Syllabus for
Bachelor of Education
Academic Year  (2023)

Introduction to the Programme

School of Education is set up as a premier department for teacher training to mould future secondary school teachers. The International Baccalaureate (IB) Educators Certificate (IBEC) in teaching and Learning (DP) offers the IBEC Certificate through the Bachelor of Education and Postgraduate Diploma in International Education. The vision of the department is achieved through the implementation of an innovative curriculum. The curriculum is designed to prepare competent and professional educationists who will be able to perform various roles in the field of education. 

Programme Outcome/Programme Learning Goals/Programme Learning Outcome:

PO2: Professional Excellence: Practical Skills:? Apply content, pedagogical, and technological knowledge during teaching community and service-learning experiences Employability:?Adapt themselves to the changing times as well as global and local contexts

PO3: Personal Integrity:?Internalize personal, academic, and professional integrity

PO4: Inclusiveness:?Employ principles of inclusion and equity of diverse groups in teaching and assessment

PO5: Clarity and Comprehensiveness: Possess clarity of thought and clarity in expression; ably articulate with comprehensiveness Verbal Skills: Articulate clearly in writing and/or in speech

Examinations and Assessments

Students are evaluated for each course on the basis of Written Examination and Continuous Internal Assessment. Each course carries a maximum of 100 marks (except Internship in School-Phase II) and the pattern of evaluation is as follows:

End Semester Exam (ESE) Mid Semester exam (CIA II) Continuous Internal Assessment (CIA)

: 50% : 25% : 25% : 100%

50 marks (2 Hours)

Written Examination

Mid Semester Exam Total 50 marks (2 Hours)

End Semester Exam: 100 marks (3 Hours)

Mid Semester exam marks will be taken for Internal Assessment. 

End Semester exam will be reduced to 50 for deciding the promotion criteria.

Continuous Internal Assessment

CIA-II MSE marks will be reduced to 25 marks. 

CIA-I and CIA-III: Continuous Internal Assessment

Continuous Internal Assessment I

CIA- I will be Written- Group or Individual and Viva or Presentation 

Continuous Internal Assessment III

The following methods may be adopted Multiple choice-based tests, Practical Activity, Presentation/Viva, Group Discussion, Project, Skill-based assignments/activities

Attendance

The Marks distribution for attendance is as follows

95%-100% : 05 marks
90%-94% : 04 marks
85%-89% : 03 marks

80%-84% : 02 marks

76%-79% : 01 mark 

Computer training is offered as a mandatory activity in the first and second semesters. Fifteen hours of computer training is allotted for each semester. It is a complete hands-on activity. The training would be conducted by peer tutors. Exercises will be given after each session for practice. Students will be well equipped in using many Browsers, search engines, educational software, application software’s and teaching and learning need-based software.

The course will enable the preservice teachers to:

• acquire knowledge of computers, their accessories and software
• develop skills in using MS Office and its operations
• develop skills in using MOODLE and other LMS
• acquire knowledge of online courses
• acquire basic skills of web designing
• acquire a working knowledge of basic photo editors and movie makers
• acquire working knowledge and skills of developing lesson plans using application software

Course Description

This training is offered in the first semester of the programme. As there is a need for physical exercise and healthy living of a student-teacher, this training is given in the form of yoga workshops and completing interclass sports and games. Many Yoga sessions will be conducted covering: Introduction, Meaning of Yoga, Ashtanga Yoga (8 stages of Yoga), Types of Yoga, Importance of Yoga Asanas and Pranayama, Techniques and Importance of Meditation in school etc. Various Interclass games like basketball, volleyball and throwball will be conducted. An annual sports day covering track and field events will be conducted. Students will be well equipped for various sports activities and Yoga practices.

Course Objectives

The course will enable the preservice teachers to:

• enable student-teachers to understand the need and importance of Yoga in Education.
• sensitize the student teachers towards physical and mental fitness and its importance.
• introduce the philosophical bases, stages and types of Yoga and to apply in their life.
• introduce meditation and its importance in the classroom.
• practice and enable them to transact in it the educational institutions.
• understand the importance of good posture and common postural deformities among students and provide awareness.

This core course is offered in the first semester of the programme. Drawing from their educational experiences, the course will initiate the preservice teachers to critically think about the meaning, nature, scope, aims and functions of education. While pointing out the various disciplines which make up the field of education, the preservice teachers will be provided with an overview of the discipline of teacher education. They will learn about the role of educators in the local and global contexts. Preservice teachers will begin practicing as lifelong activities, the vital tasks of reflection and effective communication. They will also learn what it means to be a professional teacher: practice professional standards, internalize professional core values and ethics, possess professional knowledge and understanding, demonstrate professional practice and competence, as well as to continuously strive for professional development.

The course will enable the preservice teachers to:

• analyse the meaning, nature, scope, aims and functions of education
• understand that reflection is an ongoing lifelong activity
• effectively communicate
• practice professional standards, internalize professional core values and ethics, possess professional knowledge and understanding, demonstrate professional practice and competence, as well as continuously strive for professional development

This core course is offered in the first semester of the programme. It introduces the students to a variety of theoretical perspectives, principles and philosophies in education. It helps the students acquire knowledge on curriculum designs, development and evaluation. It engages the students in practices of international mindedness and inquiry-based learning.

This core course is offered in the first semester of the programme. The course prepares students to know, understand, and apply evidence-based practices of assessment as teachers. Students will be able to design different types of assessments, including authentic assessments, guided by backward design learning outcomes; provide feedback; analyse and report assessment data with a view to improving teaching and the curriculum. The use of technology is integral to the course.

Course Description

This core course is offered in the first semester of the programme. The course establishes the importance of educational psychology to understand the development of learners—physical, cognitive, social-emotional, and moral. The course will enable the preservice teachers to take appropriate curricular decisions. The course provides preservice teachers with the vocabulary to discuss their academic experiences.

With the focus of the course on topics such as individual differences, intelligence, attention, memory, motivation, the objective of the course is to enable preservice teachers to use these as a basis to effectively plan their lessons for the learners in the class, teach, manage, and assess the students.

Course Objectives

The course will enable the preservice teachers to:

• describe the various developmental characteristics of adolescents
• apply the different views of learning suitably to the contexts
• understand individual learner differences to suitably plan lessons, teach, and assess

This core course is offered in the first semester of the programme. The course will enable preservice teachers to understand that philosophical knowledge has a fundamental role in helping them to systematically reflect and to clarify questions that are important in education, about teaching, learning, curriculum, and assessment. The four branches of philosophy, epistemology, metaphysics, axiology, and logic, speak directly to the preservice teachers about the process of education. Preservice teachers will discover their emerging personal philosophy of teaching via the schools of philosophy. They will articulate their formative personal philosophy of teaching, which would evolve during their educational careers. The philosophies of both Indian and western educational thinkers are expected to influence the preservice teachers and to assist them in refining their personal philosophy of teaching. 

The course will enable the preservice teachers to:

● think with clarity about issues in education

● appreciate the contributions of educational thinkers

● articulate their personal philosophy of teaching

This discipline-specific elective course is offered in the first semester. The course introduces students to the aims and objectives of teaching physical science at local, regional, national, and international schools. It discusses the essential elements of teaching and practice needed to teach physical science in an effective and inspirational manner. It develops the competencies required for a teacher to teach physical science and hones their employability skills.

This discipline-specific course is offered in the first semester of the programme. It introduces students to the principles of teaching and learning English and comprehends the importance and role of English in National and International spheres. It helps in assessing learners’ understanding for and of learning, making connections with TOK, CAS and the extended essay. It develops the linguistic skills, planning and implementation of lesson plans through different approaches.

The objectives course will enable the preservice teachers to:

• illustrate the pedagogical principles underpinning the IBDP programme
• differentiate the role of English in National and International spheres and create opportunities to learn and teach
• research and design appropriate learning activities
• create and experiment with course plans, unit plans and lesson plans and provide meaningful learning opportunities
• demonstrate independent implementation of Approaches to Teaching and learning
• construct meaningful opportunities for content analysis and transaction.
• present effective use of resources in the English classroom.
• discuss and demonstrate professional competencies.
• examine the application of TOK, EE and CAS in teaching and learning English

This discipline-specific elective course is offered in the first semester. The course introduces the students to the aims and objectives of teaching commerce at local, regional, national, and international schools. It discusses the essential elements of teaching and practice needed to teach commerce in an effective and inspirational manner. It develops the competencies required for a teacher to teach commerce and hones their employability skills.

The course will enable the preservice teachers to:

• solve problems of the content of commerce operating at the national and international boards of schooling suitably at the secondary school level
• apply the underpinning principles of teaching and learning in Commerce
• formulate goals and objectives in Teaching and Learning in Commerce
• develop Course outlines, Unit plans, and Lesson Plans
• apply Approaches to Teaching (ATT) and Approaches to Learning (ATL) in everyday teaching of Commerce

This discipline-specific elective course is offered in the first semester. The course introduces the students to the aims and objectives of teaching social science at local, regional, national, and international schools. It discusses the essential elements of teaching and practice needed to teach social science in an effective and inspirational manner. It develops the competencies required for a teacher to teach social science and hones their employability skills.

This discipline-specific elective course is offered in the first semester. The course introduces the students to the aims and objectives of teaching mathematics at local, regional, national, and international schools. It discusses the essential elements of teaching and practice needed to teach mathematics in an effective and inspirational manner. It develops the competencies required for a teacher to teach mathematics and hones their employability skills.

The course will enable the preservice teachers to:

• To solve problems of the content of mathematics operating at the national and international boards of schooling suitably at the secondary school level
• To apply the underpinning principles of teaching and learning mathematics
• To formulate goals and objectives in teaching and learning mathematics
• To develop course outlines, unit plans, and lesson Plans
• To apply Approaches to Teaching (ATT) and Approaches to Learning (ATL) in everyday teaching of Mathematics

 The skill enhancement course expects students to plan and demonstrate:

Creativity: Exploring and extending ideas leading to an original or interpretive product or performance; 

Activity: Physical exertion contributing to a healthy lifestyle.

Service: Collaborative and reciprocal engagement with the community in response to an authentic need.

In this course, students will be mentored and taught the concept and processes of CAS by the CAS mentor. 

The course will enable the preservice teachers to:

• gain knowledge and awareness of their strengths and weakness
• adapt to new challenges
• initiate, plan and execute experiences
• be committed and persevered in completing the experiences
• work collaboratively with peers and community
• engage with issues of local and global importance
• develop ethical competence

Course Description

This skill enhancement course is offered in the second semester. It is designed to enable preservice teachers to facilitate sessions on life skills and personal safety education for primary, elementary and secondary school students.

Course Objectives

The course will enable the preservice teachers to:

·       explain, discuss and transact the necessary skills and information needed to facilitate sessions on life skills and personal safety education

·       analyse the content related to sexuality, emotions and feelings in children and adolescents from social, biological, and psychological perspectives

.    research and formulate policies in an educational setting

This is an ability enhancement compulsory course offered in the second semester. The students will learn the procedural knowledge of writing an extended essay at IBDP and its assessment. Each student will be mentored and guided to have hands-on experiences in analysing and assessing the sample extended essays.

This core course is offered in the second semester.  The course fosters in the students, the School of Education’s Programme Outcome for Research Competence: Apply the knowledge of research in solving social and educational problems. Towards achieving this outcome, the course prepares students to know and understand the fundamental concepts and processes in research methods. Students become familiar with both quantitative and qualitative research methods. Research Ethics is introduced to the students. The course culminates in students writing a manuscript with a view to present at a conference and/or submit to a journal for publication.

The course will enable the preservice teachers to:

·         understand the importance of research in solving educational and social problems

·         begin internalizing the research skills

• make presentations at conferences and publish in journals

This is a core course in the second semester. It will help the students in acquiring knowledge of the concept of inclusive education, diversity in the classrooms, and the skills to teach different kinds of learners. Preservice teachers will develop the skills to understand each learner, the strengths and limitations of learners, and transact curriculum considering the needs and nature of the learners. 

This core course is offered in the second semester. The course has been conceptualized in order to raise critical awareness in the preservice teachers about the gender inequities that exist globally and in India and to critically engage in the discourse on gender socialization, power and knowledge construction. Preservice teachers are introduced to several concepts around gender and feminist theories. While learning about the historical background of social and educational reform movements of the 19th and 20th centuries in India, preservice teachers will also examine gender issues in contemporary Indian curriculum documents and textbooks.

The course envisages teachers as agents of change who would encourage students to reflect on their socialization and critique practices that perpetuate stereotypes and biases. It also intends to enable the preservice teachers to become inclusive in their attitudes, speech, actions, teaching, and assessment of all genders in a nonbinary world.

The course will enable the preservice teachers to:

• differentiate between sex and gender.
• describe with examples the concepts of patriarchy, gender roles, gender stereotypes, gender bias, gendered allocation of power, resources and opportunities, gender discrimination.
• define gender socialization.
• evaluate gender socialization practices via social institutions that perpetuate gender roles, gender discrimination, gender stereotypes, and gender biases.
• explain nonbinary genders.
• evaluate gender representations and reinforcement of gendered images and identities in Indian social institutions-family, religion, caste, education, place of residence, economy and polity.
• describe the contributions of Indian social and educational reformers of the 19th and 20th centuries
• critically examine the constitutional provisions for gender equality, gender issues in the curriculum, the construct of gender in the National Curriculum Framework and the National Education Policy 2020.

This discipline-specific course is offered as an elective in the second semester. This course introduces students to the resources available for teaching and learning physics. It also helps in assessing the learners' understanding through various formative and summative assessment techniques. This course prepares them to become professional physical sciences teachers.

This discipline-specific course is offered in the second semester of the programme. It introduces students to the resources available for teaching and learning English. It helps in assessing learners’ understanding of various formative and summative assessment techniques. This course prepares them to become professionals.

The course will enable the preservice teachers to:

• analyse online resources for teaching and learning English
• select and recommend assessment tools and tasks at various levels of learning
• develop skills of collaboration and demonstrate professional competencies
• demonstrate the skills of design, implementation, interpretation and reflection of different assessments

This course is offered as an elective in the second semester. This course introduces students to the resources available for teaching and learning Social Science. It helps in assessing learners' understanding through various formative and summative assessment techniques. Students explore the local History in a given context and develop research skills and their application in creating an essay. This course prepares them to become professional Social Science teachers.

The course will enable the preservice teachers to:

• acquire knowledge of Social Science content for the age group of 11 to 18 years old
• explore the resources for IB History teaching and learning
• apply formative and summative assessments techniques for grading student’s performance
• reflect upon academic honesty aspects
• develop professional competencies needed of a Social Science teacher practice teaching Social Science at world school/national schools

This course is offered as an elective in the second semester. This course introduces students to the resources available for teaching and learning Mathematics. It helps in assessing learners' understanding through various formative and summative assessment techniques; develops research skills and their application in creating an essay. This course prepares them to become professional Mathematics teachers.

The course will enable the preservice teachers to:

• solve problems of the content of Mathematics operating at the national and international boards of schooling suitable for the age group of 11 to 18 years old.
• explore the resources in teaching Mathematics
• formulate various assessment tools in Mathematics
• organise curricular and extracurricular activities in the learning of Mathematis
• develop skills needed for a competent Mathematics teacher

This course is offered as an elective in the Second semester. This course introduces students to the resources available for teaching Biology. It helps in assessing learners understanding this will enable them to think critically and write extended essays. This course trains them to be a professional Biology teacher.                                                                                 

Learning Objectives                

Students will learn skills in construction, administration and interpretation of a Unit test and in several diverse science community based activities. students learn how to organize Science Club and other co-curricular activities in Biology. students acquire knowledge of Professional competencies of a Biology teacher.                                                                                                      

1)     Demonstrate the mastery of Biology content for secondary school level

2)     Use appropriate resources in teaching Biology

3)     Formulate various assessment strategies in Biology

4) Develop skills needed for a competent Biology teacher

Field experiences for preservice teachers at CHRIST’s School of Education include observation and assisted teaching with opportunities to reflect on the roles and responsibilities of teachers, the structure of the school, the school culture, teaching strategies, assessment practices, feedback system, support system, and digital reporting systems. The School of Education emphasizes reflective practice for its preservice teachers.

The course will enable the preservice teachers to:

• learn the best practices to teach and assess from experienced school mentors
• understand the school culture
• reflect upon their internship experiences

Course Description

In this course, students will be exposed to theatre practices such as drama, street play and mime so that they can make use of these in teaching and learning as teachers. Students will also participate in university-level competitions. A faculty from the performing arts department will train and mentor the students.

Course Objectives

The course will enable the preservice teachers to:

use drama, street play, and mime in teaching and learning

This course will be offered to the second-year students in the two-year BEd Programme, with an opportunity to participate in the 30 hour, two-credit skill-enhancement course on Service-Learning (SL), which consists of 5 hours of classroom engagement and 25 hours of community engagement in the third semester. 

Students will learn about the significance and fundamental characteristics of Service-Learning (S-L), while applying these concepts to community needs in real-time. S-L gives a firsthand opportunity for a student to utilise their academic knowledge and skills. At the same time, the community gets service volunteers to strengthen its disadvantaged groups. Students in the programme work towards creating a positive, sustainable change in the community, while enhancing their education. All placements must be unpaid, non-profit organisations (or working to obtain status) and pre-screened by the Centre for Service-Learning. 

The course will enable the preservice teachers to:

●       understand the significance of the service-learning experiences

• work towards creating a positive, sustainable change in the community

This is a mandatory skill-enhancement in the third semester. Preservice teachers are required to know the vision, mission, and the values of the school, the governance structure, the infrastructure, and their learners’ needs. Teaching interns must consult their mentor teacher; and, also through systematic observations, know the readiness, interests, and the socio-cultural background of their learners and create learner profiles. Using the data and applying the theories from their foundational and pedagogical courses suitably, teaching interns will plan and deliver effective lessons to meet the individual needs of diverse learners. Teaching interns must make concerted efforts to connect university theory classes and practice in K-12 classes. They will deliver the planned lessons using appropriate instructional materials, including improvised and digital aids. They will use appropriate assessments. Most importantly, teaching interns will reflect upon their actions and activities, relate to learnt theories and best practices, and record their in-depth reflections using one or more reflective frameworks.

The internship intends to enable the preservice teachers to:

• develop high levels of teaching competence through supervised teaching experiences.
• be positive role models for their students.
• demonstrate the highest degree of ethical and professional behaviour.
• be reflective practitioners.

This course will help the students acquire knowledge of Educational Management. Students will understand the principles of preparation of school timetable and management of material and human resources. Students will understand the concept of Total Quality Management. Students will also understand the various dimensions of organizational culture and the various styles of leadership followed in educational institutions.

The course will enable the preservice teachers to:

●      describe the princip41les and process of Management.

●      summarize the concept and importance of Time Management.

●      articulate an understanding of Theories of leadership and Management.

- describe the concept of Total Quality Management (TQM) and its application

This course introduces students to the integration of Information and Communication Technology (ICT) in education. Students will learn about the role of ICT in facilitating teaching and learning, and will gain hands-on experience with basic computer skills, educational software, web-based learning (Web2.0, Web3.0). The course will also cover ethical and social issues related to ICT usage in education, as well as emerging technologies and future trends in ICT in education. Through this course, students will develop the knowledge and skills necessary to effectively integrate ICT in their future teaching practice.

The course will enable the preservice teachers to:

●        comprehend the concept of Information and Communication Technology (ICT)/Educational Technology, Web 2.0 Technologies, ICT in school education, and its application to teaching and learning

●        develop hands-on skills in using Digital skill, educational software, and web-based

●        develop the ability to design, develop, and evaluate ICT-based curricula and materials for effective teaching and learning.

●        develop an understanding of emerging technologies in education, such as virtual and augmented reality, and their potential impact on teaching and learning.

●        appraise models of instructional design and enhance the creativity and imagination of the learners

●        explore the ethical and social issues related to ICT usage in education, such as cyberbullying, privacy, and intellectual property rights.

This core course has been conceptualized in order to raise critical awareness in teachers about the contexts of society in which they will teach. They are expected to understand the relationship between education and society, the theoretical perspectives on education in sociology, education as socialization, and the role those other agencies play in the socialization of an individual. Teachers are introduced to several concepts in culture. The cultural construction of class, gender, and ethnic identities in the classroom, curriculum, and other school settings will be emphasized. The topic of Education and Society in India is viewed from the perspectives of historical, social, and economic lenses. The course provides an overview of the landscape of sociology of education in India and sensitizes teachers about their role as agents of social change in their social contexts.

The course will enable the preservice teachers to:
articulate the relation between education and society

• compare and contrast the theoretical perspectives of education in sociology
• explain the role of education and other agencies such as films, print media, electronic media, and social networking sites in the socialization of an individual
• describe with examples the reciprocal relationship between education and: family, economy, politics, religion, social stratification
• develop lessons keeping in mind the cultural construction of class, gender, and ethnic identities in the classroom, curriculum, and other school settings
• apply their understanding of the concepts of social change in education in articulating their role as agents of social change
• analyze the social, historical, and economic aspects of Indian society on education
• create lessons with an overall understanding of the social contexts for learners in India

This core course is offered in the fourth semester. The course creates awareness in preservice teachers about school guidance, curriculum and counselling services, and various types of counselling within the schools. Preservice teachers get professional experiences in understanding the various cases of school counselling, review and develop a framework for guidance and counselling programmes in educational institutions.

This discipline-specific elective course is offered in the fourth semester. This course introduces students to statistics and the application of descriptive and inferential statistics in educational research. It develops the skill of analysing quantitative and qualitative data. The students get hands-on experience in carrying out statistical analysis using open source or licensed software on a computer or laptop.

Course Description

This discipline-specific elective course is offered in the fourth semester. This course introduces students to physical education, health and hygienic education. It develops the skill of analysing the role of nutrition and physical fitness in maintaining good health. The students get hands-on experience with first aid and physical fitness.

 Course Objectives

• describe the importance of physical and health education.
• demonstrate awareness about nutrition and a balanced diet.
• demonstrate awareness about hygiene, fitness, posture and first aid.
• explain the role and importance of organising physical education programs.

Course Description

Research Project is offered as a mandatory activity in the third and fourth semesters. They will put into practice, the theory they learnt in research. All students are required to do a research project on a specified area, which could be empirical or theoretical in nature. Students will undertake a project under the guidance of faculty members. Students are required to submit a report in the form of a research project. Assessment is based on the research work done and the report submitted. The students will plan, execute and report on research conducted on the desired topic, keeping in mind research ethics. Students are encouraged to present papers at seminars or conferences and publish their work.

Course Objectives

• review educational research articles
• critically analyze educational research articles
• conduct action research, quantitative and/or qualitative research
• report on case studies in educational research
• prepare and present papers at seminars