CCSU BEd 2nd Year Syllabus

CCSU BEd 2nd Year Syllabus यहां पर उपलब्ध है। चौधरी चरण सिंह विश्वविद्यालय मेरठ से संबद्ध कालेजों से b.ed कर रहे छात्रों के लिए द्वितीय वर्ष के पाठ्यक्रम में कुल 6 प्रश्न पत्र निर्धारित है। CCSU BEd 2nd Year का प्रत्येक प्रश्न 40 अंक का होता है। पेपर 6 ऑप्शनल है, आपके महाविद्यालय में इस ऑप्शनल पेपर के लिए 6 में से कोई एक प्रश्न पत्र निर्धारित है। प्रत्येक प्रश्नपत्र में कौन से टॉपिक इंपोर्टेंट है यह भी यहां बताया गया है।

PaperPaper Name
1Creating an Inclusive School
2Gender, School and Society
3Knowledge, Language & Curriculum
4Work Education, Gandhiji’s Nai Talim And Community Engagement
5Assessment for Learning
6दिए गए 6 में से कोई एक आपके महाविद्यालय में निर्धारित है –
1. Educational Administration and Management
2. Guidance and Counselling
3. Environment Education
4. Computer Education
5. Health, Physical Education & Yoga
6. Life Style Management
CCSU BEd 2nd Year Syllabus
CCSU BEd 2nd Year Syllabus
CCSU BEd 2nd Year Syllabus

CCSU BEd 2nd Year Syllabus

CCSU BEd 2nd Year Syllabus चौधरी चरण सिंह विश्वविद्यालय मेरठ के b.ed 2 वर्ष के प्रोग्राम में पाठ्यक्रम को NCTE, NCERT, UGC and MHRD आदि के निर्देशों के अनुसार लागू किया गया था। वर्ष 2019 से मेरठ विश्वविद्यालय में b.ed के द्वितीय वर्ष में निर्धारित सभी प्रश्न पत्र के पाठ्यक्रम इस प्रकार हैं-

Creating an Inclusive School

This course deals with understanding of the cultures, policies and practices that need to be addressed in order to create an inclusive school. It is a very important paper of CCSU BEd 1st Year Syllabus

Gender, School and Society

This course deals with meaning and experience of being a boy or a girl across different social groups, regions and time-periods. It also deals with gender inequalities through a variety of institutions such as the family, caste, religion, culture, the media and popular culture, law and the state. It is a very interesting paper of CCSU BEd 1st Year Syllabus.

Knowledge, Language & Curriculum

This course deals with meaning, nature and sources of knowledge, to develop reading for comprehension and writing skills & for curriculum development. It is a very conceptual paper of CCSU BEd 1st Year Syllabus.

Work Education, Gandhiji’s Nai Talim And Community Engagement

This cource deals with Gandhiji’s ideas on Experiential Learning, Nai Talim, Work Education and Community Engagement. This course is included as all-round development of children is best obtained through experiences and Education is effective only when it is transacted through work and craft and not only through books and abstraction.

CCSU BEd Syllabus
CCSU BEd 2nd Year Syllabus

Assessment for Learning

This course intends to lead to an understanding and appreciation of the relevance of assessment the how and why of it, as well as develop necessary competence in envolving appropriate assessment modes in line with learning objectives. It also clarifies the significant shift in emphasis of the terms ‘assessment for learning’ as against ‘assessment of learning’. It is a very interested paper of CCSU BEd 1st Year Syllabus.

Educational Administration and Management

Guidance and Counselling

Environment Education

Syllabus in Detail

Creating an Inclusive School
Unit I – Introduction to Inclusive Education
  • Definition, concept needs and importance of Inclusive education.
  • Historical perspectives on education of children with diverse needs.
  • Difference between Special education, Integrated education and Inclusive education.
  • Policies and Legislations for Inclusive Education and Rehabilitation, Government scheme and provisions.

CCSU BEd 2nd Year Syllabus

Unit II – Children with Diverse Needs
  • Definition and characteristics of children with diverse needs.
  • Sensory (hearing, visual, and physically challenged)
  • Intellectual (gifted, talented, and mentally challenged)
  • Developmental disabilities (autism, cerebral palsy, learning disabilities)
  • Social and emotional problems
  • Scholastic backwardness, under achievement, slow learners
  • Children belonging to other marginal groups.
  • Role of teachers for meeting these diverse needs of learners.
Unit III – Inclusive Education and its Practices
  • Inclusive instructional design and collaborative instruction for inclusion.
  • Differentiating Instruction – peer tutoring and peer-mediated instruction and interventions, co-operative learning and co-operative teaching assignments, self regulated learning.
  • Inclusive instruction strategies at the school level- Remedial help, team teaching, co-teaching, student assistance teams, buddy system, circle of friends, and Parent involvement.
  • E-learning, web-based learning & inclusive education.

CCSU BEd 2nd Year Syllabus

Unit IV – Inclusive Schools
  • Infrastructural facilities for an Inclusive school
  • An ideal inclusive school
  • Role of inclusive school in modern times.
  • Inclusive classroom managements
Unit V – Teacher’s Role in Inclusive Education
  • Qualities of an Inclusive teacher
  • Teacher’s role in shaping Inclusive classroom.
  • Inclusive teacher-educator in facilitating inclusive education.
  • Guidance and counseling for inclusive teachers, students, and principals
  • Training programme for Inclusive teachers.
Gender, School and Society
Unit I – CCSU BEd 2nd Year Syllabus
  • Gender, sex, sexuality, patriarchy, masculirity and feminism in cross cultural Gender Issues :Key Concepts perspectives.
  • Gender bias, gender stereotyping and empowerment.
  • Equity and Equality in relation with caste, class, religion, ethnicity, disability and region.
Unit II – Gender Inequality in the Schools
  • In the structure of knowledge.
  • In the development of curriculum, Gender and hidden curriculum.
  • Gender in text and context (textbooks inter sectionlity with other disciplines, classroom processes including pedagogy).
  • In the classroom.
  • In the management of the school.
  • Teachers as agents of change.
Unit III – Women in Indian Society
  • Situational analysis of women in India society (focus on sex ratio pattern, education, health, work participation violence against women).
  • Women’s access to and participation in formal and non-formal education (gender bias in enrolment, curriculum content, dropouts).
  • Participation of women in planning and decision-making.
  • Human Right and Empowerment of women.

CCSU BEd 2nd Year Syllabus

Unit IV – Theories on Gender and Education: In Indian Context
  • Socialisation theory.
  • Gender difference theory.
  • Structural theory
  • Deconstructive theory.
Unit V – Gender, Sexuality, Sexual Harassment and Abuse
  • Linkage and differences between reproductive rights and sexual rights.
  • Development of sexuality, including primary influences in the lives of children (such as gender, body image, role models)
  • Sites of conflict: social and emotional
  • Understanding the importance of addressing sexual harassment in family, neighborhood and other formal and informal institutions.
  • Agencies perpetuating violence: family, the school, work place, and media (print and electronic)
  • Institutions redressing sexual harassment and abuse.
Knowledge, Language & Curriculum
Unit I – Knowledge
  • Epistemology – meaning, philosophical basic of knowledge according to Indian & Western Philosophy
  • Knowledge-Nature and sources, validity of knowledge
  • Differences between knowledge and skill, Teaching and Training, Knowledge and Information, reason and belief
  • Chronological review on knowledge generation, myth based faith and logical based knowledge, various structures of society and knowledge patterns and their relationship
Unit II – Language and Reading Comprehension
  • Need & Importance
  • Types of reading: skimming & scanning
  • Strategies for effective reading, mechanism for reading, loud reading, silent reading.
  • Schema Theory of reading
Unit III – Developing Writing skills
  • Need & Importance
  • Making – Reading writing connection
  • Process & strategies of writing for children, mechanism of writing. Note Making. Summarising
  • Analysing Children’s writing.

CCSU BEd 2nd Year Syllabus

Unit IV – Curriculum & Development
  • Meaning & concept of curriculum syllabus & units.
  • Curriculum development meaning, concept stages in the process of curriculum Development
Unit V – Determinants of curriculum
  • Philosophical Foundation of curriculum development in view of different schools of philosophy
  • Social & Political forces, Cultures and Cultural roots of curriculum, sociology of curriculum
  • Model of curriculum Development: Hilda Taba’s Model Core Curriculum, Activity Curriculum, Interdisciplinary Curriculum.
  • Tasks and Assignments
  • Analysis of social myths in the light of scientific values and culture.
  • Critical Analysis of the existing curriculum at secondary level.
  • A comparative study of two syllabus – State Government/CBSE/ICSE

CCSU BEd 2nd Year Syllabus

Work Education, Gandhiji’s Nai Talim And Community Engagement
Unit I – Work and Education
  • Meaning and concept of Work-Significance of work and labour
  • Work and livelihood
  • Work with happiness and satisfaction
  • Work Education: Purpose, social, economic and pedagogical values of work and craft education

CCSU BEd 2nd Year Syllabus

Unit II – Gandhiji’s Nai Talim
  • Gandhiji’s ideas on Education – Basic principles of Nai Talim
  • Experiential learning: Meaning and concept

CCSU BEd 2nd Year Syllabus

Unit III – Community Engagement
  • Community Engagement-School, family and community partnership
  • Government programmes for Education and development of literacy
  • Role of School management committees. Teachers and Headmasters for community engagement.
  • Parent Engagement in School matters
  • Contemporary relevance of Nai Talim, Work Education, Experiential learning and NCFTE (2010).
  • Community Engagement as per National Curriculum Framework (2005), RTE (2009)

CCSU BEd 2nd Year Syllabus

Unit IV – Models and approaches of Nai Talim
  • Models: Gandhiji, Tagore, and John Dewey
  • Approaches: Constructivism
  • Paulo Friere’s Critical Pedagogy and Dialogic method
  • Vygotsky,s Social Construction Approach
  • Humanistic approaches for Character-building.
Unit V – Nai Talim and Field Engagement
  • Connecting Knowledge to life from outside the school
  • Nai Talim and Field Engagement: Community services and its impact
  • Best practices: Local production, Waste management, Water harvesting, participating in Agriculture operations in villages.

CCSU BEd 2nd Year Syllabus

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