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TAMIL NADU TEACHERS EDUCATION UNIVERSITY

(Established under Tamil Nadu Act 33 of 2008)
Chennai – 600 097

Regulations and Syllabus

for the Two-Year B.Ed. Degree Programme
(Semester Pattern Under CBCS)

(With effect from the Academic Year 2021 – 2022)

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TAMILNADU TEACHERS EDUCATION UNIVERSITY

DEGREE OF BACHELOR OF EDUCATION (B.Ed)

(FOR THE TWO YEAR PROGRAMME IN COLLEGES OF EDUCATION
 Note 1: The major objective of the Pedagogic course is to make the student-
teachers to get an overview of the content of the chosen subject and also to get
practiced in classroom teaching at Level –I & Level – II.
Level – I is pertaining to standard VI to VIII and is compulsory for all the student-
teachers to get many-fold experiences in classroom teaching of their pedagogic subject
during the School Internship. The students of Economics, Commerce, Psychology,
Philosophy, Sociology, Political Science, Logic, and Indian Culture should study and
teach the subject Social Sciences, students of Computer Science should study and
teach the subject Mathematics; and students of Home Science should study and teach
the subject Science prescribed in the school curriculum at Level -I.
Level –II is pertaining to standard IX and X for undergraduate qualified student-
teachers and standard XI and XII for post graduate qualified student-teachers. The
student-teachers need to get an overview of their pedagogy subject prescribed in the
school curriculum and also to teach their concerned pedagogic subject at Level –II
during the School Internship.
Note 2: The Enhancing Professional Capacities (EPC) records are to be prepared and
submitted at the time of practical examination. The EPC records are to be prepared
based on the theoretical inputs and practical experiences gained from reading and
reflecting on text, performance in drama and art related to teaching and learning
process, critical understanding and usage of ICT for effective teaching and learning
process, and understanding of the strengths and weaknesses of one’s own self.

Semester-IV
S.No SUB CODE Theory Courses Credits Marks Total
External Internal Marks
2 BD4GS Gender, School and Society 5 70 30 100
2 BD4KC Knowledge and Curriculum 5 70 30 100
3 BD4CI Creating an Inclusive School 5 70 30 100
Yoga, Health and Physical
4 BD4YH 5 70 30 100
Education
Electives (Any One)
BD4E1 1. Values and Peace Education
BD4E2 2. Human Rights Education
BD4E3 3. Community Engagement
5 through Work Education
BD4E4 4. Disaster Management 5 70 30 100
BD4E5 5. Special Education
BD4E6 6. Life Skills Education
Total 25 350 150 500

TNTEU- B.Ed (Regulations) – CBCS - 2021-2022 6

 Tamil Nadu Teachers Education University

jäœehL MÁça® fšéæaš gšfiy¡fHf«

TAMIL NADU TEACHERS EDUCATION UNIVERSITY
(Established under Tamil Nadu Act 33 of 2008)
Chennai – 600 097

SYLLABUS – SEMESTER -IV

B.Ed Degree Programme
(Semester Pattern Under CBCS)

(With effect from the Academic Year 2021 – 2022)

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SEMESTER – IV

Course Code:BD4GS Credits: 5

GENDER, SCHOOL AND SOCIETY

COURSE OBJECTIVES

CO1: Understand the concept of gender roles in society.

CO2: Comprehend the gender identity and socialization process.

CO3: Identify gender roles in textbooks and curriculum.

CO4: Discuss safety of girls and women at school, home and workplace.

CO5: Understand the representation of gender in various mass media.

UNIT- I: GENDER ROLES IN SOCIETY

Gender: Meaning and definition - Difference between gender and sex - Gender roles
in society: family, caste, class, religion, culture, the media and popular culture, law
and the state (film, advertisements, songs, etc) - Reasons for gender inequalities -
Gender-just education outside school settings.

UNIT- II: GENDER IDENTITY AND SOCIALIZATION PROCESS

Gender identity and socialization practices in family, school and organization - Role
of school, peers, teachers, curriculum and textbooks in challenging gender
nequalities or reinforcing gender parity - gender roles and responsibilities assigned in
schools and classrooms – Measurement of gender identity - discrimination of gender
in classroom interactions, rituals and school/ routines - Processes of disciplining
techniques for boys and girls - Analysis of sex-roles stereotype.

UNIT- III GENDER AND SCHOOL CURRICULUM

Representation of gender roles in school textbooks and curricula - Role of schools in

nurturing young people as masculine and feminine selves - Integration of gender roles
in school and curriculum - Gender issues in diverse cultural constraints: Teacher’s
role - Developing positive attitude towards opposite genders in schools - gender bias

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in education - Transgender: providing opportunities for education, employment and

life skills - Developing school curriculum for gender equality.

Unit- IV SAFETY OF GIRLS AND WOMEN

Safety of girls and women at school, home and workplace - : Role of education in
preventing, sexual abuse and violence - Meaning and concept of body objectification -
Combating female body objectification: Role of teachers and parents .

UNIT - V MASS MEDIA AND GENDER

Gender roles in mass media – Gender stereotypes in mass media - gender identity
roles - Positive notions of body and self - Gender in media: magazines, TV shows,
cartoons, movies and advertisements - Gender equality and language use.

SUGGESTED ACTIVITIES

1. Brainstorming session on safety of girls at school, home and workplace.

2. Discussion on the roles of men and women family, caste, class, religion,
culture, the media and popular culture, law and the state.
3. Seminar on reasons for gender inequalities.
4. Students’ seminar on gender stereotypes in mass media.
5. Teacher talk on role of teachers and parents in combating female body
objectification.
TEXT BOOKS

1. Byerly, C. M. (2011). Global report on the status of women in the news media.
Washington DC: International Women’s Media Foundation.
2. Carole Brugeiles & Sylvie Cromer. (2009). Promoting gender equality through
text books. Paris: UNESCO Publications Division.
3. Kosut, Mary. (2012). Encyclopedia of gender in media. New Delhi: Sage
Publications.
4. NCERT. (2006). Gender issues in education. New Delhi: Publications
Division.

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5. Sharma.K.K & Punam Miglani. (2016). Gender, school and society. Patiala:
Twenty first century publications.
6. Srinivastav Gauri,(2012). Gender and Peace in textbooks and schooling
process, New Delhi, Concept Publishing Company Pvt.Ltd.,

SUPPLEMENTARY READING

1. Jayaraman, Chindai (2016). Understanding the schools. Chennai: Vinodh

Publishers.
2. Kata Rousmaiere, Kari Dehli & Ning De Conink Smith. (2013). Disciplince,
moral regulations and schooling: A social history. New York: Routledge.
E-RESOURCES
1. https://www.learningclassesonline.com/2019/08/genderschool-and-society-and-
inclusive-school-book.html
2. https://mangaloreuniversity.ac.in/sites/default/files/2019/Course%20-
%206%20Gender%20School%20&%20Society%20-
%20English%20Version.pdf

COURSE OUTCOME

After completion of this course, the student-teachers will be able to :

CO1: discuss the reasons for gender inequalities

CO2: analyze the gender role and responsibilities in schools

CO3: integrate gender roles in School and curriculum.

CO4: debate on preventive measures of Sexual Abuse and Violence

CO5: explain about the Gender equalities and role of mass media

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OUTCOME MAPPING

PROGRAMME SPECIFIC OUTCOMES

COURSE
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24
OUTCOMES

CO1 *

CO2 * * *

CO3 * *

CO4 * * * *

CO5 *

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SEMESTER – IV

Course Code: BD4KC Credits: 5

KNOWLEDGE AND CURRICULUM

COURSE OBJECTIVES

CO1. Acquire the dimensions of knowledge and validity of knowledge

CO2. Understand the nature and principles of curriculum
CO3. Analyze the Curriculum Design and Organization of knowledge.
CO4. Apply the knowledge on curriculum development and implementation.
CO5. Evaluate the change and innovation of curriculum.

UNIT - I: KNOWLEDGE AND KNOWING

Definition of knowledge and levels of knowledge – Types, kinds, forms and characteristics of
Knowledge- Knowledge dimension – Categories of Knowledge dimensions – Dimensions of
Cognitive Process - Indian and Western theories of knowledge. Theories of validity of
knowledge: Correspondence theory of truth - Utility theory of truth - Semantic theory of truth
and Deflationary theory of truth. - Knowledge in relation to information, belief and truth.

UNIT –II: MEANING, NATURE AND PRINCIPLES OF CURRICULUM

Meaning and definition of Curriculum – Need for Curriculum development - Principles of

Curriculum development – Types of Curricula: Subject-centered Curriculum, Learner-
centered Curriculum, Problem-centered Curriculum and Curriculum Alignment.

UNIT –III : CURRICULUM DESIGN AND ORGANIZATION OF KNOWLEDGE

Definition and Components of Curriculum design – Sources of curriculum design – Design

dimensions: Horizontal and vertical organization – Scope, Integration, and Sequence -
Articulation, Balance and Continuity. Meaning of knowledge organization - Forms of
knowledge included in school education - Basis of knowledge organizations - Agencies
involved in organization of knowledge in schools.

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UNIT-IV: CURRICULUM DEVELOPMENT AND IMPLEMENTATION

Phases of Curriculum Development process – Models of Curriculum Development: Tyler’s

curriculum Inquiry Model, Taba’s Grassroots Rationale Model and Saylor and Alexander’s
Planning process Model. Curriculum Implementation Models: ORC Model and LOC Model.

UNIT –V: CURRICULUM EVALUATION AND CHANGE

Curriculum Evaluation – Concept, definition – Source dimensions and functions of

curriculum evaluation - Approaches to curriculum Evaluation – Need and importance of
Curriculum Evaluation – Evaluation Phases - Tyler’s objective-centered evaluation model –
Robert Stake’s Congruence- Contingency Evaluation Model - Curriculum revision,
Curriculum change and innovation: Types of change - Process of curriculum change strategies
and models for curriculum change and innovation.

SUGGESTED ACTIVITIES

1. Write a report on theories of validity of knowledge.

2. Group discussion on nature and principles of child-centered education.
3. Teacher talk on the Curriculum design and development.
4. Panel discussion on curriculum development process and implementation.
5. Seminar on approaches to curriculum evaluation, change and innovation.

TEXT BOOKS

1. Daniel Tanner, Laurel N. Tanner (1975). Curriculum development theory into

practice. New York: Macmillan Publishing Co., Inc.
2. Dewey, John (1996). The Child and the Curriculum, Chicageo: The
University of Chicago Press.
3. Orestein A.C & Hunkins F.P (1988). Curriculum: Foundations, principles and issues.
New Jersey: Prentice Hall.
4. Saylor, G.J & Alexander, W (1965) Planning curriculum of school. New York: Holt
Richard and Winston.
5. Taba, Hilda. (1962). Curriculum development: Theory and practice, New York:
Harcourt Brace, Jovanvich.

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SUPPLEMENTARY READINGS

1. Arora, G.L. (1984). Reflections on curriculum. New Delhi: NCERT.

2. Chikumbu, T.J & Makamure, R. (2000). Curriculum theory, design and assignment
(Module 13). Canada: The Commonwealth of Learning.
3. Diamond Robert, M. Designing and improving course in higher education: A
Systemic Approach, California: Jossey.
4. Dinn Wahyudin, (2019). Curriculum development and teaching philosophy,
LAMBERT
5. Doll Ronal. C. Curriculumi improvement: Decision making process London:
Allyon and Bacon.

E- RESOURCES

1. www.ncde.go.ug
2. www.wcedcurriculum.westerncap.gov.
3. www.journals.aps.org
4. www.wordlat.org

COURSE OUTCOMES

After completion of this course, the student-teachers will be able to :

CO1: recognize the types, categories of knowledge.

CO2: generalize the Principles of Curriculum Development.

CO3: compare the various Curriculum design and organization of Curriculum.

CO4: determine the various models of Curriculum.

CO5: summarize the Evaluation Phases.

OUTCOME MAPPING

PROGRAMME SPECIFIC OUTCOMES

COURSE
OUTCOMES 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24

CO1 
CO2 * * * *
CO3 *
CO4
CO5 * * * * *

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SEMESTER – IV

Course Code: BD4CI Credits: 5

CREATING AN INCLUSIVE SCHOOL

COURSE OBJECTIVES

CO1: Understand the Historical perspective of inclusive education.

CO2: Enable the students to comprehend the barriers to inclusion
CO3: Develop understanding on building inclusive learning environment for promoting
successful inclusive education
CO4: Understand the need and concept of curriculum adaptation
C05: Develop the skills associated with management of inclusive classrooms

UNIT- I: PERSPECTIVES IN INCLUSIVE EDUCATION

Emergence of Inclusive education in India from the historical perspective – Acts,

policies and programmes - Inclusive education: Concept and Need, Principles of Inclusive
Education and Various Education programmes for CWSN: Special Education, Integrated and
Inclusive Education.

UNIT –II : UNDERSTANDING BARRIERS TO INCLUSIVE EDUCATION

Attitudinal, Systemic and Structural barriers to Inclusion - Ways and means to promoting
successful inclusion, Capacity building among teachers and Stakeholders to inclusive education,
features and benefits of inclusive education.

UNIT -III: BUILDING INCLUSIVE LEARNING ENVIRONMENTS

Strategies to build inclusive learning environment in school and classroom: Accessibility in
relation to disability, Universal Design, Principles of Universal design, Application of Universal
Design in various environment.

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UNIT-IV: CURRICULUM ADAPTATION

Curriculum Adaptations: Definitions, Accommodations and Modifications, Decision-Making
Model for Designing Curricular Adaptation, Various types of Adaptation - Universal design for
learning and Differentiated Instructions, Integration of Universal design for learning and
differentiated instructions - Teaching Strategies for Inclusive Classrooms: Cooperative learning,
Peer tutoring and Co-teaching, Technology for Children with special needs in inclusive
classrooms, Examination concessions and Provisions for children with special needs.

UNIT-V: MANAGEMENT OF INCLUSIVE CLASSROOM

Common issues and Challenges in Management of inclusive classroom: Evidence-based
Classroom Behaviour Management Strategies – Classroom Management, Seating Arrangement,
scheduling, Pace of instruction etc. - Fostering families, Schools and Community Partnerships in
inclusive education, Teachers’ role in inclusion of children with special needs.

SUGGESTED ACTIVITIES

1. As a classroom teacher, what are the adaptations that can do in the curriculum for children
with special needs?
2. Conduct a debate on General and Special Teachers’ role in inclusive education setup.
3. Develop a UDL based lesson plan for primary or secondary level of inclusive learning
environment.
4. Study the impact of RTE’s on challenges in implementing education for children with
disabilities.
5. Visit to Inclusive School/Institution nearby and discuss the need of curriculum adaptation
for Children with disabilities.

TEXT BOOKS

1. United Nations Educational, Scientific and Cultural Organization. The Education For
All Movement.
2. Alur, M. (2002). Education and children with special needs: from segregation to
inclusion, New Delhi: Sage Publications.

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3. Carter, E. W., Cushing, L. S., & Kennedy, C. H. (2009). Peer support strategies:
Improving all students’ social lives and learning. Baltimore: Paul H. Brookes.
4. Clough, P., & Corbett, J. (2000). Theories of inclusive education. London: Paul
Chapman Publishing.
5. De Vroey, A. (2016). Inclusive education, Lecture notes/Power Point Presentation,
International Workshop on Inclusive Education, Short Training Initiative, December
2016, Ranchi, Jharkhand
6. Guha, A. (2016). Curriculum adaptations and types of adaptation, Lecture notes/Power
Point Presentation, International Workshop on Inclusive Education, Short Training
Initiative, December 2016, Ranchi, Jharkhand.
7. Jorgensen, C. M., Mc Sheehan, M., & Sonnenmeier, R. M. (2009). Essential best
practices in inclusive school. Institute o n Disability/UCE, University of New
Hampshire.
8. Kunc, N. (2000). Rediscovering the right to belong. In R. A. Villa & J. Thousand
(Eds.), Restructuring for caring and effective education: Piecing the puzzle
together. Baltimore: Brookes.

SUPPLEMENTARY READINGS

1. Mastropieri, M. A., & Scruggs, T. E. (2006). The inclusive classroom: Strategies

for effective instruction. New Jersery: Prentice-Hall.
2. Ministry of Human Resource Development (MHRD) (2006), Inclusive Education-
Draft Action Plan for Inclusive Education of Children and Youth with Disabilities, New
Delhi: MHRD.
3. Mukhopadhyay, S., & Mani, M. N. G. (2002). Education of children with special
needs, in Govinda, R. (2002) (Ed) India Education Report. New Delhi: Oxford
University Press.
4. Peterson, M., & Hittie, M. (2009). Inclusive teaching: The journey towards
creating effective schools for all learners. New Jersery: Merrill.
5. Rao, Indumathi & Pramod, Sharada. (2010). A Self help Text book on Inclusive
Education.
6. Rashtriya Madhyamik Shiksha Abhiyan (Integrated) | Government of mhrd.gov.in ›

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School Education.
7. Report on Integration of Culture Education in the School Curriculum (2005). CABE,
MHRD, GOI. Retrieved fromhttp://mhrd.gov.in/sites/upload_files/mhrd/
files/document-reports/Culture.pdf
8. Sharma Prem Lata et.al. (2012) ‘Inclusive education: What, why and how’, RIE
(NCERT) Mysore, A.G. Suvratheendra Vani Press.
9. UNESCO (1994). The Salamanca statement and framework for action on
special needs education. UNESCO, Paris.
10. Villa, R. A., & Thousand, J. S. (2005). Creating an inclusive school. Alexandria:
Association for Supervision and Curriculum Development (ASCD).
11. Wade, S. E. (2000). Inclusive education: A casebook and readings for prospective
and practicing teachers. New Jersery: Lawrence Erlbaum Associates.

E-RESOURCES

1. https://www.slideshare.net/HighBloodPressureH/accessible-environment-for-the-
persons-with-disabilities

COURSE OUTCOMES

After completion of this course, the student-teachers will be able to :

CO1: Explain Various Education programmes for CWSN.

CO2: Analyse the different Barriers to Inclusive Education.

CO3: Examines the strategies to build inclusive learning environment in School.

CO4: Demonstrates the importance of curriculum adaptation.

CO5: Interprets the common issues and challenges in management of inclusive classroom.

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OUTCOME MAPPING

PROGRAMME SPECIFIC OUTCOMES

COURSE
OUTCOMES
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24

CO1 * *
CO2 * * *
CO3 * *
CO4 * * *
CO5 * * * * *

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SEMESTER – IV
Course Code: BD4YH Credits: 5

YOGA, HEALTH AND PHYSICAL EDUCATION

COURSE OBJECTIVES
CO1: Understand the concepts of Yoga and Asanas

CO2: Gain knowledge about health and safety education.

CO3: Know about the communicable diseases, life style disorders and nutrition

CO4: Understand about physical education, exercise and effect

CO5: Acquire skills to organise and conduct sports in schools

UNIT- I: YOGA AND ASANAS

Meaning and concept of yoga – Aims and objectives - Eight limbs of yoga -
Guidelines for practicing yoga - Benefits of yoga – Physiological, psychological,
therapeutic and physical- meaning and classification of asana: standing, balancing,
sitting, twisting, lying asanas, meditative, relaxation and therapeutic asanas - surya
namaskar: meaning, twelve stages of surya namaskar and nenefits.

UNIT - II: HEALTH AND SAFETY EDUCATION

Health Education: Meaning - aims, objectives and scope - Methods of imparting

health education in schools – health instruction, services, supervision – First Aid:
Meaning, principles, need and importance, scope and qualities of first- aid safety in
the school as the part of that school health programme instructional –Safety at home:
Building –floorings maintenance of surface etc., electricity, wells, drugs, poisons
storage, inflammable- storage, use precautionary methods. Safety in the play field,
play area, equipment’s safety aids in games and sports.

UNIT – III: COMMUNICABLE DISEASES, LIFE STYLE DISORDER AND

NUTRITION

Communicable diseases: Meaning – Types: COVID, malaria, typhoid, tuberculosis,

Cholera, diarrhoea and AIDS – Causes, symptoms risk factors and management - life

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style disorder – Diabetes, Hyper Tension, Heart Attack, Obesity and Ulcer-Causes,
symptoms and management. Nutrition: Definition, importance - Food and Nutrition –
Base Nutrition – Nutrients –foods- food groups –Food values- Recommended dietary
allowances- Balanced Diet- food pyramid, - Energy: proteins, fats, carbohydrate,
vitamins, minerals and water- Function, sources.

UNIT – IV: PHYSICAL EDUCATION AND PHYSICAL EXERCISE

Concept and meaning, definition - aims and objectives of physical education - Scope,
Need and importance of physical education - physical fitness: meaning, definition,
health related components of Physical fitness: Muscular strength, muscular
Endurance, flexibility, cardio respiratory endurance and body composition, benefits of
physical fitness. Need and Importance of Physical Aerobics and Anaerobic Exercise -
Effects of exercise on the various systems – muscular, circulatory, digestive, nervous
and respiratory systems.

UNIT – V: ORGANISING COMPETITIONS

Intramural and extramural competitions: Meaning, definition - organising and

conducting - sports meet – types: Standard, non-standard, organising and conducting
tournaments: Single league and single knock out– Preparation and drawing fixtures,
merits and demerits.

SUGGESTED ACTIVITIES

1. Teacher talk on the concept of Yoga.

2. Group discussion on health services in schools.
3. Talk by expert / Doctor on preventive measures of communicable diseases.
4. Demonstration by Physical director on different type of Aerobics and Anaerobic
exercise and practice by the student.
5. Prepare a report by visiting a school and interacting with the Physical director
about the use of Physical exercise.

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TEXT BOOKS

1. Gupta D.K. (2005), Health education for children, New Delhi; KheelSahitya
Kendra.
2. Jothi. K. (2021), Nutrition and weight management. International Sushisen
publication, Trichy.
3. Jothi. K., (2013), Health, diet and fitness, New Delhi- Sports Publication,
4. Nagendra, H.R. and Nagaratna, R. (2008). Yoga Prcatices. Bangalure: Swami
Vivekananda Yoga Prakashana,
5. Pandit Lakshmi Doss. (2002) Yogasana for everybody. Chennai: Balaji
Publications.
SUPPLEMENTARY READINGS

1. Gore,M.M., ( 2007), Anatomy and Physiology of Yogic Practicies. New Delhi

Motlal Banaras Dass.
2. Swami Satyananda. (1999). Four Chapters on Freedom. Commentary on Yoga
Sutras of Patanjali Saraswathi. Munger:Bihar school of Yoga.
3. Thomas.J. P. (1967). Physical Education Lesson. Chennai: Gnanodaya Press.
4. Venugopal, B and Ranganayaki. (2010). Yoga and Yoga Practice., Hyderabad;
Neelkamal Publications.
5. Yoga Education (Bachelor of Education B.Ed). (2015). National Council for
Teacher Education, New Delhi: St. Josheph Press.
E-RESOURCES

1. http://www.tutorvista.com/content/biology/biology-i/food-
tritionhealth/classification-food.php.
2. http://www.redcross.ca/training-and-certification/first-aid-tips-andresources-
/first-aid-tips/Kit-contents.
3. http://www.glopalhealth.gov/global-health-topics/communicable - diseases.

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COURES OUTCOMES

After completion of this course, the student-teachers will be able to :

CO1: Apply the aims and objective of yoga in real life situation.

CO2: Analyse the scope of health education and methods of import health education
in schools.

CO3: Infer ideas about the different cause and symptoms of different communicable
diseases.

CO4: Analyse the scope, need and importance of physical education.

CO5: Distinguish between intramural and extramural competitions

OUTCOME MAPPING

PROGRAMME SPECIFIC OUTCOMES

COURSE
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24
OUTCOMES
CO1  * * *
CO2 * ***
CO3 * * *
CO4 *
CO5 *

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SEMESTER – IV

Course Code: BD4E1 Credits: 5

Elective Paper
` VALUES AND PEACE EDUCATION

COURSE OBJECTIVES

CO1: Understand the concept of Value education.

CO2: Explain the methods of fostering values.

CO3: Understand the concept of Peace Education.

CO4: Discuss the ways of promoting culture of peace.

CO5: Identify and apply the practices for value inculcation and clarification.

UNIT- I: VALUES EDUCATION

Values: Meaning and definitions – Aims of Value education – Types of values – Need and
importance of Value education – Sources of Values- Values of development: periods of
development – Kohlberg’s stages of moral development –– Socio-cultural traditions, religion
and constitution- Value education in school curriculum.

UNIT- II: FOSTERING VALUES

Development of Values: Attitudes and personal qualities – Core values – ways of fostering
values in children - Role of parents, Teachers, Society, Peer Groups, Religion, Government,
Mass Media and Voluntary Organisation – Rath’s process of valuing: Storytelling,
Dramatization and Clarification – Family Values – Character Education.

UNIT- III: PEACE EDUCATION

Peace Education: Meaning and Definition, Concepts, Aims and Objectives of Peace
Education- at different levels of education – Importance of Peace Education in the present
scenario – Peace education as conflict resolution training – Democracy education – Human
rights education.

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UNIT- IV: PROMOTING CULTURE OF PEACE

Meaning of culture of peace and non-violence – conflict prevention and resolution –

Fostering culture of peace through education – Promoting inner peace, understanding,
tolerance, solidarity – Education for non-violence – UNESCO culture of peace programmes –
International peace and security.

UNIT- V: APPROACHES AND STRATEGIES

Approaches to Value development – Value inculcation, analysis and clarification –

Strategies: Curricular and Co-curricular activities – Field trips, Club activities – whole school
approach – pedagogy of values – Role plays, Stories, Anecdotes, Group singing, Group
Activities and Questioning.

SUGGESTED ACTIVITIES

1. Teacher talk on pedagogy of values and whole school approach.

2. Prepare a school curriculum for promoting peace education.
3. Seminar on Value education in school curriculum.
4. Group discussion on fostering values in children.
5. Write an assignment on Education for non-violence, international peace and security.

TEXT BOOKS

1. Bhatt, S.R (1986). Knowledge, value and education: An axiomatic analysis. Delhi:
Gian Publication.
2. Kar, N.N. (1996). value education: A philosophical study. Ambala: Associated
Publication.
3. Khan, Wahiduddin. (2010) Family life. Goodword Books. New Delhi.
4. Kulshrestha, S.P. (1979), Emerging value pattern of teachers and new trends of
education in India, New Delhi: Light & Life Publishers.
5. Mascarenhas, M. & Justa, H.R. (1989). Value education in schools and other essays.
Delhi Konark.

SUPPLEMENTARY READINGS

1. Sharma, S. R, (1999)., Ed., Teaching of Moral Education, N. Delhi: Cosmos,

Publication.

164 TNTEU - B.Ed. (CBCS) Syllabus - Semester-IV

 Tamil Nadu Teachers Education University

2. Singh, Samporn (1979) Human Values, Jodhpur: Faith Publication.

3. National Human Right Cimmision (2005). Human rights education for beginners.
New Delhi.

E- RESOURCES

1. http://choicesvideo.net/guidebooks/aboutgoldenruleguidebook.pdf
2. http://www.greenbookee.com/arnold-toynbeechallenge- and-response/
3. https://arthurdobrin.files.wordpress.com/2008/08/ethics-foreveryone. pdf
4. https://yippiie.files.wordpress.com/2011/04/wings-of-fire-byabdul- kalam-
printers1.pdf
5. http://portal.unesco.org/shs/en/files/8735/11289332261TeachingEthics_CopenhagenR
eport.pdf/TeachingEthics_CopenhagenReport.pdf
6. www.cpsglobal.org

COURSE OUTCOMES

After completion of the course, student-teachers will be able to:

CO1: examine the need and importance of value education

CO2: discuss the ways of fostering values in children.

CO3: analyse the importance of peace education.

CO4: construct the culture of developing peace education.

CO5: use the approaches of value inculcation in children.

OUTCOME MAPPING

PROGRAMME SPECIFIC OUTCOMES

COURSE
OUTCOMES 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24

CO1  * *

CO2 * * *

CO3 * *

CO4 * *

CO5 * * * *
*

165 TNTEU - B.Ed. (CBCS) Syllabus - Semester-IV