is expected to teach minimum of 7 periods in each subject besides observing 5

periods of peer student-teacher in each subject. They shall give final lesson in each

subject which shall be assessed by the external board constituted for the purpose.

Note: Out of seven Periods, each trainee has to teach 4 Monograde lessons and 3 Multigrade lessons. Schedule of Teaching Practice 2nd year:

Sl. No. Name of the paper

Teaching practice 7 periods

Lesson observation

5 periods

Internship 7 periods

Final Lesson-I Total

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1. Paper – VI Methods of Teaching Mother Tongue

35 10 35 20 100

2. Paper - VII Methods of Teaching English

35 10 35 20 100

3. Paper - VIII Methods of Teaching Mathematics

35 10 35 20 100

4. Paper – IX Methods of teaching Science -I

35 10 35 20 100

5.. Paper X Methods of Teaching Social Studies - II

35 10 35 20 100

Total 175 50 175 100 500 Records: The Student teacher should submit records which shall be evaluated by the faculty of DIET and shall be assessed by an External Board nominated by the Director, SCERT. Sl. No Title of the Record Max.

marks Year

to submit Paper which

Related 1 Child study (Case Study) 40 II Paper –II

2 Project work 40 (4x10) I Paper -I to IV

3 Working with community 25 I Paper-I 4 Work experience 25 I Paper – V 5 Art Education 20 I Paper – V 6 Physical & Health Education 30 1 & II Paper – V 7 Computer Education 45 I Paper – V 8 School observation 45 I Paper – III 9 Psychology record 25 I Paper –II

10 Achievement Test Record (5 Strategic subjects)

75 (5x15) II Papers - VI to X

11 Activity pack for strategic subjects

60 (5x12) II Papers – VI to X

12 Cultural Study Project Record 20 I Paper – I 13 Inclusive Education Record 20 I Paper-IV

14 Student Teacher Diary 10 II To be assessed by the Principal

15 Science Record 20 II Paper-IX Total 500

Note : (i) Project work under Strategic subjects need to be taken up in II year (atleast

one project in one subject)

19

(ii) Each trainee should taken up atleast one Action Research projects in any subject.

The minimum pass marks both for theory and practicals is 40% (Both External and Internal Assessments). Results will be declared separately for theory and practicals. SCHEDULE OF RECORDS TO BE TAKEN UP BY THE STUDENTS

SI. No Title of the Record Period in which to be

taken up 1 Child study (Case Study) T.P. & Internship 2 Project work During SEP

3 Working with community January 2015 to October 2015

4 Work experience January 2015 to October 2015

5 Art Education January 2015 to October 2015

6 Physical & Health Education January 2015 to July2015

7 Computer Education January 2015 to October 2015

8 School Observation During SEP

9 Psychology record January 2015 to October 2015

10 Achievement Test Record (5 Strategic subjects) August 2016

11 Activity pack for strategic subjects

During TP & Internship of II year

12 Cultural Study Project Record During SEP

13 Inclusive Education Record July 2015 to September 2015

14 Student Teacher Dairy Throughout the year (I&II years Separately

15 Science Record I & II years

Note : 1. Teaching Practice Records, Lesson Observation Records & Internship Records should be submitted by the student-teacher soon after the completion of Teaching Practice / Internship.

2. Assignments for 1st year : 5 Assignments should be given in the 1st week and submitted in the 3rd week of April, June, July, August, September,

2015. 3. Assignments for 2nd year: 5 Assignments should be given

First assignment should be submitted in January 2016. Second assignment should be submitted in March 2016. Third assignment should be submitted in April 2016. Fourth assignment should be submitted in June 2016.

20

Fifth assignment should be submitted in July 2016.

21

DIVISION OF SYLLABUS MONTH WISE, PERIOD WISE

PAPER I – I YEAR Education in Emerging India

Sl. No. Month Unit Periods Contents

1. January 2015

05 Orientation and introduction to subject and syllabus

2. February 2015

I 22 1.0 Education- meaning, Aims, Functions and Types of Education. 1.1 Nature, Scope and Meaning of Education (Broader & Narrower) 1.2 Definitions of Education, (Indian and Western context) 1.3 Philosophical, Sociological, political,

economic, scientific and technological aims of Education (Kothari Commission, NPE’86 NCF.2005)

1.4 Functions of Education - General and specific. 1.5 Types of Education - Formal, informal& Bi-polar Tri-polar processes of education consensus among philosophies.

3. March 2015

II 12 2.0 Schools of Philosophy 2.1 Meaning and definitions of

Philosophy, main branches of philosophy - Epistemology, Axiology and Metaphysics.

2.2 2.2 Relationship between Education and Philosophy.

10 SEP – 1st spell (10 days) 4. April 2015 II 23

2.3 Schools of thought – 2.3.1. Idealism Meaning, Tenets, Aims,

2.3.2. Realism Curriculum, Teacher,

2.3.3. Naturalism Discipline, Methods 2.3.4. Pragmatism of Teaching & Critical Assessment 2.3.5. Eclecticism - Eclectic tendency in Education- meaning, need and Consensus among philosophies 2.3 (2 Periods) Seminar/ Project work / Review

III 3.0 Contribution of Indian and Western thinkers on Education. Swami Vivekananda, M.K. Gandhi

Rabindranath Tagore, S. Radha Krishnan, J.Krishna Murthy, Aurobindo, Gijubhai, (philosophy of life, Basic principles of

22

Education , Aims of Education , Curriculum, Methods of Teaching, Teacher, Child & Discipline).

John Dewey, Rousseau ( philosophy of life, Basic principles of Education , Aims of Education , Curriculum, Methods of Teaching, Teacher, Child & Discipline).

5.

May 2015

III 25 3.0 Contribution of Indian and Western thinkers on Education. Frobel, Pestalozi, Montessori ( philosophy

of life, Basic principles of Education , Aims of Education , Curriculum, Methods of Teaching, Teacher, Child & Discipline).

Seminar/ Project work / Review

May 2015

IV 4.0 Education & Sociology 4.1 Meaning and definitions of Sociology ; 4.2 Nature and scope of Educational Sociology ; 4.3 Aims and objectives of Educational Sociology ; 4.4 Need and importance of Educational Sociology for a teacher. 4.5 Educational Sociology and Curriculum. Seminar/ Project work / Review

6. June 2015 V 25 5.0 Culture, Socialization, Modernization and Value oriented Education

5.1. Culture 5.1.1 Meaning and characteristics of culture; 5.1.2 Cultural growth and development - Cultural Lag ; 5.1.3 Indian Culture and Heritage ; 5.1.4 Education and Culture in Indian context ; 5.1.5 Urbanization, Technology and Culture. 5.2 Socialization – 5.2.1 Meaning and concept of Socialization; 5.2.2 Role of Education in the process of Socialization ; 5.2.3 Role of Home, School, Peer group and Mass media in the process of Socialization. 5.3 Modernization 5.3 Modernization 5.4 Value Oriented Education – 5.4.1 Concept and Definition of Values ; 5.4.2 Types of Values ; 5.4.3 Universal Values and Personal Values ; 5.4.4 Methods, Approaches, Educational activities and materials used to inculcate

23

Values. 5.4.4 Methods, Approaches, Educational activities and materials used to inculcate Values. 5.4.5 Education for Moral Development ; 5.4.6 Life skills linked with Moral Values ; 5.4.7 Evaluation of Values Seminar/ Project work / Review

7 July 2015 VI

VII

25 6.0 Agencies of Education 6.1 Meaning, concept, definition of an Agency. 6.2 Home, Society, N.G.Os, Mass media (Print & Electronic Media), School and Peer group. 7.0 Contemporary scene and Emerging Future in India 7.1 Indian society - its broad social and political characteristics. 7.2 Human rights, Child rights, Right to Information Act - 2005.

8. August 2015

VII 17 7.3 Human rights, Child rights, Right to Information Act - 2005.

7.4 Role of education in Social Change and Modernization.

7.5 Socio-economic inequalities - Equal educational opportunities - Gender Bias.

Socio-economic inequalities - Equal educational opportunities - Gender Bias

Seminar/ Project work / Review Field trip (02 days)

9. September 2015

VIII 22 8.0 Global issues in Education 8.1 Globalization. 8.2 Liberalization and Education. 8.3 Privatization, Migration and Education. 8.4 Environmental Education and National

Green Crops SEP -14 days

10. October 2015

VIII 15 8.5 Adolescence Education – Life Skills. 8.6 National Integration, International understanding and Peace Education. 8.7 Youth unrest and unemployment – causes, remedies and influence on education Seminar/ Project work / Review Terminal test – 2 (05 days)

11. November 2015

12 Revision of syllabus Submission of records Final Examinations

24

Paper II – I YEAR Educational Psychology

Sl. No

Month Unit Periods Contents

1. January, 2015

05 Orientation and introduction to subject and syllabus

2. February, 2015

I

06

1.0 Introduction 1.1 Psychology-Meaning, Definition and

Schools of Psychology. 1.2 Educational Psychology - Meaning, Nature and Scope. 1.3 Relevance of Educational Psychology for an elementary school teacher. 1.4 Methods of Psychology - Introspection, Observation, Experimental, Interview and Case study. Seminar/ Project work / Review

II 1 2.0 Growth and Development 2.1 Concept of Growth, Development and Maturation. 2.2 Principles of Development 2.3 Determinants of Growth, Development and Maturation - Heredity and Environment 2.4 Stages of Development- Pre – natal, Infancy, Child hood, Puberty and Adolescence with reference to Physical, Mental, Emotional, Social, Moral and Language development 2.5 Piaget’s Theory of Cognitive Development

3. March 2015

II

04

2.6 Kohlberg’s Theory of Moral Development. Seminar/ Project work / Review

16 SEP –1st spell (16days) 02 Discussion on SEP

III 04 3.0 Learning 3.1 Learning – Meaning and Definition 3.2 Determinants of Learning-Readiness, Maturation, Motivation (Intrinsic, Extrinsic and Achievement Motivation) Needs.

4. April 2015 III 19 3.3 Theories of Learning and their educational implications - Classical and Operant Conditioning, Trial and Error learning Insightful Learning, Social Learning Theory (Bandura) and Bruner’s

25

Theory of Instruction 3.4 Concept formation - Role of teacher in promoting concept formation. 3.5 Transfer of Learning –Definition and Types 3.6 Memory and Forgetting – Definition, Types, Factors effecting forgetting and helping retention. Seminar/ Project work / Review

02 Activities and experiments (i) 02 Review on project work

5. May 2015 IV 13 4.0 Learners with Special Needs 4.1 Special Education – Nature, Scope & Definition 4.2 Inclusive Education Meaning and Scope 4.3 Mentally Handicapped (Mild, Moderate) 4.4 Gifted / Talented 4.5 Learning Disabled. 4.6 Visually Impaired

16 SEP –2nd spell (16 days) 01 Discussion on SEP 02 Activities and experiments (i)

6. June 2015 IV 03 4.7 Hearing Impaired. 4.8 Orthopedically Handicapped 4.9 Disadvantaged Children Seminar/ Project work / Review

04 Activities and experiments (ii) V 13

5.0 Individual Differences 5.1 Individual Differences – Meaning of Intra- individual and Inter-individual differences. Individual differences in respect of : 5.2.1 Intelligence –Meaning, Definition (1) Learning:(a) Span of Attention (b) Mirror Drawing Test and etc. 5.2.1 Testing – IQ, Classification, types of tests, Gardner’s Multiple Intelligence, Emotional Intelligence and Emotional Quotient (E.Q) 5.2.2 Aptitude – Meaning, Definition, identification and its significance 5.2.3 Creativity- Meaning, Characteristics

26

of a Creative child, Creative Process

05 Terminal Test – 2 (05 days) 7. July 2015 V 02 5.3 Role of teacher, school and home in

catering to individual differences. Seminar/ Project work / Review

VI 08 6.0 Personality & Mental Health 6.1 Personality –Meaning, Nature, Definition and Factors influencing Development of Personality. 6.2 Development of Interests and Attitudes. 6.3 Assessment of Personality - Non Projective (Rating Scales, Inventories) Assessment of Personality - Projective Techniques - Rorschach Inkblot test, TAT, CAT.

14 SEP 01 Activities and experiments (iii)

8. August

2015 VI

VII

07 6.4 Mental Health - Definition and Characteristics. 6.3 Adjustment, Maladjustment and Defense Mechanisms. 6.6 Stress and Stress Management. 6.7 Group Dynamics and Leadership

07 7.0 Guidance and Counseling 7.1 Guidance – Definition, Types (Educational, Vocational & Personal) 7.2 Counseling - Definition, Types (Directive, Non –directive, Eclectic) 7.6 Need and Importance of Guidance and Counseling

27

VIII

10 8.0 Statistics and Action Research 8.1 Importance of Statistics in Education. 8.2 Data collection and Tabulation 8.3 Graphic Representation. 8.4 Measures of Central Tendency Seminar/ Project work / Review

9. September 2015

VIII 08 8.5 Measures of Variability. 8.6 Rank Correlation. 8.7 Normal Probability Curve and its Characteristics.

14 SEP 10. October

2015 VIII 02 8.8 Action Research

05 Terminal Test – 2 (05 days) 08 Submission of records

Seminar, Discussions on child story Presentation of project

11. November 2015

12 Revision of syllabus Final examinations

28

Paper III – I YEAR Elementary Education, Planning, Management and Teacher

Functions Sl. No. Month Unit Periods Contents

1. January 2015

05 Orientation and introduction to subject and syllabus

2. February 2015

I 12 1.0 Elementary Education 1.1 Indigenous system of Elementary Education in India – Historical Perspective, pre and post independence. 1.2 Recommendations of various committees

and commissions Secondary Education Commission, Kothari commission, Iswari Bhai Patel Committee NPE – ‘1986 and POA 92, Rama Murthy Committee, Janardhan Reddy Committee, Yashpal Committee and NCF-2005. 1.3 Objectives of Elementary Education – Primary, Upper Primary. Seminar/ Project work / Review

II 10 2.0 Management in Elementary Education 2.1 National Level 2.1.1 Ministry of Education (MHRD) 2.1.2 CABE – NCERT – RIE - NIUPA (NIEPA) – NCTE – CIET 2.2 State Level 2.2.1 Ministry of School Education 2.2.2 Directorate of School Education 2.2.3 Board of Secondary Education 2.2.4 SCERT – SSA – SIET – SRC – SIEMAT 2.3 District Level 2.3.1 District Education Administration – DEO, Dy. E.O (ZP), DPO (SSA) 2.4 Mandal Level / Cluster Level 2.4.1 Mandal Resource Center – MRC 2.4.2 School Complex 2.5 School Management and Organization 2.5.1 The school and its function 2.5.2 Maintenance and up keeping. 2.5.3 Headmaster – Role and responsibility – PTA 2.5.4 Maintenance of records and Registers – SIMS Pre- SEP activities (2 days)

3. March 2015

II 12 2.5.5 Resource Management – Community involvement & Community Amendment

29

Act – 2006, School Grant, Teacher Grant, School Maintenance grant. 2.5.6 Factors affecting teacher’s performance. 2.5.7 Teacher Preparation 2.5.8 Time Table 2.5.9 Monitoring attendance 2.5.10 School grading. Seminar/ Project work / Review

10 SEP 1st spell (10 days) 4. April

2015 III 12 3.0 Planning Process in Education

3.1 Concept of planning. 3.2 Micro Level, Decentralized planning, Macro level planning & school mapping 3.2.1 School plant – meaning, site, area, design and dimensions. 3.2.2 Institutional Planning – Meaning scope, Steps, Characteristics, - School Calendar. 3.2.3 Evaluation of Institutional Planning. Seminar/ Project work / Review

IV

10

4.0 Curriculum, Planning and Conceptual Frame Work 4.1 Concept of curriculum – Principles and Types of Curriculum Principles of Curriculum Construction. 4.2 Approaches to Curriculum planning. 4.3 National Curriculum frame work with special reference to NPE 1986 and NCF 2005. 4.4 Curriculum in Andhra Pradesh at Elementary level. Seminar/ Project work / Review Workshop on Art Education 1st Assignment

5. May 2015 V 25 5.0 Teaching Learning Strategies and Skills 5.1 Concepts of teaching learning process 5.1.1 Micro teaching, Co-operative learning 5.1.2 Elements of teaching learning process 5.1.3 Principles and maxims of teaching 5.2 Participatory approach 5.2.1 Communication skills 5.2.2 Group dynamics 5.2.3 Participatory rural approach (PRA) 5.2.4 Lerner centered activity based approaches 5.2.5 Competency based teaching 5.2.6 Classroom management – single grade, multi grade, multilevel.

30

5.2.7 Display techniques 5.2.8 Role play Seminar/ Project work / Review

6. June 2015 VI 10 6.0 Evaluation Process 6.1 Concept of measurement and evaluation 6.2 Continuous and comprehensive evaluation 6.3 Types of evaluation 6.3.1 Summative – formative 6.3.2 Diagnostic 6.3.3 Programme evaluation

VI 05 6.4 Achievement test – Essay type, Short type and Objective type 6.5 Student records 6.5.1 Cumulative records 6.5.2 Progress reports, grading system, class school, School Grading

VII 05 7.0 School Community Relationship 7.1 Traditional and Modern view of School 7.2 School as a miniature of society 7.3 Ways and means of improving of school community relationship Seminar/ Project work / Review 2nd Assignment

05 Terminal Test – 1 7. July 2015 VII 09 7.7 New Act, Oct, -2006 (School

Management Committee) Education funds – PTA, Mothers Association, Old Students Association. 7.8 Professional organization of teachers 7.9 Linkage with NGOs, Corporate

Institutions / NRIs, Convergence with other Dept. such as Health, Women & child Welfare, Social Welfare, Minority Welfare, Disabled welfare and Panchayath Departments. 7.10 Linkage with NGOs, Corporate

Institutions / NRIs, Convergence with other Dept. such as Health, Women & child Welfare, Social Welfare, Minority Welfare, Disabled welfare and Panchayath Departments.

SEP 2nd Spell (16 days) Seminar/ Project work / Review 3rd Assignment

8. August 2015

VIII 05 8.0 Teacher Empowerment, Supervision and Inspection

31

8.1 Teacher Empowerment – Meaning, factors effecting teacher empowerment. 8.2 Interventions for Improvement.

06 8.2.1 In-service training programmes such as SOPT OBB, APPEP, DPEP, SSA,CCRT, APSHP, ETV, readiness programmes, Residential Schools, TV lessons, Radio Lessons, Tele conferencing. 8.2.2 Role of the teachers in ensuring the objectives of education, schemes and interventions. 8.2.3 In-service teacher education – need – Scope – teacher participation, follow up work.

10 8.2.4 Organization and institutions for promoting quality in teacher education – NCTE, NCERT, CIET, CIEFL, SCERT, SIET, SRC, RIE, DIET, MRC, School Complex, providing competency based, commitment oriented and performance oriented teacher education. 8.3 Professional code of conduct for teachers. 8.3.1 Teacher in ancient India 8.3.2 Qualities of a good teacher 8.3.3 Accountability. 8.4 Teacher Motivation 8.4.1 Factors affecting teacher motivation like intrinsic, extrinsic. 8.4.2 Salary job security, opportunities for professional growth, such as an Exposure visit, conducting studies, publications attending seminar, workshops. 8.4.3 Teacher Awards

02 Field trip (02 days) 01 Workshop on Work Experience

4th Assignment

32

9. September 2015

VIII 08 8.5 Concept of Inspection and Supervision 8.5.1 Types of Inspection and Supervision

Corrective type Preventive type and Creative type

8.5.2 Objectives of Supervision 8.5.3 Techniques of Supervision 8.5.4 Supervision of School Plant 8.5.5 Head Teacher and Teacher Relationship. 8.5.6 Monitoring and Supervision of School Complex. Seminar/ Project work / Review

14 SEP 3rd Spell 5th Assignment

10. October 2015

05 Terminal Test – 2 Workshop on Physical & Health Education Presentation of PPT by trainees

10 Revision of syllabus 11. November

2015 12 Revision of syllabus

Final Examinations

Paper IV – I YEAR

Perspectives in Primary Education and Inclusive Education Sl. No. Month Unit Periods Contents

1. January 2015

05 Orientation and introduction to subject and syllabus

2. February 2015

I 16 1.0 Education for All 1.1 Constitutional provisions, important articles and their educational implications for General and disabled population. 1.1.1 DENOs cascade model of Educational Placements for CWSN in Inclusive programmes. 1.2 Universalization of Elementary Education 1.2.1 Child rights – Acts. 1.2.2 Factors influencing Universalization of Elementary Education (UEE) with respect to General and Disabled Population.

Access – In terms of proximity gender and socially backward children, minorities, physically challenged, Programme to equate deprived children.

33

Barrier Free Environment (BFE): from Biwako Millennium Frame Work and BFE manual by CCD, New Delhi.

Enrolment – Reasons for non-enrolment, probable strategies from educational social point of view, gross enrolment and net enrolment. Role of Community / Parents / Teachers in achieving 100% achievement.

Achievement – Reasons for under achievement, strategies for enhancing achievement levels.

1.2 Adult Education –Social Education Concept Meaning, Scope, Strategies for mobilization, Total literacy campaign. World summits such as Jomithian and Daker, Historical perspectives. Basic philosophy, center based approach and volunteer based approach, Androgogy, post Literacy programme - need - Scope – Problems, continuing education -Need - Scope - Bapuji Vignana Kendra, situational analysis - Problems & Strategies for effective implementation. Role and Responsibilities - State - Dist - Mandal & village level functionaries.

1.4 Alternative Strategies for achieving UEE (AP context).

Schemes and programmes to achieve UEE – OBB, APPEP, DPEP, SSA, Janashala, NPEGEL, Mid Day Meals, Free Text Books, School readiness programmes, Residential Schools.

RBCs, Special RBCs, NRBCs, NCLP Schools, Alternative Schools, KGBVs, Banjara Vigna Kendras, RPRP Schools (Velugu Schools).

Open schools – AP open schools and National Institute of open schooling.

Non-formal Education system Role of NGOS. Role of Rehabilitation Council of India

(RCI), National Institutes and organizations serving the disabled population.

Seminar/ Project work / Review II 06 2.0 Innovative Educational Programmes in

India & Pre-primary Education. 2.1 Innovative Educational Programmes in India

34

2.1.1 Hoshangabad Science Teaching programme & EKALAVYA (Madhya Pradesh); 2.1.2 Mirambika Elementary Teacher Education programme (Gujarath) 2.1.3 “The Anveshana experience”; 2.1.4 “Lok Jambush” Rajasthan.

3. March 2015

II 06 2.2 Meaning of Pre-primary Education, its nature need and scope 2.2.1 Aims and objectives of pre-primary Education ; 2.2.2 Pre-School as a link for primary stage; 2.2.3 Importance of pre-school for school readiness personal & social readiness ; 2.2.4 Psychomotor readiness – Academic readiness, reading, writing and numeracy skills, Socio-Cultural influence on development of children; 2.2.5 Involvement of community in early childhood education and role of mothers, SHGs (Self Help groups). 2.2.6 Existing pre-primary education centers CAWC/ECE, Organization and monitoring ; 2.2.7 Report developed by Indian Association for pre-school education (IAPE). 2.3 Teaching Methods of ECE Seminar/ Project work / Review

16 SEP 1st spell (10 days) 4. April

2015 III 02 2.3.1 Significance of play-way methods for

development of pre-academic skills (pre- reading, pre-writing and number) emotional and social development, physical and motor development, Montessori model, kindergarten model, plagetian approach, joyful – learning – TLM for pre-primary ; 2.3.2 Ata – Pata – Mata – Katha – Srujanathmaka Kruthyalu.

13 3.0 Educational Technology 3.1 Meaning of Educational Technology Hardware and software – aspects of educational technology, Edgar Dale cone of experiences. 3.2 A.V. Aids – classification, Projected Aids and Non-Projected Aids, Film Strips, Slides, Pictures, OHP, Photographs, Flash Cards, Cartoons, Maps, Charts, Posters, Models, Specimens and objects, CDs,

35

Animations Educational Broad Costing, Radio (Vindaam – Nerchukundaam). 3.3 Organization of TV/Radio Lessons. 3.4 Script writing for TV Lessons / Radio Lessons (principles). 3.5 Teleconference, Video Conference and Mana T.V. 3.6 Operational Techniques of AV equipment such as LCD, PA System, Digital Camera, Etc. 3.7 SAP NET, EDUSAT, CAL. Seminar/ Project work / Review

IV 08 4.0 Inclusive Education – Children with Special Needs – Mental Retardation (MR) 4.1 Conceptual Clarification and Definition, Prevalence, Myths & Facts - 4.1.1 Conceptual clarification and Definition; 4.1.2 Prevalence ; 4.1.3 Myths and Facts. 4.2 Characteristics, Classification & Types 4.2.1 Characteristics ; 4.2.2 Classification ; 4.2.3 Types 4.3 Importance of Early Identification and assessment 4.3.1 Importance of Early Identification ; 4.3.2 Assessment of Mental Retardation 4.4 Planning Inclusive Education 4.4.1 Definition of Inclusion Education (IE), Models of IE, Components of IE ; 4.4.2 Planning – Onsite assessment of resources, Team Collaboration, Time table preparation, and Planning an IEP & Curriculum adaptation (Formulation of Goals, Objectives and Lesson plans), review and evaluation time lines. 4.5 Programming and Classroom Management in IE

5. May 2015 IV

02 4.5.1 Teaching Principles and Stages in concept learning.; 4.5.2 Implementation of IEP in IE (Implementation of Lesson-plans to achieve Goals) ;

11 4.5.3 Teaching Strategies in IE (Individualized Approach, Small group Instruction, Inclusive teaching strategies, Peer Tutoring, Co-operative Learning, Reinforcement, Least Restrictive Environment, Barrier Free Environment) 4.5.4 Behaviour management (Principles of

36

V

Behaviour Management, Types of Behaviour Problems, Techniques for managing, Behaviour problem). 4.6 Evaluation, Documentation and Record Maintenance 4.6.1 Formative and Summative Assessment Recording ; 4.6.2 Introduction to IEP Proforma suitable in IE ; 4.6.3 Case – History & Report Writing. 4.7 Psycho Social management 4.7.1 Working with Families ; 4.7.2 Working with Siblings 4.8 Awareness & Sensitization Strategies 4.8.1 Promoting Inclusive climate in school and neighbourhood ; 4.8.2 Awareness strategies for Community, Peer Group and Collaterals (Street Play, Puppet Shows, Disability awareness Games, Films, Lecture and Discussion mode and Brainstorming sessions). Seminar/ Project work / Review

02 5.0 Inclusive Education – Children with Special Needs – Learning Disabilities (LD) 5.1 Introduction 5.1.1 Conceptual clarification & definition ;

10 SEP 2nd spell (10 days)

6. June 2015

V 20 5.1.2 Prevalence / magnitude of the problem; 5.1.3 Myths & facts about LD ; 5.1.4 Etiology / Causes. 5.2 Characteristics & types ; 5.2.1 Characteristics / Signs & symptoms ; 5.2.2 Types / classification in learning disabilities; 5.3 Early identification & Assessment 5.3.1 Need for early identification ; 5.3.2 Assessment procedures 5.4 Inclusive Education Planning & Programming 5.4.1 Approaches to remedial Planning & Programming for SLD 5.5 Class room organization & Management 5.5.1 Individualized education planning (IEP) ; 5.5.2 Teaching & Learning material 5.6 Evaluation & Documentation 5.6.1 Evaluation techniques ; 5.6.2 Documentation procedure (Record keeping) 5.7 Psycho – Social Management 5.7.1 Working with parents, siblings teachers

37

& community 5.8 ADHD – Concept, Signs & Symptoms, Effective teaching strategies. 5.9 Autism – Concept, Signs & Symptoms, Effective teaching strategies. Seminar/ Project work / Review

05 Terminal test - 1 (05 days) 7. July 2015 V 18 6.0 Inclusive Education – Children with

Special Needs – Hearing Impairment (HI) 6.1 Introduction 6.1.1 Structure of hearing mechanism 6.1.2 Hearing loss ; 6.1.3 Prevalence / Magnitude of the problems 6.2 Classification 6.2.1 Etiology / Causes; 6.2.2 Characteristics / Signs & Symptoms 6.0 Inclusive Education – Children with Special Needs – Hearing Impairment (HI) 6.3 Early identification and Assessment ; 6.3.1 Need for early identification 6.3.2 Early warning signs of hearing loss; 6.3.3 Check list to identify hearing loss 6.3.4 Assessment procedure – Audiometry 6.4 Inclusive Education Planning & Programming; 6.4.1 Rehabilitation process; 6.4.2 Aids and appliances for the hearing impaired 6.4.3 Care and maintenance of hearing aid Ear mould 6.4.4 Ear Mould; 6.4.5 Approaches to remedial planning and Teaching 6.5 Class room management & Organization 6.5.1 Environmental Modifications ; 6.5.2 Teaching strategies and methods ; 6.5.3 Pre-instruction considerations ; 6.5.4 Curriculum modifications ; 6.5.5 Activities for IEP 6.6 Evaluation & Documentation 6.6.1 Evaluation & Documentation Techniques 6.6.2 Documentation procedure (Record keeping) 6.7 Psycho-Social Management 6.7.1 Working with parents, siblings teachers & Community Seminar/ Project work / Review

July 2015 VII 07 7.0 Inclusive Education – Children with Special Needs – Visual Impairment (VI) 7.1 Introduction

38

7.1.1 Meaning and Definition; 7.1.2 Prevalence; 7.1.3 Myths ; 7.1.4 Preventions

8. August 2015

VII 10 7.2 Characteristics, Classification / Categories and Types 7.2.1 Characteristics ; 7.2.2 Classification / Categories and Types. 7.3 Identification Process ; 7.4 Inclusive Education, Planning and Programming. 7.5 Classroom Management and Organization 7.6 Evaluation and Record Maintenance 7.7 Psycho Social Management – Working with families, siblings and peer groups 7.8 Sensitization about guidelines for

promotion and appropriate educational placements.

Seminar/ Project work / Review 14 SEP 3rd spell (14 days)

9 September 2015

VIII 13 8.0 Inclusive Education – Children with Special Needs – Neuromuscular Disabilities and Locomotor Disabilities. 8.1 Conceptual clarification and definition 8.1.1 Causes; 8.1.2 Facts 8.2 Characteristics 8.2.1 Classification 8.3 Importance of Early identification 8.3.1 Assessment of Baseline 8.4 Planning Inclusive Education 8.5 Classroom Management 8.6 Evaluation 8.7 Working with Families 8.8 Promotion and Placements Seminar/ Project work / Review

IX 07 9.0 Inclusive Education – Children with Special Needs – Multiple Disabilities (Syndromes) 9.1 Multiple Disabilities – Definition and Magnitude of the problem 9.2 Characteristics 9.2.1 Causes; 9.2.2 Classification

02 Field trips (02 days) 10

October 2015

IX 10 9.3 Early Identification 9.3.1 Assessment of Base line 9.4 Inclusive Education Planning and Programming 9.5 Classroom Management and

39

Organization 9.6 Evaluation, Documentation and Record Maintenance 9.7 Psychosocial Management working with

Families, Siblings and Peer group 9.8 Educational Placement Seminar/ Project work / Review

05 Terminal test -2 11 November

2015 12 Revision

Submission of records and Pre-final examinations

40

Paper V – I YEAR CAPACITY BUILDING

Part A – COMPUTER EDUCATION

Sl. No. Month Unit Periods Contents

1. January 2015

01 Orientation and introduction to subject and syllabus

1. February 2015

I

III

12 1.0 Computer Concepts 1.1 What is a computer? Benefits and Limitations of Computers. 1.2 What makes up a PC? Input Devices, Output devices, Input/Output devices (LAN Card) processing devices (Sound Card Microprocessor) 1.3 Using Paint, What is paint, Starting Paint, Components of the paint Interface? Drawing, Editing of pictures. 3.0 Introduction to Microsoft Windows XP 3.1 Software and Data 3.2 The windows desktop 3.3 Working with windows 3.4 Using the start menu 3.5 Using applications in windows 3.6 Working with Disks, Drives and Folders, Selecting files and folders copying and moving files and folders. Seminar/ Project work / Review

3 March 2015

II 02 2.0 Creating a simple presentation with Power Point 2.1 Basic Power Point Starting Power Point Interface. 2.2 Components of a presentation. SEP 1st spell (10 days)

4 April 2015

II 08 2.3 Creating a presentation. 2.4 Applying Design Templates. 2.5 Changing the Background of the Slides 2.6 Changing the colour scheme 2.7 Creating slides with other layouts, the 2- column text slide, the text and clip art slide. 2.8 Viewing a presentation 2.9 Running ands closing a presentation 2.10 Text and list appearance 1st Assignment

5 May 2015 II

10 2.11 Manipulating slides 2.12 Working with objects 2.13 Printing slides, notes and handouts. 4.0 An overview of Networking

41

IV 4.1 What is a Network? 4.2 Types of a Network, Local area network, Metropolitan Area Network, Wide Area Network. Seminar/ Project work / Review

6 June 2015 V 08 5.0 Introduction to the Internet 5.1 What is the Internet? Social History of the Internet in India Advantage of the Internet. 5.2 Connecting to the Internet 5.3 Web Addresses of URLs, Introduction to Internet Explore browsing the internet. 5.4 Exploring the Web with Internet Explorer. 5.5 Searching the Web 5.6 Communication with E-mail, understanding E-mail 5.6.1 Characteristics of Internet E-mail Address 5.6.2 Characteristics of Internet E-mail Messages 5.6.3 Using Hotmail for Internet E-mail. Seminar/ Project work / Review 2nd Assignment Terminal test – 1

7 July 2015 VI 06 6.0 Creating a Simple Document in Microsoft Word 6.1 What is a Word Processor 6.2 Starting Word 6.2.1 The word interface creating a new document 6.3 Working in word 6.4 Working with a document 6.5 Editing Text 6.5.1 Moving Text, Undoing and Redoing Actions Copying Text 6.5.2 Formatting Text 6.5.2.1 Changing the Font 6.5.2.2 Changing the size, style and colour 6.5.2.3 Changing case 6.5.2.4 Changing Bulleted and Numbered lists. 6.6 Formatting Paragraphs 6.6.1 Aligning Paragraphs, Applying paragraph Styles 6.7 Finalizing a Document 6.7.1 Inserting the Date and Time 6.7.2 Inserting and Deleting / comments 6.7.3 Inserting clip art

42

6.7.4 Adding Headers and Footers SEP 2nd spell (Pri./ ECE/Alternative schools)-16 days 3rd Assignment

8 August 2015

VI 04 6.8 Creating a Table 6.8.1 What is a Table? 6.8.2 Creating a New Table 6.8.3 Entering Text in a Table 6.8.4 Adding Rows to a Table, Inserting Rows and Columns. Seminar/ Project work / Review

VII 05 7.0 Creating a Simple Worksheet with Microsoft Excel 7.1 What is Excel? 7.1.1 What is a Spreadsheet? 7.1.2 Spreadsheet Terms 7.2 Starting Excel? 7.2.1 The Excel Interface 7.2.2 Creating a New Workbook 7.2.3 Entering Data 4th Assignment

9 September 2015

VII 08 7.3 Working in Excel 7.3.1 Navigating Worksheet 7.3.2 Selecting Cells 7.3.3 Inserting Rows and Columns 7.3.4 Creating a Series 7.4 Working with a worksheet 7.4.1 Changing the page setup 7.4.2 Adding headers and Footers 7.4.3 Repeating Row or Column Labels across pages 7.5 Editing Worksheets 7.5.1 Copying and Moving Labels and Values 7.6 Working with Data in Microsoft Excel 7.6.2 Using Cell References in a formula 7.6.3 Editing a Formula, Copying a Formula, Moving a Formula 7.7 Functions 7.7.1 Entering a Function 7.7.2 Significance of Cell Range in a function 7.7.3 Editing a Function 7.8 Manipulating Data 7.8.1 Sorting Data, Filtering Data, Creating Subtotals 7.9 Creating Simple Charts 7.9.1 The Chart Wizard Seminar/ Project work / Review SEP 3rd spell (U.P. / Alternative schools)-14

43

days 5th Assignment

10 October 2015

VIII 05 8.0 Working with Multimedia 8.1 What is Multimedia? 8.1.1 Benefits of Multimedia 8.1.2 Playing and organizing multimedia with Microsoft windows media player. Seminar/ Project work / Review Terminal test – 2 Presentation of PPT

11 November 2015

02 Revision 10 Final Examinations

Part B – 1. PHYSICAL AND HEALTH EDUCATION

Sl. No Month Unit Periods Contents

January 2015

01 Orientation and introduction to subject and syllabus

1. February 2015

I 06 1.0 Health Education Theory 1.1 Meaning of Health 1.2 Nature and scope of Health Education 1.3 Concept of Health Education 1.4 Need of Health Education programme 1.5 School Health programme, Health habits – Personal Cleanliness – Environmental Cleanliness – Food and Nutrition – Balanced Diet. 1.6 Safety education – pollution – water noise etc. 1.7 Communicable diseases – transmission – symptoms – prevention and control – First Aid

2. March 2015

II 01 2.0 Physical Education 2.1 Meaning, nature, scope, Definitions of Physical Education – Integrated Education SEP 1st Spell (10 days)

3. April 2015

II 05 2.2 Aims & objectives of physical education – need for physical educational programmes. 2.3 Foundations of physical education – Biological –Philosophical – Sociological – Psychological. 2.4 Modern concepts of physical education Organization of intramurals and sports day Celebrations 1st Assignment

44

4. May 2015 II 05 2.5 Yoga & Posture – Ideal Posture – concept of Yoga Education – Nature, scope, importance of Yoga in School Curriculum sitting postures (Padmasan Yogic / Mudras, Sukhasana) – lying postures (Shavasan, Sarvangasan, Shalabasan, Pranayama – breathing exercises. 2.6 Major games – Kabaddi, Volley Ball, Khokho, Athletics – Origin and history of the games – Court marking – Rules & Regulations of each game.

5. June 2015 II 04 2.7 Practical for major games. Termination test -1 2nd Assignment

July 2015 III 03 3.0 Organization of Recreational game activities 3.1 Recreation – Definitions 3.2 Meaning Nature and need for recreational programmes. 3.3 Organization of the manor games Imitation of frog, elephant, crow, dog, train, car, motorcycle, Aero plane. 3rd Assignment SEP 2nd Spell (Pre-Pri./ ECE/Alternative Schools)-16 days

7. August 2015

III 04 3.4 Lead up games : Simple tag games: Cat, Rat, Rhymes Dogging Ball, Rambo Clap, Tumbling, Rolling, Musical Chair. 4th Assignment

8. September 2015

III 03 3.5 Rules regulation and description of all the minor games. 3.6 A.P. Sports school – selection norms 3.6.1 Anthropomeric measurements SEP 3rd Spell (U.P. / Alternative schools)-14 days 5th Assignment

9. October 2015

III 02 3.6.2 Medical check up 3.6.3 Physical efficiency test Submission of records Terminal test-2 Workshop on Physical & Health Education (Yoga)

10. November 2015

02 Revision 10 Final examinations

45

Part B – 2. WORK EXPERIENCE Sl. No. Month Unit Periods Contents

1 January 2015

01 Orientation and introduction to subject and syllabus

2 February 2015

I 04 1.0 Nature - Scope and need of Work Experience at primary and upper primary level

1.1 Aims and objectives of Work Experience

Seminar/ Project work / Review 3. March

2015 II 01 2.0 Areas of Work – Experience

SEP 1st Spell (10- days) 4. April

2015 II 02 2.1 Gardening

Garden management in the institution Campus cleaning (clean and green) 1st Assignment

4. May 2015 II 03 2.2 Health Organization of Health activities 1. Health clubs

2. Health camps 2.3 Food

Organization of activities on food items preparation and preservation.

Organizing Food meals 5. June 2015 II 02 2.4 Shelter

Interior Decoration 2.4 Shelter

Preparation of Cosmetics Cosmetics Soap Washing powder Phenol Candles

Terminal test -1 2nd Assignment

6. July 2015 II 01 2.5 Garments Garments maintenance

1. According to the season (summer, winter, rainy) etc.

SEP 2nd Spell (Pri. /ECE/Alternative Schools) 3rd Assignment

7. August 2015

II 02 2. According to the Texture (cotton, silk, wool, etc)

3. Washing Sari rolling, dry-cleaning. 4. Stitching and garment making 5. Dying and Printing 6. Preparation of detergents

46

Workshop on Work Experience 4th Assignment

8. September 2015

II 02 2.6 Skill Oriented Activities Book binding File making Badges (preparation) Greetings (preparation) Wall magazines, Posters

(preparation) SEP 3rd Spell (U.P. / Alternative schools) 5th Assignment

9. October 2015

II 02 Practicum of work experience Class room cleaning Institute cleaning Gardening Decoration Participation in meals

1. Craft 2. Food 3. Health Terminal test -2

10 November 2015

02 Revision 10 Final Examinations

47

Part B – 3. ART EDUCATION Sl. No. Month Unit Periods Contents

1. January 2015

01 Orientation and introduction to subject and syllabus

2. February 2015

I 04 1.1 Nature – Scope and need of Art Education at primary level and upper primary level. Aims and objectives of Art Education. 1.2 Knowledge of Indian Culture and Art.

3. Mach 2015

II 01 3.0 Kinds of Art and its relation to classroom learning

2.1 Visual Arts SEP 1st Spell

4. April 2015

II 02 2.1.1 Drawing – Pencil, Sketch, Charcoal, etc 2.1.2 Painting – Water colours, oil paints, fabric paints, posters colours, natural colour (Kalankari). Workshop on Art Education 1st Assignment

5. May 2015 II 03 2.1.3 Toy making – by using the Cloth, Paper, Waste materials, clay moulds, puppets, etc. 2.1.4 Decorating items – flower making, Paper cuttings, bouquet preparations,etc.

6. June 2015 II 02 2.2 Performance Art Music

2.2.1 Knowledge of seven notes Raga, Thalas, Pitch, Sruthi, etc. 2nd Assignment Terminal test -1

7. July 2015 II 02 2.2.2 Knowledge about different musical instruments. Eg. Veena, Violin. 2.2.3 Composing and preparing songs for school festivals. 2.2.4 Singing Rhymes and songs. SEP 2nd Spell (Pri. /ECE/ Alternative schools)-16 days 3rd Assignment

8. August 2015

II 02 2.3 Dance Knowledge of different kinds of dances of our state and country. Eg. Bharathanatyam, Kuchipudi, Kathakali, Manipuri, Folk –

48

Dances, etc. 4th Assignment

9. September 2015

II

III

02 2.4 One Act Play or Dramas Preparation of one act plays for

school function Mono action, Mimicry, One Act Play.

3.0 Best usage of the waste material for preparing teaching – learning materials 3.1 Polythene Bags 3.2 Saline Bottles

5th Assignment SEP 3rd Spell (U.P. / Alternative schools) -14 days

10. October 2015

III 01 3.3 Straws 3.4 Waste Cloth 3.5 Egg shells etc. Practicum – Art Education Seminar/ Project work / Review Submission of records Terminal test -2

11 November 2015

02 Revision 10 Final Examinations

49

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55

Paper VII – I YEAR METHODS OF TEACHING ENGLISH

Sl.No Month Unit Periods Contents 01. November

2015 01 Orientation and introduction to subject and

syllabus 02. February

2015 I 06 1.0 Aspects of English

1.1 Introduction 1.1.1 History of English language. 1.1.2 Nature of language. 1.1.3 Importance of Learning English as a second language in Indian context with special reference to Andhra Pradesh. 1.4 Principles of learning the English Language. 1.1.5 English as a Library Language. Pre-SEP activities (02 days)

03. March 2015

I 03 1.2 Teaching of English, some Aspects 1.2.1 Problems of learning the English

language in Non- English medium schools.

1.2.2 Characteristics of Good English teachers (Qualities / Abilities). Seminar/ Project work / Review SEP 1st Spell (10 days)

04. April 2015

III 07 3.0 Phonetics: 3.1 Introduction 3.2 Sounds and symbols 3.3 Syllables 3.4 Stress (word and sentence) 3.5 Intonation 3.6 Rhythm 3.7 Articulation Seminar/ Project work / Review

05. May-2015

IV 08 4.0 Language Skills 4.1 Listening 4.1.1 Introduction. 4.1.2 Types of listening. 4.1.3 Activities to develop listening skills. 4.1.4 Rhymes, stories, for listening and comprehension. 4.1.5 Oral presentation - as suggested in the Reader/workbook. 4.1.6 Language games. 4.2 Speaking 4.2.1 Introduction. 4.2.2 Activities to develop speaking. 4.2.3 Rhymes. 4.2.4 Teaching functions / items by using

56

different activities as suggested in the Reader / Work book

4.2.4.1 Language for communication. 4.3 .Reading Seminar/ Project work / Review

06. June 2015 IV 06 4.4 Writing 1. Introduction 2. Mechanics of writing - Circles, strokes,

curves, small / Capital letters, un-joined / joined letters, words, phrases and sentences

3. Techniques of developing correct spelling 4. Qualities of Good Handwriting, Shape,

Size, Spacing etc. 5. Developing good handwriting using the

Reader Workbook material. 6. Organization of writing - Writing short

paragraphs using the clues given, using Punctuation, paragraphing etc.

Writing composition - Picture composition, controlled / guided composition Terminal test -1 (05 days)

07. July 2015

IV 03 4.5 Communicative Skills Introduction 1. Communication – Meaning and definition. 4.5 Communicative Skills Introduction 2. Principles of good communication 3. Personality Development through

interpersonal and intrapersonal Communication

4. Incorporating values through teaching (Classroom transaction)

4.6 Reference Skills 5. 1. Use of Dictionary and Thesaurus

SEP 2nd Spell (16 days) 08. August

2015 IV 08 6.0 Teaching of Structures and Vocabulary

6.1 Introduction to Structures. 6.2 Teaching of Structures given in Readers from classes I to VII. Practical Work:

Identifying the structures and preparing the role-plays for the related structures.

Types of words (Structural words and content words, synonyms, antonyms, homonyms and homophones).

Types of Vocabulary (Active vocabulary, recognition vocabulary and Adhoc vocabulary).

57

Techniques of teaching vocabulary.

Practical Work

Preparing lists of synonyms and antonyms. Preparing lists of Homonyms and homophones. Seminar/ Project work / Review Field trip (02 days)

09 September 2015

VI 03 6.3 Functional Grammar and Usage 6.3.1If clause, degrees of comparison, voice, tenses, question tags, Seminar/ Project work / Review SEP 3rd Spell(14 days)

10 October 2015

VI 03 6.3.1 Functional Grammar and Usage 6.3.2 Direct and Indirect speech, correction of common errors etc. Use of articles and prepositions Revision of the syllabus Terminal test – 2 (05 days)

11 November 2015

1 Revision

58

Paper VII – II YEAR

METHODS OF TEACHING ENGLISH

Sl.No Month Unit Periods Contents 01. November

2015 II 03 1.0 Objectives of Teaching English at

Primary / Upper Level 02. December

2015 V 20 5.0 Approaches, Methods and Techniques

5.1 Approaches 5.1.1 Introduction - Aural - Oral approach,

structural approaches, situational approach and communicative approach.

5.2 Methods 5.2.1 Introduction (Child-centered / a activity

based teaching) 5.2.2 The grammar translation method, Direct method, and Bilingual methods. 5.3 Techniques 5.3.1 Introduction 5.3.2 Types (oral presentation and practice, role- play, pair-work, dialogues etc.) 5.3.3 Total physical response - body

language 5.3.4 Preparation and use of substitution tables 5.3.5 Language games, tongue - twisters, cross- word, puzzles, riddles, rhymes etc. 5.4 Remedial Teaching Practical Work: Practice of conversation, dialogues, and

dramatization Preparation of substitution tables for all

the structures prescribed in the Readers Demonstration lessons by lecturer / strong

teacher / classroom Teacher 03. January

2016 VIII

08

05 05

8.0 Planning (Regular & special) 8.1 Introduction 8.2 Year Plan 8.3 Unit Plan 8.4 Introduction of micro teaching 8.5 Period Plan 8.6 Teaching of prose, poetry and supplementary Reader 8.7 Preparation of Activity packs Demonstration lessons (05 days) Micro Teaching (5 days)

59

04.

February 2016

VII 08

18

7.0 Teaching Learning Material 7.1 Introduction to T.L.M. 7.2 English Language kit - class wise which contains pictures of flowers, birds, animals, occupations etc., Crayons, Flash-cards, pebbles, toys, small models, masks, puppets etc. 7.3 Match stick diagrams/Black board drawing 7.4 Computer Aided Instruction 7.5 Radio/T.V./ Tape-recorder/Newspaper clippings 7.6 Language laboratory Teaching Practice Seminar/ Project work / Review

05. March 2016

22 02 02

Teaching Practice Review Field trip ( 2 days)

06. April 2016

15

05 02

10.0 Evaluation 10.1 Introduction 10.2 The knowledge of Continuous Comprehensive Evaluation (CCE) 10.3 Tools and techniques of Evaluation 10.4 Types of Evaluation / Tests 10.5 Testing the Language skills (L, S, R, W) 10.6 Designing a scholastic achievement test (SAT) along with Blue-Print 10.7 Weightages, question wise analysis, Scoring and Marks key.

Terminal Examinations-I ( 5 days) TLM Exhibition Seminar/ Project work / Review

7. May 2016 IX

VI

22 9.0 Curriculum and Textbooks 9.1 Introduction 9.2 Need of a textbook 9.3 Qualities of a good textbook 9.4 ‘Construction of knowledge with reference to NCF-2005’ 9.5 Discourse oriented teaching 9.6 ‘Narrative’ as a teaching tool 9.7 Analysis of textbook 6.1 Introduction to Structures. 6.2 Teaching of Structures given in Readers from classes I to VII.

60

Identifying the structures and preparing the role-plays for the related structures.

Types of words (Structural words and content words, synonyms, antonyms, homonyms and homophones).

Types of Vocabulary (Active vocabulary, recognition vocabulary and Adhoc vocabulary).

Techniques of teaching vocabulary. Practical Work:

Preparing lists of synonyms and antonyms. Preparing lists of Homonyms and

Homophones. 06 June 2016

VI

16 Internship 05 6.3 Functional Grammar and Usage

6.3.1 If clause, degrees of comparison, voice, tenses, question tags, direct and indirect speech, correction of common errors etc. 6.3.2 Use of articles and prepositions Practical Work

Conducting a workshop on preparation and collection of material to teach the elements of grammar suggested in the content Seminar/ Project work / Review

07 July 2016 24 Internship

09 August 2016

05 02 05 05

Revision of the syllabus Record submission Terminal Examinations –II Final Practical Examinations

10 September 2016

VI 10 Final Examinations

61

Paper VIII – I YEAR

METHODS OF TEACHING MATHEMATICS Sl.No Month Unit Periods Contents

01. January 2015

01 Orientation and introduction to subject and syllabus

02. February 2015

I 08 1.0 Definition and Nature of Mathematics 1.1 Meaning and nature of mathematics. 1.1.1Definitions of mathematics (What is mathematics? 1.1.2Why mathematics? Nature of Mathematics. 1.2 Historical development of numbers and

geometry. Contributions of Arab, Greek, Egypt, Indian Mathematicians and History of great Mathematicians Aryabatta Bhaskara charya – Srinivasa Ramanujam – Euclid – Pythagoras.

03. March 2015

I 04 1.3 Place of mathematics in school curriculum. 1.4 Meaning of Correlation, Correlation of Mathematics within the different branches of mathematics and with other subjects. 1.5 Latest trends in teaching of

mathematics in view of National Curriculum Framework – 2005.

04. April 2015

II 08 2.0 Aims, values and instructional objectives of teaching Mathematics 2.1 Aims of teaching mathematics at Elementary stage. 2.2 Values of teaching mathematics. 2.2.1 Utilitarian 2.2.2 Disciplinary 2.2.3 Cultural value 2.2.4 Aesthetic 2.2.5 Information value 2.2.6 Preparatory value. 2.2 Values of teaching mathematics. 2.2.1 Utilitarian 2.2.2 Disciplinary 2.2.3 Cultural value 2.2.4 Aesthetic 2.2.5 Information value 2.2.6 Preparatory value.

05. May 2015 VII

02 7.0 The Teacher 7.1 Characteristics of mathematics teacher

62

7.1.1 General qualifications. 7.1.2 Professional qualifications. 7.1.3 Qualities of a Mathematics teacher.

06 7.1.4 Creating interest among children in teaching of Mathematics. 7.1.5 Identification of Individual differences in children and designing activities basing on individual differences. 7.1.6 Finding causes for backwardness in Learning mathematics and its remedial measures. 7.1.7 Encouraging gifted children.

06. June 2015 X 08 5.0 Instructional Planning 5.1 Meaning and purpose of year plan, unit plan, period plan and their model plans. 5.2 Unit wise content Analysis, identifying competencies etc., 5.3 Observation of class room teaching.

07. July 2015 X 03 10.2.3 Four basic operations of fractions, comparison of fractions 10.2.4 Decimal fractions 10.2.5 Concept 10.2.6 Comparison 10.2.7 Basic Operations

08 August 2015

X 03 10.2.8 Conversion decimal to common fraction (vice- versa) 10.3.1 Concept 10.3.2 Conversion of percentages to decimal and common fractions and vice-versa 10.3.3 Daily life problems involving Percentages

05 10.4.1 Ratio, Proportion (Direct and Indirect proportion) Simple Interest, Unitary method, profit and loss.

10.5.1.1 Length 10.5.1.2 Weight 10.5.1.3 Time 10.5.1.4 Capacity 10.5.1.5 Money 10.6.1 Area and perimeter of a Rectangle, square, Area of a circle, perimeter of a circle, Area of a sector 10.6.1 Area and perimeter of a Rectangle, square, Area of a circle, perimeter of a circle, Area of a sector

63

10.7.1 Indices, exponents: 10.7.2 Basic concepts - Variable, constant, term, co-efficient, expression, types of expressions 10.7.3 Numerical and 10.7.4 Algebraic

09. September 2015

X 03 10.8.1 Identifies basic ‘3D’ shapes such as cube, cuboids, cylinder, cone, by their names. 10.8.2 Recognition of 2D shapes like Rectangle, Square, Circle by their Names 10.8.3 Matching 3D objects with 2D shadows 10.8.4 Description 2D,3D shapes, observation of shapes, corners, surfaces

10 October 2015

X 04 10.8.5 Distinguishing different shapes. 10.8.6 Interactive idea of a map. Reads and draws a map. Basic concepts in Geometry like Point, Angle, Straight line, Ray. 10.9.1 Types and Properties of quadrilateral. 10.10 Constructions..

09. November 2015 04 Revision

64

Paper VIII – II YEAR

METHODS OF TEACHING MATHEMATICS S.No Month Unit Periods Contents

1. November 2015

II

07 2.0 Aims, values and instructional objectives of teaching Mathematics 2.3 Objectives of teaching mathematics at Primary level 2.4 Objectives of teaching Mathematics at Upper Primary level 2.5 Characteristics of objectives Instructional objectives of teaching mathematics (Blooms taxonomy) 2.6 Competencies for classes I to VII Seminar/ Project work / Review

2. December 2015

III 14 3.0 Methods of Teaching Mathematics 3.1 Concept formation in mathematics 3.2 Stages of number development, coordination, ordination and conservation as per Piagets. 3.3 How do children Learn Mathematics? and Readiness programme for learning Mathematics 3.4 Inductive and deductive methods 3.5 Analytic and synthetic methods. 3.6 Heuristic method 3.7 Project method 3.8 Problem solving method 3.9 Play way methods. 3.9.1 Kindergarten 3.9.2 Montessori 3.10 Activity based method 3.11 Laboratory method. 3.11.1 Micro teaching 3.12 Other activities Seminar/ Project work / Review

04 Visit to best available schools 05 Workshop in strategic subjects 01 TLM exhibition

3 January 2016

IV 07 4.0 Instructional material in Mathematics - TLM in Mathematics 4.1 Need of TLM for teaching of Mathematics at Elementary level. 4.2 Use of block board, grid paper Geo-board and peg board

05 Demonstration 05 Micro teaching 1st Assignment

65

4 February 2016

IV 03 4.3 Preparation of low cost and no cost material, Difference between teaching an interactive material/ Self learning material. 4.4 Mathematics Kit and its uses (OBB) Mathematics Instruments box 4.5 Developing an activity pack 4.6 Worksheets 4.7 Activity sheets 4.8 Flash Cards

20 Teaching practice on Mono grade teaching (4 lessons on each subject)

5 March 2016

IV 05 4.9 Concrete material 4.10 Real objects 4.11 Models 4.12 Contents Charts

05 2nd Assignment Demos on MG

15 T.P. on MGT (3 lessons) 6 April

2016 X 10 10.0 Content

10.1.1 Number, numerals, digits, natural numbers, whole numbers, place value,

different kinds of numbers such as odd, even, prime, composite, co-primes and twin primes.

10.1.2 Four basic operations in Mathematics W.R.T. natural numbers. 10.1.3 Verbal problems based on four operations. 10.1.4 Multiples and factors of numbers Divisibility Rules of 2,3,4,5,8,9,10,11. 10.1.5 Finding L.C.M. and H.C.F. of given Numbers. 10.1.6 Integers, Rational numbers, Irrational

and imaginary numbers, number line, Binary to decimal system (conversion).

10.2.1 Concept of fraction 10.2.2 Proper, Improper, Mixed fractions

VI 09 6.0 Designing, Administration, Analysis of scholastic Achievement test (SAT) 6.1 Preparation of various test items and innovative tools (basing on Activity Approach) 6.2 One word answer 6.3 Completion type 6.4 True or false 6.5 Multiple choice 6.6 Matching 6.7 Very short answer 6.8 Short answer

66

6.9 Essay type 6.10 Oral 6.11 Projects 6.12 Sign language/ Gestures methods 6.13 Blue Print (both competency based and Blooms Taxonomy) and Types of tables 6.13.1 Weightage to objectives/ Priority areas 6.13.2 Weightage to content 6.14 Weightage to types of questions 6.14.1 Weightage to difficulty level in questions 6.14.2 Weightage to time 6.15 Preparation of unit test/terminal examination paper. 6.16 Developing Scholastic achievement test (SAT) record. 6.17 Analysis of test results

Field trip 3rd Assignment

7 May 2016 VI 03 6.18 Need and importance of question bank 6.19 Developing question bank

VIII 02 8.0 Resource Utilization 8.1 Mathematics Library 8.1.1 Need 8.1.2 Organization 8.1.3 Collection of mathematics books and journals.

VIII 08 8.2 Mathematics laboratory 8.2.1 Need and use of mathematics laboratory. 8.2.2 Material in a mathematics laboratory. 8.2.3 Learning to develop Mathematical games. 8.3 Mathematics club 8.3.1 Need 8.3.2 Organization 8.3.3 Activities in mathematics club, viz., finding patterns, magic squares, etc. organizing quiz programmes, metric melas, Maths Olympiads, solving puzzles, riddles, etc. Celebration of great mathematicians’ birth days and other Mathematical activities. 8.4 Utilization of community Resources in teaching mathematics. 8.4.1 Utilization of human resources example tailor, carpenter, gardener etc. 8.4.2 Utilization of institutional resources. 8.4.3 Bank

67

8.4.5 Post office 8.4.6 Market etc. 8.5 Visit to places of mathematical importance Ex:- Forts, places of worship, gardens, cultural heritage monuments, etc. Participation in mathematics/ Science airs. Seminar/ Project work / Review

X 12 10.10.2 Construction of angles using protractor 10.10.3 Angles 600 and 1200 using compass 10.10.4 Angle equal to a given angle using compass 10.10.5 A line perpendicular to a given line from a point on the line and out side the line Bisection of angle, line segment 10.10.6 Construction of a line parallel to a given line from a point out side it 10.10.7 Construction of a simple triangle like given three sides, given a side and two angles, given two sides and angle between them. 10.11 Data handling

8 June 2016 25 TLM Exhibition and internship 4th Assignment

9 July 2016 17 Internship -17 days IX 02 9.0 Curriculum and Text Book

9.1 Concept of Curriculum 9.1.1 Difference between curriculum and syllabus.

05 Terminal test - 2 10 August

2016 IX 09 9.1.2 Principles of curriculum construction in

Mathematics 9.1.3 Types of curriculum organization in Mathematics 9.1.4 Concentric and spiral methods of organization of content in mathematic textbooks. 9.1.5 Need and use of Mathematics text book. 9.1.6 Characteristics of a good mathematics text book 9.1.7 Evaluation of mathematics textbook. 9.1.8 Work Book Seminar/ Project work / Review

11 September 2016

05 Revision and Record submission 10 Final practical examinations 05 Final examinations as per the schedule given

68

by the DGE

69

Paper IX – I YEAR

METHODS OF TEACHING SCIENCE Sl.No. Month Unit Periods Contents

01 January 2015

04 Orientation and introduction to subject and syllabus

02 February 2015

I 06 1.0 Science and its importance 1.1 Nature and Scope of Science 1.2 Structure of Science – Syntactic, Process including stretch Methods. Attitude inquiring. Substantive: Facts, concepts, laws, theories, generalization

03. March 2015

I 06 1.3 Historical Development of Science 1.3.1 Science - its origin and development

SEP 1st spell (10 days) 04. April

2015 I 08

1.3.2 Historical background of the Inventions of certain scientists

1.3.2.1 Thomas Alva Edison 1.3.2.2 Einstein 1.3.2.3 Sir C.V. Raman 1.3.2.4 Louis Pasteur 1.3.2.5 Gregor John Mendel 1.3.2.6 Yella Pragada Subba Rao 1.4 Aims and Values of Science Seminar/ Project work / Review

05. May 2015 II 08 2.0 Objectives of Teaching Science 2.1 Objectives of Teaching Science. 2.2 Correlation of Normative Sciences. 2.3 Bloom’s Taxonomy of Educational Objectives. 2.4 Competencies in Science (upto class VII) Seminar/ Project work / Review

Terminal test -1 (05 days SEP 2nd spell (16 days)

06 June 2015 III 08 3.0 Curriculum 3.1 Meaning of Curriculum. 3.2 NCF - 2005 related to Science.

07 July 2015 III 02 3.2.1 Curricular 3.2.2 other curricular

SEP – 16 days 08. August

2015 III 08 3.3 Syllabus.

3.4 Difference between curriculum and syllabus.

06 SEP 3rd spell 09. September

2015 III 02 3.5 Recommendations of commissions and

committees on curriculum of Science. Seminar/ Project work / Review

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Field trip (02 days) 10. October

2015 III 04 3.6 Review of Science Text books

Terminal test – 2 (02 days) 11. November

2015 04 Revision

Paper IX – II YEAR

METHODS OF TEACHING SCIENCE Sl.No Month Unit Periods Contents

01. November 2015

IV

07 4.0 Strategies of Teaching Science 4.1 I. Approaches of teaching Science: a. Teacher - Centered approach b. Child - centered approach II. Approaches of Teaching Science a. Inductive approach b. Deductive approach

02. December 2015

IV 14 4.2 Methods of Teaching Science 4.2.1 Teacher centered

Lecture Method Lecture cum Demonstration Method Historical Method Structural method

4.2.2 Child centered Methods Scientific Method Heuristic Method Problem Solving Method Project Method Laboratory Method Assignment Method Discussion Method Activity based method School based

science project. Activity pack Experiments Class wise –I -VII Natural Learning experiences Conversation Method

4.2.2 Child centered Methods Scientific Method Heuristic Method Problem Solving Method Project Method Laboratory Method Assignment Method Discussion Method Activity based method School based

science project. Activity pack

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Experiments Class wise –I -VII Natural Learning experiences

Conversation Method

03. January 2016

V 17 5.0 Instructional Planning 5.1 Preparation of Year Plan 5.2 Unit Plan 5.3 Period Plan 5.4 Planning for Multi grade and Multilevel Teaching 5.4 Critical observation of lessons Seminar/ Project work / Review

VI 6.0 Science Teacher 6.1 Qualities of a Science Teacher 6.2 Role of Science teacher in a primary School as a 6.2.1 Planner 6.2.2 Organizer 6.2.3 Coordinator 6.2.4 Explorer 6.2.5 Moderator Seminar/ Project work / Review

04. February 2016

VII 10 7.0 Resource Utilization in Science Teaching 7.1 Natural, Physical, Community Resources 7.2 Edgar dale Cone of experience 7.3 Definition of TLM – its importance in teaching Learning Process 7.4 Information and Communication Technology 7.4.1 Internet 7.4.2 Website 7.4.3 Radio 7.4.5 Tape recorder 7.4.6 T.V. 7.4.7 Live and Recorded Lessons 7.5 Science Lab 7.6 Improvisation – Development of improvised apparatus 7.7 Primary Science kit and integrated science kit.

02 Preparation of institutional plan by participants

03 Demonstration lessons

02 Micro teaching

02 Preparation for teaching practice

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05. March 2016

22 Teaching Practice

06. April 2016

VIII 19 8.0 General Topics in Science 8.1 Agriculture science for livelihood 8.1.1 Poultry 8.1.2 Dairy 8.1.3 Pisciculture 8.1.6 Aquaculture 8.1.7 Vermiculture 8.1.8 Hybridization 8.1.9 Genetic engineering preservation Techniques 8.1.10 Biotechnology Energy 8.2.1 Conventional and Non-conventional energy resources 8.2.2 Conservation of energy resources 8.3 Population 8.3.1 Growth of population 8.3.2 Consequences of population explosion 8.3.3 Methods of population control 8.4 Pollution 8.4.1 Definition 8.4.2 Types of Pollution

8.4.3 Causes of Pollution 8.4.4 Impact of Pollution on Human life 8.4.5 Pollution Control 8.4.6 Conservation of environment, Environmental Acts 8.5 Plantation 8.5.1 Importance of Plantation 8.5.2 Social forestry 8.5.3 A forestation 8.5.4 Plant nurseries 8.5.5 School Garden 8.6 Adolescence Education Growing up stages 8.6.1 Physical development 8.6.2 Primary sexual Characteristics 8.6.3 Secondary sexual Characteristics 8.6.4 STIs – RTIS 8.6.5 AIDs Scenario 8.6.7 International 8.6.8 National 8.8.7 A.P. State and District variations 8.7.1 Psychological and emotional changes 8.7.2 Drug Abuse 8.7.3 Life skills Seminar/ Project work / Review

Terminal test – 1 (05 days)

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07. May 2016 IX 11 9.0 Experiences in Science 9.1 Science Centres 9.2 Science museums 9.3 Science Clubs 9.4 Science fairs 9.5 Field Trips 9.6 Mobile science Lab 9.7 Herbarium 9.8 Vivarium 9.9 Aquarium 9.10 Terrarium

14 TLM exhibition and Internship 08 June 2016 26 Internship

09 July 2016 26 Internship

10. August 2016

X 12 10.0 Designing Administering and Analysis of Scholastic Achievements Tests 10.1 Types of test items, Preparation of test Items 10.2 Weightage tables 10.3 Preparation of blue Print based on Competency 10.4 Preparation of question bank 10.5 Unit tests 10.6 Analysis of tests and remedies 10.7 Assignments 10.8 Projects Revision and Final Practical examinations

05 Terminal test – 2 (05 days)

02 Revision and record submission 05 Final practical examinations

11. September 2016

Final Examinations as per schedule given by the DGE

Paper X – I YEAR

METHODS OF TEACHING SOCIAL STUDIES S.No Month Unit Periods Contents 01. January

2015 01 Orientation and introduction to subject and

syllabus 02. February

2015 I 06 1.0 Nature and scope of Social Studies

1.1 Meaning, Definition, Nature and Scope of Environmental Studies (EVS) and Social Studies

1.2 Need and importance of EVS with reference to physical and social

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environment. 1.3 Man's interaction with natural, Physical

and Social Environment, Social institutions.

1.4. Relationship between Social Studies and Social Sciences.

1.5 Philosophical, Psychological and Sociological Reasons for inclusion of Environmental Studies and Social Studies in the school curriculum.

03. March 2015

I 02 1.6 Social Studies as an integrated subject. Seminar/ Project work / Review SEP 1st spell (16 days)

04. April 2015

X 02 10.0 Content Enrichment material 10.1 Environment concerns: 10.1.1 Weather and Climate 10.1.2 Elements of climate -Temperature and Rainfall.

05. May 2015 X 08 10.1.3 Climatic conditions in India and AP 10.1.4 Wild Life preservation. 10.1.5 Social Forestry 10.1.6 Disaster Management 10.2 Socio Economic Problems: 10.2.1 Nature, types and factors of social change in historical cultural growth in 19th and 20th century in India 10.2.1 Nature, types and factors of social change in historical cultural growth in 19th and 20th century in India 10.2.2 Contemporary and current problems in India perspective of primary Education

06. June 2015 X 08 10.3. National Identity 10.3.1 Plurality and evolution of culture and civilization with special reference to India and AP: 10.3.2 Cultural heritage, composite culture. 10.3.3 Freedom struggle in India with special reference to Gandhian Era. 10.3.4 National and Emotional Integration.

SEP 2nd spell (16 days) 07. July 2015 X 03 10.4 Civic affairs

10.4.1 Salient features of Indian constitution Fundamental Rights and Duties. 10.4.2 National goals and aspirations. 10.4.3 Relationship between Union, State

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and Local Self Government. 10.4.4 Road Safety Education Consumer Education. 10.4.4 Road Safety Education Consumer Education. 10.4.5 Planned development in India. Terminal test – 1 (05 days)

08. August 2015

X 06 10.5 International Relations 10.5.1 UNO - International Peace. 10.5.2 Non-Aligned Movement (NAM) 10.5.3 Inter Regional Cooperation (SAARC)

- Problems of International Peace 10.5.4 Understanding of peace, Non-

Violence, Cooperation and interdependence among the nations

10.5.5 Role of India in International Peace Seminar/ Project work / Review

VII 02 7.0 Social Studies Teacher 7.1 Qualities of a Social Studies teacher

09. September 2015

VII 06 7.1.1 Scholarship 7.1.2 Professional Training 0 Human Relations 7.1.3 Leadership qualities 0 Communicative skills 7.1.4 Mapping Skills Seminar/ Project work / Review

SEP 3rd spell (14 days) 10. October

2015 IX 02 9.0 Curriculum and Text Book

9.1 Meaning of Curriculum and Core Curriculum 9.2 The 10 Core Elements of NPE - 86 Field trip (02 days)

11. November 2015

IX 02 9.3 Approaches to Curriculum framing - concentric - spiral- Chorological -Topical and Unit approaches. 9.4 Curriculum - syllabus - Textbooks, workbook - Hand Book. Seminar/ Project work / Review

Terminal test – 2 (05 days) Revision

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Paper X – II YEAR METHODS OF TEACHING SOCIAL STUDIES

S.No Month Unit Periods Contents 01. November

2015 II 07 2.0 Aims, Objectives and Values of

Teaching Social studies 2.1 Aims, Objectives and values of Teaching Social Studies 2.2 Instructional Objectives of Teaching Social Studies 2.3 Competencies / Learning outcomes class wise upto 7th class. Seminar/ Project work / Review

02. December 2015

III

20

3.0 Methods of teaching social studies. 3.1 Instructional procedures - Methods, Techniques and devices 3.1.1 Environment as an approach for teaching Social Studies 3.1.2 Methods of Teaching Social Studies. 3.1.3 Play way methods and activity based approaches 3.1.4 Lecturer method 3.1.5 Discussion and debate 3.1.6 Socialized recitation method 3.1.7 Problem solving method 3.1.8 Project method

03. January 2016

III 10 3.1.9 Source method 3.1.10 Techniques: Observation, Questioning, Dramatization, Role Play, Simulation, Story Telling, Display & Exhibition, Survey, field trips, Educational games, Songs I Action Songs, Data Collection and Data representation through graphs, tables, charts, maps and cartoons Puppetry. Seminar/ Project work / Review

04. February 2016

IV 20 4.0 Instructional Material 4.1 Importance of Teaching Learning

Material (TLM) in Teaching Learning Process of Social Studies

4.2 Classification of Teaching Learning material - Printed, Visual, Audio, Audiovisual and their usage with reference to social studies.

4.3 Maps: Types of Maps, Map language, Map making Types of charts. 4.4 Types of Graphs 4.5 Models 4.6 Globe Atlas 4.7 Masks 4.8 Album, Scrapbooks

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4.9 Social Studies Laboratory Seminar/ Project work / Review

V 08 5.0 Instructional Planning 5.1 Need for Instructional Planning 5.2 Instructional Planning - Year Plan, Unit Plan and Period Plan Lesson Planning - Preparation of Lesson Plans.

02 Preparation of institutional plan by participants

05 Demonstration lessons 02 Micro teaching 02 Preparation for teaching practice

05. March 2016

22 Teaching practice 18 Teaching practice 02 Review on teaching practice 02 Field trips (02 days)

06. April 2016

V 05 5.3 Micro teaching - Preparation of Plans. 5.4 Critical observation of Micro and Macro Teaching Seminar/ Project work / Review

05 Terminal test – 1 (05 days) 07. May 2016 VI 14 6.0 Construction, Administration and

Analysis of Scholastic achievements test 6.1 Objective based and Competency based testing 6.2 Types of tests and their preparation 6.3 Scholastic achievement test with

reference to Blue print, weightages, question wise analysis and marking & scoring key.

6.4 Preparation of Question bank 6.5 Administration, analysis and interpretation of test conducted and drawing inferences. 6.6 Remedial Teaching in Social Studies. Seminar/ Project work / Review

08. June 2016 25 TLM exhibition and Internship 09. July 2016 24 Internship and review

VIII 8.0 Resource Utilization 8.1 Significance of Resources and their utilization in Social Studies. 8.2 Types of Resources - natural, Social, Material.

10. August 2016

VIII 04 8.3 Methods of utilizing resources - Brining the community resources into the school taking the school to the community.

05 Terminal test – 2 (05 days) 10 Revision and record submission

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05 Final practical examinations 11. September

2016 05 Final examinations as per schedule given by

the DGE

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LIST OF SUGGESTED WORKSHOPS – GENERAL

1. Audio and Video Script Writing

2. Script writing for Radio and T.V. lessons

3. Children Literature

4. N.G.C. Activities

5. Art Education

6. T.L.M. Preparation

7. Candle Making

8. Chalk-piece Making

9. Washing Powder

10. Puppet Making

11. Population Education

12. Environment Education

13. Clay Moulding

14. Question Bank Preparation

15. Test Items

16. Physical Education

17. Health Education

18. Right to Education

19. Disaster Management

20. Life Skills

21. Educational Technology related Activities etc.

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LIST OF SUGGESTED TOPICS FOR SEMINARS

1. NCF-2005

2. SCF

3. Academic standards

4. New textbooks of State Govt.

5. Continuous and Comprehensive Evaluation

6. Right to Education Act

7. Right to Information Act

8. RVM Interventions

9. Adolescence Education

10. Value Education

11. Yoga

12. School health programme

13. Savings

14. Traffic Education

15. Road Safety Education

16. Information and Communication Technology

17. Social Barriers

18. Personality Development

19. Communication Skills

20. Pollution / N.G.C.

21. Social Reformers

22. Educational Thinkers

23. Education for Peace etc.

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IMPORTANT DAYS FOR CELEBRATION

5th June : World Environment

11th July : World Population Day

2nd week of July : Vanamahotsavam

15th August : Independence Day

29th August : National Sports Day

5th September : Teacher’s Day

8th September : World Literacy Day

11th September : Universal Brotherhood Day

2nd October : Mahatma Gandhi Jayanthi

5th October : International Teacher’s Day

24th October : UN Formation Day

1st November : A.P. Formation Day & World Ecology Day

11th November : Education Day

14th November : Children’s Day

19th November : National Integration Day

1st December : AIDS Day

3rd December : World Conversation Day

10th December :: Human Rights Day

14th December : National Energy Conservation Day

22nd December : Maths Day, (Ramanujan Birth Day)

26th January : Republic Day

30th January : Martyrs Day

28th February : Science Day

8th March : World Women’s Day

15th March : World Consumer’s Day

21st March : Physically Challenged Persons Day

7th April : World Health Day

22nd April : World Earth Day

23rd April : World Book Day

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GENERAL GUIDELINES TO THE PRINCIPALS

All the Principals of Elementary Teacher Education Institutions shall

follow the guidelines for effective functioning of the Institution. Every Institution shall work for a period of minimum 220 working days in an academic year for both I & II year of D.Ed. Course. First Instruction day, Last Instruction Day, activity schedules like SEP, TP, Internship, Record submission etc., to be scrupulously followed.

Attendance: Every Student Teacher should attend Institution regularly. He / She

should maintain at least 80% attendance in an academic year. However, condonation for the shortage of attendance can be given by competent authorities as per G.O.Ms.No.97 Edn., (SE Trg. II), dated 26.10.2002.

Hostels: Hostel facilities should be made available to the student teachers

wherever hostels are available and should be managed by the students as per the instructions issued vide G.O. Ms. No.114, dt.13.09.2001.

Assembly: Everyday by performing the activities suggested in the calendar. Principal should conduct Assembly along with his/her team of faculty members actively involving student teachers.

Uniform: All the students should be instructed to wear institution uniform compulsorily on the days specified by the Principal.

Institution Calendar : Apart from this Calendar of activities (D.Ed.) supplied by the

Commissioner & Director of School Education, Andhra Pradesh, Hyderabad, every Institution shall bring out its Institution Calendar. (It should comprise mainly, paper-wise syllabus of D.Ed., model question papers, model period plans in all strategic subjects, Institutional plan pertaining to D.Ed. Course, code of conduct for Student Teachers, patriotic songs with their meaning, District profile in general and education in particular.)

Activities : All the suggested activities, assignments, projects, practicals etc.,

should be completed in the same week / month in which they are planned.

Educational Tour : Educational Tour for all the students should be arranged /

conducted preferably during the holidays every year as a part and parcel of the Course.

Eligibility for appearing Exams : Unless the student completes the record work,

project work, assignments, and internal assessments as per the schedule, he/she should not be allowed for final (theory) exams. Similarly unless the student teacher completes teaching practice Internship, SEP and

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submit the relevant records and lesson plans he /she should not be allowed to appear for Final Practical Exam (Final Lesson).

Review Meetings : Principal has to conduct review meetings with faculty members

on academic aspects and submit the minutes of the meetings to the Director, SCERT.

Examinations : Notification regarding payment of Examination fee, preparation

and submission of NRs and other required material, time table of theory and practical exams to be issued by the DGE.

Practical Exams : Arrangement for practical exams such as identification of

examiners (internal), schools, formation of batches and the time table should be made well in advance. The external examiners should be appointed by the DGE with the consultation of the Director, SCERT, Hyderabad and the lecturers who are appointed as external examiners should be relieved so as to complete the practical exams as per the schedule.

Submission of marks: Internal marks should be sent to the DGE on specified date.

Scouts & Guides : The Principals should take steps to co-ordinate the scouter &

guides officials at State Headquarters and District Headquarters; and arrange Scouter /Guides Mistress training camps for all the student-teacher so that when they become teachers in schools at a later date they automatically become Scouter and Guide Mistress to raise troops in schools and conduct the activities.

Arrangements for SEP / Internship : The Principals have to request the District

Educational Officer / MEO to arrange meeting of the Headmasters / Headmistress of the schools concerned to make necessary arrangements for conducting school experience programmes. Teaching practice, internship well in advance.

The Principals should supply all the proformae for each record / programme before the students are sent for the programme.

Lab area : Each Institute has to identify a lab area in the neighbourhood having

primary & upper primary schools under Govt. / local body management for all the academic purposes experimentation and it should be informed to all the officers concerned.

Annual Report : Annual report on activities taken in accordance with this

calendar should be sent to the Director, SCERT by submitting a copy to the Commissioner & Director of School Education, Andhra Pradesh, Hyderabad by last working day of every academic year.

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DUTIES OF A CITIZEN

Man who is a social being has certain responsibilities towards other individuals as well as groups. These empathetic responsibilities are called as Duties. Rights without duties lead to anarchy. Duties without rights are the indications of slavery. Therefore the rights and duties are like two sides of the same coin.

Duties are mainly of two types :

1) Moral duties 2) Legal duties

1) Moral duties : (i) Respect towards parents, teachers and other elders (ii) Love and affection for brothers, sisters and others (iii) Helping the needy and poor (iv) Being truthful.

2) Legal duties :

The duties that are discharged under law are called “Legal Duties”. (i) Respecting the Constitution (ii) Paying the taxes (iii) Obeying the State The Indian Constitution clearly states the fundamental duties of citizens. They are: The Citizens shall, 1. Honour Indian constitution, Nationality and National Anthem. 2. Cherish and follow the ideals that inspired the Freedom movement of

the country. 3. Strive to protect the Sovereignty, Unity and Integrity of the Country. 4. Be ready to serve the country for its defence and render national

service to it as and when required.

5. Strive to establish Tranquility and Fraternity among the people and uphold the status of Women.

6. Honour and preserve the Indian culture.

7. Strive to maintain the Ecological balance and protect Nature’s beauty

which is manifest in forests, rivers, wild life etc., of the country.

8. Develop humanitarian attitude and scientific temper.

9. Protect public property and protest against violence and

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10. Strive for National development individually and collectively.

The student teachers can appreciate the linkage of the fundamental duties of citizens with the ten core elements of National Curriculum as envisaged in National Policy on Education 1986 as modified in 1992 and National Curriculum frame work 2000 published by NCERT, New Delhi and strive at every stage to stick to these provisions.

MID-DAY MEALS PROGRAMME IN A.P.

Government of Andhra Pradesh have started implementing the Mid-day Meal Programme from 2nd Jan, 2003 to the children of classes I - V in Government, Local Bodies and Government aided schools and EGS / AIE centres.

To encourage the poor children belonging to disadvantaged section, to attend

school more regularly and help them concentrate in class room activities. To provide Nutritional Support to children of Primary stage in drought-

affected areas during summer vacations. Government of Andhra Pradesh extended this scheme to Classes VI – VIII during

2007-08 and then to Classes IX to X in the year 2008-09. Menu is flexible with cooked rice and Sambar, Pulihar being the main menu

with egg or banana twice a week. Primary, Upper Primary and High Schools including Madarsas/ Maqtabs/ AIE/

EGS Centres/NCLP Schools are covered. In rural areas DWCRA/Self Help Groups /SEC/Other agencies like temple,

NGOs of proven track record, charitable trusts/Group of parents (in this order of preference) are identified by the Mandal Revenue Officer in Rural Areas.

In Urban areas community development societies (CDS) / NGOs / Urban SHGs / DWCRA / SEC / Other Agencies like Temples / NGOs of proven track record / charitable trusts / Group of Parents (in this order of preference) are identified by a committee headed by the MRO.

CHILD LABOUR IS A CRIME Various Labour Commissions and committees have gone into the problem of child labour and made extensive recommendations. Child Labour is treated as an evil of the society. It recognized the need to prevent child labour and children from exploitation and from being subject to work in hazardous conditions that endanger such children’s physical and mental development and hence, the need to ensure the health, growth and development of children in terms of education ; the prime indicator in development.

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Legislative provisions and definition of Child Labour : The child labour (prohibition & Regulation) Act, 1986 prohibits engagement of children in certain employments and regulates the conditions of working children. Govt. of A.P. presents redefines child labour as “All out of school children in the school age are child labour”. The Govt. of A.P. have started alternative learning system such as STP and NCLP apart from regular formal schools. This is done for every out of school child on case to case for those who are in between 9-14 years age out of school children.’ At present, it is surveyed that there are only about 5 lakh children of school age are out of school. These meager figures are unlike the bigger, awful figures of last few decades. This is due to strenuous efforts of various wings of dept. like DPEP / RVM and certain Non Govt. Organizations (NGOs) who are treated “partners” with Govt. in this lofty goal of bringing “Out of school children” to “school”, with the co-operation of field functionaries like DEOs, Dy.EOs, APCs, teacher educators, MEOs, HMs, MRPs, teachers and various teachers organisations, who are working hard to achieve this goal, with the motto “Right place for the child is school”.

CHILD RIGHTS India ratified the UN convention on the rights of the child in Dec’92. The charter on child’s rights was drafted by the UN General Assembly in Nov. 1989. It is a set of International Standards and measures intended to protect and promote the well being of children in the society. The convention provides the legal basis for initiating action to ensure the rights of the children in society. It draws attention to our sets of civil, political, social, economic and cultural rights of every child.

1. The right to survival : It includes the right to life, the highest attainable standard of health and

nutrition and adequate standards of living. It also includes the right to a name and a nationality.

2. The right to protection :

It includes freedom from all forms of exploitation, abuse, inhuman or degrading treatment, and neglect including the rights to special protection in situations of emergency and armed conflicts.

3. The right to development :

It includes the right to education, support for early childhood development and care, social security, and the right to leisure, recreation and cultural activities.

4. The right to participation :

It includes respect for the views of the child, freedom of expression, access to appropriate information, freedom of thought, conscience and religion.

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The student teachers have to recognize linkages and interface of these “Child rights” in their teacher education curriculum and school curriculum and work with emotional diligence to promote and uphold these rights of the child, our positive asset to be cherished and nurtured.

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Right to Information Act, 2005

The Government of Andhra Pradesh, vide orders issued in G.O.Ms.No. 504, GA (I&PR-II) Dept., dated 12-11-2005 have constituted the Andhra Pradesh Information Commission under The Right to Information Act, 2005 (Central Act 22 of 2005) to exercise the powers conferred on and to perform functions assigned to it under the said Act. Salient Features of Right to Information Act, 2005 o To promote transparency and accountability of every Public Authority. o To enhance effective functioning of the Government o Optimum utilization of limited fiscal resources. o Preservation and confidentiality of sensitive information.

Concept o To provide for setting out the practical regime of right to information for

citizens. o To secure access to information under the control of the public authorities. o To promote transparency and accountability in the working of every public authority. RTI Act – Key Definitions: “Information” means Any material in any form, including records, documents, memos, e-mails, opinions, advices, press releases, circulars, orders, logbooks, contracts, reports, papers, samples, models, data material held in any electronic form and information relating to any private body which can be accessed by a public authority under any other law for the time being in force. “Record” includes a) any document, manuscript and file; b) any microfilm, microfiche and facsimile copy of a document; c) any reproduction of image or images embodied in such microfilm (whether

enlarged or not) and d) any other material produced by a computer or any other device; “public authority” means any authority or body or institution of self-government established or constituted: a. by or under the Constitution; b. by any other law made by Parliament; c. by any other law made by State Legislature;

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d. by notification issued or order made by the appropriate government and includes any: i. body owned, controlled or substantially financed, ii non-Government organization substantially financed, directly or indirectly by funds provided by the appropriate Government. “right to information” means the right to information accessible under this Act which is held by or under the control of any public authority and includes the right to:- i) inspection of work, documents, records; ii) taking notes, extracts or certified copies of documents or records; iii) taking certified samples of material; iv) obtaining information in the form of diskettes, floppies, tapes, video cassettes

or in any other electronic mode or through printouts where such information is stored in a computer or in any other device;

Application fee to Accompany request for obtaining information as prescribed in G.O.Ms. No.454 GA(I&PR-II) dated 13-10-2005. A request for obtaining information under sub-section (1) of section 6 shall be accompanied by an application fee by way of cash or by demand draft or by bankers Cheque payable to the Accounts Officer or any other duly authorized officer of the Public Authority, against proper receipt, at the following rates:- a) in respect of public authorities at the village level no fee; b) in respect of public authorities at mandal level Rs 5/- per application; c) in respect of public authorities other than those covered above Rs. 10/- per application. The head of account for remittance of fee as per GOMs.No. 530 GA(I & PRII) dated 29th November 2005: “0070-Other Administrative Services-60-Other Services-MH 800 Other Receipts- SH (25) Receipts under Right to Information Act 2005-001 Receipts under Right to Information Act 2005” Fee to be charged for providing information- As per GOMs.No.454 GA(I & PR-II) and GOMs. No. GA (I & PR-II) dated 13th October 2005 and GOMs No. 545 GA(I & PR II) Dept. dated 12th December 2005. For providing information under sub-section (1) or sub-section (5) of Section 7, a fee shall be charged, by way of cash or demand draft or bankers Cheque, payable to the Accounts Officer or any other duly authorized officer of the Public Authority, against proper receipt, at the following rates:- A) Priced Material: Publications printed matter, text, maps, plans, floppies, CDs, samples, models or material in any other form, which are priced, the sale price thereof;

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B) Other than priced material: i) Material in printed or text form (in A4 or A3 sizes paper) Rs. 2/- per each page

per copy; ii) Material in printed or text form in larger than A4 or A3 size paper actual cost

thereof; iii) Maps and Plans – actual cost thereof; iv) Information in Electronic format viz., Floppy, CD or DVD: a) rupees fifty for Floppy of 1.44 MB b) rupees one hundred for CD of 700 MB; and c) rupees two hundred for CD (DVD). v) Samples and Models – actual cost thereof; vi) Inspection of records-no fee for the first hour; and a fee of Rupees Five for each subsequent hour (or fraction thereof). vii) Material to be sent by post-the actual postal charges in addition to the charge payable as per these rules. For detailed information about the Act, it can be downloaded from www.apic.gov.in

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Right of Children to Free and Compulsory Education (RTE) Act , 2009

INTRODUCTION

The framers of the Constitution in their wisdom chose to include education in the Directive Principles of State Policy and not in the section on fundamental rights and correspondingly Article 45 stated that: “The State shall endeavour to provide, within a period of ten years from the commencement of the Constitution, for free and compulsory education for all children until they complete the age of fourteen years.” However education remained a neglected area of state policy with universalization of elementary education continuing to be a distant goal. Efforts from educationists, academics and civil society groups that focused on a rights based approach finally yielded results in 2002, when the 86th Constitutional Amendment was passed by Parliament and Article 21A, which makes right to education a fundamental right, was included in the Constitution. In so doing it put the Right to Education on par with the Right to Life stated in Article 21. Article 21 A states: "the state shall provide free and compulsory education to all children of the age of 6 to 14 years as the state may, by law determine". Following from this a Right to Free and Compulsory Education Act (RTE) was drafted and passed in Parliament on August 27, 2009 (notified on February 16, 2010 to come into effect from April 1, 2010). MAIN FEATURES OF THE ACT:

1. Makes Elementary Education Free 2. Makes Elementary Education Compulsory for the State to provide 3. Mandates education of children along their peer age group (“age-

appropriate”); provides for “special training” to facilitate age appropriate education

4. Sets quality norms for all schools 5. Sets qualification and working norms for Teachers in all schools 6. Mandates curriculum in all schools to be in consonance with

Constitutional Values 7. Mandates a system of evaluation that is free of the oppression of annual

exams 8. Enhances role of PRIs in implementation as well as grievance redressal. 9. Mandates participation of civil society in the management of schools;

makes teachers accountable to parents and the community 10. Democratizes education delivery in the country by mandating 25%

reservation for children from weaker sections in private schools. 11. Protects children from labour, marriage, exploitation, discrimination,

abuse, violence and neglect. 12. Separates agency for implementation of Act (Education Department) from

agency charged with monitoring the implementation of the Act (NCPCR)

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1. Free Elementary Education for ALL children in age group 6-14 years in a neighbourhood school.

What does “free” mean? According to the Act, no financial constraints can “prevent” a child from a enrolling, attending and completing elementary education. In other words, if a child lives in a remote area, providing free transportation (or a residential facility or some other facility) will be part of the child’s entitlement to education; if a child is disabled and needs crutches to walk to school then crutches, or some other facility that enables him to go to school will be part of his entitlement under the Act. What is elementary education? Elementary education is 8 years of education corresponding to classes 1-8. This in most cases includes children between 6-14 years, but in states that start at 5 years and go up to class7, RTE would still extend to class 8. What is a neighbourhood school? The neighbourhood has been given a wide definition in the Model Rules of the Act. Ordinarily it is 1 km walking distance from the habitation of a child at the primary level and 3 km for upper primary level. However, in areas with sparse populations, or those prone to natural disasters or with difficult terrain or civil unrest, this limitation may be changed and transportation or residential facilities provided to children so that their education is not interrupted or disrupted.

2. Compulsory Elementary Education. The word compulsory has implications for the government alone. In other words while it is the DUTY of the parent to send their children to school (Article 15k) it is the OBLIGATION of the government to ensure not just enrolment but attendance and completion of elementary education. This implies that the government

a. Must identify all children that are out of school or dropped out b. Make sure that they are enrolled in school c. Make sure they attend school on a regular basis d. Make sure they complete the elementary cycle of education. e. If parents are reluctant to send their children it is the responsibility of

the government to find a way of convincing the parents, without use of force/ violence/pressure to send their children to school.

3. Age Appropriate Education. a. This means that children will be enrolled in the class that corresponds

to their age. In other words, if a 10 year old has not been to school or dropped out earlier, she will be enrolled in class 5.

b. To enable the 10 year to cope in class 5 “special training” will be provided on the premises to bring the child up to the age appropriate level.

4. Quality Norms for ALL schools. The Act lays out some basic norms for all

schools (government and private):

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a. Pupil- Teacher Ratio (cannot exceed 1:30) b. Minimum days of school functioning in a year (200 and 250 for

primary and Upper Primary, respectively) c. Minimum hours of instruction in school (4 and 5 hours a day for

primary and UP) d. Minimum working hours for the teacher (45 hours a week) e. Separate subject teachers and head-teacher f. One room for every teacher g. Separate and functional toilets; clean and adequate drinking water h. Playground, boundary wall, library, kitchen

5. Qualifications for Teachers.

a. Para Teachers banned b. All teachers must subscribe to minimum qualifications and training

norms laid out by Academic Authority within 5 years. c. Teacher education and Teacher training institutes to be upgraded to

enable fulfillment of quality and qualification norms for teachers.

6. Curriculum in line with Constitution. a. This means that curriculum, syllabus and books must conform to

Constitutional values. It implies that communal and harmful agendas cannot be part of the materials used and taught in ANY school of the country.

b. Syllabus and Books must also take into account age and learning levels of children

7. Evaluation system to be based on principle of Continuous and Comprehensive Evaluation (CCE).

a. No failure till completion of elementary cycle b. Evaluation to be done throughout the year and not be based on an

annual exam. c. Teachers to maintain PUPIL CUMMULATIVE RECORD (PCR) for

every child. d. Evaluation to be on “comprehensive” performance of child, reflecting

all facets, talents of the child and not be based on just a few subject areas. The PCR to include music, theatre, leadership skills, social skills etc., as well.

8. Role of Panchayati Raj Institutions: a. The PRIs have been given a wide range of functions related to the

implementation of the provisions of the RTE, such as identification of out of school children; neighbourhood-wise school mapping; maintenance of child records (child-tracking) public display of

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information; education of children from migrant families; participation in School Management Committees (SMCs)

b. PRIs have also been made responsible for grievance redressal in matters related to violations of the rights of the child under RTE.

9. Participation of Civil Society

a. School Management Committees consisting largely of parents (75%) and of PRIs officials and civil society partners have been given a wide range of functions under the Act, including the preparation of the School Development Plan

b. Teachers have been made accountable to the SMCs.

10. Reservation in Private Schools a. All private schools are required to admit in their incoming class 25%

children from weaker sections and socially disadvantaged groups from their neighbourhood.

b. Limits of definition to be extended if 25% seats are not being filled within the standard limits of neighbourhood.

c. Private schools to be reimbursed for these children by the government at the rate of per learner costs of government schools in the state.

11. Separation of Implementation and Monitoring Agency. a. Implementation responsibilities lie with the education departments in

conjunction with the PRIs b. Monitoring role has been given to the National Commission for

Protection of Child Rights (NCPCR) and the corresponding State Commissions.

c. This separation is very important and a first in the history of such legislations and allows for independent monitoring of the implementation of the Act.

d. NCPCR/ SCPCR have quasi-judicial powers and can function as a civil court. Complaints and grievances can be addressed to them as well.

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Andhra Pradesh Right of Children to Free and Compulsory Education Rules 2010

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Objectives & Interventions of Sarva Shiksha Abhiyan

1) Objectives :

All children in school, Education Guarantee Centre, Alternative School, Back-to-School camp by 2005.

All children complete Five Years of Primary schooling by 2007. All children complete eight years of elementary schooling by 2010. Focus on elementary education of satisfactory quality with emphasis

on education for life. Bridge all gender and social category gaps at primary stage by 2007

and at elementary education level by 2010 and Universal retention by 2010.

2) Interventions :

1) Opening of new Primary Schools. 2) Upgrading EGS / ALS into Primary Schools. 3) Upgrading Primary Schools into Upper Primary Schools. 4) Regular Teachers to New Primary & Upper Primary Schools. 5) Additional Teachers to existing Primary & Upper Primary Schools. 6) Civil Works – Construction of School Buildings, Additional Classrooms, MRC Buildings, Rooms for School complexes, provision of Compound walls, Toilets, Electrification & drinking water facilities. 7) Strengthening of Mandal Resource Centres and School Complexes. 8) Maintenance grant to Schools under Government and Local Bodies with own buildings. 9) Grants – School Grants & Teacher Grants 10) Teaching Learning Equipment to New Primary & upgraded Upper Primary Schools. 11) Training of Teachers. 12) Innovations – Girls Education, Early Childhood Education,

Education of SC & STs, educationally disadvantaged minorities urban deprived children and Computer Education in UP Schools.

13) Research, Evaluation, Supervision & Monitoring. 14) Provision for Children with Special Needs. 15) Training of Community Leaders. 16) Interventions for Out of School Children. 17) Implementation of activities under National Programme for

Education of Girls at Elementary Level (NPEGEL). 18) Operationalization of Kasturba Gandhi Baalika Vidyalayas (KGBVs)

for the education of Girls belonging to SC, ST, BC, Minority and other marginalized groups.

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RASHTRIYA MADHYAMIK SHIKSHA ABHIYAN (RMSA)

Vision

The vision for secondary education is to make good quality education available, accessible and affordable to all young persons in the age group of 14-18years. With this vision in mind, the following is to be achieved:

To provide a secondary school within a reasonable distance of any habitation, which should be 5 Kms for secondary schools and 7-10 Kms for higher secondary schools; Ensure universal access of secondary education by 2017 (GER of 100%), and Universal retention by 2020; and Providing access to secondary education with special references to economically weaker sections of the society, the educationally backward, the girls and the disabled children residing inrural areas and other marginalized categories like SC, ST, OBC and Educationally Backward Minorities (EBM).

Goals and Objectives

The prime goal is universalisation of secondary education. In order to meet the challenge of universalisation of secondary education (USE), there is a need for a paradigm shift in the conceptual design of secondary education. The guiding principles in this regard are: universal access, equality and social justice, relevance and development and structural and curricular aspects. Universalisation of secondary education gives opportunity, to move towards equity. The concept of ‘common school’ will be encouraged. If these values are to be established in the system, all types of schools including unaided private schools will also contribute towards universalisation of secondary education by ensuring adequate enrolments for the children from under privileged society and the children of below poverty line (BPL) families. The goals translate into the following main objectives.

i) To ensure that all secondary schools have physical facilities, staff and supplies

at least according to the prescribed standards through financial support in case of Government/ Local Body and Government aided schools, and appropriate regulatory mechanism in the case of other schools;

ii) To improve access to secondary schooling to all young persons according to norms – through proximate location (say, Secondary Schools within 5 kms, and Higher Secondary Schools within 7-10 kms), efficient and safe transport arrangements/residential facilities, depending on local circumstances including open schooling. However in hilly and difficult areas, these norms can be relaxed. Preferably residential schools may be set up in such areas;

iii) To ensure that no child is deprived of secondary education of satisfactory quality due to gender, socio-economic, disability and other barriers;

iv) To improve quality of secondary education resulting in enhanced intellectual, social and cultural learning;

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v) To ensure that all students pursuing secondary education receive education of good quality; and

vi) Achievement of the above objectives would also, inter-alia, signify substantial progress in the direction of the Common School System.

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D.Ed Course 2014-16 First Year Working Days and Holidays

I year Working Days –220 Minimum First Instructional day ----27th January 2015

Last Instructional day ---17th November 2015 S.No

Month Working Days No. of working

days

Holidays Activities

1. January -2015

27,28,29, 30, 31,

5 Orientation Classes

2. February-2015

2,3,4,5, 6, 7, 9, 10, 11,12,13,16,18,19, 20,21,23,24,25,26,27, 28,

22 1.8,15,22,-Sundays 14-S.Saturday 17-Mahasivaratri

Theory Classes Pre-SEP activities

3. March-2015

2,3,4,5, 7,9, 10, 11,12,13,16,17,18,19, 20, 23, 24, 25,26,27, 30, 31,

22 1,8,15,22,29- Sundays 14- S.Saturday 6—Holi 21-Ugadi 28-Sriramanavami

SEP 1st Spell (10 days) Working with Community Theory Classes

4. April -2015

1, 2,4, 6, 7,8, 9, 10,13,15, 16,17,18, 20, 21,22, 23, 24, 25, 27,28,29, 30,

23 5,12,19,26-Sundays 11-S.Saturday 3-Good Friday 5-Babu Jajivanram Jayanthi 14-Dr.BR Ambedkar Jayanthi

Theory Classes Working with Community Workshop on Art Education 1st Assignment

5. May-2015

1, 2,4,5, 6, 7,8, 11,12,13,14, 15, 16, 18,19, 20, 21,22, 23, 25,26,27,28,29, 30,

25 3,10,17,24,31,-Sundays 9-S.Saturday

Theory Classes

6 June-2015

1, 2,3,4,5, 6, 8, 9, 10, 11,12,15, 16, 17, 18, 19, 20, 22, 23, 24, 25,26,27,29, 30,

25 7,14,21,28-Sundays 13-S.Saturday

Theory Classes Terminal Examinations-I 2nd Assignment

7. July-2015

1, 2,3,4, 6, 7,8, 9, 10, 13,14,15, 16,17, 20, 21,22, 23, 24, 25, 27,28,29, 30, 31

25 5,12,19,26-Sundays 11-S.Saturday 18-Ramzan

Theory Classes (16 days) SEP 3rd Spell (Pri./ECE/Altern.) Working with Community 3rd Assignment

8 August-2015

1, 3,4,5, 6, 7, 10, 11,12,13,14,17,18,19, 20, 21,22, 24, 25,26,27,28,29,31

24 2,9,16,23,30-Sundays 8-S.Saturday 15-Independence day

Theory Classes Working with Community Field Trips Working with Community Field trips

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9. September-2015

1, 2,3,4,7,8, 9, 10, 11,14,15, 16,18,19, 21,22, 23, 25,26, 28, 29, 30

22 6,13,20,27-Sudays 12-S.Saturday 5-Srikrishnastami 17-Vinayaka Chavithi 24-Bakrid

Theory Classes SEP-II (U.P / Altern.) 5th Assignment

10. October-2015

1, 3,5, 6, 7,8, 9,12,13,14, 26,27,28,29, 30, 31

15 4,11,18,25-Sundays 10-S.Saturday 2-Gandhi Jayanthi 20-Durgastami 22-Vijayadasami 24-Moharram Dasara Holidays days 15-24th (to be followed as per GO )

Revision of Syllabus Submission of Records Terminal test – 2 Workshop on Physical & Health Education (Yoga) Presentation on PPT by each trainee

11. November-2015

2,3,4,5, 6, 7, 9, 10,12,13,16, 17

12 1,8,15,- Sundays 14-S.Saturday 11- Deepavali

Revision of Syllabus Final Exams as per Schedule given by the DGE

Total Working Days 220

From 18th November 2015 to 22nd November 2015=Holidays for students after completion of D.Ed First year Class Work. Note: 1. Terminal I&II Exams for 10days and Final Exams 10days.

2. Co-curricular activities such as Seminar, Quiz, English communication etc, need to be conducted every week throughout the year atleast 3 days in a week.

3. Project works in paper I, II, III, IV should be completed during SEP. 4. Out of 220 working days, 200 days are meant for teaching and other activities

and 20 days for Terminal and final examinations. 5. The Principal and staff are prevented from availing summer vacation in order to

regulate the academic year and they are eligible for earned leave as per norms.

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D.Ed Course 2014-16 Second Year Working Days and Holidays II year Working Days –220 Minimum

First Instructional day ----23rd November 2015 Last Instructional day ----6th September- 2016

S. No

Month Working Days No. of Working

days

Holidays Activities

1. November-2015

23, 24, 25,26,27,28, 30,

7 29-Sunday

Theory Classes

2. December-2015

1, 2,3,4,5, 7,8, 9, 10,11,14,15,16,17,18,19, 21,22,23, 26,28,29, 30, 31,

24 6,13,20,27-Sundays 12-S.Saturday 24-Miladun-Nabi 25-Christamas

Visit to the best Available schools Workshops (strategic subject wise) TLM Exhibition Theory Classes

3. January -2016

1,2,4,5,6,7,8,19, 20, 21,22, 23, 25, 27,28,29, 30,

17 3,10,17,24,31-Sundays 9-S.Saturday 14-Bhogi 15-Sankranthi 26-Republic day Pongal Holidays-9-18 (to be followed as per GO )

Demonstration Lessons Micro Teaching Theory Classes 1st Assignment

4. February-2016

1, 2,3,4,5, 6, 8, 9, 10, 11,12, 15, 16,17,18,19, 20, 22, 23, 24, 25,27,29,

23 7,14,21,28-Sundays 13-S.Saturday 26-Mahasivaratri

Teaching Practice on monograde teaching (4 lessons)

3. March-2016

1, 2,3,4,5, 7,8, 9, 10, 11,14,15, 16,17,18,19,21,22, 23, 24,26,28,29, 30, 31,

25 6,13,20,27-Sundays 12-S.Saturday 25-Good Friday

Teaching Practice Theory Classes Demos on Multigrade teaching T.P. on Multigrade teaching 2nd Assignment (3 lessons)

4. April -2016

1, 2,4, 6, 7,11,12,13,16,18,19, 20, 21,22,23,25,26,27,28,29, 30

21 3,10,17,24-Sundays 9-S.Saturday 5-Babu Jajivanram Jayanthi 8-Ugadi 14-Dr.BR Ambedkar Jayanthi 15-Srirama Navami

Field Trips Theory Classes Terminal Examinations-I 3rd Assignment

5. May-2016 2,3,4,5, 6, 7,9, 10, 11,12,13,16,17,18,19, 20, 21,23, 24, 25,26,27,28,30, 31,

25 1,8,15,22,29-Sundays 14-S.Saturday

Theory Classes

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6 June-2016

1, 2,3,4, 6, 7,8, 9, 10,13,14,15,16,17,18,20,21,22,23,24,25,27,28,29, 30,

25 5,12,19,26-Sundays 11—S.Saturday

TLM Exhibition Internship Theory Classes 4th Assignment

7. July-2016 1,2,4,6,7,8,11,12, 13,14,15,16,18,19,20,21,22,23,25,26,27,28,29, 30,

24 3,10,17,24, 31-Sundays 9-S.Saturday 5-Idul Fitar/Ramzan

Internship Theory Classes Terminal Examinations-II 5th Assignment

8 August-2016

1, 2,3,4,5, 6,8, 9, 10,11,12,16,17,18,19,20,22,23,24,25,26,29, 30, 31,

24 7,14,21,28-Sundays 13-S.Saturday 15-Independence day 27-Vinayaka Chavithi

Revision of Syllabus Final Practical Examinations Submission of Records

9. September-2016

1, 2,3,5, 6, 5 4- Sunday

Revision of Syllabus Final Exams As per Schedule Given by the DGE

Total Working Days 220

Note;-Terminal I&II Exams for 10days and Final Exams 10days.

Note: 1. Other curricular activities / programmes such as Seminar, Communication skills / extension Lectures, Quiz etc need to be continued throughout the year.

2. The Principal and staff are prevented from availing summer vacation in order to regulate the academic year and they are eligible for earned leave as per norms.

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