Scheme of Studies

B.Ed (Hons) Elementary

GOVT. COLLEGE UNIVERSITY

FAISALABAD
2018
 B.Ed Hons (Elementary) scheme of studies

Semester 1
Course Code Course Title Credit Hours
ENG-321 Functional English (compulsory) 3(3-0)
ISL-321 Islamic Studies (compulsory) 2(2-0)
ISL-322 Ethics (for non-Muslims only)(compulsory) 2(2-0)
EDU-305 Child development (Foundation) 3(3-0)
URD-321 Urdu (Content) 3(3-0)
EDU-307 General Science (Content) 3(3-0)
EDU-311 General Methods of Teaching (Foundation) 3(3-0)
ISL-311 Translation of the Holy Quran-1 1(1-0)
CH: 18
Semester 2
ENG-322 Comprehension and Composition(compulsory) 3(3-0)
CSI-321 Introduction to Computing Applications(compulsory) 3(2-1)
EDU-306 Classroom Management(Foundation) 3(3-0)
MTH-111 Basic Mathematics-I(content) 3(3-0)
PST-321 Pakistan Studies (compulsory) 2(2-0)
EDU-312 Methods of teaching Islamic Studies (professional) 3(3-0)
CH: 17
Semester 3
ENG-421 Communication Skills(compulsory) 3(3-0)
EDU-403 Teaching literacy Skills (professional) 3(3-0)
BGD-317 Art, Craft and Calligraphy (content) 3(3-0)
EDU-407 Teaching of Urdu/Regional Languages (professional) 3(3-0)
EDU-409 Teaching of General Science (professional) 3(3-0)
EDU-431 Teaching Practice-1 (Internal) 3(0-3)
ISL-411 Translation of the Holy Quran-II (compulsory) 1(1-0)
CH: 19
Semester 4
ENG-422 Technical Writing (compulsory) 3(3-0)
EDU-402 Classroom Assessment (foundation) 3(3-0)
EDU-404 Teaching of English (professional) 3(3-0)
EDU-406 Teaching of Mathematics (professional) 3(3-0)
EDU-410 Teaching of Social Studies (professional) 3(3-0)
EDU-432 Teaching Practice-II 3(0-3)
CH: 18
Semester 5
EDU-501 School, Community and Teacher (foundation) 3(3-0)
EDU-503 Foundations of Education (foundation) 3(3-0)
PHY-321 Applied Physics-I (content from discipline one) 3(3-0)
MTH-112 Basic Mathematics-II (content from discipline two) 3(3-0)
EDU-509 Curriculum Development (foundation) 3(3-0)
EDU-511 Comparative Education (professional) 3(3-0)
ISL-511 Translation of the Holy Quran-III(compulsory) 1(1-0)
 CH: 19
Semester 6
EDU-502 Contemporary Trends and issues in Education 3(3-0)
BOT-303 Functional Biology-I (content from discipline one) 3(3-0)
MTH-321 Algebra and Trigonometry (content from discipline two) 3(3-0)
EDU-508 Educational Psychology (foundation) 3(3-0)
EDU-510 Introduction to guidance and counseling (professional) 3(3-0)
EDU-512 Instructional and Communication Technology (ICT) in 3(3-0)
Education (professional)
CH: 18
Semester 7
CHM-321 Introductory Chemistry ( content from discipline one 3(3-0)
MTH-322 Introduction to Calculus (content from discipline two) 3(3-0)
EDU-607 Data Analysis in Education 3(3-0)
EDU-609 Research Methods in Education (professional) 3(3-0)
EDU-633 Teaching Practice-III 3(0-3)
ISL-611 Translation of the Holy Quran-1V 1(1-0)
CH: 16
Semester 8
EDU-602 School Management(professional) 3(3-0)
EDU-604 Test development and evaluation(professional) 3(3-0)
EDU-634 Teaching Practice-IV(Long Term) 6(0-6)
EDU-632 Research project(professional) 3(0-3)
CH: 15
Total Credit Hours 140
ENG-321 Functional English 3(3-0)

Functional English 1st semester (ENG-321)

Part 1: Grammar in context

• Basics of Grammar
• Parts of speech and use of articles
• Sentence structure, active and passive voice
• Practice in unified sentence(synthesis)
• Analysis of phrase, clause and sentence structure
• Transformation, Inversion of sentences
• Analysis of Complex sentences
• Subject, Predicate, Complements, direct & indirect objects
• Direct and Indirect speech
Part 2: Functional English in use

1. Making introductions
• Making effective self and peer introductions
• Taking useful introductory notes
2. Expressing requests and enquiries
• Forming appropriate requests and
enquiries
• Responding to enquiries
• Requests versus commands
3. Greetings
• Greeting friends and family on different occasions and for different reasons
• Responding to a positive event
• Using formal greeting expressions appropriately
4. Gratitude
• Using formal and informal expressions of gratitude appropriately
5. Invitations
• Demonstrating the use of formal and informal expressions of invitation
• Developing verbal and written skills for invitations
• Responding to invitation requests by accepting or declining
6. Regrets
• Expressing regrets orally and in writing appropriately
• Saying sorry and accepting apologies
7. Following and giving directions
• Following directions from a map
• Giving directions to a location in oral and narrative and imaginative texts by composing
stories and sharing them in written and oral form.
 8. Sharing narratives
• Reading short stories
• Reading excerpts, comic strips, interviews, and other common texts
9. Sharing unique experiences
• Summarizing and narrating true stories
• Solving word puzzles to develop language awareness
• Reading short stories and completing exercises to test comprehension
• Converting an event into a short story
• Using pictures as stimuli for narrative creation

Key Books:
 Eastwood, J. (2005). Oxford Practice Grammar. UK: Oxford.
 Wren & Martin. (2007). High School, English Grammar & Composition. New Delhi: S
Chand & Company Limited.
 Thomson & Martinent. (1992). A practical English Grammar. UK: Oxford.  Swan, M.
(2005). Practical English Usage. UK: Oxford University Press.
 Shah, S. (2006). Exploring the world of English. Lahore: Ilmi Kitab Khana.
References:
 Hewings, M. (2008). Advanced Grammar in Use. New Delhi: CUP. (For classroom
teaching and practice)
 Ur.P. (2008). Grammar Practice Activities: A Practical Guide for Teachers. Cambridge:
CUP. (Topics for Assignments may be chosen from this Practice book)
 Quirk, R.et al. (1983). Comprehensive Grammar of the English Language. London:
Longman.
 Leech, G., and Jan, S. (1998). A Communicative Grammar of English.
London: Longman.
 Allama Iqbal Open University, Compulsory English 1 (Code 1423) (Islamabad: AIOU
Press).
 BBC. (2013) Learning English. http://www.bbc.co.uk/worldservice/learningenglish/ 
British Council. Learn English.

http://learnenglish.britishcouncil.org/en/
 British Council and BBC. Learn English.
http://www.teachingenglish.org.uk/
 Grammar software free download: 3D Grammar English.
http://freesoftwarepc.biz/educational-software/ download-free-software-3d-
grammarEnglish-portable

ISL-321 Islamic Studies 2(2-0)

ISL-322 Ethics (for non-Muslims only) 2(2-0)
EDU-305 Child development 3(3-0)
Course description
This course is intended to orient learning about the process and

mechanism of children development with reference to language,

cognition, emotional, social, physical, and characteristics of these
aspects. Students will also be exposed to different theoretical basis for
such development and how to manage learning for children at different
levels of development. Student will be provided with real experiences to
study/observe children at different levels of development in order to
enhance their understanding. The course will be delivered in a manner
to develop knowledge, skills and attitudes of prospective teachers so as
to create conducive environment for children. The student-teacher will
be assessed in terms of application of knowledge in making teaching
learning process suitable in meeting the needs of children.
Learning Outcomes
After studying the course the students will be able to:
describe the theoretical basis of child development and
their application to educational stetting
explain basic concepts in child growth, development.
differentiate between various aspects of child
development;
demonstrate an understanding of Individual differences
of students and children with special needs.
Practice appropriate teaching methods for students.
Course outline
Unit 1 Introduction to Growth and Development
1.1. Overview of Growth and Development
1.2. Nature and Nurture controversy
1.3. General Principles of Child Development
1.4. Factors influencing Child Development
Unit 2 Physical Development
2.1. The ABCs of Genetics
2.2. Life before birth
2.3. Physical Development in childhood
2.4. Physical Characteristics of Learners and
appropriate physical
2.5. Activities in schools at the following levels
2.6. Preschool and Kindergarten
2.7. Elementary Level
Unit 3 Intellectual Development
3.1. Definition of intelligence

72
3.2. Measurement of intelligence
3.3. Intellectual Development from Infancy to
Adolescence
3.4. Intellectual Characteristics of Learners and
organization of relevant activities in the
classroom at the following levels.
3.5. Preschool and Kindergarten
3.6. Elementary Level
Unit 4 Social Development
4.1. Social Development from Infancy to Adolescence
4.2. Social Characteristics of Learners and
provision of suitable
4.3. activities at the following level.
4.4. Preschool and Kindergarten
4.5. Elementary Level
Unit 5 Emotional Development
5.1. Emotional Development from Infancy to
Adolescence
5.2. Emotional Characteristics of Learners of and
provision of relevant activities at the following
level
5.3. Preschool and Kindergarten
5.4. Elementary Level
Unit 6 Moral Development
6.1. Morality as rooted in child nature
6.2. Morality as the Adoption of social norms
6.3. Moral development from Infancy to
adolescence and moral characteristics of
learners and provision of suitable activities to
inculcate moral values at the following levels
6.4. Preschool and Kindergarten
6.5. Elementary Level
Unit 7 Language Development
7.1. What is Language development
7.2. Components of Language
7.3. Environmental Influences on Language
7.4. The Sequence of Language Development at
different stages
7.5. Preschool and Kindergarten
7.6. Elementary Level

Unit 8 Human Learning and Classroom Teaching

8.1. Definition of Learning
8.2. Factors Affecting Learning
8.3. Laws of Learning
8.4. Learning and Maturation
8.5. Role of teacher in classroom learning
Unit 9 Individual Differences
9.1. Sources and Types of Individual Differences
9.2. Heredity and Environment.
9.3. Differences in Learning and Thinking Styles.
9.4. Effects of Individual Differences on Learning.
9.5. Strategies for dealing with individual differences.
9.6. Children with special needs.
9.7. Educational interventions for the special students.
Recommended Books
Arif, H. A. (2003). “Child Development and Learning”. Lahore: Majeed
Book Depot.
Berk, L. E. (2006). “Child Development”. (7th Edition). Pearson Prentice
Hall: Pearson Education, Inc.
Cook, J., & Cook. (2010). “The World of Children” 2nd edition. Boston, M
A. Parson Education Inc.
Meggitt, C. (2006). “Child Development An illustrated Guide” (2nd
edition). New York: The McGraw-Hill Companies, Inc.
Merman, A& Bronson, P. (2009). “Nature Shock: New thinking about
children”. New York: Hachette Book Group.
Santrock, J.W. (2001) “Educational Psychology”. Boston: McGraw Hill.
Santrock, J.W. (2003). “Child Development”, New York: McGraw Hill.
Vander Zanden, J. W. (1997) “Child Development”. (6th Edition). New
York: The McGraw-Hill Companies, Inc
URD-321 Urdu 3(3-0)
EDU-307 General Science 3(3-0)
Unit 1 Introduction

 Science in personal and social perspective

 The nature of science and scientific investigation (observations, inferences)

Unit 2 Populations and Ecosystems

 Basic needs of living things Interdependencies of living things (symbiotic relationships)

 Ecosystems and Habitats Population Growth – Survival and Extinction
 Teaching “Populations and Ecosystems” in elementary grades

Unit 3 Diversity and Adaptations

 Diversity of living things Systems of classification

 Adaptations for survival Evolution and Diversity
 Teaching “Diversity and Adaptations” in elementary grades

Unit4 Earth – The Blue Planet

 Earth - an inhabitable planet Weather and Seasons

 Categorizing the world by continents, biomes, vegetation zones, climate zones, etc.
 Introduction to maps; reading and creating simple data charts
 Constant changes on Earth – rock cycle Rivers (erosion / sedimentation) Earthquakes and
Volcanoes

Unit 5 Force and Motion

 Relationship among force, mass, and motion of an object

 Interaction of objects as it relates to force and linear, constant motion
 Graphing of motion and basic calculations of speed and average speed
 Non-linear motion and accelerated motion. (Laws of motion)
 Teaching “Force and Motion” in elementary grades

Unit 6 Properties and Matter

 Physical properties of matter, including melting point, boiling point, hardness, density, and
conductivity
 Atoms, molecules, mixtures, elements, and compounds
 Introduction to the periodic table
 States of matter: solid, liquid, gas (examples of water)
 Introduction to models and their limitations in science teaching
 Teaching “Properties of Matter” in elementary grades

SUGGESTED TEXTBOOKS AND REFERENCES

Target Science - Physics by Stephen Pople Target Science –

Chemistry by Michael Clugston & Rosalind Fleming

The Teaching of Science in Primary schools – Wynne Harlen Inquiry – Thoughts, Views, and
Strategies for the K-5 Classroom –

National Science Foundation Ready, Set, Science! Putting Research to Work in K-8 Science
Classrooms – National Research Council Taking Science to School: Learning and Teaching
Science in Grades K-8 – National Research Council

Lederman, N. & Abd-El-Khalick, F. (not dated). “Avoiding De-Natured Science: Activities That
Promote Understandings of the Nature of Science” retrieved from
http://toolbox.learningfocused.com/data/0000/0014/2125/

Teaching_the_NatOSci.pdf. “A science prototype: Rutherford and the atom,” (not dated) retrieved
from http://undsci.berkeley.edu/lessons/pdfs/rutherford.pdf.

Understanding Science is a website that communicates what science is and how it works:
http://undsci.berkeley.edu/index.php.

For an easy to understand illustration of Newton’s Laws of Motion, go to

http://teachertech.rice.edu/Participants/louviere/Newton/. For information about Bloom’s
Taxonomy, refer to http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm
EDU-311 General Methods of Teaching 3(3-0)
Learning Outcomes After completion of this course students will be able to: explain the basic
concepts of teaching.

 demonstrate the essential attributes of the effective teacher.

 describe the importance and types of teacher planning...

 practice different teaching methods in classroom.

 organize classroom discussion and demonstrate its

 appropriate use. apply various techniques to motivate students.

 select appropriate audio visual aids in classroom teaching.

 prepare lesson plans.

Course outline:
Unit 1 Introduction
 Definitions of Teaching
 The concept of Effective Teaching
 Role of teacher for conducive learning environment
 Personal Characteristics of an Effective Teacher
 Professional Characteristics of an Effective Teacher
 The concepts of Teaching Methods, Strategies and Techniques
Unit 2 Lesson Planning in Teaching
 The Need for lesson Planning
 Approaches to lesson Planning
 Weekly Planning
 Daily Planning
 Unit Planning
 Course Planning
Unit 3 Steps in Lesson Planning
 Introduction
 Presentation
 Generalization
 Application
 Recapitulation
 The Lesson Plan Format
Unit 4 Pedagogy by Level
 Pedagogy of early childhood education
  Pedagogy of elementary education
Unit 5 Inquiry Method
 The Inductive Method
 Deductive Method of inquiry
 Scientific Method
 The Problem Solving Approach
 Advantages and Limitations of Inquiry Method
Unit 6 Activity Methods & Cooperative learning
 Individual Project
 Group Project
 Research Projects
 Cooperative learning
 Techniques of cooperative learning
 Advantages and Limitations of activity and cooperative Method
Unit 7 Demonstration Method and discussion
 What is Classroom Discussion
 Planning the Discussion
 Organizing the Discussion
 Practicing in asking questions
 Practicing in answering the questions
 Assessing the discussion
 Advantages and Limitations of Discussion Method
Unit 8 Student Motivation
 Concept of Motivation
 Intrinsic Motivation
 Extrinsic Motivation
 Theories of Motivations
 Strategies to Motivate Students
Unit 9 Teaching Skills
 Set induction
 Presentation
 Identify learning difficulties of students
 Prepare lesson according to individual needs
 Students Evaluation
Unit 10 Teaching Tools
 Selecting the Audio Visual Material
 Planning To Use the Materials
 Preparing For the Audio Visual Activity
 Kinds of AV Materials White Board / Marker
 Charts, Posters, Maps, Graphs
 Models
  Text Books
 Hand Outs
 Projectors
 Multimedia

Recommended Books

Allen, Mendler, (2009).”Motivating Students Who Don't Care”: Successful Techniques for
Educators. Amazon.com Arends, R.I. (2007) “Learning to Teach” (7th Edition, McGraw Hill
International Edition). Boston: McGraw Hill. Ellington, H et al. (2005) “Handbook of Educational
Technology” (3rd Edition). London: Kogan Page Limited.
ISL-311 Translation of the Holy Quran-1 1(1-0)
ENG-322 Comprehension and Composition 3(3-0)

Unit 1 Reading Comprehension Skills

• identifying main idea/topic sentences
• find specific information quickly
• distinguishing between relevant and irrelevant information according to purpose
for reading
• recognizing and interpreting cohesive devices
• distinguishing between fact and opinion
Unit 2 Reading techniques- applying Skimming, Scanning, SQ3R,
SPRE C. Vocabulary Building Skills
• guessing the meanings of unfamiliar words using context clues
• using word formation rules for enhancing vocabulary
• using the dictionary for finding out meanings and use of unfamiliar words D. Pre-
writing Techniques- Brain Storming, making a list, Mind mapping.
Unit 3 Writing Techniques:

• Plan writing: identify audience, purpose and message

• Collect information in various forms such as mind maps, tables, charts, lists Order
information such as:
o Chronology for a narrative o Stages of a
process o From general to specific and
vice versa o From most important to least
important o Advantages and
disadvantages o Comparison and contrast
o Problem solution pattern
• Write argumentative and descriptive forms of writing using different methods
of developing ideas like listing, comparison, and contrast, cause and effect, for
and against

Unit 4 Paragraph Writing:

• Structure & Development of Paragraph.
• Write and Identify good topic and supporting sentences and effective conclusions.
• Use appropriate cohesive devices such as reference words and signal markers
Unit 5 Types of Writing
• Narrative
• Descriptive: describing a place, character description

• Expository
• Argumentative
 Unit 6 Essay writing techniques:
• Structure and outline of an essay.
• Writing Introductions and conclusions of an essay.
• Unity and coherence in an essay

Unit 7 Paraphrasing: What is Paraphrase? Paraphrasing

Techniques and how to apply
Unit 8. précis writing
• What is Précis?
• Uses of précis writing
• Essentials of a good précis
• Method of procedure
• How to find the title
• Précis of a phrase or clause
• Précis of a Sentence
• Précis of a Paragraph
• Summarizing an article
• Writing an assignment summary
Unit 9 Expansion: Expansion of a sentence into
paragraph Method of Expansion

Suggested Books:

 Exploring the World of English by Saadat Ali Shah

 College Writing: From paragraph to Essay: Zemach & Rumisek  Reading. Upper
Intermediate. Brain Tomlinson and Rod Ellis.  Oxford Supplementary Skills. Third
Impression 1992.
 Glencoe Writer’s Choice: Grammar and Composition. McGraw Hill Glencoe
 College writing skills by John Langan. McGraw Hill Publishers, 2004
 Reading upper intermediate. Brain Tomlinson and Rod Ellis. Oxford
supplementary skills. Third impression 1992
CSI-321 Introduction to Computing Applications 3(2-1)
Course Outline
 Number Systems
 Binary numbers
 Boolean logic
 History computer system
 basic machine organization
 Von Neumann Architecture
 Algorithm definition
 design
 implementation
 Programming paradigms and languages
 Graphical programming
 Overview of Software Engineering and Information Communication Technology
 Operating system
 Compiler
 DBMS
 Computer networks and internet
 WWW
 web mail applications
 Computer graphics
 AI
 Viruses and Anti-Viruses
 Use of office productivity tools
 such as word processors
 spreadsheets
 presentation applications, etc.,
 Social,Ethical, Professional and Legal Issues
 overview of the complete program of studies in computing and its structure
Suggested Text Book: 1. Introduction to Computers by Peter Norton, 6th Edition,
McGraw-Hill SiE, ISBN 0-07-059374-4. Reference Material: 1. Computers: Information
Technology in Perspective, 9/e by Larry Long and Nancy Long, Prentice Hall, 2002/ISBN:
0130929891. 2. An Invitation to Computer Science, Schneider and Gersting, Brooks/Cole
Thomson Learning, 2000. 3. Information System Today by Leonard Jessup, Joseph
Valacich. 4. Computers Today by Suresh K. Basandra. 5. Computer Science: An overview
of Computer Science, Sherer
EDU-306 Classroom Management 3(3-0)
COURSE OBJECTIVES: After completing this course, prospective teachers will be able
to: define classroom management as a means to maximizing student learning.
 identify key features of a well-managed classroom.
 plan lessons, activities and assignments to maximize student learning.
 differentiate instruction according to student needs, interests and levels.
 design and practice predictable classroom routines and structures to minimize
 disruptions plan for a culture of caring and community in the classroom
Course outline: Unit 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
Unit 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
Unit 3 Planning the curriculum
3.1 Developing and planning yearly calendar for school activities
3.2 Assigning roles to staff
3.3 Monitoring and supervising curriculum
3.4 Curriculum revision
Unit 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
Unit 5 Management structure
5.1 Management arrangement
5.2 Collective responsibility
5.3 A senior management team
5.4 The deputy heads
5.5 The art of delegation
5.6 Appraisal criteria
Unit 6 Communication in schools
6.1 Meetings in school (preparation, conduct and recording the proceedings)
6.2 Establishing a communication network
Unit 7 Record keeping in schools
7.1 Attendance record
7.2 Enrollment record
7.3 Examination record 68
7.4 Financial records
7.5 Maintaining stock registers
7.6 School registers
Unit 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
Unit 9 School Plant:
9.1 maintenance of building
9.2 maintenance of Library
9.3 maintenance of play ground
9.4 maintenance of horticulture

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.
MTH-111 Basic Mathematics-I 3(3-0)
Course Code MTH-111 Course Title Basic Mathematics 1 credit Hour 3 (3-0)

Preliminaries:

Real and complex numbers, Introduction to sets, set operations, functions, types of functions.
Matrices: Introduction to matrices, types of matrices, inverse of matrices, determinants, system of
linear equations, Cramer’s rule.

Quadratic equations: Solution of quadratic equations, nature of roots of quadratic equations,

equations reducible to quadratic equations.

Sequence and Series: Arithmetic, geometric and harmonic progressions.

Permutation and combinations: Introduction to permutation and combinations, Binomial

Theorem: Introduction to binomial theorem.

Trigonometry: Fundamentals of trigonometry, trigonometric identities. Graphs: Graph of straight

line, circle and trigonometric functions.

RECOMMENDED BOOKS 1.

1. Thomas, Calculus, 11th Edition. Addison Wesley publishing company, 2005.

2. H. Anton, I. Bevens, S. Davis, Calculus, 8th edition, Jhon Willey & Sons, Inc. 2005.

3.Hughes-Hallett, Gleason, McCallum, et al, Calculus Single and Multivariable, 3rd Edition. John
Wiley & Sons, Inc. 2002.

4. Swokowski. E. W., ‘Fundamentals of Algebra and Trigonometry’, Latest Edition.

5. Kaufmann. J. E., ‘College Algebra and Trigonometry’, PWSKent Company, Boston, Latest
Edition.
PST-321 Pakistan Studies 2(2-0)
Course Contents Pakistan Studies Compulsory (2 Credits)

The course is designed to introduce the students to the major historical events, which led towards
the creation of Pakistan in 1947. The course will be an historical overview of causes and
consequences behind the creation of Pakistan. Moreover, the course will emphasize on the
following themes, first, it will look into the historical evolution of creation of Pakistan, secondly, it
will focus on the major political, constitutional and economic developments in the history of
modern Pakistan and thirdly it will focus to have an insight into exploring the potential of the very
state of Pakistan including youth, geographic location, heritage, resources and tourism with a view
to explain scope and significance before the students with a futuristic approach. Main purpose of
the course is to make the students aware of the history, nation-state building, the political system
of Pakistan and present potentials.

• Proto Pakistan

• Ideology of Pakistan in perspective of Sir Syed Ahmad Khan, Allama Iqbal & Quaid-i-Azam
Muhammad Ali Jinnah

• War of Independence 1857.

• Aligarh Movement and Sir Syed Ahmad Khan.

• The formation of All-India Muslim League and its struggle for a separate homeland(Pakistan).

• An analysis of Quaid-i-Azam Muhammad Alil Jinnah’s life, career and achievements as the
Governer General of Pakistan.

• An introduction to institutions of Pakistan (Parliament, Judiciary and Executive).

• Objective Resolution & the making of Constitutions in Pakistan; A concise introduction of

constitutional history and salient features of 1973 Constitution.

• Foreign Policy of Pakistan & Pakistan's Relation with Muslim World

• Separation of East Pakistan 1971: A Study of Failed Leadership.

• Pakistani Society: an overview since inception to present with key thought on development of
ethnicity, class polarization, sectarianism, militancy and religious extremism and Corruption.

• Geo-political and geo-strategic importance of Pakistan.

• Cultural heritage & Tourism in Pakistan

EDU-312 Methods of teaching Islamic Studies 3(3-0)
Course Title: Teaching of Islamic Studies
Course Code:

After completing this outline students will be able to;

Develop lesson plans for Islamic studies and choose proper methods of teaching Islamic studies
during teaching practice and also during their professional life as a teacher.

Unit 1
Introduction to Islamic studies
 Islamic studiesas a subject
 Characteristics of Islamic studies
 The Importance of teaching Islamic studies
 Characteristics of Islamic studies teacher
Unit 2
Lesson planning in Islamic studies
 Formation of instructional objectives
 Develop a lesson plan for Islamic studies
Unit 3
Teaching methods in Islamic studies
 Lecture Method
 Question Answer Method
 Role-play Technique
 Story-telling Technique
 Drilling Technique
 Discussion Technique
 Brainstorming
 Class projects
 Reflective discussion
 Cooperative learning

unit 4

Teaching of Islamic studies in perspective of educational policies in Pakistan

Reference books and Materials;

(17) 50 METHODS OF TEACHING.pdf | GRACE SIKALEYA - Academia.edu

BEd-02Sem-DrRameshM-Teaching of Biological Science.pdf (igntu.ac.in)

79-90 Wilayat bibi (1).pdf (wumardan.edu.pk)

ENG-421 Communication Skills 3(3-0)

1. Introduction to Communication
• Definition
• The process of communication
• Types of Communication
• Network of Communication
• 7 C’s of Communication
• Barriers of Communication(noise and classification of noise)
• How to overcome Barriers
2. Active Listening
What is listening?
• Types of Listening
• Objectives
• Traits of a good Listener
• Active Listening- an Effective Listening Skill
• Note Taking Tips
• Barriers for Good Listening
• Purpose of Listening
• Outlines and Signposting
3. Oral communication/ Presentation skills

• Successful persuasive public speaking

• Importance of oral communication
• Effective Presentation strategies
• Defining the purpose of presentation and analyzing audience and locale
• Organizing contents and preparing outline
• Visual aids
• Nuances’ of delivery: Kinesics, proxemics, Paralinguistic, Chronemics
4. Interviews
• Preparing for interviews (scholarship, job, placement for internship, etc.)
• Types of Interviews
• Tips for successful Interviews

5. Reading skills
• Importance of Reading
• Definition of Reading
• Levels of Reading
• Requirements of Reading, improving reading rates and comprehnsion
• Types of Reading (intensive and extensive, and speed reading)
 • Study skills

6. Writing
• Writing formal letters
• Memos writing, minutes of meetings,
• Writing different kinds of applications (leave, job, complaint, etc.)
• Preparing a Cover Letter, Curriculum Vitae (CV) and Resume
• Writing reports
• Types of reports, structure of reports
• Progress report writing
• How to write a proposal for research paper/term paper
• How to write a research paper/term paper (emphasis on style, content,
language, form, clarity, consistency)
• Technical Proposals writing

Recommended Readings:

 Meenakshi Raman & Sangeeta Sharma: Technical Communication. OUP

 Murphy, Effective Business Communication, 7th edition
 Ellen, K. 2002. Maximize Your Presentation Skills: How to Speak, Look and Act
on Your Way to the Top
 Hargie, O. (ed.) Hand book of Communications Skills
 Mandel, S. 2000. Effective Presentation Skills: A Practical Guide Better Speaking

Mark, P. 1996. Presenting in English. Language Teaching Publications

EDU-403 Teaching literacy Skills 3(3-0) Unit 1: What is Reading and Writing

 What is Skilled Reading? What is Skilled Writing?

 Components of Reading
 Oral Language as the Foundation of Reading
 The Sub-systems of Language
 Learning to Read and Write in a Multilingual Context
  Home-School Connection
 Stages of Second-Language Acquisition
 Phases and Models of Reading and Spelling Development
 Stages of Writing Development

Unit 2: Growing Up to Read and Write: Early Reading and Writing

 Phonological Awareness
 Alphabetic Principle
 Instructional Strategies for Word Recognition
 Book Reading
 Literacy-Rich Classroom Environment
 Types of print resources to use in the early-literacy classroom
 Differentiating instruction in a print-rich classroom

Unit 3: Becoming Readers and Writers (Grades 1-3)

 Instruction Strategies for Fluency

 Instructional Strategies for Vocabulary
 Instructional Strategies for Comprehension
 Matching Texts to Students
 Guided Reading
 Writing as a Window for Reading

SUGGESTED TEXTBOOKS AND REFERENCES Books

M.S.Burns, P. Griffin, and C.E. Snow (1999). Starting Out Right: A Guide to Promoting
Children’s Reading Success. Washington, DC: National Research Council. Available on
line: http://www.nap.edu/catalog.php?record_id=6014

Readings and On-line Resources Readings: http://www.nap.edu/catalog.php?

record_id=6014 Starting Out Right: A Guide to Promoting Children’s Reading
Successhttp://www.naeyc.org/files/naeyc/file/positions/PSREAD98.PDF Learning to Read
and Write: Developmentally Appropriate Practices for Young Children
http://www.naeyc.org/files/naeyc/file/positions/WWSSLearningToReadAndWriteEnglish.
pdf Where we Stand: On Learning to Reading and Write
http://www.cal.org/projects/archive/nlpreports/Executive_Summary.pdf Executive
Summary: Developing Literacy in Second-Language Learners: Report of the National
Literacy Panel on Language-Minority Children and Youth
http://www.aft.org/pdfs/teachers/rocketscience0304.pdf
BGD-317 Art, Craft and Calligraphy 3(3-0)
Unit 1: Introduction to Arts, Crafts & Calligraphy
 What are Arts, Crafts and Calligraphy?
 The role of the teacher in teaching art
 Influence of the arts in children’s development
 Calligraphy- The emergence of Islamic calligraphy
 Ceramics and Sculpture
 Puppetry in Pakistan
Unit 2: History and Culture ndus Civilizations
 Exploration of history through a museum visit
 Art and Architecture (From Indus to Mughal)
 Islamic Art and Calligraphy (Introduction of art and craft and calligraphy
/origin from Persian artist and their calligraphy)
 Pakistani Calligraphers ( Anwar Jalal Shimza, Rasheed Butt, Hanif Ramy,
Zahoor-ul- Ikhlaq, Arshad, Sadqain, Shakir Ali, Gul gee, Aslam Kamal)
Unit 3: History and Culture Introduction to the Cubism
 Understand the Cubism Pakistani Artist‘s ( worked in Realism e.g. Shakir
Ali Mansoor Rahi)
 Intro about Realism
 Pakistani Artist‘s work in Realism (Ali Imam, M. Husain, Hanjra, Khalid
Iqbal, Ana Molka) Hands-on activities Abstraction
 Origin and History of Abstract art
 Explore the work of Pakistani artists in abstract (Ahmed Pervaiz, Lubna
Latif,
Maqsood Ali, Anwar Maqssod Hameed Ali) Hands-on activities
 Indigenous art ,Pottery, ceramics, textile etc. Hands-on activities
 Art Across the curriculum
 Ideas to integrate art with languages, science, social studies, mathematics
etc
 Teachers will be facilitated to learn how illustrations, drawings and craft
work can be used to understand and express the concepts of science, maths,
social studies and skills in languages Hands on activities and conclusion
 Unit 4: Elements of Art & Principle of Design Understanding elements of
art (line, Shapes, color, texture, and space
 The importance of lines and its use in art work
 Kinds of lines
 Use of color (Color wheels, tints, tones and shade)
 Use of Space and value in 2D and 3D art Texture
 Use of Space and value inWeek 11 2D and 3D art Texture (Natural and
man- made)
 Introduction of Principle of Design (unity, variety, balance, contrast,
emphasis, and pattern and proportion) Drawing/ technique of rendering
 Still life Painting Printing
 Pattern making
 Shapes- organic and geometrical shapes
 Sculpture
 Landscape Stick Drawing and conclusion and review of the
Unit4 What is assessment in art curriculum?
 How and why we assess creativity?
Review the recommendations proposed in the national curriculum grades
 Design rubric/checklist for portfolio
 Set criteria for presentation/display/ peer and self-assessment etc.
 Conclusion and review of whole unit
TEXTBOOKS AND REFERENCES
Barnes, R. (1996). Teaching Art to Young Children 4-9. london and New
York : Routledge, (1996).
Eisner, E. (2002). The Arts and the Creation of Mind, Chapter 4, What the Arts
Teach and How It Shows. s.l.: Yale University Press, NAEA Publications.
J., Lancaster. (1990. Art in the Primary Schoo. Bungay, Suffolk : Richard Clay
Ltd, (1990). Jenkins, P.D. 1986. Art for the fun of it. A guide for teaching
young children. USA : Simon & Schuster, 1986.
K., Gentle. 1993. Teaching Painting in the Primary School. UK: Redwood
Books, Trowbridge.
M., Dowling. (1992). Education 3-5. UK : Athenaem, (1992).
Matthews, J. 1994. Helping Children to Draw & Paint in early Children.
Children and visual representation. London : Hodder & Stoughton.
P., Gura. (1996. Resources for early Learning Children, Adults and Stuf.
London : Hodder & Stoughton.
P., Tambling. (1990. Performing Arts in the Primary School. UK : Dotesios,
(1990. R., Fisher. 1992. Teaching Juniors. UK : T.J. Press, 1992. Vandal, S.H.
Art Education in Pakistan: A case study of bringing art to school children at the
informal level. Pakistan : s.n.
Razzak. A (2011) Children and Art- Status of art education in Pakistan: VDM.
Germany Razzak. A (2009) Fun with paper bag: Feroz Sons. Lahore 137
ADE/B.Ed. (Hons) Elementary Syllabus Teaching of Urdu Semester
EDU-407 Teaching of Urdu/Regional Languages 3(3-0)
EDU-409 Teaching of General Science 3(3-0)
Specific Objectives of course
The course will enable learners to;
1. Understand scientific concepts
2. Differentiate between scientific products and scientific processes
3. Understand the underlying principle of science education
4. Apply appropriate methods and techniques for effective learning in Science
Course Outline Unit 1 Nature of Science
 Definition of science
 Science as a process: Scientific Method
 Science as a product: Scientific Knowledge
Unit 02 Aims / Objectives Teaching General Sciences
 History of Science Education
 Aims / Objectives of teaching General Science at Elementary level Unit
Unit3 Methods of Teaching General Science
 Demonstration cum-lecture method
 Discovery method
 Project method
 Other innovative method
Unit 4 Approaches of Teaching General Science
Teaching approach
a) Problem solving
b) Inquiry techniques
c) Exploration
d) Observation
e) Experiment
Unit 6 Teaching Strategies a) Scope & propose of practical activities
a) Science laboratory
b) Safety measure in laboratory
Unit 7 Teaching Aids
 Need & importance of teaching aids
 Types of teaching aids
 Principles of using teaching aids
 Using low cost teaching aids
Unit 6 Characteristics of effective Science Teaching
Characteristics of lesson planning
Characteristic qualities of science teacher
Effective questioning
Unit 7 Evaluation
 Designing a test
 Administering & scoring a test
 Interpreting test results
Recommended Books: Lawson, Anton. E. (1995). “Science teaching and
development of thinking”. California: Wadsworth publishing company Rehman
Mehmooda (1999). “Teaching of science and mathematics”. Peshawar: Ijaz printer,
Pakistan
EDU-431 Teaching Practice-1 (Internal) 3(0-3)
Unit1. Introduction to teaching

Unit 2. Blooms taxonomy of objectives

Unit 3. Writing instructional objectives according to Blooms’ taxonomy of objectives

Unit 4. Students will prepare at least 24 lesson plans on lesson plan registers

Unit5. Students will prepare and present model lessons as mid and final test
ISL-411 Translation of the Holy Quran-II 1(1-0)
ENG-422 Technical Writing 3(3-0)
EDU-402 Classroom Assessment 3(3-0)

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

1. Understand the concept and nature of assessment

2. Differentiate between standardized and classroom tests
3. Integrate objectives with learning assessment
4. Develop and analyze test items of different levels
5. Understand different alternative classroom assessment techniques
6. Interpret test scores and results of different assessment techniques
Unit 1 Concept of Classroom Assessment
 Distinction between assessment, evaluation and measurement
 Purpose of assessment
 Comparison between standardized and classroom assessment
 Individual and group assessment
Unit 2 Achievement Tests
 Definition and Characteristics
 Characteristics of a good achievement test
 General guidelines for test construction (rules, table of specification etc.)
 Types of test items a) Essay type test items b) Objective type test
Unit 03 Test Construction
 Defining the learning outcomes
 Preparation of a test items/questions
 Assembly the tests
Unit 4 Test Administration and Analysis
 Administration/conducting the test
 Item analysis and modification
Unit 5 Interpreting Test Scores
 Percentage
 Ordering and ranking
 Frequency distribution
 Pictorial form (graph, polygon, histogram)
Unit 06 Grading and Reporting Results
 Concept of grading – need and importance
 Types of grading
 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. 79
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.
EDU-404 Teaching of English 3(3-0)
Title of Course Teaching of English

Credit Hours: 3

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 1 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

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

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. Murcia, M.C.
(1991), Teaching English as a Second Foreign Language, 2 nd 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.
EDU-406 Teaching of Mathematics 3(3-0)
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

 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

Unit 02 Methods of Teaching Mathematics:

o Inductive Method
o Deductive Method
o Analytic method
o Synthetic Method
o Heuristic Method
o Project Method
o Problem Solving Method

Unit 03 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)
Unit 04 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 (from classrooms and
surroundings) for teaching of mathematics
 Child centered Activities in mathematics (educational trips,
preparation of materials
Unit 05 Measuring Achievements in Mathematics
 Preparation of different type of tests in mathematics
 Using tests for diagnostic purpose
 Interpreting test results
Unit 06: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.
Unit 07 History of Mathematics
 Historical review of the development of Mathematics Education.
 Contribution of Muslim Mathematicians.
 Contribution of Hindus and other mathematicians

Unit 08 Contents appropriate to the stage level

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.
EDU-410 Teaching of Social Studies 3(3-0)
Learning outcomes

 To understand the basic knowledge and skills to teach

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

Course Outline

Unit 01 Introduction
 The developmental tasks of elementary years.
 Educating children for a different society.
 Changing our vision: developing a national and a global sense of
citizenship.
 Global connections: one aim of social studies curriculum.
 Rationale for social studies global connections.
 The child‟s ability to learn about others near and far.

Unit 02 Discovering the Essence of Social Studies

 Social studies in search of definitions
 Social studies and child with special needs
 Goals of social studies education
 Characteristics of an effective social studies curriculum.

Unit 03 Getting Ready to Teach Social Studies

 Planning social studies experiences for young children.
 Knowledge about the child
  Key developmental milestones of preschool- primary age children
 Young preschoolers: working with three-year- olds
 Older preschoolers: working with four and five-year-olds
 Older preschoolers: working with four and five-year-olds
 Social and emotional development during early years
Unit 04 Planning Developmentally Appro0priate Social Studies
 Planning and teaching appropriate social studies experiences
 Planning social studies experiences
 Do we know why children are doing what they do?
 Objectives are important, but children are the reason for teaching
 Source of learning objectives
 Engaging parents in the planning process
 The community as a curricular source
 Lesson plans and units
 Selecting a planning strategy
 Getting ready to plan social studies experience: using the DAP
perspective
 Thematic teaching
 The project approach
 Learning centers
 Technology in the classroom

Unit 05 Learning about past and Present

 Developing a sense of history
 Exploring key elements of history
 The many worlds of history
 Connecting history education with Elementary Education

Unit 06 Geography and the young Child

 Geography in the early childhood curriculum
 Fostering geographic knowledge
 Building global connections through geography
 Themes and skills in geography
 Creating an appropriate geography curriculum
 Helping children build knowledge about the
  physical environment.
Unit 07 Making Socially Responsible Citizens
 Building a community
 Fostering positive values and social skills in young children
 Developing civic and social responsibilities

Unit 08 Growing up in a Muslim Society

 Muslim Society
Unit 09 Preparing children to make informed Choices
 Bringing the “outside World” into Elementary Education classroom
 Learning about economics
 Becoming environmentally responsible citizens
 Teaching about special social issues

Recommended Books

Reference Material Iarolimek, John. (1986). Social Studies in Elementary

Education. London: Macmillan

Savage, Tom V and Armstrong, David G. (1987). Effective Teaching in

Elementary Social Studies. New York: Macmillan.

Wilma R. Melendex, V. B. & Melba Fletcher. (2000). Teaching Social Studies in

Early Education. Africa, xvii, 299p.
Wilma Robles de Melendez, Vesna Beck and Melba Fletcher. (2000).
Teaching Social Studies in Early Education. United Kingdom: Delmar

EDU-432 Teaching Practice-II 3(0-3)

Students will go to Government schools for teaching practice. They will take at least 48 classes there
and prepare 48 lesson plans. At the end they will be evaluated by a presenting a model lesson.
EDU-501 School, Community and Teacher 3(3-0)

School, Community and Teacher

One of the basic purposes of the course is to understand the nested relationships between
school and community and how to capitalize on these relationships for enhancing student
achievement. The prospective teachers need to be introduced to the basic building blocks of
these institutions in order to understand the nature of interaction between and among
these institutions.

 Introduction and overview of the course

Week 1:  Introduction of society, community and education
 Structures and Functions of community and schools in Pakistan
 Impact of education on Society
Week 2:  Role of education in strengthening Pakistani communities
 Review of Unit 1

These apparently general topics will be grounded in the personal experiences of the prospective
teachers. Prospective teachers will be asked to draw on examples from their own regions of
birth/ residence. This will help in identifying the social factors affecting education. It will also
bring out the contextual role of schools in supporting the development of education in the
country in general and community in particular.

Unit 2: Understanding Social Interaction in Schools and Communities

It is important for the prospective teachers to understand group dynamics to be able to appreciate
the nature of the nested relationships between school and community for enhancing student
achievement. This theme will expose students to the theoretical bases and practical importance
of communication and interaction between and among stakeholders.

 Meaning of Social Interaction and socialization

 Levels of social interaction
 Elements of social interaction
Week 1: o Social contacts
o Communication
o Social attitudes and values

 Types of social Interaction

Week 2: o Cooperation
o Competition
o Conflict
 o Accommodation
o Assimilation
 Meaning/types of social Groups
 Individual / group behavior

 Role of school and teacher in developing Social Interaction for peace,
Week 3: harmony and tolerance in Pakistani communities.
 Review of Unit 2

Prospective teachers and Instructor/s will be invited to bring in local/ regional examples of
working harmoniously with different stakeholders in a diverse cultural, traditional and religious
landscape. The unit will highlight the importance of teachers being able to assess the learning
needs of their students in school as well as in their community
 Unit 3: School and Culture

This theme is meant to expose prospective teachers to the concepts of culture ‘within’ school and ‘outside’
school (in the community) and the interaction of these two cultures as they impact the relationships
between and among stakeholders. The students will be able to identify how the teacher’s role is
influenced by social and cultural factors that affect education in schools and their communities. The
major topics to be covered under this theme could include the following:

 Main characteristics of culture

 Elementary concepts of culture
o Cultural trait
Week 6: o Cultural complex
o Cultural pattern
o Cultural lag
 Cultural diversity

Week 7:  Culture and cultural elements of Pakistani communities

 Role of education and school in protection and transmission of culture

Week 8:  Impact of media on school and culture

 Impact of technology on school and culture
 Review of Unit 3

Opportunity will be provided to revisit earlier concepts (from themes 1 & 2) to intertwine, for
instance, structures of schools and communities where patterns of social interactions can create
competitive or cooperative and accommodating climate in schools for marginalized groups.
Similarly gender issues and the culture of inclusion/exclusion will also be considered while
discussing structures of both school and community and emphasizing the role of schools in
creating cultural change. The prospective teacher’s role as a role model for their students in school
and in the community in general will be highlighted.

Unit 4: Relationships between School and Community

This theme is important for re-conceptualising the place of school in relation to community.
Prospective teachers need to understand the multi-dimensional identity of school as a social
institution which is more than just a place for learning three basic Rs-reading, writing and
arithmetic.

 School as a social, cultural and Community Institution

Week 9:
o Effects of school on communities
o Effects of communities on school
 School as a hub for community services
Week 10:  A critical analysis of effective role of school and teachers in Pakistani
communities
 Review of Unit 4
Discussion will be grounded in students own experiences of schools and their observations of
communities. Students can contribute case studies as discussion material for this unit.

Unit 5: Social Institutions

This unit is important for grounding the theoretical and practical aspects of social institutions into
local realities which students are familiar with. Students will be exposed to the interrelated and
interdependent nature of the beliefs and practices that tie schools, families and religious
institutions.

 Definition and Types of social institutions

Week 11:  The family
 Educational Institutions
 Religious institutions
 Critical analysis of the role of Social Institutions in Pakistani school.
Week 12:
 Review of Unit 5

Discussion will be grounded in students own experiences of their daily lives. The
unit may be covered in 1.5 weeks

Unit 6: Teacher’s Role in School and Community

This is the most important unit of this course where students will identify pre-requisites for
promoting collaborative working conditions in order to promote a culture of inclusion in schools
as well as community. Through conceptualizing their own role as change agent they will be able
to recognize and identify how culture, gender, special needs, equity and equality issues affect the
school and community.

 Teacher as an integral part of community

Week 13:  Teacher as a change agent in
o Community
o School
 Teacher as role models through their participation in community activities
Week 14:  Effects of teachers and schools on individual and group behavior
 Review of Unit 6

Students will be invited to consider future aspirations while at the same time grounding their
discussion in experience of school life, especially their recollections of ‘good’ teachers or their role
models.

Unit 7: Working Context of Pakistani Teacher

The focus of this unit will be on the non-traditional roles of Pakistani teachers within their real
working context.
 Week 15:  Teacher as a social activist
 Teacher’s leadership roles within and outside schools.

Week 16:  Teacher’s role in establishing linkage among stakeholders.

 Review of Unit 7

The instructors of this theme need to distinguish traditional roles of teachers

(within the classroom only) from non-traditional roles that go beyond the
classroom, e.g., teacher as a community mobilizer, or social activist as well
as the formal and informal leadership roles that teachers could perform.

Unit 8: Practical Experience

The concluding unit will be a practical task in the community or other field
experiences as assigned by the course instructor.

SUGGESTED TEXTBOOKS AND REFERENCES

There is no standard textbook for this course. The books listed below
should be treated as ‘suggested’ readings that can provide support material for
both students and the Instructor. Chapters will be assigned chapters when
deemed appropriate.

Marshall, L & Rowland, F. (2006). A guide to learning independently, 4th

edn, Pearson Longman, French Forest, NSW.

Kotley, S.B, (2008). The Basics of Sociology, Greenwood Press: USA

Bashiruddin, A.& Retallick, J, (eds), (2009). Becoming Teacher Educators, Aga

Khan University- Institute of Educational Development: Karachi

Hafeez, S, Pakistani Society,

In addition to the above, the following is a list of suggested (recommended)

readings that may be used to supplement class sessions where appropriate:
 Abdalla, M.J. & Qureshi, R. (2009). Teacher leadership for school-based
professional development: A case study. In Qureshi, R. & Shamim, F.(eds)
Schools and schooling practices in Pakistan: Lessons for Policy and
Practice, Oxford University Press: Pakistan

Qureshi, R. , Pirzado, P. & Nasim, S. (2007), Schooling in Rural Sindh, Pakistan,

In Qureshi, R. & Rarieya, J. (eds), Gender and Education in Pakistan. Oxford
University Press: Pakistan, pp.126- 146.

Qureshi, R. (accepted for publication). Education for Inclusion: what would it

take to have an inclusive primary school in Pakistan?’ Educational Awakening,
Journal of the Islamic University Malaysia.
Qureshi, R. (2006). Colonial Legacy: Understanding the historical roots of
female Illiteracy in Pakistan, Muslim Education Quarterly, vol. 23 (1 &
2): pp.20-37.

Qureshi, R. (2008). Is Child-Friendly School on the agenda for school reforms?

Conversations with Pakistani school heads,’ Conference proceedings of the
International Conference on the Teacher Education: Transformative Society
& Teacher Education Reform, September 19- 20,2008, Changchun,
China:pp.1-10.

Shaaban, M. & Qureshi, R. (2007) “Teacher leaders: Experiences of Pakistani Teachers in

leading school improvement activities.” Conference proceedings of the
International Conference on
“Quality in Education: Teaching and Leadership in Challenging Times” February
21-23, 2006, Pakistan: Aga Khan University-Institute for Educational
Development:.pp.558-564.

Qureshi, R. & Shamim, F.(Eds). (2009). Schools and schooling practices in

Pakistan: Lessons for Policy and Practice, Oxford University Press: Pakistan.

Qureshi, R. & Rarieya, J. (Eds) (2007). Gender and Education in Pakistan.

Karachi, Pakistan: Oxford University Press: Pakistan.
EDU-503 Foundations of Education 3(3-0)
Learning outcome

The students will be able to:

 Explain the important features of foundation of
education
 Specify the role of educational thinkers in education
 Discuss the modes of education
 Discuss historical development of Pakistan
 Evaluate the issues and problems of education.

Course Outline

Unit 1 Ideological Foundation of Education

 Islamic Foundations
 Islamic concept of Peace
 Other religions and Islam
 Ideology and teachers

Unit 2 Philosophical Foundations of Education

 Philosophy and Education
 Main Philosophical Thoughts
 Idealism
 Realism
 `Pragmatism
 Re-constructionism
Unit 3 Psychological Foundations of Education
 Learning and Maturation
 Individual Differences
 Self Concept
 Academic Aptitude
 Instructional Strategies and Psychology

Unit 4 Socio-Economic Foundations of Education

 Concept of Society and Culture
 Social Conditions and Education
  Economic Conditions and Education
 Politics and Education

Unit 5 Historical Foundations of Education in Pakistan

 Pre-Pakistan Period (712 A.D. to onward)
 Period from 1947-1958
 Period From 1959-1971
 Period from 1972-1979
 Period from 1980 -1991
 Period from 1992 – to date

Unit 6 Aims of Education

 Aims, Goals and Objectives
 Taxonomies of Objectives
 Aims and Objectives of Education in Pakistan

Unit 7 Problems and Issues in Education in Pakistan

 Universalization of Primary Education
 Literacy
 Medium of Instruction
 Diversification of Education
 Environmental Education
 Gender and Education
 Islamiazation of Education
 Special Education
 Health Education / Drug Education
 HIV / Aids, STIs, Hepatitis

Recommended Book
Canestrari, A. (2009). Foundations of Education. New York:
Sage Publications.
Eugene, F.P. (2005). Critical issues in education: Anthology
of reading. New York: Sage Publications.

Goldblatt, P.F., & Smith, D. (2005). Cases for teacher

development. New York: Sage Publications.
Holt, L.C. (2005). Instructional patterns: Strategies for
maximizing students learning.

Murphy, D. (2005). Foundations/Introduction to Teaching.

USA: Allyn & Bacon, Inc.New York: Sage Publications.

Semel, S. F. (2010). Foundations of education: The essential

texts. USA: Routledge
PHY-321 Applied Physics-I 3(3-0)
The objective of this outline is to students familiar with content of Physics.

1. Physical Quantities and Measurement

 Introduction
 Physical quantities
 Internal system of units
 Measuring instruments
2. Kinematics
 Types of motion
 Newton’s law of motion
 Law of gravitation and Newton’s 3rd law of motion
3. Matter
 Properties of matter
4. Motion and waves
 Simple harmonic motion
5. Sound
 Definition
 Characteristics
6. Current electricity
 Definition
 Electric current
 Measurement of current
 Procedure of current flow
7. Atomic and Nuclear Physics
 Radio isotopes
 Nuclear fusion
 Treatment and safety measure of Radiation

Referred Books

 Physics Book Recommended by Punjab text book Board for class 9th.
 Physics Book Recommended by Punjab text book Board for class 10th.
MTH-112 Basic Mathematics-II 3(3-0)
Course Code MTH-112 Course Title Basic Mathematics II Credit Hour
3(3-0)

Preliminaries: Real Numbers and the Real Line,

Functions and their graphs: Polynomial Functions, Rational Functions, Trigonometric

Functions, and Transcendental Functions. Slope of a Line, Equation of a Line, Solution of
equations involving absolute values, Inequalities.

Limits and Continuity: Limit of a Function, Left Hand and Right Hand Limits,
Continuity, Continuous Functions.

Derivatives and its Applications: Differentiation of Polynomial, Rational and

Transcendental Functions, Extreme Values of Functions.

Integration and Indefinite Integrals: Integration by Substitution, Integration by Parts,

Change of Variables in Indefinite Integrals. Least-Squares Line.

RECOMMENDED BOOKS

1. Thomas, Calculus, 11th Edition. Addison Wesley publishing company, 2005.

2. H. Anton, I. Bevens, S. Davis, Calculus, 8th edition, Jhon Willey & Sons, Inc. 2005.

3.Hughes-Hallett, Gleason, McCallum, et al, Calculus Single and Multivariable, 3rd

Edition. John Wiley & Sons, Inc. 2002.

4. Frank A.Jr, Elliott Mendelson, Calculus, Schaum’s Outline Series, 4th edition, 1999.

5. E. W. Swokowski, Calculus and Analytic Geometry PWS Publishers, Boston, 1983. 6.

John H. Mathews, Numerical Methods for Mathematics Science and Engineering, Prentice-
Hall, Second Edition 1992.
EDU-509 Curriculum Development 3(3-0)

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

Unit 01 Introduction to Curriculum

 The definition of Curriculum

 Various forms of Curriculum
 Elements of Curriculum: Objectives, Content selection, Curriculum
implementation, evaluation of curriculum.
 Learning experiences and assessment of students learning

Unit 02 Foundations of Curriculum

 Philosophical
 Psychological
 Sociological

Unit 03 Curriculum: Aims, Goals and Objectives

 Distinction between aims, goals & objectives
 Taxonomies of educational objectives
Cognitive domain
Affective domain
Psychomotor domain
Solo Taxonomy of educational objectives
Unit 04 Models of Curriculum
 Tyler Model
 Wheeler Model
 Dynamic Model
 Skel Beck Model
Unit 05 Designs of Curriculum
 Subject-based
 Activity-based
Unit 06 Process of Curriculum Development in Pakistan
 Curriculum development at elementary and secondary level
 Role of teacher in curriculum development process at various levels

Unit 07 Curriculum Change

 Process of Curriculum Change
 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.
EDU-511 Comparative Education 3(3-0)

Learning Outcomes:

After studying this course, the students will be able to:

 Describe the meaning and significance of comparative
education
 Compare the education systems of selected developed
countries
 Compare the education systems of selected
developing countries
 Analyze critically the education system of Pakistan

Course Outline:

Unit 1 Introduction to Comparative Education

 Concept of comparative education – meaning, need and scope

 Purpose of comparative education
 Methods & Comparative Education

Unit 02 Elements of Comparative Education (Both qualitative and

quantitative dimensions)
 Objectives
 Curricula
 Teaching methodology
 Assessment and evaluation
o (student achievement, examination system)
 Facilities
 Educational structure
 Administrative and financial set up
 Teacher education
Unit 03 Comparative View of Systems of Education in Pakistan
 Private and public
 Madrassah and formal education
 Formal vs. Distance and non-formal education
Unit 04 Comparative Education in Developed Countries
 USA
  UK
 Japan
 Singapore
Unit 05 Comparative Education in Developing Countries
 India
 China
 Malaysia
 Pakistan

Unit 06 Global Issues in Comparative Perspective (focusing

developing countries)
 Quality education
 Education For All
 Recruitment of teachers at elementary and secondary levels
 Admission procedure at higher education level.

Recommended Books:
Isani, and Virk, M.L. (2006) Higher Education in Pakistan. Islamabad: National
Book Foundation.
ISL-511 Translation of the Holy Quran-III 1(1-0)
EDU-502 Contemporary Trends and issues in Education 3(3-0)
Learning Outcomes
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
Unit 01 Education as a Complex Enterprise
 Diversity of aims and approaches in education.
 Variety of philosophical approaches to education.
 Education in different periods and societies
Unit 02 Madrassah Education
 Madrassah: origin, aims and objectives
 Role of madrassah in 21st century
 System of education in madrassah
 Madrassah reforms in Pakistan
Unit 03 Universal Literacy
 Literacy and individual rights
 Factors affecting program for universal literacy: medium of instruction
 Formal and Non formal education: Advantages and disadvantages
Unit 04 Gender Disparity
 Concept of gender equality
 Factors affecting the status and role of women
 Steps towards reducing gender disparity.
Unit 05 Population Education:
 Concept of Population Education.
  Factors affecting Population Education.
 Impact of Population Growth on National Development.
 Roles and responsibilities of family, school, mosque and community in
population education.
 Steps towards population planning and welfare.
Unit 06 Environmental Awareness
 Types of pollution
 Causes of pollution
 Environmental education
Unit 07 Privatization of Education
 Government resources and multiple demands
 Need of private sector education
 Challenges of quality education
Unit 08 Information in Education
 New concept of information explosion
 Expanding learning resources
 Information and communication technology (ICT) literacy
 Technology in education
Recommended Books
AIOU (2006) Population Education Course MA EPM 584, Islamabad: AIOU.
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. Modhukar Indira (2003). Changing Demands of
Technical and Vocational Education, Annual Publication New Delhi. Mohantry,
Jagannath. Primary and Elementary Education, Deep & Deep Publication Private
Ltd. Pakistan, Govt: (2003).
Education for All, Ministry of Education Curriculum Wing Islamabad. Rao, V. K.
(2004). Population Education efficient Printer, New Delhi. 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. 61 Usmani, B. D.
(2004). Women Education in 21st Century Annual publication, New Delhi. W. H.
O. (2005). Emerging Issues in Water and Infections, U.N.O. Publishers,
BOT-303 Functional Biology-I 3(3-0)

Outline

1. Introduction to biology
 Meaning
 Branches
2. Solving a biological problem
 Biological method
3. Cells & Tissue
 Microscopy and emerging cells theory
 Cell physical
4. Nutrition
 Importance
 Components of human food
5. Coordination and control
 Types of coordination
 Human nervous system
 Automatic nervous system
6. Man and his environment
 Flow of materials and energy in ecosystem
 Pollution, consequences and control
7. Biotechnology
 Introduction
 Importance
 Fermentation

Referred Books

 Biology Book Recommended by Punjab text book Board for class 9th.
 Biology Book Recommended by Punjab text book Board for class 10 th.
MTH-321 Algebra and Trigonometry 3(3-0)

Preliminaries: Real-number system, complex numbers, introduction to sets, set operations,

functions, types of functions.

Matrices: Introduction to matrices, types, matrix inverse, determinants, system of linear

equations, Cramer’s rule.

Quadratic Equations: Solution of quadratic equations, qualitative analysis of roots of a

quadratic equations, equations reducible to quadratic equations, cube roots of unity,
relation between roots and coefficients of quadratic equations.

Sequences and Series: Arithmetic progression, geometric progression, harmonic

progression. Binomial Theorem: Introduction to mathematical induction, binomial theorem
with rational and irrational indices. Trigonometry: Fundamentals of trigonometry,
trigonometric identities.

RECOMMENDED BOOKS: 1. Dolciani MP, Wooton W, Beckenback EF, Sharron S,

Algebra 2 and Trigonometry, 1978, Houghton & Mifflin,

2. Boston (suggested text) Kaufmann JE, College Algebra and Trigonometry, 1987,
PWSKent Company, Boston

3. Swokowski EW, Fundamentals of Algebra and Trigonometry (6th edition), 1986,

PWSKent Company, Boston.
EDU-508 Educational Psychology 3(3-0)

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

Unit 1 Introduction to psychology

 Schools of thoughts
 Structuralism
 Functionalism
 Behaviorism
 Nature and function of educational Psychology
 Four way teaching agenda of educational Psychology
Unit 2 Fundamentals of Human Development
 Overview of Growth and Development
 General nature of growth and Development
 Factors influencing Child Development
Unit 3 Learning
 Definition of learning
 Learning theories
 Learning Process

Unit 4 Information Processing

 What is Memory
 Parts of memory
 What is Forgetting
 Methods to improve memory

Unit 5 Intelligence
 Concept of intelligence
 Theories of intelligence
 Individual difference
 Intelligence Testing

Unit 6 Measurement and evaluation in educational Psychology

 Test
 Characteristics of Test
 Reliability
 Validity
 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.
EDU-510 Introduction to guidance and counseling 3(3-0)
Learning Outcomes

On successful completion of this course, learners will be able to:

 Demonstrate knowledge of the importance of guidance
and counselling to support the teacher‟s role in the
classroom
 Explain the role of various members of a guidance and
counselling system in supporting learners in addressing
their future choices and social challenges
 Demonstrate the skills of student advisement in making
responsible social choices and decisions
 Assist students in making informed choices to solve
personal, educational and social problems they confront
 Refer students to resources that can assist them in solving
social and personal problems they encounter.

Course outline

Unit 1 Introduction to Guidance and Counselling

 Define and differentiate Guidance and Counselling

 Objectives of Guidance
 Principles of Guidance
 List the various members of a counselling team and explain their
responsibilities
Unit 2 The role of guidance and counselling personnel
 Teacher in guidance and counselling
 Psychologist in student services
 Administrator in guidance and counselling
 Career counsellor
 Librarian in guidance and counselling
Unit 3 Techniques of Guidance
 How the teacher can assist the learner to make informed choices to
guide their future
  Assisting the learner in personal and social development
 Developing guidance skills:questioning techniques, active listening
Unit 4 Basic skills of Counselling
 Identifying elementary social problems the classroom teacher can resolve
 Exercising basic counselling skills in a controlled situation
 Evaluating basic counseling techniques among peers

Unit 5 Services of Guidance

 Orientation service
 Testing service
 Educational and occupational services
 Counselling services
 Placement services
 Follow up services
 Research & evaluation services

Unit 6 Evaluation of the guidance program

 Types of evaluation in guidance and counselling
 Program evaluation

Unit 7 Cumulative Record Card

 Nature and purpose of the Cumulative Record Card (CRC)
 Advantages of the CRC
 Design of CRC

Assessment in the course

Written test to measure acquisition of theoretical knowledge Demonstrations

of counselling skills
Role plays for peer evaluation (guidance and counselling situations)
EDU-512 Instructional and Communication Technology (ICT) in 3(3-0)
Education
Unit-1:
Introduction to ICTs, Policy and Other Guidelines for Use of ICTs in Education
( 1 week / 2 hours)

Introduction and Guidelines

Week 1:
(2 sessions/2 hours) a. Introduction to the course – ICTs in Education
b. Pre-assessment for the course
c. 21st Century Skills – the need of the day
d. What are ICTs?
e. Highlights - National ICTs Strategy for Education in
Pakistan, National Education Policy 2009

ICTs Integration, Standards and Competencies for Teachers

Week 2:
(2 sessions/2 hours) a. ICTs Integration – Why and What it means; objectives;
misconceptions
b. ICT competencies for Teachers
c. Highlights - National Professional Standards (NTSTP) for
ICTs in Education
d. Introduction to electronic Portfolios – setting up for
the course
Unit 2:
ICTs Integrated into Curriculum and Instruction– (9 weeks / 18 hours)
Learning through custom-designed/ready-made applications
Week 3: (available on DVDs/CDs – Story of Pakistan, tutorials, multimedia
(2 sessions/2 encyclopedias, etc.)
hours) a. Exploring the custom-designed multimedia resources
b. Instruction using available applications for teaching of
Pakistan Studies/History, Functional English, Methods of
Teaching, etc.)
c. Lesson planning and review
 Audio, Radio Broadcast and Interactive Radio
Week 4: Instruction (IRI)
(2 sessions/2 hours) a. Power of audio/radio in education
b. Using audio/radio/IRI resources for teaching of
different subjects (Functional English, Pakistan
Studies/Islamic Studies, Early Childhood Education,
etc.)
c. Case-studies for extended reading
Video, animations, movies and television broadcast
Week 5: (Examples for different content/subject and pedagogy areas - Child
(2 sessions/2 hours) Development, Early Childhood Education, Communication,
Geography, Science, etc.)
 Using recorded-classroom videos (Examples for different
subject and pedagogy areas - Child Development, Early
Childhood Education etc.)
 Using video prompts in classroom
 Lesson Planning using video resources

(Continued) Video, animations, movies and television

Week 6: broadcast
(2 sessions/2 hours)  Using movies in education
 Using video commercials in education
 Using split-video technique in classroom
  Documentaries and discussions
 Exploiting the potential of television broadcast in education
 Case-studies for extended reading
 Lesson Planning using video resources
 Lesson Demo and Presentations
Learning through Internet (applications, etc.)
Week 7: (Examples for different content/subject and pedagogy areas –
(2 sessions/2 hours) Teaching of Science, language-development, improving
communication skills, etc.)
a. Concept of globalization –‘Global Teacher Community’
b. Online tutorials
c. Browsing for a purpose - Seeking and filtering information
d. Online tools for communication and collaboration
e. Introduction to Digital Libraries, archives and eBooks
Learning through Internet /Videos in Education – Revisited
Week 8: a. Interactive Online applications (Google Earth and Google
(2 sessions/2 hours) Maps)
b. Online video resources and video channels (TeacherTube,
YouTube, etc.)
c. Sketchcasting technique and animation in education (Case
Study: The Khan Academy)
Using Digital Camera in Education
Week 9: (Examples for different content/subject and pedagogy areas -
(2 sessions/2 hours) Methods of Teaching, Child Development, Classroom Management,
Practicum, etc.)
a. Power of Pictures/photographs
b. Developing local content using digital camera
c. ‘Shoot and share’ - Sharing experiences
Interactive Games and Puzzles
Week 10: a. Exploring resources and applications, subject-wise (language,
(2 sessions/2 hours) Science, Mathematics, etc.)
b. Digital Applications - From Toys to Learning Tools

Trainees to design a storyboard of an educational game; Or

design a puzzle online
Planning for ICTs Integration
Week 11: a. Planning for ICTs Integration (SWOT analysis, building
(2 sessions/2 hours) support networks, etc.)
b. Developing a Technology Plan for Classroom and School
c. Barriers for effective ICT use in schools and suggestions
Unit-3:
Collaborative Learning using ICTs (2 weeks – 4 hours)

Week 12: Enhancing Opportunities for Collaborative Learning

(2 sessions/2 hours) a. Collaborative projects (using email, Google
Docs/presentations, etc.) – folk tales/cultural stereotypes,
learning about communities, and other iEARN projects)
o Pakistan Studies
o English/Urdu – Using email or Google Docs to
write a collaborative “Rotating Story” (Project)
o Civics, etc.

b. Using Wikis and Blogs – an introduction

Unit-4:
ICTs for Life-long Learning and Teacher Professional Development (2 weeks – 4 hours)

ICTs for life-long learning and teacher

Week 13: professional development
(2 sessions/2 hours)
d. Why life-long learning?
e. Planning – an information resource (TL resources on WWW,
Wikipedia, National curriculum, etc.)
f. Learning content and methods
g. ICT/Collaborative Tools for Teachers (Emails, discussion
groups, chat, mailing lists, professional forum, etc.)
h. Teaching-learning and assessment tools (templates, lesson
plans, worksheets, online tests-IELTS, etc.)
i. Video/teleconferencing (Skype)
 j. eLearning and Blended Learning (Introduction)

Week 14: Continued - ICTs for life-long learning and teacher

(2 sessions/2 hours) professional development

Unit-5:
Evaluating ICT Tools and Resources for Use (1 week - 2 hours)

Evaluating ICT tools and resources (1 week - 2 hours)

Week 15
(2 sessions/2 hours) a. Making decisions on identifying ICT resources: Assessing
quality and usability of ICT resources with the help of rubrics
b. Assessing quality of websites and other Internet applications,
educational games, etc. (Gathering and analyzing
information)
Week 16
a. Review
(2 sessions/2 hours)
b. Post-assessment

Course Extension Ideas

 Emerging trends (Virtual schools, Online Universities,
eTutoring, etc.)
 Assistive Technologies (Case Study – Pakistan Foundation
for Blinds; Technologies to assist Special Education)
 Technologies in other domains of education - Life Skills,
health education, vocational training, preparing-for-work,
etc.)
 Professional Associations online
 Digital Libraries
 Using Wikis and Blogs
 Tools and applications to support distance education
(Moodle, Whiteboards, Elluminate, etc.)
 Cell phones in education
 Concept-mapping (MindMap)
 SUGGESTED TEXTBOOKS AND REFERENCES

 Journal of Research on Technology in Education (JRTE, International

Society for Technology in Education (ISTE) -
http://www.iste.org/learn/publications/journals/jrte-old.aspx
 Journal of Technology and Teacher Education (JTATE) - http://aace.org/pubs/jtate/
 Partnership for 21st Century Skills. 2010. Framework for 21st Century
Learning. http://www.21stcenturyskills.org/index.php?
Itemid=120&id=254&option=com_conten t&task=view

RESOURCES

Geography

 Google Earth free download:

http://www.google.com/earth/download/ge/agree.html
 Google Earth tutorial: http://earth.google.com/outreach/tutorial_annotate.html
 Google Maps: http://maps.google.com/
 National Geographic Channel: http://maps.google.com/
 Videos – National Geographic:
http://video.nationalgeographic.com/video/player/national-
geographic-channel/

Science, History, News, etc. - Discovery Channel

 Videos –
Discover
y
Channel
http://dsc
.discover
y.com

Mathematics, Physics, etc.

Videos – The Khan Academy
http://www.khanacademy.or
g/

English:
English Grammar software free download
http://freesoftwarepc.biz/educational-software/download-free-software-3d-
grammar-english- portable/
 CHM-321 Introductory Chemistry 3(3-0)
Introductory Chemistry

Objective of this outlie is to introduce chemistry with students of B.Ed. Elementary.

1. Fundamentals of chemistry
2. Structure of item
3. Structure of molecules
4. Solutions
5. Chemical Reactivity
6. Acid bases and Salts
7. Biochemistry
8. Water

References

 Chemistry book Punjab text book board class 9th

 Chemistry book Punjab text book board class 10th
 MTH-322 Introduction to Calculus 3(3-0)
Preliminaries: Real-number line, functions and their graphs, solution of equations
involving absolute values, inequalities.

Limits and Continuity: Limit of a function, left-hand and right-hand limits, continuity,
continuous functions.

Derivatives and their Applications: Differentiable functions, differentiation of

polynomial, rational and transcendental functions, derivatives.

Integration and Definite Integrals: Techniques of evaluating indefinite integrals,

integration by substitution, integration by parts, change of variables in indefinite integrals.

RECOMMENDED BOOKS 1. Anton H, Bevens I, Davis S, Calculus: A New Horizon

(8th edition), 2005, John Wiley, New York

2. Stewart J, Calculus (3rd edition), 1995, Brooks/Cole (suggested text)

3. Swokowski EW, Calculus and Analytic Geometry, 1983, PWS-Kent Company, 4.

Boston Thomas GB, Finney AR, Calculus (11th edition), 2005, Addison-Wesley, Reading,
Ma, US
EDU-607 Data Analysis in Education 3(3-0)
Objectives:

This course will help the students to understand statistical concepts, which are used as tools of
analysis in the field of education in respect of measurement & evaluation of students’
performance & research in education.

Unit 1: Introduction to Statistics

 Statistics In Education
 Importance of Statistics In Education
Unit 2: Graphic Representation of Data

 Histogram
 Polygon
 Frequency curve
 Pie chart / graph
Unit 3: Measures of Central Tendency

 Mean
 Median
 Mode
Unit 4: Measures of Dispersion

 Range
 Quartile deviation
 Standard deviation
Unit 5: Measures of Relationship

 Correlation
 Normal distribution
 Percentile & percentile ranks
 Tests of significance
 Parametric tests
 Non- Parametric tests
Unit 6: Measurement Scales

 Nominal
 Ordinal/ ranking
 Interval
  Ratio
Unit 7: Random Variables and Probability Distribution

 Random sampling
 Random variables and their distribution
 Binomial distribution
Unit 8 Normal and Sampling Distributions

 Normal distribution
 Interpreting scores in terms of Z-scores and percentile ranks

Unit 9: Statistical Inferences: One sample

 Introduction to hypothesis testing

 One –sample T-Test for a mean
 Confidence interval for a mean
 One sample Z-Test and confidence interval for a proportion
 One sample T-Test and confidence interval for means using independent & dependent
samples
Unit 10: Introduction to the Analysis of Variance and Co-variance

 Introduction to analysis of variance

 Basic concepts in ANOVA
 Basic concepts in ANCOVA
 Multiple comparison procedures
Unit 11: Statistical Inference for Frequency Data

 One –Sample Chi-Square test

 Testing Goodness of Fit
 Testing independence
 Testing equality of proportion
Unit 12: Statistical Inference for Ranked Data

 Introduction to Assumption –Free test

 Mann-Whitney U Test for two independent samples
 Wilcoxon test for dependent samples
Recommended Books:

 Gay, L.R. (1987) Educational Research: Competencies ForAnalysis & Application.London:

Merrill publishing Company
 Mangal, S.K. (2002) Statistics In Psychology & Education.India: prentice hall.
 Minium, Edward W. Brue M. King. (2001) Statistics reasoningInPsychology
&Education.New York: john Wiley & Co.
EDU-609 Research Methods in Education 3(3-0)
Course Outline

Unit 1 The Nature of Educational Research

 Definitions of Educational Research

 Scope and importance
 Scientific method
 Research problem and topic
 Characteristics of research problem

Unit 2 The Researching professional

 Qualities of a researcher
 Teacher as researcher
 Research ethics

Unit 3 Types of Educational Research

 Descriptive Research
 Experimental Research
 Historical Research
 Action Research

Unit 4 Techniques of Reviewing Literature

 Primary sources
 Secondary sources

Unit 5 Methodology
 Population
 Sampling
 Instrument
 Data collection procedure

Unit 6 Data Analysis

 Descriptive
 Inferential
Unit 7 Report Writing
 Writing formats & Presentation
 Referencing

Recommended Books: Recommended Books:

 Gay, L.R. (1987) Educational Research: Competencies ForAnalysis & Application.London:

Merrill publishing Company
 Mangal, S.K. (2002) Statistics In Psychology & Education.India: prentice hall.
 Minium, Edward W. Brue M. King. (2001) Statistics reasoningInPsychology
&Education.New York: john Wiley & Co.
EDU-633 Teaching Practice-III 3(0-3)
 Students will go to Government schools for teaching practice. They will take at
least 48 classes there and prepare 48 lesson plans. At the end they will be evaluated
by a presenting a model lesson.

ISL-611 Translation of the Holy Quran-1V 1(1-0)

EDU-602 School Management 3(3-0)
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:

Unit 1 Introduction

 Definition and concept of organization, administration and

management
 Importance and impact of effective management
 Elements of management
Unit 2 Role of head teacher as manager
 Head teacher and children
 The head teacher and teachers
 Working with parents
 Head teacher and supporting staff
Unit 3 Planning the curriculum
 Developing and planning yearly calendar for school activities
 Assigning roles to staff
 Monitoring and supervising curriculum
 Curriculum revision

Unit 4 Health, safety and co-curricular activities

 Planning activities to promote health and safety measures
 Planning and aligning co-curricular activities with yearly calendar
Unit 5 Management structure
 Management arrangement
 Collective responsibility
 A senior management team
 The deputy heads
 The art of delegation
 Appraisal criteria
Unit 6 Communication in schools
Meetings in school (preparation, conduct and recording the proceedings)
Establishing a communication network

Unit 7 Record keeping in schools

 Attendance record
 Enrollment record
 Examination record
 Financial records
 Maintaining stock registers
 School registers
Unit 8 Day to day concerns
 School day activities
 Arranging the classes
 Staffing arrangement
 In time directions to address day needs
 Conflict management
Unit 9 School Plant:
 maintenance of building
 maintenance of Library
 maintenance of play ground
 maintenance of horticulture
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.
EDU-604 Test development and evaluation 3(3-0)

Learning outcomes

After the end of the course the prospective teachers will be able to:
 Understand the concept of evaluation and testing
 Determine the qualities of a good test.
 Plan and construct appropriate classroom test to evaluate
student‟s performance.
 Make report of the test results to different stake holders.
Course contents
Unit 01 Test, testing and evaluation

 Meaning of test, testing and evaluation.

 Purpose, Principles and scope of test and evaluation.
 School Evaluation program.

Unit 02: Types of Evaluation

 Placement Evaluation
 Diagnostic Evaluation
 Formative Evaluation
 Summative Evaluation

Unit 03 Types of test

 Essay type test
 Objective type test
 Recognition type items
 Recall type items
 Verbal tests

Unit 04 Test Construction

 Planning the test
 Preparing the test items
 Assembling the test
Unit 05 Test Administration and analysis
 Administration/conducting the test
 Item analysis and modification

Unit 06 Qualities of a good test

 Reliability
 Validity
 Adequacy
 Objectivity
 Differentiability

Unit 07 Interpretation of test scores

 Percentage
 Ordering and ranking
 Frequency Distribution
 Measure central tendency (Mean, Median and mode)
  Pictorial forms (Graph, polygon, histogram)
Unit 08 Reporting the test results to:
 Students
 Parents
 Administration
Unit 09 Counseling of students after reporting the results

Recommended Books:

Ebel, Robert (2004). Essentials of Educational Measurement. India:

Prentice hall.

Freeman, Richard, (2004). Planning and Implementing Assessment.

New York: Rout ledge Flamer.
Georg, David (2003). Trends in Measurement and Evaluation
Techniques. New Delhi: Commonwealth.

James William (2005). Evaluation and Development of School

Educations. New Delhi: Anmol Publications.

Kubiszyn, Tom, (2003). Educational testing and Measurement:

Classroom Application and Practice. United States: John Wiley &
sons, Inc.
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.
EDU-634 Teaching Practice-IV(Long Term) 6(0-6)

Students will go to Government schools for teaching practice. They will take at least 90 classes
there and prepare 90 lesson plans. At the end they will be evaluated by a presenting a model
lesson.
EDU-632 Research project 3(0-3)
Students will select a research problem and work on it following APA style of thesis writing .