Scheme of Studies and Course Outlines

BEd Secondary

Division of Education
University of Education, Lahore

2017
 Table of Contents

Contents

PROGRAM DESCRIPTION............................................................................................................................... 1
PROGRAM MISSION ...................................................................................................................................... 1
PROGRAM VISION ......................................................................................................................................... 1
PROGRAM OBJECTIVES ................................................................................................................................. 1
PROGRAM OUTCOMES ................................................................................................................................. 2
ENTRY REQUIREMENTS ................................................................................................................................. 2
DURATION OF THE PROGRAM ...................................................................................................................... 2
ASSESSMENT AND EVALUATION................................................................................................................... 2
MEDIUM OF INSTRUCTION AND EXAMINATION .......................................................................................... 2
RESEARCH PROJECT ...................................................................................................................................... 3
DEGREE REQUIREMENTS .............................................................................................................................. 3
CAREER OPPORTUNITIES............................................................................................................................... 3
SCHEME OF STUDIES ..................................................................................................................................... 3
CORE COURSES.......................................................................................................................................... 3
METHODS OF TEACHING COURSES............................................................................................................... 3
Sciences Group.......................................................................................................................................... 4
Arts Group ................................................................................................................................................. 4
SEMESTER BREAKUP ................................................................................................................................. 4
Semester I ............................................................................................................................................. 4
Semester II ............................................................................................................................................ 4
Semester III ........................................................................................................................................... 4
Course Outlines ............................................................................................................................................. 6
 BEd Secondary

PROGRAM DESCRIPTION

The BEd Secondary program is designed to provide initial teacher training to those young
people who wish to join the teaching workforce. The candidates of this program will get an
opportunity to transform themselves into professional secondary school teachers and to also
develop leadership skills. This program will also enable its candidates to develop and propose
solutions to the indigenous problems in the system of education in Pakistan and to cope with
the complex demands of current education policies and procedures. This program will enrich
knowledge, skills, and values in students which are requisite to effective future education
leaders at secondary level in Pakistan.

PROGRAM MISSION

The mission of the program is to produce secondary school classroom teachers having content
excellence, pedagogical competence, commitment and integrity.

PROGRAM VISION

The vision of BEd Secondary program is to prepare future exceptional secondary school
teachers and educational leaders

PROGRAM OBJECTIVES

Through this program, the students will:

1. learn to create learning opportunities for secondary school students
2. learn to create a classroom environment that enable the students to play active role in the
learning process
3. learn to use information and communication technologies to meaningfully engage the
students in the learning process
4. develop their understand regarding various assessment and evaluation techniques
5. learn and apply various theories related to cognition and learning
6. practice teach in real classroom situations and apply various theories of learning
7. develop their understanding of curriculum development and implementation processes
8. develop their understanding of historical, philosophical, social and psychological
foundations of education
9. develop leadership and managerial skills
10. understand current issues faced by the system of education at national and regional level
11. learn about characteristics of a profession
12. learn skills that are required to conduct small scale research activities

1
PROGRAM OUTCOMES

The program outcomes are detailed below. The graduates of this program will be able to
1. create learning opportunities for secondary school students
2. create a classroom environment that enable the students to play active role in the learning
process
3. use information and communication technologies to meaningfully engage the students in
the learning process
4. use various assessment and evaluation techniques to assess students learning outcomes
5. apply various theories related to cognition and learning in real classroom situations
6. practice teach in real classroom situations and apply various theories of learning
7. implement the intended curriculum
8. use knowledge of historical, philosophical, social and psychological foundations of
education while planning and organizing learning sessions
9. use leadership and managerial skills in order to make their schools prominent and effective
places in the society
10. dialogue about the current issues faced by the system of education at national and regional
level and propose solutions
11. demonstrate their professionalism in their professional undertakings
12. conduct small scale research activities to solve their local educational problems

ENTRY REQUIREMENTS

In order to get admission in this program the applicant must have obtained a degree after 16
years of education in a school subject from an HEC recognized institution with minimum 2 nd
division in annual system or CGPA 2 out of 4 in semester system.

DURATION OF THE PROGRAM

The duration of the program is 3 semesters that shall be completed in 1.5 years.

ASSESSMENT AND EVALUATION

For assessment and evaluation the University of Education, Lahore regulations shall be
followed. A copy of the same is available at the University website www.ue.edu.pk

MEDIUM OF INSTRUCTION AND EXAMINATION

The medium of instruction and examination will be English except for languages other than
English Language.

2
RESEARCH PROJECT

Research project is a compulsory requirement for the award of degree BEd Secondary. The
weightage of thesis shall be 3(0, 3) credit hours. The students may be allowed to complete their
research projects in groups of maximum two students.

DEGREE REQUIREMENTS

The BEd Secondary program is comprised of 3 semesters. The students will be awarded the degree on
completion of all the requirements that are mentioned in this document [courses, teaching practice,
thesis, etc] and the requirements mentioned in the assessment and examination regulations of the
University of Education, Lahore.

CAREER OPPORTUNITIES

The holders of this degree would be able to serve as secondary school teachers, head teachers,
education officers and school supervisors in public and private educational organizations.

SCHEME OF STUDIES

CORE COURSES

EDUC2114 Classroom Assessment 3(3+0)

EDUC4111 Contemporary Issues and Trends in Education 3(3+0)
EDUC3147 Curriculum Development 3(3+0)
EDUC3112 Educational Psychology 3(3+0)
EDUC3111 Foundations of Education 3(3+0)
EDUC1112 General Methods of Teaching 3(3+0)
EDUC2112 Instructional and Communication Technology in Education 2(2+0)
EDUC4114 Long Teaching Practice 6(0+6)
EDUC3126 Research Methods in Education 3(3+0)
EDUC4113 Research Project 3(0+3)
EDUC3133 School Management 3(3+0)
EDUC3141 School, Community and Teacher 3(3+0)
EDUC3121 Inclusive Education 3(3+0)
EDUC3145 Guidance and Counseling in Schools 3(3+0)

METHODS OF TEACHING COURSES

The students are required to choose two courses from each of the groups. The courses shall preferably
related to the disciplines (content areas) studied by the students at BS level or one course related to the
discipline (content area) studies at MA/MSc level and one course related to the discipline (content area)
studies at BA/BSc Level
3
Sciences Group

Course Code Course Title Credit Hours

EDUC2111 Teaching of Mathematics 3(3+0)
EDUC2120 Teaching of Physics 3(3+0)
EDUC2121 Teaching of Chemistry 3(3+0)
EDUC2122 Teaching of Biology 3(3+0)
EDUC2123 Teaching of Computer Science 3(3+0)

Arts Group

Course Code Course Title Credit Hours

EDUC1114 Teaching of Urdu 3(3+0)
EDUC2115 Teaching of English 3(3+0)
EDUC3140 Methods of Teaching Islamic Studies 3(3+0)
EDUC2124 Teaching of Pakistan Studies 3(3+0)
EDUC2125 Teaching of Secondary School Computer Science 3(3+0)

SEMESTER BREAKUP

Semester I
Course Code Course Title Credit Hours
EDUC1112 General Methods of Teaching 3(3+0)
EDUC2112 Instructional and Communication Technology in Education 2(2+0)
EDUC2114 Classroom Assessment 3(3+0)
EDUC3111 Foundations of Education 3(3+0)
EDUC3145 Guidance and Counseling in Schools 3(3+0)

Semester II
Course Code Course Title Credit Hours
EDUC3112 Educational Psychology 3(3+0)
EDUC3126 Research Methods in Education 3(3+0)
EDUC3147 Curriculum Development 3(3+0)
EDUC3133 School Management 3(3+0)
1st course of Methods of Teaching 3(3+0)
2nd course of Methods of Teaching 3(3+0)

Semester III
Course Code Course Title Credit Hours
EDUC3141 School, Community and Teacher 3(3+0)
EDUC4111 Contemporary Issues and Trends in Education 3(3+0)

4
EDUC3121 Inclusive Education 3(3+0)
EDUC4113 Research Project 3(0+3)
EDUC4114 Long Teaching Practice 6(0+6)

5
Course Outlines

6
 Course Code Course Title Credit Hours
Teaching of Pakistan Studies 3(3+0)

Course Description

This course will equip prospective teachers with knowledge and skills to teach Pakistan
studies. They will become familiar with the Pakistan studies curriculum and expected student
learning outcomes. Prospective teachers will learn to use a variety of instructional methods
that promote active learning of Pakistan studies including making and using teaching and
learning materials. They will plan Pakistan studies lessons and activities and practice teaching
Pakistan studies with peers.

Learning outcomes

 To understand the basic knowledge and skills to teach Pakistan studies.

 To inculcate the instructions methods to promote active learning
 To develop lesson plan and teach accordingly.
 To use learning aids effectively.

Course Outline

1. Rationale and Importance of teaching Pakistan studies at secondary level

2. Characteristics of an effective Pakistan studies curriculum
3. Goals of Pakistan studies curriculum
4. Learning about past and Present
a. Developing a sense of history
b. Exploring key elements of history
c. The many worlds of history
d. Connecting history education with Elementary Education
5. Methods of teaching Pakistan studies at secondary level
6. Planning for teaching Pakistan studies at secondary level
a. Development of unit plans on the topics in secondary schools curriculum
b. Development of lesson plans on the topics in secondary schools curriculum
c. Microteaching

Recommended Books
MA Khan (2004). Teaching Social Studies in Secondary Schools. Publisher: Commonwealth, New
Delhi
Candy M. Beal (6th edition.) Teaching Social Studies in Middle and Secondary Schools. Publisher:
Prentice Hall
Teaching of Pakistan Studeis, Allama Iqbal Open University (Code 6511)

7
 Course Code Course Title Credit Hours
EDUC2111 Teaching of Mathematics 3(3+0)

Course Description

This course will equip prospective teachers with knowledge and skills to teach math in grades I
through VIII. They will become familiar with the math curriculum and expected student
learning outcomes. Prospective teachers will learn to use a variety of instructional methods
that promote active learning of math, including making and using teaching and learning
materials. They will plan math lessons and activities and practice teaching math with peers.

Learning Outcomes

At the end of the course, the prospective teachers will be able to:

 Describe the nature, history and development of mathematics at elementary

level in Pakistan
 Acquire the skills and competencies required for the teaching of
mathematics at elementary level
 Apply effectively the various methods of teaching mathematics
 know and use techniques and strategies of teaching mathematics at elementary
level
 Make and use teaching aids effectively

Course outline

Unit 01 Introduction
1.1 Nature of mathematics
1.2 Place of mathematics in elementary school curriculum
1.3 Educational value of mathematics
1.4 Use of mathematics in everyday life
1.5 Use in the study of other subjects
1.6 Use of math in different vocations
1.7 Aesthetic I cultural value and mathematics

Unit 02 Methods of Teaching Mathematics:

2.1 Inductive Method
2.2 Deductive Method
2.3 Analytic method
2.4 Synthetic Method

8
 2.5 Heuristic Method
2.6 Project Method
2.7 Problem Solving Method

Unit 03 Techniques of Teaching Mathematics

3.1 Oral work, written work, assigned work, project work
3.2 Discussions/ Group work
3.3 Drill and practice:
Forms of classrooms organization (whole class, large group, small group,
individual work)

Unit 04 Teaching Aids and Mathematics Laboratory

4.1 Importance of teaching aids in mathematics teaching
4.2 Some important modern teaching aids for mathematics including computer
4.3 How to set up a mathematics laboratory in elementary school
4.4 How to use teaching aids and mathematics laboratory
4.5 Use of low cost /no cost materials (from classrooms and
surroundings) for teaching of mathematics
4.6 Child centered Activities in mathematics (educational trips, preparation of
materials etc)

Unit 05 Measuring Achievements in Mathematics

5.1 Preparation of different type of tests in mathematics
5.2 Using tests for diagnostic purpose
5.3 Interpreting test results

Unit 06: Planning Mathematics Learning

6.1 Importance of planning in teaching of mathematics.
6.2 Planning for the full course.
6.3 Scheme of work.
6.4 Lesson planning.
6.5 Qualities of good lesson plan.
6.6 Development of model lesson plans.

Unit 07 History of Mathematics

7.1. Historical review of the development of Mathematics Education.
7.2 Contribution of Muslim Mathematicians.
7.3 Contribution of Hindus and other mathematicians

Unit 08 Contents appropriate to the stage level

9
Recommended Books:

Fauvel, John & Jeremy Gray (1990). The History of Mathematics: A Reader: London: Macmillan
Press Ltd.
Greer, Brian and Gerry Mulhern, (1989). New Directions in Mathematics Education. New York:
Routledge.
Lacombe, Antony. (1985) Mathematical Learning Difficulties in the Secondary School: Pupils’
needs and Teacher’s Role. England: Milton Keynes,
Leon, Burton & Jaworski, Barbara (Editors) (1995).Technology in Mathematics Teaching,
Chartwell.
Orton, Anthony Wain Geoffrey (Editors) (1994), Issues in Teaching of Maths, London: Cassell
Villiers House.

10
 Course Code Course Title Credit Hours
EDUC3140 Methods of Teaching Islamic Studies 2(2+0)

COURSE OBJECTIVES
After completion of this course students will be able to:
 Explain / discus the importance of Islamic beliefs (Islamic Aqaid) as code for practical
life.
 Use lecture method for effective teaching of Islamic studies.
 Explanation/ use various methods of teaching i.e. translation, discussion, Question and
answer, storytelling methods.
 Use the exemplification, project method and Jigsaw techniques.
 Use audio visual aids i.e. charts, computer, Multimedia etc.
 Use other modern methods/ techniques audio, video lecture of scholars.
 Relate the subject of Islamic studies to other subjects.
 Use modern methods of Assessment of Evaluation of Students in Subject of Islamic
Studies.

COURSE CONTENTS
1. Introduction of importance of teaching of Islamic studies.
1.1. Islamic studies as a subject
1.2. Importance of teaching of Islamic studies for Pakistani society
1.3. Nature/ Status of Islamic Studies in Schools

2. Teaching system in Islam

2.1. Foundation of Islamic Education System
2.2. Characteristics of Islamic Education System
2.3. Teaching Strategy in the light of Quran
2.4. Hazrat Muhammad S.W as a Teacher

3. Role of Islamic Studies’ Teacher

3.1. Teacher as mentor
3.2. Teacher s Role model for Students

4. Teaching Methods for teaching of Islamic Studies

4.1. Lecture Method
4.2. Discussion/ Jigsaw
4.3. Translation Method
4.4. Project Method
4.5. Drill and Practice
4.6. Demonstration method
4.7. Story Telling Method
4.8. Text Book
11
5. A.V Aids for Teaching of Islamic Studies
5.1. Projected Aids ( Projector, multimedia, Over head projector
5.2. Non Projected Aids
5.3. Lesson plans

6. Assessment And Evaluation in Islamic Studies

6.1. Meaning and Concept of Assessment and Evaluation
6.2. Types of Evaluation
6.2.1. Formative
6.2.2. Summative
6.3. Test and Examination in Islamic Studies
6.3.1. Subjective
6.3.2. Objective, Short Answer, MCQs, True Fall etc.
6.3.3. Oral and written tests

TEACHING STRATEGIES
 The assignments and projects will be based on the content of course outline.
 Both preparation and presentation of assignments and presentations will be given due weightage in
terms of classroom discussion and assessment.

SUGGESTED READINGS
Sadar uden Islahe, Islam aik Nazar Men,
Dr. Liaqat Ali Khan Niazi, Islam ka Nizam-e- Hayat, Lahore, Sang-e- Mel Publications
Tadrees-e- islamyat B.Ed, Muzamal Ahsan Shaikh , Lahore, Mujeed Book Depo
Dinyaat , Molana Abu Ila Ali Mawdawe

12
 Course Code Course Title Credit Hours
EDUC1114 Teaching of Urdu 3(3+0)

Course Description

Urdu is our national language and taught in Pakistan as a compulsory subject from class one to
intermediate. The subject teaching course includes the teaching of prose, poems and
grammatical concepts which will develop Urdu language skills in a structured, graded
progression.

Specific Objectives of course:

The course will provide the knowledge of:

 To appreciate Urdu as a language

 To make learner aware of how to teach Urdu in an interesting and interactive manners
 To make the content of Urdu language acquisition skills vocabulary, and grammar easily
comprehendible for students
 To analyze the Urdu teaching skills through micro teaching

Course Outline

1) Four skills of a language learning

2) Listening and speaking in Urdu
3) Reading Development in Urdu
4) Writing Development in Urdu
5) Vocabulary manipulation in Urdu
6) Explaining Grammar in Urdu
7) Prose & Poetry teaching
8) Lesson Planning
9) Assessment

‫کتب برائے مطالعہ‬

‫طاہر شادانی‬ )‫سفینہ اردو (قواعداشاء‬
‫ملوی عبدالحق‬ ‫اردو قواعد‬
‫ڈاکٹر فرمان فتح پوری‬ ‫تدریس اردو‬
‫ڈاکٹر سلیم فارانی‬ ‫اردو زبان اور اس کی تعلیم‬

13
 Course Code Course Title Credit Hours
EDUC2115 Teaching of English 3(3+0)

Course Description

This course will equip prospective teachers with knowledge and skills to teach English in
grades I through VIII. They will become familiar with the English curriculum and expected
student learning outcomes. Prospective teachers will learn the use of different language skills
to enhance variety of instructional methods that promote active learning of English, including
making and using teaching and learning materials. They will plan English lessons and activities.

Learning Outcomes

At the end of the course, the prospective teachers are expected to be:

 familiar with the four language skills - Listening, Speaking reading and writing
 identify and prepare activities for developing four skills
 apply modern methods and approaches in teaching of English
 prepare lesson plans of Prose, Poetry, Composition and
 Grammar
 Effective use of audio visual aids.
 measure and evaluate the students’ progress during teaching of English
 as a foreign I second language

Course Outline

Unit 01 Four skills of language learning

1.1. Listening Comprehension Skills
1.1.1 Techniques of developing listening ability
1.1.2. Careful listening habits
1.1.3. Use of Cassette-player for developing listening ability
1.1.4. Using Video-Cassettes for effective listening
1.1.5. Methods of teaching listening
1.1.6. Sub Skills
1.2 Speaking Skills
1.2.1. Favorable classroom environment for speaking
1.2.2. Value of pronunciation and intonation in speaking
1.2.3. Conversation and dialogue
1.2.4. Language games for oral expression
1.2.5. Vocabulary building
14
 1.3 Reading Skills
1.3.1 Importance of silent and loud reading
1.3.2 Methods of teaching Reading
1.3.3. Sub skills
1.4 Writing Skills
1.4.1. Techniques of good handwriting
1.4.2. Importance of spelling in Writing
1.4.3. Creative writing (essays/paragraphs)
1.4.4. Writing letters and invitations to friends
1.4.5. Writing applications

Unit 02 Teaching of English

2.1. Teaching of prose
2.2. Teaching of poems
2.3. Teaching of composition
2.4. Teaching of vocabulary
2.5. Teaching of pronunciation

Unit 03 Methods of teaching English

3.1. Grammar – Translation method
3.2. Direct method
3.3. Audio-lingual approach
3.4. Structural approach
3.5. Communicative approach
3.6. Word building

Unit 04 Teaching of Grammar

4.1. Functional approach towards grammar teaching.

Unit 05 Lesson Planning

5.1. Importance of activities in all kinds of lessons
5.2. Value of different steps in lesson planning.
5.3 New teaching approaches; activity based.
5.4. Planning Structural lessons
5.5. Planning a Prose and Poetry lesson
5.6. Planning a Paragraph, a Story and an Essay
5.7. Planning a Grammar lesson

Unit 06 A.V.Aids in Teaching of English

6.1. Need and importance
6.2. Charts, Models, Pictures, role plays, Flash Cards, Toys and Real Objects
15
 6.3. Radio, Cassette player, Language Laboratory
6.4. Television, VCR, Movies
6.5. Slides, Filmstrip, OHP, multimedia Projector

Unit 07 Assessment
7.1. Construction of Objective type test.
7.2 Construction of subject type test.

Recommended Books

Cook V. (1991). Second Language Learning and Language Teaching, 2nd ed. London, Arnold
Mohammad. T. (1998). Modern Appraoches to the Teaching of English as Second Language,
Lahore: Majeed Book Depot.
nd
Murcia, M.C. (1991), Teaching English as a Second Foreign Language, 2 Ed. New Bury
House: A Division of Harper Collins Publishers.
Rob Nohand (1993). Conversation, London: Oxford University Press.
Sheikh. N. A. (1998). Teaching of English as a Second Language. Lahore: Carvan Book House.

16
 Course Code Course Title Credit Hours
EDUC2114 Classroom Assessment 3(3+0)

Course description

This course emphasizes the link between learning and assessment. During this course,
prospective teachers will develop their knowledge and understanding of formative and
summative learning assessment and how teachers use assessment to inform decisions about
teaching and learning. They will develop a range of practical assessment skills to use in the
classroom with students of different ages, grades and subjects including using questions and
tasks to assess learning, and giving oral and written feedback on student work.

Learning Outcomes

After studying this course, the prospective teachers will be able to:

 Understand the concept and nature of assessment

 Differentiate between standardized and classroom tests
 Integrate objectives with learning assessment
 Develop and analyze test items of different levels
 Understand different alternative classroom assessment techniques
 Interpret test scores and results of different assessment techniques

Course Outline

Unit 01 Concept of Classroom Assessment

1.1 Distinction between assessment, evaluation and measurement
1.2 Purpose of assessment
1.3 Comparison between standardized and classroom assessment
1.4 Individual and group assessment

Unit 02 Achievement Tests

2.1 Definition and Characteristics
2.2 Characteristics of a good achievement test
2.3 General guidelines for test construction (rules, table of specification etc.)
2.4 Types of test items
a) Essay type test items
b) Objective type test

Unit 03 Test Construction

3.1 Defining the learning outcomes

17
 3.2 Preparation of a test items/questions
3.3 Assembly the tests

Unit 04 Test Administration and Analysis

4.3 Administration/conducting the test
4.4 Item analysis and modification

Unit 05 Interpreting Test Scores

5.1 Percentage
5.2 Ordering and ranking
5.3 Frequency distribution
5.4 Pictorial form (graph, polygon, histogram)

Unit 06 Grading and Reporting Results

6.1 Concept of grading – need and importance
6.2 Types of grading
6.3 Reporting results to different stakeholders

Recommended Books

Angelo, T.A. & Cross, P.K. (1993). Classroom Assessment Techniques (2nd ed.). San
Francisco: Jossey-Bass.
Ebel, Robert (2004). Essentials of Educational Measurement. India: Prentice hall.
Freeman, Richard, (2004). Planning and Implementing Assessment. New York: Rout ledge
Flamer.
Kubiszyn, Tom, (2003). Educational testing and Measurement: Classroom Application and
Practice. United States: John Wiley & sons, Inc.
Kumari, Sarita (2005). Education Assessment, Evolution and Remedial. ISHA Books.
Mehnaz Aziz, (2007) Assessing children’s Development through Observation, Children’s Global
net work Pakistan.
Smith, D, (2005). Theory of Educational Measurement. New Delhi: Commonwealth.
Smith, D. (2005). History of Measurement and Evaluation. New Delhi: Commonwealth.
Smith, D., (2005). Methods of Educational Measurement, New Delhi: Commonwealth.
Swain, Sanjaya, (2005). Educational Measurement, Statistics and Guidance. Kalyani
Publications.
Thomas A. and K. Patricia Cross, 1993, Classroom Assessment Techniques: A Handbook for
College Teachers, Second Edition, San Francisco: Jossey-Bass Publishers.

18
 Course Code Course Title Credit Hours
EDUC4111 Contemporary Issues and Trends in Education 3(3+0)

Introduction
Competent teachers are usually knowledgeable in their respective content areas. Being part
of the education system, teachers need to be aware of the contemporary issues and trends in
education. Issues such as population explosion, HIV/AIDS, Gender Development, sustainable
development require a broad based knowledge approach for teacher preparation. Therefore,
a course on contemporary issues and trends in education is considered significant to develop
an insight among teachers.

Objectives

At the end of this course, the students will be able to:

 argue on the positive and negative impact of the information explosion

 explore the gap between madrassah and mainstream education and identify
appropriate government responses
 identify barriers to the achievement of universal literacy and how these may be
removed at the local level
 discuss the gradually reducing gender disparity in education in Pakistan and its likely
consequences
 analyze the relationship between national curriculum structure and career
opportunities
 consider how best environmental awareness can be enhanced through schools
 consider the consequence of the growing privatization of education

Course Outline

1. Education as a Complex Enterprise

1.1. Diversity of aims and approaches in education.
1.2. Variety of philosophical approaches to education.
1.3. Education in different periods and societies

2. Madrassah Education
2.1. Madrassah: origin, aims and objectives
2.2. Role of madrassah in 21st century
2.3. System of education in madrassah
2.4. Madrassah reforms in Pakistan

19
3. Universal Literacy
3.1. Literacy and individual rights
3.2. Factors affecting program for universal literacy: medium of instruction
3.3. Formal and Non formal education: Advantages and disadvantages

4. Gender Disparity
4.1. Concept of gender equality
4.2. Factors affecting the status and role of women
4.3. Steps towards reducing gender disparity.

5. Population Education:
5.1. Concept of Population Education.
5.2. Factors affecting Population Education.
5.3. Impact of Population Growth on National Development.
5.4. Roles and responsibilities of family, school, mosque and community in population education.
5.5. Steps towards population planning and welfare.

6. Environmental Awareness
6.1. Types of pollution
6.2. Causes of pollution
6.3. Environmental education

7. Privatization of Education
7.1. Government resources and multiple demands
7.2. Need of private sector education
7.3. Challenges of quality education

8. Information in Education
8.1. New concept of information explosion
8.2. Expanding learning resources
8.3. Information and communication technology (ICT) literacy
8.4. Technology in education

Recommended Books

Badran, M. (2005). The Gender of Islam, Al-Ahram: Cairo.

Haltak, J. (1990). Investing in the Future, Setting Educational Priorities in the Developing
World, Paris, UNESCO. McGraw-Hill Kogakusha.
Ministry of Education, Curriculum Wing (2010), 13 Modules on Various Core Themes of
Population Education, Islamabad.
20
Pakistan, Govt: (2003). Education for All, Ministry of Education Curriculum Wing Islamabad.
Sylvester, C. (1994). Feminist Theory and International Relation, in Post Modern Era,
Cambridge University Press.
UNESCO, Pakistan (2004). Quality of education in Pakistan, UNESCO Office, Islamabad.
W. H. O. (2005). Emerging Issues in Water and Infections, U.N.O. Publishers, Philadelphia.
Walt, S. (1992). The Renaissance of Security Students, New York. Colombia Press.

21
 Course Code Course Title Credit Hours
EDUC3147 Curriculum Development 3(3+0)

Course Description

This course is intended to orient the prospective teachers about the principle, process and
procedure of curriculum design and development. The participants will be informed about
various foundations on which the curriculum is based, defining and delineating the objectives,
selection of content, its scope and outcomes, teaching strategies, curriculum evaluation,
design of instructional materials. This course will also include various factors that affect the
process of curriculum development and implementation. Students will be provided exposure
to various curriculum development models and theories to enhance their understanding. The
course will be delivered within the context of existing curriculum and the bodies and
procedures adopted for curriculum development process in Pakistan.

Learning Outcomes

At the end of the course, the students will be able to:

 understand the concept of curriculum

 aware about the process of curriculum development in Pakistan
 examine the components of curriculum development
 differentiate between different types of curriculum
 write curriculum objectives in behavioral terms
 state the critical issues, problems and trends in curriculum

Course Outline

1. Introduction to Curriculum
1.1. The definition of Curriculum
1.2. Various forms of Curriculum
1.3. Elements of Curriculum: Objectives, Content selection, Curriculum implementation, evaluation
of curriculum.
1.4. Learning experiences and assessment of students learning

2. Foundations of Curriculum
2.1. Philosophical
2.2. Psychological
2.3. Sociological

22
3. Curriculum: Aims, Goals and Objectives
3.1. Distinction between aims, goals & objectives
3.2. Taxonomies of educational objectives
3.2.1.Cognitive domain
3.2.2.Affective domain
3.2.3.Psychomotor domain
3.2.4.Solo Taxonomy of educational objectives

4. Models of Curriculum
4.1. Tyler Model
4.2. Wheeler Model
4.3. Dynamic Model
4.4. Skel Beck Model

5. Designs of Curriculum
5.1. Subject-based
5.2. Activity-based

6. Process of Curriculum Development in Pakistan

6.1. Curriculum development at elementary and secondary level
6.2. Role of teacher in curriculum development process at various levels

7. Curriculum Change
7.1. Process of Curriculum Change
7.2. Various issues in Curriculum change

Recommended Books:

Beane I.A, Toefer C.F & Alessi S.J (1986). Curriculum Planning & Development. Boston and
Bacon.
Farooq, R.A. (1993). Education system in Pakistan. Islamabad: Asia Society for the Promotion
of Innovation and Reforms in Education.
Kelley A.V (1999). The Curriculum: Theory and Practice. London. Paul Chapman.
McNeil J. D (1990). Curriculum: A Comprehensive Introduction, (4th.ed) Los Angeles: Harper
Collins
th
Murray P. (1993). Curriculum Development & Design, (5 ed),
Sharma R.C (2002). Modern Methods of Curriculum Organization. New Delhi:

23
 Course Code Course Title Credit Hours
EDUC3112 Educational Psychology 3(3+0)

Course Description

The purpose of this course is to develop learner’s insight. Its unique approach helps students
teachers to understand different psychological concepts by encouraging them to examine
their own learning and then showing them how to apply these concepts as teachers. This
course concentrates on core concepts and principles. It gives readers an in-depth
understanding of the central ideas of educational psychology.

Learning Outcomes

By the end of the course students should be able to:

 describe in detail the multidisciplinary nature of educational psychology

 familiarize students with basic theories derived from various discipline which are
related to education
 develop critical thinking about and appreciation of education psychology as
multidisciplinary subject
 familiarize with the concept of test development

Course Outline

1. Introduction to psychology
1.1. Schools of thoughts
1.2. Structuralism
1.3. Functionalism
1.4. Behaviorism
1.5. Nature and function of educational Psychology
1.6. Four way teaching agenda of educational psychology

2. Fundamentals of Human Development

2.1. Overview of Growth and Development
2.2. General nature of growth and Development
2.3. Factors influencing Child Development

3. Learning
3.1. Definition of learning
3.2. Learning theories
3.3. Learning Process
24
4. Information Processing
4.1. What is Memory
4.2. Parts of memory
4.3. What is Forgetting
4.4. Methods to improve memory

5. Intelligence
5.1. Concept of intelligence
5.2. Theories of intelligence
5.3. Individual difference
5.4. Intelligence Testing

6. Measurement and evaluation in educational Psychology

6.1. Test
6.2. Characteristics of Test
6.3. Reliability
6.4. Validity
6.5. Items Analysis

Recommended Books

Ormrod, Jeane, (2010) Educational Psychology: Developing Learners: Pearson

Santrock, John W., (2001) Educational Psychology, USA. Mc-Graw-Hill Anita Woolfolk;
Educational Psychology, USA.

25
 Course Code Course Title Credit Hours
EDUC3111 Foundations of Education 3(3+0)

Course Description
This course enables the students to describe the elements and process of education. The students will
be able to comprehend education in philosophical, psychological, sociological, and economic
perspectives. The course will also enable them to discuss the views of educational thinkers. It will help
students to discuss the educational initiatives from 2002 to date.

Course objectives
After completion of this course, the students will be able to:
 understand and analyze the elements and the process of education
 comprehend the process of education in philosophical, psychological, sociological and economical
perspectives
 discuss the philosophical thoughts of educational thinkers
 discuss the significant educational initiatives from 2002 to date

Course Contents

1 Concept, Types and Process of Education

1.1 Concept of Education – Meaning, Scope and Importance
1.2 Modes of Education – Informal, Formal and Non-formal
1.3 Elements of the Process of Education
1.3.1 Aims and objectives
1.3.2 Curriculum
1.3.3 Pedagogy
1.3.4 Evaluation

2 Philosophical Perspective
2.1 What is philosophy? Explaining Educational Philosophy
2.2 Branches of Philosophy
2.2.1 Metaphysical
2.3 Epistemology
2.3.1 Axiology

3 Educational Philosophies (Assumptions, curriculum, role of teacher and student, classroom

management, and evaluation)
3.1 Perennialism
3.2 Progressivism
3.3 Essentialism
3.4 Reconstructionism

26
4 Psychological Perspective
4.1 Educational Psychology: Concept and meaning
4.2 Role of Psychology in selecting content
4.3 Role of Psychology in Pedagogy

5 Socio-economic Perspective
5.1 Educational Sociology: Concept and meaning
5.2 Sociological Roles in Education (conservative, critical and creative)
5.3 Economic foundations of Education
5.4 Education as investment
5.5 Education and national development: Pakistani perspective

6 Significant Educational Initiatives

6.1 Education Sector Reform
6.2 Current education Policy
6.3 Vision 2025

Teaching and Learning Strategies

 In general, collaborative, and interactive approaches. Discussion/assignments/ presentations,
projects using “learner-centered” methods.
 “Reflective Journals” on each session
 Maintaining course portfolios.

Suggested Readings
Ahmed, K. (1972). Principles of Islamic Education. Lahore: Islamic Publications Ltd.
Canestrari, A. (2009). Foundations of Education. New York: Sage Publications.
Goldblatt, P.F., & Smith, D. (2005). Cases for teacher development. New York: Sage Publications.
Gutek, G. L. (2004). Philosophical and Ideological Voices in Education. Boston: Pearson.
Government of Pakistan, Ministry of Education (2002). Education Sector Reforms Action Plan. Islamabad
Government of Pakistan. (2009). National education policy 2009. Islamabad.
Mangal, S.K. (2012). Advanced Educational Psychology.PHI learning: New Delhi
Ornstein, A.C and Levine, D.U (1995). An Introduction to the Foundations of Education. Boston:
Houghton Mifflin Company.
Semel, S. F. (2010). Foundations of education: The essential texts. USA: Routledge

27
 Course Code Course Title Credit Hours
EDUC1112 General Methods of Teaching 3(3+0)

Course Description

The course will help students to develop teaching competencies and skills. The students will be able to
choose and apply appropriate methods of teaching according to their content areas.

Course objectives

At the completion of the course the student will be able to:

 Describe the importance of the efficient teaching methodology in the overall teaching learning
process.
 Appreciate the characteristics of various methods of teachings.
 Select a suitable method or strategy to make his/her teaching effective in local context.
 Apply various teaching methods and strategies during teaching of their subjects.

Course Contents

1 The Concept and Principles of Teaching

1.1 Concept of teaching
1.2 Features of teaching
1.3 Planning for teaching
1.4 Principles of teaching

2 Teaching Methods/ Strategies and their selection

2.1 Concept of methods, strategies, tactics, and techniques
2.2 Criteria for selection of a method/ strategy
2.3 Selection of Method / technique

3 Methods of Teaching
3.1 Lecture Method
3.2 Text Book Method
3.3 Discussion Method
3.4 Team Teaching
3.5 Demonstration Method
3.6 Project Method
3.7 Activity Method
3.8 Assignment Method
3.9 Problem Solving Method
3.10 Inductive & Deductive Method
3.11 Drill Method
3.12 Socratic Method
28
 3.13 Simulated Teaching
3.14 Programmed Instruction
3.15 Computer Assisted Instruction
3.16 Personalized System of Instruction

4 Lesson Planning
4.1 Introduction to Lesson Planning
4.2 Steps of Lesson Planning
4.3 Types of Lesson Planning
4.4 Evaluation of Lesson Planning
4.5 Instructional objectives in Behavioral Terms (Blooms Taxonomy

5 Planning Instruction In the relevant Content Area

The students will learn to teach different topics in their relevant content area.

Teaching Learning Strategies

 Lecture method followed by discussion and question answer method

 Cooperative learning
 Students are required to prepare and maintain course portfolio
 Assignments and presentations / quizzes based on the content of the course outline and project
using “do-it-yourself” or “learner-centered” methods.

Suggested Readings

Westwood, P. (2008). What teachers need to know about teaching methods, Australia. Camberwell, Vic.
ACER Press

Mukalel,J.C(2003). Creative Approaches to Classroom Teaching, Delhi :Discovery Publishing House

Smith, B.O (1983). Elements of Teaching. Columbia Teacher’s College Press.

29
 Course Code Course Title Credit Hours
EDUC2112 Instructional and Communication Technology in Education 2(2+0)

Course Description

The Principle role of instructional technology is to help improve the overall efficiency of the
teaching learning process. Introduction to instructional technology and its foundations
includes, audio visual aids, computer systems, networks, and multimedia and digital
technology in educational and cooperate training environment.

Learning Outcome

At the end of the course the learners will be able to use instructional technology effectively
at elementary level in an innovative and creative manner

Specific Objectives of course

The course will enable learners to;

 Understand the meaning, concept and importance of instructional technology in

education process
 Know the meaning of learning and appreciate what is effective teaching and learning
by using latest instructional technology
 Select, arrange and use appropriate methods/strategies and material for effective use
of technology
 Develop indigenous materials as instructional aids

Course Outline

1) Concept of instructional and communication technology

2) Role of instructional communication technology in learning
3) Instructional technology and audio visual aids
4) System approach and its application to instructional technology
5) Instructional technology and computer assisted learning
6) Types of media and their uses in learning situation
7) Teaching and assessment strategies

Recommended Books:

Ely, D. (1999). Toward a philosophy of instructional technology: thirty years on. British
Journal of Educational Technology v30 no4 (pp.305-10).
Rowland, G.(1993). "Designing and Instructional Design". Educational technology
30
 research and development (1042-1629), 41 (1), p. 79.
Seels, B. B. & Richey, R. C. (1994). Instructional technology: The definition and
domains of the field. Bloomington, IN: Association for Educational
Communications and Technology.
Smith, P. L. & Ragan, T. J. (2005). Instructional Design. Third edition. Hoboken, NJ:
John Wiley & Sons, Inc.
Solomon, D. L. (2000). Philosophical inquiry in instructional technology: the forgotten
pathway to learning. Paper presented at the Association for Educational
Communications and Technology (AECT) 2000 International Convention (22nd,
Long Beach, CA, February 16-20, 2

Journals/Periodicals:
International journal of instructional technology
Journal of educational technology

31
 Course Code Course Title Credit Hours
EDUC3126 Research Methods in Education 3(3+0)

Course Description

This course is designed for B.Ed honors candidates to prepare them to situate themselves as
researching professionals and at the same time enhance their own professional practice.
Students will engage in a critical analysis of different research work and relate it to their own
context. The units provides students with the opportunity to engage with the research
literature and to establish how different researchers techniques help improve the overall
classroom situation

Specific Objectives

At the end of the course, the learners will be able to

 Discuss the meaning, nature & scope of research in education

 Situate themselves as researching professionals
 Conduct research in different educational settings
 Write research report and present it effectively

Course Outline

1. The Nature of Educational Research

1.1. Definitions of Educational Research
1.2. Scope and importance
1.3. Scientific method
1.4. Research problem and topic
1.5. Characteristics of research problem

2. The Researching professional

2.1. Qualities of a researcher
2.2. Teacher as researcher
2.3. Research ethics

3. Types of Educational Research

3.1. Descriptive Research
3.2. Experimental Research
3.3. Historical Research
3.4. Action Research

4. Techniques of Reviewing Literature

4.1. Primary sources
32
 4.2. Secondary sources

5. Methodology
5.1. Population
5.1. Sampling
5.2. Instrument
5.3. Data collection procedure

6. Data Analysis
6.1. Descriptive
6.2. Inferential

7. Report Writing
7.1. Writing formats & Presentation
7.2. Referencing

Recommended Books:

Best & James (2003) Research in Education

Crtswell, J. W (2009. Research Design”, London: Sage Publications.
Fraenkel, J. & Norman, E. (2005) How to Design and Evaluation Research (8th edition)
L.R. Gay. (2001) Educational Research.

33
 Course Code Course Title Credit Hours
EDUC3133 School Management 3(3+0)

Course Description

This course focuses on developing effective elementary school leaders. The aim of the course
is to make prospective teachers well acquainted with the process of running schools in
effective and efficient manner besides being well versed with the duties and responsibilities
of the head teachers. The course covers knowledge about school management; organization;
function of head teachers, record keeping and school-community relations related matters.

Learning Outcomes

After completing this course prospective teachers will be able to:

 Manage and plan school academic matters effectively

 Manage and plan school budget matters effectively
 Manage and plan students affairs related to co-curricular activities
 Manage library and instructional material related matters
 Manage upward, downward and horizontal communication
 Manage and plan school – community relationship activities.
 Resolve conflicts among different custodians of school community.
 Maintenance and management of school infrastructure and programs.

Course outline:

1. Introduction
1.1. Definition and concept of organization, administration and management
1.2. Importance and impact of effective management
1.3. Elements of management

2. Role of head teacher as manager

2.1. Head teacher and children
2.2. The head teacher and teachers
2.3. Working with parents
2.4. Head teacher and supporting staff

3. Planning the curriculum

3.1. Developing and planning yearly calendar for school activities
3.2. Assigning roles to staff
3.3. .3 Monitoring and supervising curriculum
34
 3.4. Curriculum revision

4. Health, safety and co-curricular activities

4.1. Planning activities to promote health and safety measures
4.2. Planning and aligning co-curricular activities with yearly calendar

5. Management structure
5.1 Management arrangement
5.1. Collective responsibility
5.2. A senior management team
5.3. The deputy heads
5.4. The art of delegation
5.5. Appraisal criteria

6. Communication in schools
6.1. Meetings in school (preparation, conduct and recording the proceedings)
6.2. Establishing a communication network

7. Record keeping in schools

7.1. Attendance record
7.2. Enrollment record
7.3. Examination record
7.4. Financial records
7.5. Maintaining stock registers
7.6. School registers

8. Day to day concerns

8.1. School day activities
8.2. Arranging the classes
8.3. Staffing arrangement
8.4. In time directions to address day needs
8.5. Conflict management

9. School Plant:
9.1. Maintenance of building
9.2. Maintenance of Library
9.3. Maintenance of play ground
9.4. maintenance of horticulture

35
Recommended Books:

Burden, P. (1995) Classroom Management and Discipline. New York: Longman.

Hoy, W.K. & Miskel, G.C (1996) Educational Administration: Theory Research and Practice, (5th
ed.) New York: McGraw Hill Inc.
Lunenburg & Ornstein,(2004) Educational Administration: Concepts and Practices Tony Bush:
Theories of Educational management.
Robbins, S.P. (1996). The Administrative Process. Sydney: Prentice Hall.

36
 Course Code Course Title Credit Hours
EDUC3141 School, Community and Teacher 3(3+0)

Course Description

This course is designed to provide an opportunity to develop awareness about linkage among
school, community and teacher for effective education program. Through this course the
student have an exploration of interaction between teaching and learning within school and
community. The course emphasized that how to experience the social contact with the
community, and how to mobilize community for the development of the school. The course
include a wider issue include culture, gender, special needs, equity and equality and
collaborative working condition within the school and community. This course will provide an
orientation for the process of socialization and social development. It’s also emphasize on
social factors which may affect education. This course have not only a theoretical perspective,
it has some practical aspects as well like community work, health promotion activities, and
promotion of healthy environment.

Learning Outcomes

After completion of the course, the student will be expected to:

 Discuss relation between school and community.

 Know the process of linkage among the school community and teacher for effective
education.
 Identify the social factors affecting education and how it can support the
development of education.
 Know the role of teachers and school in socialization of student and
development of society
 5. Enable prospective teachers to contribute in community work, health promotion
activities and endorsement of healthy environment.

Course Outline

1. Society, Community and Culture

1.1. Definition, Structure and function.
1.2. Individual Status and his/her role in the society
1.3. Social interaction
1.4. Cultural diversity
1.5. Culture and Cultural elements of Pakistani community.
1.6. Role of education in strengthening Pakistani community.

37
2. Group and Group Dynamics.
2.1. Meaning of group
2.2. Group dynamics
2.3. Types of social groups
2.4. Individual behavior and group behavior
2.5. Role of school and teacher in molding individual and group behavior

3. Socialization
3.1. Meaning and aims of socialization
3.2. Agencies of socialization
3.3. Stages of social development
3.4. Role of school in socialization
3.5. Teacher as role model as participating in community and health activities.

4. Social Institutions
4.1. Definition of social institutions
4.2. Types of social institutions
4.2.1. The family
4.2.2. Economic institutions
4.2.3. Religious institutions
4.2.4. Educational institutions
4.2.5. Play and recreational institutions

5. School and Community

5.1. Relationship between school and community
5.2. Effects of school on community
5.3. Effects of community on school
5.4. A critical analysis of effective role of school and teachers in Pakistani community
6. Social Control
6.1. Definition
6.2. Social deviation, peace, harmony and tolerance
6.3. Methods of social control
6.4. Role of community, school and teacher in developing peace, harmony and tolerance

7. Teacher School and Students

7.1. Are teacher born or made?
7.2. Effective and reflective teaching
7.3. Creative and critical teaching
7.4. Teacher Effectiveness
7.4.1. Academic learning time (ALT)
7.4.2. Class room management
38
 7.4.3. Co-curriculum activities
7.4.4. Clarity in academic and non-academic structures
7.4.5. Creating expressive environment in classrooms.
7.4.6. Reflection or productive feedback

8. Technological Change
8.1. Technological change and its impact
8.2. Sources/forces of technological change
8.3. Technology and jobs
8.4. Technology and ethical values
8.5. Utilitarian view of technology

Recommended Books:

Chaudhary, M. Iqbal, Sociology, Aziz Publishers, Lahore: Urdu Bazar.

Hafeez Sabiha, Pakistani Society Volti, R. (2002) Society and technological change (6th ed.)
Worth Publishers.
Mehnaz Aziz, School and Family Partnership, (2007), Children’s Global Network, Pakistan.
Sadker Marya Pollack and David Miller Sadker (2003). Teachers’ School and Society. (6th Ed)
McGraw Hill Book Company New York USA.
Tagga, Abdul Hamid, School, Maashra Owar Ustad. Sarwar, Ghulam Rana, School, Maadrsha
owar Ustad.

39
 Course Code Course Title Credit Hours
EDUC2111 Teaching of Mathematics 3(3+0)

Course Description

This course will equip prospective teachers with knowledge and skills to teach math at
secondary level. They will become familiar with the math curriculum and expected student
learning outcomes. Prospective teachers will learn to use a variety of instructional methods
that promote active learning of math, including making and using teaching and learning
materials. They will plan math lessons and activities and practice teaching math with peers.

Learning Outcomes

At the end of the course, the prospective teachers will be able to:

 Describe the nature, history and development of mathematics at elementary

level in Pakistan
 Acquire the skills and competencies required for the teaching of
mathematics at elementary level
 Apply effectively the various methods of teaching mathematics
 know and use techniques and strategies of teaching mathematics at elementary
level
 Make and use teaching aids effectively

Course outline

Introduction
Nature of mathematics
Place of mathematics in elementary school curriculum
Educational value of mathematics
Use of mathematics in everyday life
Use in the study of other subjects
Use of math in different vocations
Aesthetic I cultural value and mathematics

Methods of Teaching Mathematics:

Inductive Method
Deductive Method
Analytic method
Synthetic Method

40
Heuristic Method
Project Method
Problem Solving Method

Techniques of Teaching Mathematics

Oral work, written work, assigned work, project work
Discussions/ Group work
Drill and practice:
Forms of classrooms organization (whole class, large group, small group, individual work)

Teaching Aids and Mathematics Laboratory

Importance of teaching aids in mathematics teaching
Some important modern teaching aids for mathematics including computer
How to set up a mathematics laboratory in elementary school
How to use teaching aids and mathematics laboratory
Use of low cost /no cost materials
Child centered Activities in mathematics (educational trips, preparation of materials etc)

Measuring Achievements in Mathematics

Preparation of different type of tests in mathematics
Using tests for diagnostic purpose
Interpreting test results

Planning Mathematics Learning

Importance of planning in teaching of mathematics
Planning for the full course
Scheme of work
Lesson planning
Qualities of good lesson plan
Development of model lesson plans

Planning for teaching various topics in secondary school mathematics

Recommended Books:
Greer, Brian and Gerry Mulhern, (1989). New Directions in Mathematics Education. New York:
Routledge.
Lacombe, Antony. (1985) Mathematical Learning Difficulties in the Secondary School: Pupils’
needs and Teacher’s Role. England: Milton Keynes,

41
 Course Code Course Title Credit Hours
Teaching of Physics 3(3+0)

Course Objectives

The course will enable learners to;

1. Understand scientific concepts in the subject of Physics
2. Differentiate between scientific products and scientific processes
3. Understand the underlying principle of Physics education
4. Apply appropriate methods and techniques for effective learning in Physics

Course Outline

1. Nature of Science
1.1 Definition of science
1.2 Science as a process: Scientific Method
1.3 Science as a product: Scientific Knowledge

2. Aims / Objectives Teaching Physics at secondary level

3. Methods of Teaching Physics at secondary level

3.1 Demonstration cum-lecture method
3.2 Discovery method
3.3 Project method
3.4 Other innovative method

4. Approaches of Teaching Physics at secondary level

4.1. Teaching approach
a) Problem solving
b) Inquiry techniques
c) Exploration
d) Observation
e) Experiment
4.2. Teaching Strategies
a) Scope & propose of practical activities
b) Science laboratory
c) Safety measure in laboratory

5. Teaching Aids
5.1 Need & importance of teaching aids
5.2 Types of teaching aids
42
 5.3 Principles of using teaching aids
5.4 Using low cost teaching aids

6. Characteristics of effective teaching

6.1 Characteristics of lesson planning
6.2 Characteristic qualities of science teacher
6.3 Effective questioning

7. Evaluation
7.1 Designing a test
7.2 Administering & scoring a test
7.3 Interpreting test results

Recommended Books:

Lawson, Anton. E. (1995). “Science teaching and development of thinking”. California:

Wadsworth publishing company
Sandra Amos; Richard Boohan (2003). Aspects of Teaching Secondary Science. ISBN
9781134508792

43
 Course Code Course Title Credit Hours
Teaching of Chemistry 3(3+0)

Course Objectives

The course will enable learners to;

1. Understand scientific concepts in the subject of Chemistry
2. Differentiate between scientific products and scientific processes
3. Understand the underlying principle of Chemistry education
4. Apply appropriate methods and techniques for effective learning in Chemistry

Course Outline

1. Nature of Science
1.1 Definition of science
1.2 Science as a process: Scientific Method
1.3 Science as a product: Scientific Knowledge

2. Aims / Objectives Teaching Chemistry at secondary level

3. Methods of Teaching Chemistry at secondary level

3.1 Demonstration cum-lecture method
3.2 Discovery method
3.3 Project method
3.4 Other innovative method

4. Approaches of Teaching Chemistry at secondary level

4.1. Teaching approach
a) Problem solving
b) Inquiry techniques
c) Exploration
d) Observation
e) Experiment
4.2. Teaching Strategies
a) Scope & propose of practical activities
b) Science laboratory
c) Safety measure in laboratory

5. Teaching Aids
5.1 Need & importance of teaching aids
5.2 Types of teaching aids
44
 5.3 Principles of using teaching aids
5.4 Using low cost teaching aids

6. Characteristics of effective teaching

6.1 Characteristics of lesson planning
6.2 Characteristic qualities of science teacher
6.3 Effective questioning

7. Evaluation
7.1 Designing a test
7.2 Administering & scoring a test
7.3 Interpreting test results

Recommended Books:

Keith Taber (2012). Teaching Secondary Chemistry. Hodder Education

Lawson, Anton. E. (1995). “Science teaching and development of thinking”. California:

Wadsworth publishing company
Sandra Amos; Richard Boohan (2003). Aspects of Teaching Secondary Science. ISBN
9781134508792

45
 Course Code Course Title Credit Hours
Teaching of Computer Science 3(3+0)

To be developed later

46
 Course Code Course Title Credit Hours
Teaching of Biology 3(3+0)

Course Objectives

The course will enable learners to;

1. Understand scientific concepts in the subject of Biology
2. Differentiate between scientific products and scientific processes
3. Understand the underlying principle of Biology education
4. Apply appropriate methods and techniques for effective learning in Biology

Course Outline

1. Nature of Science
1.1 Definition of science
1.2 Science as a process: Scientific Method
1.3 Science as a product: Scientific Knowledge

2. Aims / Objectives Teaching Biology at secondary level

3. Methods of Teaching Biology at secondary level

3.1 Demonstration cum-lecture method
3.2 Discovery method
3.3 Project method
3.4 Other innovative method

4. Approaches of Teaching Biology at secondary level

4.1. Teaching approach
a) Problem solving
b) Inquiry techniques
c) Exploration
d) Observation
e) Experiment
4.2. Teaching Strategies
a) Scope & propose of practical activities
b) Science laboratory
c) Safety measure in laboratory

5. Teaching Aids

47
 5.1 Need & importance of teaching aids
5.2 Types of teaching aids
5.3 Principles of using teaching aids
5.4 Using low cost teaching aids

6. Characteristics of effective teaching

6.1 Characteristics of lesson planning
6.2 Characteristic qualities of science teacher
6.3 Effective questioning

7. Evaluation
7.1 Designing a test
7.2 Administering & scoring a test
7.3 Interpreting test results

Recommended Books:

Chris R. Brown (2014). The Effective Teaching of Biology. Taylor and Francis
Lawson, Anton. E. (1995). “Science teaching and development of thinking”. California:
Wadsworth publishing company
Sandra Amos; Richard Boohan (2003). Aspects of Teaching Secondary Science. ISBN
9781134508792

48
 Course Code Course Title Credit Hours
EDUC3121 Inclusive Education 3(3+0)

Objectives
After completing this course, students will be able to:
 Demonstrate an understanding of relevant federal and state legislation, regulation, and
policies that pertain to the development of educational programs for students with
special needs, including major categories of disabilities.
 Discuss the concept of least restrictive alternatives and examine the research and
rationale(s) for inclusive education.
 Demonstrate an understanding of the role and responsibilities of the general educator
in the design of Individual Education Programs (IEP), including identification, referral, IEP
development, and implementation.
 Discuss principles of educational assessment for special populations, including testing
bias, sensitivity to cultural and language factors, and the importance of adaptations for
English Language Learners (ELL).
 Demonstrate an understanding of the characteristics and effective applications of
collaboration, including working with families and paraprofessionals in the design and
implementation of assessment and instructional programs for students with disabilities.
 Analyze classroom and student needs in organizing and planning instruction for special
populations, including the design of accommodations and the use of assistive
technologies.

Contents
1. Introduction to Inclusive Education
2. Perceptions of Disability
3. Assessing Student Needs
4. Individualized Education Plan Procedures
5. Low Incidence Disabilities
6. High Incidence Disabilities
7. Other Students with Special Needs
8. Strategies for Independent Living
9. Classroom strategies for helping learners with exceptional needs
10. Differentiating classroom learning
11. Role of a powerful, meaningful curriculum in differentiating learning
12. Role of the student and the teacher in a differentiated classroom
13. Instructional Adaptations & Modification
14. Evaluating Student Learning
15. Responding to Student Behavior
16. Support services for exceptional learners

49
Suggested Readings
Friend, M., & Bursuck, W. (2005). Including Students with Special Needs: A Practical Guide for
Classroom Teachers (4th ed.). Boston, MA: Allyn & Bacon.
Van Brummelen, H. (2009). “How do we embrace and support diverse learners?”, pp. 205-226
(Chapter 7) in Walking with God in the classroom, 3rd ed. Colorado Springs, CO:
Purposeful Design Publications.
Tomlinson, C. A. & Germundson, A. (2007). Teaching as jazz. Educational Leadership 64 (8), 27-
31.
Carolan, J. & Guinn, A. (2007). Differentiation: Lessons from master teachers. Educational
Leadership 64(5), 44-47.
Tomlinson, C. A. (2008). The goals of differentiation. Educational Leadership 66 (3), 26-30.
Tomlinson, C. A. (2003). Deciding to teach them all. Educational Leadership 61 (2), 6-11.
Cameron, L. (2001). Teaching Languages to Young Learners. Cambridge: Cambridge University
Press (pp.21-35)
Gunawardena, C., Wilson, P., & Nolla, A. (2003). Culture and online education. In M. Moore W.
& Anderson (Eds) Handbook of distance education (pp. 753-775). Mahwah, NJ:
Lawrence Erlbaum.
Jule, A. (2002). Speaking their sex: A study of gender and linguistic space in an ESL Classroom.
TESL Canada Journal, (19)2, 37 - 51.

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Course Code Course Title Credit Hours
EDUC3145 Guidance and Counseling in Schools 3(3+0)

Guidance and Counseling in Schools

Objectives
After completion of the course, the students will:
 develop better adjustment with the environment
 analyze their personal, social, emotional, educational problems rationally and suggest
the solutions
 understand and tolerate criticism
 develop healthy relationship with their family, teachers and classmates
 understand and help others in solving their problems
 do career counseling of the students on the basis of their aptitude and performance

Contents
1 Concept of Guidance
1.1 Meaning and nature of Guidance
1.2 Need for Guidance
1.3 Forms of Guidance (informal , incidental , formal)
1.4 Agencies of Guidance (Home , School , Society)

2 Guidance in Schools
2.1 Role of Guidance in educational uplift
2.2 Functions of Guidance in schools

3 Types of Guidance
3.1 Personal Guidance
3.2 Educational Guidance
3.3 Vocational Guidance

4 Guidance Personnel in Schools

(team work , principal , counselor , teacher , resource person , social
worker , medical officer , psychologist , career master)

5 Seven services of Guidance

5.1 Orientation service
5.2 Individual Inventory service
5.3 General Information service
5.4 Counseling
5.5 Placement service
5.6 Fo0llow up service
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 5.7 Research and Evaluation service

6 Tools and Techniques of Guidance

6.1 Personal Rapport
6.2 Observation
6.3 Interview
6.4 Psychological tests
6.5 Sociometry tests
6.6 Teacher made tests vs. comprehensive and continuous evaluation
6.7 Questionnaire
6.8 Case study and Cumulative Records
6.9 One –to- one Counseling
6.10 Group Counseling

7 Counseling
7.1 Difference between Guidance and Counseling
7.2 Need for Counseling
7.3 Individual and Group Guidance
7.4 Types of Counseling
7.4.1 Directive (counselor – centered Counseling)
7.4.2 Non-directive (client-centered Counseling)
7.4.3 Eclectic Counseling

8 Counseling Personnel in educational institution

(administrator , dean , Counseling officer , liaison officer , teacher , tutor , advisor ,
warden, physical education teacher , librarian , medical staff , parents )

9 Vocational Guidance
9.1 Concept and aims of Vocational Guidance
9.2 Career Development of Young Children

10 New trends in Counseling and Career Planning

11 Effects of Socio-Cultural norms on Guidance and Counseling

Teaching Strategies
i) Lecture method followed by discussion
ii) Cooperative learning
iii) Preparing course portfolios
iv) Assignments and presentations based on the content of the course outline

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Suggested Readings
Arbuckle, D.S. (1961). Guidance and Counseling in the Classroom. Boston: Allyn & Bacaon.
Gibson, R.L. & Mitchell, M.H. (1999). Introduction to Counseling and Guidance (5th Edition).
New Jersey: Prentice Hall
Jones, J.A. (1970). Principles of Guidance (6th Ed). New York: McGraw Hill
Peterson, J. Vincent, Bernard, Nisenhd Z. (2002). Orientation to Counseling (4th Ed). Needham
Heights: Allyan & Bacon
Nayak.A.K (2004) Guidance and Counseling New Delhi. A.P.H Publication Corporation

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