Ramakrishna Mission
Brahmananda College of Education

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B.Ed. Semester-4

Course-EPC-3 (1.4 EPC3)
CRITICAL UNDERSTANDING OF ICT
Theory : 50      Engagement with the field : 50      Full Marks :100
Units Contents e-Content Links

Unit - 1

( Digital Technology and Socio-economic Context )

 (A) Concepts of information and communication technology; Universal access Vs Digital Divide - issues and initiatives;
(B) Challenges of Integration of ICT in School; Aims and objectives of National Policy on Information and Communication Technology (ICT) in School Education in India; IT@ School Project;
(C) Components and Objectives of National Mission on Education through ICT (NMEICT), Spoken Tutorials, Gyan Darshan, Gyanvani, Sakshat Portal, e Gyan Kosh; Virtual laboratory and Haptic technology.

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Unit - 2

(MS Office)

(A) MS Word

(B) MS Power Point

(C) MS Excel

(D) MS Access
(E) MS Publishing

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Unit - 3

(Internet and Educational Resources)

 (A) Introduction to Internet
(B) E-mail, Search Engines, Info-Savvy Skills; Digital Age Skills, safe surfingmode;
(C) Internet resources for different disciplines like natural sciences, socialsciences, Humanities and Mathematics.
(D) General Introduction to E-learning, Mobile-learning, distance learning,On-line learning,
(E) Virtual University, Wikipedia, Massive Open Online Courses (MOOCs);
(F) Social networking

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Unit - 4

(Techno-Pedagogic Skills)

 (A) Media Message Compatibility
(B) Contiguity of Various Message Forms
(C) Message Credibility & Media Fidelity
(D) Message Currency, Communication Speed & Control
(E) Sender-Message-Medium-Receiver Correspondence

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Engagement with Field / Practicum:
(Any two of the following)

(A) Installation of Operating systems, Windows, installation of essential Software and Utilities;
(B) Projects that may involve the hardware like LCD Projector, digital camera, camcorder, scanner, Printer, interactive white board and software like word processors (MS Word/Libre Office), spread sheet and Slide Presentation (PPT/impress); and/or Creating and using Blogs and Google Groups, Google Docs.
(C) Develop a report on preparing a lesson plan on any topic from your methods while using internet resources. They report should mention the details of navigating, searching, selecting, saving and evaluating the authenticity of the material and also mention how it adds or justify the facts, figures(data), graphics, explanation and logic of the topic.
(D) Teaching with a multimedia e-content developed by the student.

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Course-EPC-4 (1.4 EPC4)
YOGA EDUCACTION: SELF UNDERSTANDING AND DEVELOPMENT
Theory : 50      Engagement with the field : 50      Full Marks :100
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Unit - 1

( Introduction to Yoga and Yogic Practices )

 (A) Yoga: meaning and initiattion
(B) History of development of yoga
(C) Astanga Yoga or raja yoga
(D) The streams of Yoga
(E) The school of Yoga: Raja Yoga and Hatha Yoga
(F) Yogic practices for healthy living

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Unit - 2

(Introduction to Yogic Texts)

(A) Historicity of yoga as a discipline
(B) Classification of yoga and yogic texts
(C) Understanding astanga Yoga of Patanjali
(D) Hatha yogic practices
(E) Meditational processes

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Unit - 3

(Yoga and Health)

 (A) Need of yoga for positive health
(B) Role of mind in positive health as per ancient yogic literature
(C) Concept of health, healing and disease: yogic perspectives
(D) Potential causes of ill health
(E) Yogic principles of healthy living
(F) Integrated approach of yoga for management of health
(G) Stress management through yoga and yogic dietary considerations

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Unit - 4

(Self-concept)

 (A) Meaning and Definition of self-concept
(B) Importance of self-concept
(C) Components of self-concept
(D) Factors influencing self-concept
(E) Development of self-concept
(F) Impact of Positive and negative self-concept

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Unit - 5

(Self-esteem)

 (A) Meaning and concept of self esteem
(B) Importance of self-esteem
(C) Types of self esteem
(D) Strategies for positive behaviour
(E) Keys to Increasing Self-Esteem

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Engagement with Field / Practicum:
(Any one of the following)

(A) General guidelines for performance of the practice of yoga for the beginners
❖ Guidelinrs for the practice of Kriyas
❖ Guidelinrs for the practice of Asanas
❖ Guidelinrs for the practice of Pranayama
❖ Guidelinrs for the practice of Kriya Yoga
❖ Guidelinrs for the practice of Meditation
(B) Select yoga practices for persons of average health for practical yoga
sessions

❖ Supine Position

❖ Prone Position

❖ Sitting Position

❖ Standing
Position

❖ Kaiyas

❖ Mudras

❖ Pranayamas
(C) Inspirational clips finding and understanding the meaning behind that.
(D) Analysing the priority and scheduling priority to minimize the stress.
(E) Designing and applying activities to develop self-esteem.

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Course-VI (1.4.6)
GENDER, SCHOOL AND SOCIETY
Theory : 50      Engagement with the field : 25      Full Marks : 75
Units Contents e-Content Links

Unit - 1

( Gender issues: key concepts )

 (A) Definition of gender.
(B) Difference between gender and sex.
(C) Social construction of gender.
(D) Gender including transgender and third gender, sex, patriarchy.
(E) Gender bias, gender stereotyping, and empowerment
(F) Equity and equality in relation with caste, class, religion, ethnicity, disability and region.

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Unit - 2

(Gender studies: paradigm shifts)

(A) Paradigm shift from women's studies
(B) Historical backdrop: some landmarks on social reform movements of the 19th and 20th centuries with focus on women's experiences of education (with special reference to Raja Rammohan Roy, Pandit Iswar Chandra Vidyasagar, Swami Vivekananda, Rabindranath Tagore and Begam Rokeya).
(C) Commissions and committees on women education and empowerment
(D) Policy initiatives (including current laws) for the recognition of the
concept of transgender and third gender.

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Unit - 3

(Gender, Power and Education)

 (A) Gender Identities and Socialisation Practices in:
➤ Family 
➤ Schools 
➤ Other formal and informal organization.
(B) Schooling of Girls and Women Empowerment

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Unit - 4

(Gender Issues in Curriculum)

 (A) Curriculum and the gender question
(B) Consideration of gender issues in curriculum framework with reference to NCF, 2005: An analysis
(C) Gender and the hidden curriculum
(D) Gender in text and context (textbooks inter-sectionality with other disciplines.
(E) Teacher as an agent of change

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Unit - 5

(Gender, Sexuality, Sexual Harassment and Abuse)

 (A) Development of sexuality, including primary influences in the lives of children (such as gender, body image, role models)
(B) Understanding the importance of addressing sexual harassment in family, neighbourhood and other formal and informal institutions
(C) Agencies perpetuating violence: Family, school, work place and media (print and electronic)
(D) Institutions redressing sexual harassment and abuse.

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Engagement with Field / Practicum:
(Any one of the following)

(A) Visit schools and study the sexual abuse and sexual harassment cases.
(B) Textbook analysis for identifying gender issues, gender biases reflected in it.
(C) To undertake study of sex ratio and analysis of a local community (at least 10 families)
(D) Develop an awareness programme for female infanticide and foeticide, child marriages, dowry. Sexual abuse, work place harassment in terms of drama, street play, poster, documentary, power point presentation.
(E) Prepare presentation on laws related to rape, dowry, re-marriage, divorce, property inheritance, trafficking etc.
(F) Debate on women reservation bill.
(G) Group activities on domestic violence and other personal issues and its remedies.
(H) Visits to institutions like WSRC, dowry prohibition cell, women help line, NGO working for women etc.

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Course-VIII (B) (1.4.8B)
KNOWLEDGE AND CURRICULUM-Part-II
Theory : 50      Engagement with the field : 25      Full Marks : 75
Units Contents e-Content Links

Unit - 1

( Dynamics of Curriculum Development )

 (A) Determinants of curriculum development
(B) Theories of curriculum development
(C) Stage Specific Curriculum—Pre-primary, Primary, Secondary, Higher Secondary
(D) Curriculum reforms in India; National Curriculum Frameworks 2000 and 2005

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Unit - 2

(Relationship between curriculum and syllabi)

(A) Relationship between curriculum framework and syllabi.
(B) Process of translating syllabus into text books.
(C) Representation and non-representation of various social groups in curriculum framing.

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Unit - 3

(Designing curriculum, School Experiences and Evaluation)

 (A) Principles of selecting curriculum content.
(B) Principles of curriculum development, Highlights of NCFTE 2009- stage-specific and subject—specific objectives of curriculum.
(C) Methodology of curriculum transaction.
(D) Curriculum evaluation (formative, summative, Micro and Macro).

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Unit - 4

(Power, Ideology and Curriculum)

 (A) Relationship between powers, structures of Society and knowledge.
(B) Meritocracy versus elitism in curriculum.

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Unit - 5

(Curriculum as process and practice)

 (A) Inculcation of values, disciplines, rules and reproduction of norms in the society.
(B) Necessity and construction of Time-Table
(C) Hidden curriculum and children's resilience.
(D) Critical Analysis of text books, teachers' handbooks, children's literature.

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Engagement with Field / Practicum:
(Any one of the following)

(A) Textbook Analysis (as prescribed in the uniform curriculum of WBUTTEPA)
(B) Visit to SCERT, DIET, Schools to find out the role of different personnel in curriculum development process
(C) Evaluation and preparation of a report of existing WBBSE, WBCHSE, ISCSE, ISC and CBSE curriculum at different level
(D) Construction of time-table of any two classes with justification

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Course-X (1.4.10)
CREATING AN INCLUSIVE SCHOOL
Theory : 50      Engagement with the field : 25      Full Marks : 75
Units Contents e-Content Links

Unit - 1

( Introduction to inclusive Education )

 (A) Concept & history of special education, integrated education and inclusive Education & their relation.
(B) Philosophical, Sociological, Economical & Humanitarian dimensions of inclusive education.
(C) Advantages of inclusive education for the individual and society.
(D) Factors affecting inclusion.

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Unit - 2

(Legal and policy perspectives)

(A) Important international declarations / conventions / proclamations- BMF(1993-2012), recommendations of the Salamanca Statement and Framework of Action (1994), UNCRPD (2006).
(B) National initiatives for inclusive education. National Policy on Education (1968,1986), Education in the National Policy on Disability (2006), RTE Act (2009).
(C) Special role of institutions for the education of children with disabilities—RCI, National Institute of Different Disabilities.

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Unit - 3

(Defining learners with special needs)

 (A) Understanding differently abled learners—concepts, definitions, characteristics, classification, causes and preventive measures of V.I, H.I, SLD, LI.
(B) Preparation for inclusive education—School’s readiness for addressing learner with diverse needs.
(C) Assessment of children with diverse needs (MDPS, BASIC-MR, FACP, VSMS, DDST, UPANAYAN and related others) to know their profile and to develop individualized Education Programme (IEP/ITP)
(D) Identification and overcoming barriers for educational and socia inclusion

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Unit - 4

(Inclusion in operation)

 (A) Classroom management and organizations, curricular adaptations, learning designing and development of suitable TLM.
(B) Pedagogical strategies to respond to individual needs of students: Co-operative learning strategies in the class room, peer tutoring, social learning, buddy system, reflective teaching, multisensory teaching etc.
(C) Technological Advancement and its applications—ICT, Adaptive and Assistive devices, equipments, aids and appliances.

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Unit - 5

(Teacher preparation for inclusive school)

 (A) Problems in inclusion in the real classroom situations; ways for overcoming the problems in inclusions
(B) Review of existing educational programmes offered in secondary school (General and Special School)
(C) Skills and competencies of teachers and teacher educators for secondary education in inclusive settings
(D) Teacher preparation for inclusive education in the light of NCF, 2005 and NCFTE, 2009
(E) Characteristics of inclusive school

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Engagement with Field / Practicum:
(Any one of the following)

(A) Collection of data regarding children with special needs from Municipal records.
(B) Visit to Inclusive Schools and to observe classroom transaction of any one of such school in West Bengal and make a report of the same.
(C) Identifying one/ two pupils with special needs in the primary schools and preparing a profile of these pupils.
(D) Preparation of teaching aids, toys, charts, flash cards for children having any one type of disability (Visit to Resource Room).
(E) Preparation of Learning Design, instruction material for teaching students with disability in inclusive school.
(F) Case Study of one main streamed (Inclusive) student w.r.to
(I) Role of a parent.
(II) Role of a teacher: Special School Teacher, General School Teacher
(III) Role of Counsellor.
(G) Developing list of teaching activities of CWSN in the school.
(H) Visits to different institutions dealing with different disabilities and their classroom observation.

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Course-XI (1.4.11) Optional
ENVIRONMENTAL & POPULATION EDUCATION
Theory : 50      Engagement with the field : 25      Full Marks : 75
Units Contents e-Content Links

Unit - 1

( Concept of population education )

 (A) The characteristics and scope,
(B) Methodology of population education and
(C) Its importance

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Unit - 2

(Concept of environmental education)

(A) Its objectives and importance,
(B) Developing environmental awareness,
(C) Environmental attitude, values & pro-environmental behaviour.

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Unit - 3

(Population education policies)

 (A) Population policy of the government of India (2000),
(B) Implementation programmes, population control,
(C) population dynamics in the context of India,
(D) Population distribution, urbanization and migration.

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Unit - 4

(Sustainable development)

 (A) Concept of sustainable development and education for sustainable development
(B) Agenda 21,
(C) United Nations Decade of education for sustainable development, programmes on environmental management

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Unit - 5

(Issues related to population and environmental education)

 (A) Quality of life,
(B) Sustainable life style,
(C) Ecofeminism,
(D) Empowerment of women,
(E) Environmental and social pollution,
(F) Effect of population explosion on environment,
(G) Adolescent reproductive health.

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Engagement with Field / Practicum:
(Any one of the following)

(A) Visits to polluted sites and preparation of report.
(B) Interviewing people and reporting the inconveniences due to any of the Environmental problems.
(C) To study innovations done by any Organization to improve the Local Environment.
(D) To study the implementation of Environmental Education Programmes
(E) To prepare models and exhibits for general awareness of public regarding environmental hazards.
(F) To prepare a programme for environmental awareness and to conduct the same, with school children.
(G) To visit industries and study alternative strategies of Environmental man- agement.
(H) To prepare a resource material on any of the environmental problems along with a suitable evaluation strategy.
(I) To prepare quizes and games on environmental issues.
(J) To study the contribution of NGOs in improving the environment of the city.

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