Bachelor of Education (B.Ed.)
B.Ed. is a two-year programme which aims at providing professional studies in education. It provides a wide knowledge base for becoming an elementary and secondary school teacher.
| Duration | 2 Yrs |
| Fees PA | 133000/- |
| Minimum Eligibility Criteria | Candidates having passed with 50% or more marks in aggregate in the Bachelor’s degree and/or in Master’s degree in Sciences/Social Sciences/ Humanities/ Bachelor’s in Engineering or Technology with specialization in Science and Mathematics with 55% marks or any other qualification equivalent thereto. |
| Criteria for Preparation of Merit list | Merit preparation/ short listing of candidates shall be on the basis of score in SAT/ MRNAT 2024/ Graduation Qualifying Examination. |
Note: Manav Rachna now accepts Pearson Test Score for admission- In case the candidate has opted for an additional subject in class 12th, aggregate shall be calculated counting the best 5 subjects including English as one of the subjects.
Brief Description of the Programme
Bachelor of Education or B.Ed. is a UG professional degree programme that can be pursued after completing a bachelor’s or master’s degree from recognised institutes in relevant streams.
The programme is designed according to UGC and NCTE guidelines to prepare qualitative future teachers for nation-building. The vision of the programme is to impart in-depth knowledge of broad and specific interrelated areas of curriculum and pedagogy. The programme has been designed to impart theoretical knowledge and practical skills to students and empower them with teaching skills for 21st-century learning.
Key Features
- Course accredited by the National Council of Teacher Education (NCTE) and University Grants Commission (UGC)
- Professionally oriented, skill-based curriculum which is in tune with practical and field-based activities
- Focus on competency-based teaching-learning
- Eminent faculties and experts from renowned institutions to facilitate teaching-learning
- Use of bilingual medium of instruction to cater to the educational needs of students from both rural and urban backgrounds
- Interdisciplinary approach to deliver quality education and standard professional training both on- and off- the campus.
- Internship-based teaching-learning to provide a first-hand learning experience to students
- Field exposure through visits, workshops, seminars, expert lectures, and conferences
- Strong emphasis on professional training and holistic personality development to provide ample opportunities for placements as well as to promote research and development
Programme Educational Objective
PEO1 To groom professional and humane teachers with key competencies pertinent to local and global scenario.
PEO2 To educate students to succeed in higher studies and thrust areas of research in the field of Education and other related fields.
Programme Outcomes
After the completion of the program, the students will:
PO1 Demonstrate core values: Commitment to profession; honour diversity and ensure inclusion; ethical integrity.
PO2 Demonstrate competencies such as; Communication skills; working effectively with students and parents; drive for achieving improved student learning outcomes.
PO3 Demonstrate professional/technical knowledge of the physical, social, and intellectual development of students.
PO4 Demonstrate knowledge and understanding of: differentiating teaching to meet the specific learning needs of students; both school education and teacher education-related subjects.
PO5 Demonstrate knowledge required to design lesson plan learning sequences, implement teaching strategies using ICT, set explicit, challenging, and achievable learning goals for all students.
PO6 Demonstrate professional competencies/practices that are required to manage classroom activities by establishing and maintaining orderly and workable routines.
PO7 Demonstrate professional competencies required to select, use and develop informal and formal, diagnostic, formative, and summative assessment strategies to assess student learning, provide timely feedback to students, and participate in assessment moderation activities.
PO8 Demonstrate competencies and actions required for keeping oneself professionally engaged independently and participate in learning to update knowledge and practice.
PO9 Demonstrate the ability to conduct research in related thrust areas.
PO10 Demonstrate the ability to connect with the community and provide solutions at educational, environmental, and social levels.
PO11 Demonstrate an attitude of reflection, social entrepreneurship, and innovation.
The consistency of PEOs with Mission of the School of Education and Humanities is established through the correlation matrix given below-
| Program Educational Objectives (PEOs) | M1 | M2 | M3 | M4 |
| To groom professional and humane teachers with key competencies pertinent to local and global scenario. | 3 | 3 | 3 | 2 |
| To educate students to succeed in higher studies and thrust areas of research in the field of Education and other related fields. | 2 | 3 | 2 | 1 |
PROGRAM STRUCTURE
| B.Ed | |||
| LAW/MGT/FL Course | Program Core | Program / Discipline Electives | Project(s) |
| General Laws for Educators | Child Development and Teaching Learning Process | Pedagogy of Social Science | Preliminary School Internship-Phase-1* |
| Commercial Law | Child Development and Teaching Learning Process Lab | Pedagogy of Social Science Lab | Preliminary School Internship-Phase-II ** |
| Spanish-I | Foundations of Education | Pedagogy of Biological Science | Post Second Semester Summer Training |
| German-I | Foundations of Education Lab | Pedagogy of Biological Science Lab | Reflective Journal |
| French-I | Creating an Inclusive Classroom | Pedagogy of Mathematics | Skill in Pedagogy I |
| Basics of Economics | Reading and Reflecting on Texts | Pedagogy of Mathematics Lab | Skill in Pedagogy II |
| Introduction to Finance | Critical Understanding of ICT in Education-I | Pedagogy of Commerce | Action Research / Case Study |
| Communicative English | Pedagogy of Commerce Lab | Community Connect internship | |
| Co Curricular Activities
|
Pedagogy of Computer Science | ||
| Learning and Teaching | Pedagogy of Computer Science Lab | ||
| Learning and Teaching Lab | Pedagogy of English | ||
| Assessment for Learning | Pedagogy of English Lab | ||
| Assessment for Learning Lab | Pedagogy of Physical Science | ||
| Language and Curriculum | Pedagogy of Physical Science Lab | ||
| Understanding disciplines and Subjects | Pedagogy of Economics | ||
| Drama and Arts in Education | Pedagogy of Economics Lab | ||
| Education in Contemporary India | Pedagogy of Hindi | ||
| Education in Contemporary India | Pedagogy of Hindi Lab | ||
| Knowledge and Curriculum | Pedagogy of Sanskrit | ||
| Knowledge and Curriculum | Pedagogy of Sanskrit Lab | ||
| School Organization & Management | Pedagogy of Home Science | ||
| Gender, School and Society | Pedagogy of Home Science Lab | ||
| Understanding the Self | Pedagogy of Punjabi | ||
| Critical Understanding of ICT in Education-II | Pedagogy of Punjabi Lab | ||
| E-Learning | Pedagogy of Music | ||
| Pedagogy of Music Lab | |||
| Peace and Value Education | |||
| Guidance and Counselling | |||
| Human Rights in Education | |||
| Environment and Education | |||
| Peace and Value Education | |||
| School leadership and Management | |||
Scheme & Syllabus
B.Ed. programme is a professional course of two years duration. The maximum time span in which a candidate must qualify for the degree shall be three academic years, failing which he/ she shall not be allowed to continue his/ her studies for the program.
The programme follows the choice-based credit system. The total credit requirement for the award of the B.Ed. degree shall be around 85. The distribution of credits over the semesters of the programme is as specified in the table below:
| Semester | Credits |
| Semester 1 and Semester 2 | 23-25 credits per semester |
| Inter-semester Break | |
| Semester 3 and 4 | 17-21 credits per semester |
| Total | Credits 85 |
Candidate shall have to earn the minimum credits as specified in the curriculum scheme of the Programme, to be eligible for the award of degree. These credits should be earned under different categories as follows:
- All core courses as defined in the curriculum scheme;
- School internship programme;
- All inter-semester programmes (as per curricular requirements)
- At least one elective course offered by the parent department;
- At least one elective course offered by the Department of Humanities and Social Sciences.
Student shall also pass all University mandatory courses, audit courses, NTCC, and bridge courses and shall fulfil any other requirement as prescribed by the University from time to time.
Note:
At the time of assessing eligibility for the award of a degree if a student fails to earn the requisite passing Grade in a solitary course, then marks can be transported from his/her other courses of the final semester to the extent that he/she passes in that course.
A student must register for a minimum of 14 credits and a maximum of 32 credits in a semester. The minimum credits registered should include at least 2 courses under the category of hard courses which can be core or elective with first preference for the core.
With an ever-growing education sector, there is no dearth of employment opportunities. Education as a specialization has vast opportunities in teaching at the school level, curriculum planning, educational administration, content writing, and editing with publishing houses, instructional designing with multinationals, career counselling, and policy planning with SCERT/NCERT. Merit-based placement opportunities are also being offered with allied chains of schools
Career Opportunities
With an ever-growing education sector, there is no dearth of employment opportunities. Education as a specialization has vast opportunities in teaching at the School level, curriculum planning, educational administration, content writing, and editing with publishing houses, instructional designing with multinationals, career counselling, and policy planning with SCERT/NCERT. Merit-based placement opportunities are also being offered with allied chains of schools. Some of the career opportunities include:
- Higher Secondary Teachers (PGT)
- Secondary Teachers (TGT)
- Primary Teachers (PRT)
- School Coordinators
- Administrators
- Counsellors
- Communication Skill Trainers
- Language Experts
- Educational Researchers
- Curriculum Developers
- Content Writers
- Entrepreneurs
- Edupreneurs
- Freelancer
Co-Mapping:
| Course / Course Code | CO | Course Statement | PO1 | PO2 | PO3 | PO4 | PO5 | PO6 | PO7 | PO8 | PO9 | PO10 | PO11 |
| Child Development and Teaching Learning Process (EDH101-T) | CO1 | Develop an understanding of different dimensions and stages of human development | – | – | 3 | 3 | 2 | 1 | – | – | 2 | 2 | – |
| CO2 | Understand and identify the needs and problems of adolescents | 2 | 2 | 3 | 3 | – | – | – | – | 2 | 3 | 1 | |
| CO3 | Enrich student teachers with ways of addressing the diversity in class | 3 | 2 | 3 | 2 | – | 2 | 2 | 2 | 3 | 3 | 1 | |
| CO4 | Reflect upon different theories of human development in context of present scenario. | – | 2 | 3 | 3 | 1 | 2 | – | 3 | 2 | 3 | 2 | |
| CO5 | Apply the gained knowledge with respect to social concerns in the present context and their influence on development of children | 3 | 3 | 3 | 3 | 2 | 3 | 2 | 3 | 3 | 3 | 2 | |
| Child Development and Teaching Learning Process Lab (EDH101-P) | CO1 | To demonstrate the understanding of different dimensions and stages of human development. | – | – | 3 | 3 | 2 | 1 | – | – | 2 | 2 | – |
| CO2 | To reflect on the needs and problems of adolescents in real life context | 2 | 2 | 3 | 3 | – | – | – | – | 2 | 3 | 1 | |
| CO3 | To showcase the ways of addressing the diversity in classroom setting. | 3 | 2 | 3 | 2 | – | 2 | 2 | 2 | 3 | 3 | 1 | |
| Foundation of Education (EDH102-T) | CO1 | Assimilate the concept of Education and Its philosophical aspects | — | — | 2 | 3 | — | 2 | —- | 2 | 3 | 3 | 3 |
| CO2 | Comprehend the Socio Cultural aspect of Education | 3 | 1 | 2 | 3 | — | 3 | —- | 2 | 3 | 3 | 1 | |
| CO3 | Discuss the Inter-disciplinary nature of Education | 3 | 3 | 3 | —- | — | 3 | —- | 2 | 3 | 3 | — | |
| CO4 | Analyse the contribution of various Indian and western Educationists to Indian Education System | 2 | —- | 1 | 2 | 3 | 3 | —- | 2 | 3 | 3 | 3 | |
| CO5 | Reflect on the Educational concerns and Issues in the Indian context | 1 | —- | 2 | 3 | — | 3 | — | 2 | 3 | 2 | 3 | |
| Foundation of Education Lab (EDH102-P) | CO1 | Apply the philosophical understanding of Education into the real classroom situation | —— | —— | 2 | 3 | ——– | 2 | —- | 2 | 3 | 3 | 3 |
| CO2 | Reflect upon the Socio Cultural aspect of Education through practical activities | 3 | 1 | 2 | 3 | ——– | 3 | —- | 2 | 3 | 3 | 1 | |
| CO3 | Appreciate the contribution of various Indian and western Educationists in shaping the Indian Education System with reference to the present scenario | 2 | —- | 1 | 2 | 3 | 3 | —- | 2 | 3 | 3 | 3 | |
| Pedagogy of Social Sciences (EDH108-T) | CO1 | To gain an understanding of the nature and scope of Social Sciences as a School Subject. | 2 | – | 2 | – | – | – | – | – | 2 | 2 | 2 |
| CO2 | To develop an insight into the different approaches and methods of teaching Social Sciences. | – | 2 | – | 3 | 3 | 2 | – | – | 2 | – | 2 | |
| CO3 | To plan lessons based on different approaches, methods and techniques to facilitate learning of Social Sciences. | – | – | – | 3 | 3 | 2 | – | – | – | – | – | |
| CO4 | To understand different ways of assessing learner performance and providing additional support to the learners. | – | 2 | – | 2 | 1 | 2 | 3 | – | – | – | – | |
| CO5 | To explore the use and relevance of different learning resources in teaching of Social Science. | 2 | 3 | – | – | 2 | 2 | – | 2 | 3 | 2 | 2 | |
| Pedagogy of Social Sciences Lab (EDH108-P) | CO1 | To make use of different approaches and methods of teaching Social Sciences in classroom setting. | – | 2 | – | 3 | 3 | 2 | – | – | 2 | – | 2 |
| CO2 | To prepare lessons based on different approaches, methods and techniques to facilitate learning of Social Sciences. | – | – | – | 3 | 3 | 2 | – | – | – | – | – | |
| CO3 | To develop different tools of assessing learner performance and providing additional support to the learners. | – | 2 | – | 2 | 1 | 2 | 3 | – | – | – | – | |
| Pedagogy of Biological Science (EDH109-T) | CO1 | Understand and appreciate the nature of Science and contributions by eminent Biologists. | 2 | 2 | 3 | 2 | 2 | 2 | 2 | 3 | 1 | 3 | 1 |
| CO2 | Design learning objectives for content related to Biological Sciences. | 2 | 2 | 3 | 2 | 2 | 2 | 2 | 3 | 2 | 3 | 2 | |
| CO3 | Explain a Constructivist approach of building knowledge. | 3 | 2 | 2 | 2 | 3 | 3 | 3 | 3 | 2 | 2 | 2 | |
| CO4 | Apply different pedagogical approaches to design lesson plans. | 3 | 3 | 3 | 2 | 3 | 3 | 3 | 3 | 2 | 3 | 3 | |
| CO5 | Design effective assessment strategies related to Biological Sciences and ICT mediated online assessment sheets. | 2 | 2 | 3 | 2 | 2 | 2 | 3 | 3 | 2 | 3 | 3 | |
| Pedagogy of Biological Science Lab (EDH109-P) | CO1 | Apply different pedagogical approaches and methods of teaching Biological Sciences into the real classroom situation | 2 | 2 | 3 | 2 | 2 | 2 | 2 | 3 | 2 | 3 | 2 |
| CO2 | Make use of Constructivist approach of knowledge in the teaching of content in Biological Sciences. | 3 | 2 | 2 | 2 | 3 | 3 | 3 | 3 | 2 | 2 | 2 | |
| CO3 | Develop and Execute lesson plans incorporating essential aspects of lesson planning. | 3 | 3 | 3 | 2 | 3 | 3 | 3 | 3 | 2 | 3 | 3 | |
| CO4 | Design various assessment strategies and tool related to Biological Sciences | 2 | 2 | 3 | 2 | 2 | 2 | 3 | 3 | 2 | 3 | 3 | |
| Pedagogy of Mathematics (EDH110-T) | CO1 | To appreciate the role and contribution of eminent mathematicians. | 2 | 2 | 3 | 2 | 2 | 2 | 2 | 3 | 2 | 3 | 3 |
| CO2 | To develop correlation of mathematics with other subjects | 2 | 2 | 3 | 2 | 2 | 2 | 2 | 0 | 2 | 3 | 3 | |
| CO3 | To design instructional objectives for chosen content. | 2 | 2 | 3 | 2 | 2 | 2 | 2 | 3 | 2 | 3 | 3 | |
| CO4 | To apply innovative methods of teachings to teach mathematics at middle school level. | 2 | 2 | 3 | 2 | 3 | 2 | 2 | 3 | 2 | 3 | 3 | |
| CO5 | To create content appropriate evaluation tools in mathematics. | 2 | 2 | 3 | 2 | 2 | 2 | 2 | 3 | 2 | 3 | 3 | |
| CO6 | To reflect the skill set of an effective mathematics teacher in classroom. | 3 | 3 | 3 | 2 | 2 | 2 | 2 | 3 | 2 | 3 | 3 | |
| Pedagogy of Mathematics Lab (EDH110-P) | CO1 | Develop Lesson Plan incorporating the core components. | 2 | 2 | 1 | 2 | 1 | 3 | 3 | 3 | |||
| CO2 | Make use of innovative methods of teachings to teach mathematics at middle school level. | 2 | 2 | 3 | 2 | 2 | 2 | 1 | 3 | ||||
| CO3 | Design appropriate evaluation tools for effective evaluation of learning of Mathematical concepts. | 2 | 2 | 1 | 2 | 1 | 2 | 3 | 3 | 3 | |||
| CO4 | To demonstrate skill set of an effective Mathematics teacher in the classroom. | 1 | 1 | 3 | 2 | 2 | 3 | 3 | |||||
| Pedagogy of Economics (EDH129-T) | CO1 | Develop an understanding of different approaches to teaching Economics. | 3 | 3 | 3 | 2 | 3 | 3 | 3 | 3 | 3 | 3 | 3 |
| CO2 | Plan and deliver lessons based on different approaches to facilitate learning of Economics | 3 | 3 | 2 | 3 | 3 | 3 | 3 | 2 | 2 | 2 | – | |
| CO3 | Explore and evaluate the use and relevance of different learning resources and materials in Economics | – | – | 2 | 2 | 3 | 3 | 2 | 2 | 2 | 3 | – | |
| CO4 | Examine different pedagogical issues in learning Economics | 3 | 2 | 3 | 3 | 2 | 2 | – | – | 3 | 3 | 3 | |
| CO5 | Apply different ways of assessing learner performance and providing additional support to the learners | 2 | 3 | 2 | 2 | 3 | 2 | 3 | 3 | – | 2 | 2 | |
| CO6 | Reflect and utilize experiential knowledge to facilitate learning | 2 | 2 | – | 3 | 3 | 3 | 3 | 3 | 2 | 3 | 2 | |
| Pedagogy of Economics Lab (EDH129-P) | CO1 | Develop an understanding of different approaches to teaching Economics. | 3 | 3 | 3 | 2 | 3 | 3 | 3 | 3 | 3 | 3 | 3 |
| CO2 | Plan and deliver lessons based on different approaches to facilitate learning of Economics | 3 | 3 | 2 | 3 | 3 | 3 | 3 | 2 | 2 | 2 | – | |
| CO3 | Explore and evaluate the use and relevance of different learning resources and materials in Economics | – | – | 2 | 2 | 3 | 3 | 2 | 2 | 2 | 3 | – | |
| CO4 | Examine different pedagogical issues in learning Economics | 3 | 2 | 3 | 3 | 2 | 2 | – | – | 3 | 3 | 3 | |
| Pedagogy of Home Science (EDH143-T) | CO1 | To understand the epistemology of science as a school subject in the school curriculum. | 3 | 3 | 3 | 2 | – | 2 | – | 3 | 2 | – | 3 |
| CO2 | To implement various pedagogical approaches to teaching of home science at different stages of school. | 2 | – | – | 2 | 3 | 2 | 2 | – | 2 | 1 | 3 | |
| CO3 | To plan units and lessons through thematic approach in a holistic manner. | 2 | 2 | 1 | – | 2 | 1 | – | 3 | – | 3 | 3 | |
| CO4 | To critically examine teaching-learning process that incorporate enquiry, discovery, activity-based learning, problem solving situations and investigatory projects etc. within the classroom. | 1 | 1 | 3 | – | 2 | – | 2 | – | – | 3 | 3 | |
| CO5 | To integrate knowledge of home science with other school subjects | 2 | – | 3 | – | 3 | 2 | 2 | 3 | 2 | 3 | 3 | |
| CO6 | To facilitate self-assessment in children with insights about meta-learning | 2 | 2 | 1 | 2 | – | 1 | 2 | 3 | – | 3 | 3 | |
| Pedagogy of Home Science (EDH143-P) | CO1 | To apply effective pedagogical approaches to teaching of home science at different stages of school. | 2 | – | – | 2 | 3 | 2 | 2 | – | 2 | 1 | 3 |
| CO2 | To develop and deliver lesson plans using appropriate methods and strategies | 2 | 2 | 1 | – | 2 | 1 | – | 3 | – | 3 | 3 | |
| CO3 | To make use of effective instructional strategies incorporating enquiry, discovery, activity-based learning, problem solving situations and investigatory projects. | 1 | 1 | 3 | – | 2 | – | 2 | – | – | 3 | 3 | |
| CO4 | To apply knowledge of home science with other school subjects in real life context. | 2 | – | 3 | – | 3 | 2 | 2 | 3 | 2 | 3 | 3 | |
| Pedagogy of Music (EDH155-T) | CO1 | To enable student teacher to understand the importance of Indian Music. | 2 | 1 | 1 | 2 | 3 | 3 | 3 | — | 3 | 2 | —- |
| CO2 | To provide knowledge of different methods and techniques of teaching music. | 2 | 1 | 1 | 2 | 3 | 2 | 2 | — | 2 | 3 | 3 | |
| CO3 | To acquaint student teacher with latest teaching skills in Music. | 3 | 1 | 1 | 2 | 2 | 1 | 1 | 1 | 3 | 3 | —- | |
| CO4 | To equip with various types of Ragas and different talas. | 3 | 1 | 1 | 2 | 1 | 1 | 2 | 2 | 3 | 3 | 2 | |
| CO5 | To develop understanding & aesthetic sense in student. | —- | 3 | 3 | 2 | 3 | 3 | 1 | 3 | 2 | —- | 2 | |
| Pedagogy of Music (EDH155-P) | CO1 | Develop competency in teaching skills for Music | —- | 1 | 1 | 2 | —- | —– | —– | 3 | — | 3 | 3 |
| CO2 | Prepare and Transact Lesson Plans for Teaching of Music | —- | —- | 3 | 3 | — | 3 | — | 3 | —– | 2 | 2 | |
| CO3 | Design various assessment tools for topics related to Music Teaching | —- | —- | 2 | 2 | —- | 3 | —- | 3 | —- | 3 | 3 | |
| Creating An Inclusive Classroom (EDS103) | CO1 | To understand the meaning and need of inclusion in education | 3 | 1 | 1 | 2 | — | — | 1 | 1 | 2 | 2 | 1 |
| CO2 | To get familiarized with various policies, programmes and schemes promoting inclusive education | 2 | 2 | 1 | 2 | — | 1 | 1 | — | 2 | 1 | 1 | |
| CO3 | To identify the social, economic, and physical diversity that exists amongst learners | 2 | 3 | 2 | 3 | 1 | 3 | 2 | 1 | 2 | 3 | 1 | |
| CO4 | To recognize the challenges in Inclusive Education | 3 | 3 | 1 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 1 | |
| Reading and Reflecting on Texts (EDW104) | CO1 | Explain the concept and importance of Reflection through reading especially in the context of the teaching profession. | 2 | 2 | – | 3 | – | 1 | – | 2 | – | – | 3 |
| CO2 | Read and respond to a variety of texts in different ways as reader and writer. | 2 | 3 | – | 2 | – | 1 | – | 2 | – | – | 2 | |
| CO3 | Engage in Interactive groups discussions with respect to reading and reflection activities. | 2 | 2 | – | 2 | – | 1 | – | 2 | – | – | 2 | |
| CO4 | Explore different ways of developing reflective and critical thinking in personal and professional spaces. | 3 | 3 | – | 2 | – | 1 | – | 3 | – | – | 3 | |
| Critical Understanding of ICT in Education-I(CSW114B) | CO1 | Describe and demonstrate common computer literacy skills | – | 2 | 3 | – | 3 | 2 | 3 | 2 | – | 3 | – |
| CO2 | understand the fundamentals of the internet and perform basic internet skills; | – | 2 | 3 | – | 2 | 2 | 2 | 1 | – | 2 | – | |
| CO3 | Describe and perform basic word processing skills; | – | 1 | 2 | – | 2 | 2 | 1 | 3 | – | 1 | – | |
| CO4 | Enhance a word-processed document by including appropriate visual components. | – | 1 | 1 | – | 2 | 2 | 2 | 2 | – | 1 | – | |
| Preliminary School Internship-Phase-1 (EDO106) | CO1 | Recognise the contribution of psychological, philosophical and socio – economic factors in optimizing teaching and learning | 3 | —- | —- | —- | —- | 3 | —- | 3 | 3 | 3 | 3 |
| CO2 | Articulate experiences of observing various components of the particular school set up as part of internship including the aspects of Infrastructure and Human Resources | 3 | 3 | 3 | 3 | 3 | 3 | —- | 3 | —- | 3 | 3 | |
| CO3 | Present the observations of internship period in a systematic and structured manner in the form of individual and/or Group Tasks | 3 | 3 | 3 | 3 | 3 | 3 | —- | 3 | —- | 3 | 3 | |
| CO4 | Appreciate importance of school engagement program as a integral component of teacher training programme | 3 | 3 | —- | —- | —- | 3 | —- | 3 | —- | 3 | 3 | |
| CO5 | Demonstrate an understanding of the differences between government and private school settings and ways of functioning. | 3 | 3 | —- | 3 | —- | —- | —- | 3 | —- | 3 | 3 | |
| Communicative English(EDS107) | CO1 | Demonstrate accuracy in the usage of grammar in their communication | – | 1 | 1 | 2 | 3 | 1 | – | 2 | – | 3 | 3 |
| CO2 | showcase skills while Communicating verbally | – | 1 | 1 | 3 | 3 | 1 | 2 | 1 | 3 | 3 | – | |
| CO3 | Display proficiency while using morphology and syntax of English language | – | 1 | 2 | 3 | 2 | 1 | 2 | 1 | 3 | 3 | – | |
| CO4 | Express themselves accurately in writing | – | 1 | 2 | 3 | 2 | 1 | 2 | 1 | 3 | 3 | – | |
| CO5 | Use different techniques while reading for comprehension | – | 1 | 2 | 3 | 2 | 1 | 2 | 1 | 3 | 3 | – | |
| Developing Soft Skills and Personality (MOOC-21O-EDS-101) | CO1 | To encourage the all-round development of students by focusing on soft skills. | 1 | 2 | 2 | 1 | – | – | 2 | 3 | 3 | 3 | 2 |
| CO2 | To become more effective individual through goal/target setting, self-motivation and practicing creative thinking. | 1 | 1 | 2 | 1 | – | – | 1 | 3 | 3 | 3 | 1 | |
| CO3 | To expose students to right attitudinal and behavioral aspects and to build the same through activities | 2 | 1 | 2 | 2 | 3 | – | 2 | 3 | 3 | 3 | – | |
| Co-Curricular Activities (EDO144) | CO1 | Student Teacher will demonstrate skills related to the core values such as professionalism and time management | 3 | 2 | – | – | – | – | – | – | 3 | 3 | 2 |
| CO2 | Student teachers will demonstrate team work and group activities | 3 | 2 | 1 | – | – | – | – | 2 | 1 | 2 | 1 | |
| CO3 | Student teachers demonstrate skill at organizing and participating in activities related to their cognitive domain | 3 | 3 | – | – | – | – | – | 1 | 1 | 1 | 1 | |
| CO4 | Student teachers will demonstrate skills at organizing and participating in activities related to affective domain | 3 | 2 | – | – | – | – | – | 3 | 3 | 2 | 3 | |
| CO5 | Student teachers will demonstrate skills at organizing and participating in activities related to psychomotor domain | 3 | 3 | – | – | – | – | – | 3 | 3 | 3 | 2 | |
| Learning and Teaching (EDH121-T) | CO1 | Understand the social & cognitive process of Learning. | 2 | 3 | 3 | 3 | 2 | 2 | – | 3 | 3 | 3 | 3 |
| CO2 | Understand the complex nature of Teaching and learning | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 2 | 2 | 2 | |
| CO3 | Deal with different barriers of communication in classroom teaching | – | 3 | 1 | 2 | – | 3 | – | – | – | 2 | – | |
| CO4 | Know the new trends of teaching and learning | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 2 | 2 | |
| CO5 | Identify the activities of teaching-learning process and apply it in the classroom | 3 | 3 | 3 | 2 | 3 | 3 | 3 | 3 | 2 | 2 | – | |
| Learning and Teaching Lab (EDH121-P) | CO1 | Apply the complex nature of Teaching and learning in classroom context | 2 | 3 | 3 | 3 | 2 | 2 | – | 3 | 3 | 3 | 3 |
| CO2 | Develop Practical strategies to deal with different barriers of communication in classroom teaching | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 2 | 2 | 2 | |
| CO3 | Analyze new trends of teaching and learning in real life scenario | – | 3 | 1 | 2 | – | 3 | – | – | – | 2 | – | |
| Assessment for Learning (EDH122-T) | CO1 | Reflect critically on issues in assessment and evaluation | 3 | 3 | 3 | 2 | 1 | 2 | 3 | 3 | 2 | 3 | 2 |
| CO2 | Justify the role of continuous and comprehensive assessment in holistic development | 3 | 2 | 2 | 2 | 1 | 2 | 3 | 3 | 2 | 3 | 2 | |
| CO3 | Organize appropriate assessment methods | 3 | 1 | ——- | – | 3 | 2 | 3 | 3 | 2 | 3 | 2 | |
| CO4 | Design learning indicators and rubrics as a part of assessment | 3 | 1 | 2 | 2 | 2 | 2 | 3 | 3 | 2 | 3 | 2 | |
| CO5 | Devise and implement ways to record and report learning landmarks to be supported by feedback | 3 | 1 | 2 | 2 | 2 | 2 | 3 | 3 | 2 | 3 | 2 | |
| CO6 | Access the habit self-critiquing to improve performance. | 3 | 3 | 2 | 2 | 2 | 2 | 3 | 3 | 1 | 3 | 2 | |
| Assessment for Learning Lab (EDH122-P) | CO1 | demonstrate the standards learners are required to achieve and help them recognise when they have achieved that standard | 3 | —– | 1 | —– | —– | 3 | 3 | 3 | —– | —– | —– |
| CO2 | To give effective feedback on assessment decisions | 3 | —– | 1 | —– | —– | 3 | 3 | 3 | —– | 2 | 1 | |
| CO3 | To reflect on the last performance and review learners’ progress | 3 | —– | 1 | —– | —– | 3 | 3 | 3 | —– | —– | 1 | |
| Pedagogy of Commerce (EDH-111T) | CO1 | To gain an understanding of the nature and scope of Commerce as a School Subject | 2 | – | 2 | – | – | – | – | – | 2 | 2 | 2 |
| CO2 | To explore the use and relevance of different learning resources in teaching of Commerce | 2 | 3 | – | – | 2 | 2 | – | 2 | 3 | 2 | 2 | |
| CO3 | To develop an insight into the different methods of teaching Commerce. | – | 2 | – | 3 | 3 | 2 | – | – | 2 | – | 2 | |
| CO4 | To plan lessons based on different methods and techniques to facilitate learning of Commerce. | – | – | – | 3 | 3 | 2 | – | – | – | – | – | |
| CO5 | To understand different ways of assessing learner performance and providing additional support to the learners. | – | 2 | – | 2 | 1 | 2 | 3 | – | – | – | – | |
| Pedagogy of Commerce Lab (EDH111-P) | CO1 | To make efficient different learning resources in teaching of Commerce | 2 | 3 | – | – | 2 | 2 | – | 2 | 3 | 2 | 2 |
| CO2 | To apply different methods of teaching Commerce in the classroom setting. | – | 2 | – | 3 | 3 | 2 | – | – | 2 | – | 2 | |
| CO3 | To deliver lessons based on different methods and techniques to facilitate learning of Commerce. | – | – | – | 3 | 3 | 2 | – | – | – | – | – | |
| Pedagogy of Computer Science (EDH112-T) | CO1 | To apply ICT skills across various disciplines | — | — | — | 3 | 3 | 3 | 2 | — | — | — | |
| CO2 | To use microteaching skills in lesson plan development. | — | — | — | 3 | 3 | 3 | 3 | — | — | — | ||
| CO3 | To design lesson plan by implementing various methods, approaches and techniques of teaching of computer science | 2 | 2 | — | 3 | 3 | 3 | 2 | — | — | — | ||
| CO4 | To carry out assessment and evaluation of pupil’s scholastic and non-scholastic performance. | — | — | 2 | 2 | — | — | 3 | 2 | — | — | — | |
| CO5 | To conduct research to address learning needs of diverse learner | 3 | 2 | — | 3 | — | — | — | — | 3 | 2 | 2 | |
| Pedagogy of Computer Science Lab (EDH112-P) | CO1 | To make use of various microteaching skills in simulated classroom scenario | … | 2 | … | … | 3 | 3 | 3 | 3 | … | … | … |
| CO2 | To prepare and deliver lesson plan by implementing various methods, approaches and techniques of teaching of computer science | 2 | 2 | 3 | 3 | 3 | 2 | … | … | … | |||
| CO3 | To design appropriate assessment tools for evaluating pupils’ scholastic and non-scholastic performance. | … | … | 2 | 2 | 3 | 2 | … | … | … | |||
| Pedagogy Of English (EDH127-T) | CO1 | Develop proficiency in all the four skills of English language | — | 1 | 1 | 2 | 3 | 3 | 3 | — | — | — | —- |
| CO2 | Assimilate various approaches, methods and techniques to teach English | —- | 1 | 1 | 2 | — | — | —- | — | — | 3 | 3 | |
| CO3 | Use appropriate learning Resources while teaching English language | —- | 1 | 1 | 2 | 2 | 1 | 1 | 1 | 3 | 3 | —- | |
| CO4 | Use various approaches,methods and techniques to teach English | _ | 1 | 1 | 2 | 1 | 1 | 2 | 2 | 3 | — | —- | |
| CO5 | Evaluate different language items and skills skillfully | —- | 3 | 3 | 2 | 3 | 3 | 1 | 3 | — | —- | —- | |
| Pedagogy of English Lab (EDH127-P) | CO1 | Develop proficiency in all the four skills of English language | —- | 1 | 1 | 2 | —- | —– | —– | 3 | — | 3 | 3 |
| CO2 | Assimilate Accuracy and Fluency in English Language. | —- | —- | 3 | 3 | — | 3 | — | 3 | —– | 2 | 2 | |
| CO3 | Communicate effectively (verbally, non-verbally and in writing) to express themselves to be successful Teachers and entrepreneurs. | —- | —- | 2 | 2 | —- | 3 | —- | 3 | —- | 3 | 3 | |
| Pedagogy of Physical Sciences (EDH128-T) | CO1 | To understand the epistemology of science as a school subject in the school curriculum. | 1 | 2 | 3 | 3 | 2 | 1 | 1 | 3 | 2 | 1 | 2 |
| CO2 | To implement various pedagogical approaches to teaching of science at different stages of school. | 3 | 3 | 3 | — | 2 | 2 | — | 2 | 1 | — | — | |
| CO3 | To plan units and lessons through thematic approach in a holistic manner. | — | — | 3 | 3 | 3 | 2 | — | 3 | 1 | 2 | — | |
| CO4 | To critically examine teaching-learning process that incorporate enquiry, discovery, activity-based learning, problem solving situations and investigatory projects etc. within the classroom. | — | 3 | — | 2 | 2 | 1 | 2 | — | 2 | — | 1 | |
| CO5 | To integrate knowledge of science with other school subjects | — | 3 | 2 | 1 | 2 | 1 | — | — | 3 | 2 | ||
| CO6 | To integrate knowledge of science in day-to-day life | 1 | — | 1 | — | 3 | — | 3 | 2 | 2 | 3 | 3 | |
| Pedagogy of Physical Sciencess Lab (EDH128-P) | CO1 | Understand the Bloom’s Taxonomy of Instructional Objectives and design learning objectives for content related to Physical Science. | 2 | 2 | 3 | 2 | 2 | 2 | 3 | 3 | 2 | 3 | |
| CO2 | Understand the micro teaching skills and prepare the micro lesson plans for each skill. | 3 | 3 | 3 | 2 | 3 | 3 | 3 | 3 | 2 | 3 | ||
| CO3 | Learn about the Herbartian lesson plan and prepare the lesson plans for teaching Physical Science. | 3 | 2 | 2 | 2 | 3 | 3 | 3 | 3 | 2 | 2 | ||
| CO4 | Apply different pedagogical approaches to design lesson plans. | 2 | 2 | 3 | 2 | 2 | 2 | 2 | 3 | 2 | 3 | ||
| CO5 | Learn about the test construction and construct a test paper for students’ assessment. | 2 | 2 | 3 | 2 | 2 | 2 | 2 | 3 | 1 | 3 | ||
| Pedagogy of Hindi (EDH130-T) | CO1 | Comprehend the Nature of Hindi Language | 2 | 2 | 1 | 2 | 3 | 3 | 3 | 2 | — | — | — |
| CO2 | Develop proficiency in all the four skills of Hindi language | 3 | 1 | 1 | 2 | — | 3 | —- | —- | 2 | 3 | 3 | |
| CO3 | Use appropriate learning Resources while teaching Hindi language | 2 | 1 | 1 | 2 | 2 | 1 | 1 | 1 | 3 | 3 | — | |
| CO4 | Assimilatevarious approaches,methods and techniques to teach Hindi | 3 | 1 | 1 | 2 | 1 | 1 | 2 | 2 | 3 | — | — | |
| CO5 | Evaluate different language items and skills effectively | 3 | 3 | 3 | 2 | 3 | 3 | 1 | 3 | — | 2 | 3 | |
| Pedagogy of Hindi Lab (EDH130-P) | CO1 | Develop proficiency in all the four skills of Hindi language | —- | 1 | 1 | 2 | —- | —– | —– | 3 | — | 3 | 3 |
| CO2 | Assimilate Accuracy and Fluency in Hindi Language. | —- | —- | 3 | 3 | — | 3 | — | 3 | —– | 2 | 2 | |
| CO3 | Communicate effectively (verbally, non-verbally and in writing) to express themselves to be successful Teachers and entrepreneurs. | —- | —- | 2 | 2 | —- | 3 | —- | 3 | —- | 3 | 3 | |
| Pedagogy of Sanskrit EDH142-T | CO1 | Comprehend the Nature of Sanskrit Language | 2 | 2 | 1 | 2 | 3 | 3 | 3 | 2 | —– | — | —- |
| CO2 | Develop proficiency in all the four skills of Sanskrit language | 3 | 1 | 1 | 2 | ——– | 3 | ——- | —– | 2 | 3 | 3 | |
| CO3 | Use appropriate learning Resources while teaching Sanskrit language | 2 | 1 | 1 | 2 | 2 | 1 | 1 | 1 | 3 | 3 | ——- | |
| CO4 | Assimilate various approaches, methods and techniques to teach Sanskrit | 3 | 1 | 1 | 2 | 1 | 1 | 2 | 2 | 3 | — | ——- | |
| Pedagogy of Sanskrit EDH142-P | CO1 | Develop proficiency in all the four skills of Sanskrit language | —- | 1 | 1 | 2 | —- | —– | —– | 3 | — | 3 | 3 |
| CO2 | Assimilate Accuracy and Fluency in Sanskrit Language. | —- | —- | 3 | 3 | — | 3 | — | 3 | —– | 2 | 2 | |
| CO3 | Communicate effectively (verbally, non-verbally and in writing) to express themselves to be successful Teachers and entrepreneurs. | —- | —- | 2 | 2 | —- | 3 | —- | 3 | —- | 3 | 3 | |
| Pedagogy of Punjabi (EDH145-T) | CO1 | Comprehend the Nature of Language | 2 | 1 | 1 | 2 | 3 | 3 | 3 | — | 3 | 2 | —- |
| CO2 | Develop proficiency in all the four skills of Punjabi language | 2 | 1 | 1 | 2 | 3 | 2 | 2 | — | 2 | 3 | 3 | |
| CO3 | Use appropriate learning Resources while teaching Punjabi language | 3 | 1 | 1 | 2 | 2 | 1 | 1 | 1 | 3 | 3 | —- | |
| CO4 | Assimilatevarious approaches,methods and techniques to teach Punjabi | 3 | 1 | 1 | 2 | 1 | 1 | 2 | 2 | 3 | 3 | 2 | |
| CO5 | Evaluate different language items and skills skillfully | —- | 3 | 3 | 2 | 3 | 3 | 1 | 3 | 2 | —- | 2 | |
| Pedagogy of Punjabi (EDH145-P) | CO1 | Develop proficiency in all the four skills of Punjabi language | —- | 1 | 1 | 2 | —- | —– | —– | 3 | — | 3 | 3 |
| CO2 | Assimilate Accuracy and Fluency in Punjabi Language. | —- | —- | 3 | 3 | — | 3 | — | 3 | —– | 2 | 2 | |
| CO3 | Communicate effectively (verbally, non-verbally and in writing) to express themselves to be successful Teachers and entrepreneurs. | —- | —- | 2 | 2 | —- | 3 | —- | 3 | —- | 3 | 3 | |
| Language and Curriculum (EDS123) | CO1 | Evaluate different language items and skills effectively | 3 | 3 | 3 | 2 | 3 | 3 | 1 | 3 | —— | 2 | 3 |
| CO2 | Explain various perspectives of language development | 3 | 3 | – | 2 | 3 | 2 | – | 1 | 1 | 2 | 2 | |
| CO3 | Explore strategies for effective communication | 3 | 3 | – | 3 | 3 | 3 | – | 2 | 2 | 2 | 2 | |
| CO4 | Apply principles of reading and writing skills of children | 2 | 2 | – | 2 | 2 | 2 | – | 2 | 2 | 2 | 2 | |
| Language and Mind (MOOC-18E-EDS-102) | CO1 | to be familiar with relationship between language and human mind | 1 | 2 | 2 | 1 | —– | —– | 2 | 3 | 3 | 3 | 2 |
| CO2 | to understand language as a special purpose cognitive ability | 1 | 1 | 2 | 1 | —— | —– | 1 | 3 | 3 | 3 | 1 | |
| CO3 | to understand underlying mental computation for natural language processing. | 2 | 1 | 2 | 2 | 3 | ——- | 2 | 3 | 3 | 3 | —– | |
| Understanding disciplines and Subjects (EDS124) | CO1 | To make academic presentations precisely, logically and effectively. | 3 | 3 | 2 | 3 | 3 | 3 | 2 | 3 | 2 | 3 | 3 |
| CO2 | To analyze the learner oriented and discipline oriented approach to curriculum | 2 | 2 | 3 | 2 | 2 | 3 | 3 | 3 | 3 | 3 | 2 | |
| CO3 | To elaborate on disciplinary knowledge in school curriculum | 3 | 3 | – | – | – | 1 | 2 | 2 | 2 | 3 | 2 | |
| CO4 | To explain paradigm shifts in nature of disciplines | – | – | 1 | – | – | 2 | 2 | 3 | 2 | 2 | 2 | |
| Drama and Art in Education (EDW125) | CO1 | To develop the skills to use visual art in teaching learning process effectively. | 1 | 2 | 1 | 3 | 2 | 1 | 1 | 2 | 1 | 1 | 2 |
| CO2 | To develop the skills to use literary art in teaching learning process effectively. | 1 | 2 | 1 | 3 | 2 | 1 | 1 | 2 | 1 | 1 | 2 | |
| CO3 | To develop the skills to use performing art in teaching learning process effectively. | 1 | 2 | 1 | 3 | 2 | 1 | 1 | 2 | 1 | 1 | 2 | |
| CO4 | To develop the skills to integrate technology and art in teaching learning process effectively. | 1 | 2 | 1 | 3 | 3 | 1 | 1 | 2 | 1 | 1 | 2 | |
| General Law for Educators (LWS121) | CO1 | Understand the historical background and the salient features of the Constitution of India | 3 | 2 | 1 | 1 | 1 | 1 | 1 | 1 | 2 | 2 | 1 |
| CO2 | Explain and summarise the major commercial laws in India | 3 | 2 | 1 | 1 | 1 | 1 | 1 | 1 | 2 | 2 | 1 | |
| CO3 | Identify and explain the laws protecting rights of Children in India | 3 | 2 | 1 | 1 | 1 | 1 | 1 | 1 | 2 | 2 | 1 | |
| CO4 | Identify and explain the laws protecting rights of Women in India | 3 | 2 | 1 | 1 | 1 | 1 | 1 | 1 | 2 | 2 | 1 | |
| Commercial Laws (LWS122) | CO1 | Understand the historical background and the salient features of various commercial laws in India. | 3 | 2 | 1 | 1 | 1 | 1 | 1 | 1 | 2 | 2 | 1 |
| CO2 | Explain and summarise the major laws in India pertaining to governance of business | 3 | 2 | 1 | 1 | 1 | 1 | 1 | 1 | 2 | 2 | 1 | |
| CO3 | Identify and explain the laws protecting rights of employees in India | 3 | 2 | 1 | 1 | 1 | 1 | 1 | 1 | 2 | 2 | 1 | |
| CO4 | Identify and explain the laws protecting rights of consumers and employees in India | 3 | 2 | 1 | 1 | 1 | 1 | 1 | 1 | 2 | 2 | 1 | |
| Preliminary School Internship-Phase-II (EDO126) | CO1 | Recognise the contribution of psychological, philosophical and socio – economic factors in optimizing teaching and learning | 3 | – | – | – | – | 3 | – | 3 | 3 | 3 | 3 |
| CO2 | Articulate experiences of observing the teaching of mentor teacher/ teachers and peers | 3 | – | – | – | – | 3 | – | 3 | 3 | 3 | 3 | |
| CO3 | Present the observations of internship period in a systematic and structured manner in the form of individual and/or Group Tasks | 3 | – | – | – | – | 3 | – | 3 | 3 | 3 | 3 | |
| CO4 | Provide constructive feedback to the peers and accept feedback from them with respect to their teaching | 3 | 3 | – | – | – | 3 | 3 | – | – | – | – | |
| CO5 | Appreciate importance of school engagement program as a integral component of teacher training programme | 3 | 3 | – | – | – | 3 | – | 3 | – | 3 | 3 | |
| CO6 | Demonstrate an understanding of the differences between government and private school settings and ways of functioning. | 3 | 3 | – | 3 | – | – | – | 3 | – | 3 | 3 | |
| Spanish-I (FLS101) | CO1 | Exchange greetings and do introductions using formal and informal expressions. Understand and use interrogative and answer simple questions. | 2 | 3 | 3 | – | – | – | – | – | – | – | – |
| CO2 | Learn Basic vocabulary that can be used to discuss everyday life and daily routines, using simple sentences and familiar vocabulary. Express their likes and dislikes. | 2 | 3 | 3 | – | – | – | – | – | – | – | – | |
| CO3 | Describe them, other people, familiar places and objects in short discourse using simple sentences and basic vocabulary. | 1 | 3 | 3 | – | – | – | – | 2 | 1 | – | – | |
| CO4 | Students will be able to understand audio text and comprehend to the same. They will be able to form paragraph using auxiliary verb and basic verbs. | 1 | 1 | 2 | – | – | – | – | 3 | 1 | – | – | |
| CO5 | Students will be introduced to Spanish culture and civilization. They will be able to describe various places and locations of Spanish countries. | 1 | – | – | – | 2 | 1 | – | – | – | — | – | |
| German-I (FLS102) | CO1 | Students will be able to exchange greetings and introductions using formal and informal expressions. They will be able to ask and answer simple questions. | 2 | 3 | 3 | – | – | – | – | – | – | – | – |
| CO2 | Students will be able to discuss everyday life and daily routines, using simple sentences and familiar vocabulary. | 2 | 3 | 3 | – | – | – | – | – | – | – | – | |
| CO3 | Students will be able to identify key details in short, highly-contextualized audio text dealing with a familiar topic, relying on repetition and extra linguistic support when needed. Students will be able to discuss likes and dislikes, understand simple conversations about familiar topics (e.g., greetings, weather, sports, hobbies and daily activities,) with repetition when needed. | 1 | 1 | 2 | – | – | – | – | 3 | 1 | – | – | |
| CO4 | Students will be able to differentiate certain patterns of behavior in the cultures of the German- speaking world and the student’s native culture. Students will be able to describe various places, location, themselves using simple sentences and vocabulary. | 1 | 3 | 3 | – | – | – | – | 2 | 1 | – | – | |
| French-I (FLS103) | CO1 | Exchange greetings and do introductions using formal and informal expressions. Understand and use interrogative and answer simple questions. | 2 | 3 | 3 | – | – | – | – | – | – | – | – |
| CO2 | Learn Basic vocabulary that can be used to discuss everyday life and daily routines, using simple sentences and familiar vocabulary. Express their likes and dislikes. | 2 | 3 | 3 | – | – | – | – | – | – | – | – | |
| CO3 | Describe themselves, other people, familiar places and objects in short discourse using simple sentences and basic vocabulary. | 1 | 3 | 3 | – | – | – | – | 2 | 1 | – | – | |
| CO4 | Students will be able to understand audio text and comprehend to the same. They will be able to form paragraph using auxilary verb and basic verbs. | 1 | 1 | 2 | – | – | – | – | 3 | 1 | – | – | |
| CO5 | Students will be introduced to French culture and civilization. They will be able to describe various places and locations of French countries. | 1 | 1 | 3 | – | – | – | – | 3 | 2 | – | – | |
| Post Second Semester Summer Training (EDO165) | CO1 | To develop interest in listening, speaking, reading & writing. | 1 | 3 | — | — | — | — | — | — | — | — | — |
| CO2 | To comprehend & paraphrase the ideas and their use in professional as well as in personal life | 1 | 3 | — | — | — | — | — | — | — | — | — | |
| CO3 | To give presentation in a structured manner on provided topic | 1 | 3 | — | — | — | — | — | — | — | — | — | |
| CO4 | To understand the importance of teamwork and its use in professional life. | 1 | 3 | — | — | — | — | — | — | — | — | — | |
| CO5 | To minimize the gap/translation pattern created due to the influence of mother tongue. | 1 | 3 | — | — | — | — | — | — | — | — | — | |
| Skill in Pedagogy I (EDO201) | CO1 | Prepare mega lesson plan incorporating essential maxims and principles of teaching | 1 | – | – | 2 | 3 | – | 1 | 2 | – | – | – |
| CO2 | Deliver the lesson plan in the classroom demonstrating desired pedagogical skills and competencies | 1 | 3 | – | 1 | 3 | 3 | 1 | 2 | – | – | – | |
| CO3 | Prepare and utilize the appropriate TLM to facilitate effective teaching | 1 | 1 | – | – | 3 | 2 | – | 1 | – | – | – | |
| CO4 | Make appropriate use of tools and techniques for effective evaluation of students learning | 1 | – | – | – | 3 | 2 | – | 1 | – | – | – | |
| CO5 | Make appropriate use of tools and techniques for effective evaluation of students learning | – | 2 | 3 | – | 1 | 1 | 3 | – | – | – | – | |
| CO6 | Utilize peer feedback as a tool to enhance the teaching effectiveness | 1 | 2 | – | – | – | – | – | 3 | – | – | 2 | |
| Skill in Pedagogy II (EDO202) | CO1 | Prepare mega lesson plan incorporating essential maxims and principles of teaching | 1 | – | – | 2 | 3 | – | – | – | – | – | – |
| CO2 | Deliver the lesson plan in the classroom demonstrating desired pedagogical skills and competencies | 1 | 3 | 1 | 1 | 3 | 3 | – | 1 | – | – | – | |
| CO3 | Prepare and utilize the appropriate TLM to facilitate effective teaching | 1 | – | 1 | – | 3 | 2 | – | – | – | 1 | – | |
| CO4 | Demonstrate effective use of ICT in transacting the curriculum | 1 | – | 1 | – | 3 | 2 | – | 1 | – | – | – | |
| CO5 | Make appropriate use of tools and techniques for effective evaluation of students learning | 1 | 2 | 3 | – | – | – | 3 | – | 1 | 2 | – | |
| CO6 | Utilize peer feedback as a tool to enhance the teaching effectiveness | 2 | – | – | – | – | – | – | 3 | – | 2 | 2 | |
| Reflective Journal (EDN203) | CO1 | Introspect one’s strength and weakness during classroom teaching | 3 | ——— | ——— | ——— | ——— | 3 | ——— | 3 | 3 | 3 | 3 |
| CO2 | Develop a plan of action to channelize one’s strength and improve upon the area of concerns | 3 | ——— | ——— | ——— | ——— | 3 | ——— | 3 | 3 | 3 | 3 | |
| CO3 | Envision himself/ herself as an effective prospective teacher | 3 | ——— | ——— | ——— | ——— | 3 | ——— | 3 | 3 | 3 | 3 | |
| CO4 | Imbibe the values essential for becoming the reflective and humane practitioner | 3 | 3 | ——— | ——— | ——— | 3 | 3 | ——— | ——— | ——— | ——— | |
| Action Research (EDO237) | CO1 | Identity problems faced during the real classroom situation | 2 | 2 | 2 | – | – | – | – | 1 | 3 | – | 1 |
| CO2 | Offer tentative solutions for the identified problems | 2 | 2 | 2 | – | – | – | – | 1 | 3 | – | 1 | |
| CO3 | Develop a research based systematic plan of action to solve the problem | 2 | 2 | 2 | – | – | – | – | 1 | 3 | – | 2 | |
| CO4 | Execute and evaluate the effectiveness of the solution | 2 | 2 | 2 | – | – | – | 1 | 1 | 3 | – | 1 | |
| Case Study (EDO238) | CO1 | Execute and evaluate the effectiveness of the solution | 3 | 1 | 3 | – | – | – | 1 | 1 | 3 | 1 | – |
| CO2 | Collect relevant information about the case identified | 3 | 1 | 3 | – | – | – | 1 | 1 | 3 | 1 | – | |
| CO3 | Explore the probable causes for the present conditions of the identified case | 3 | 1 | 3 | – | – | – | 1 | 1 | 3 | 1 | – | |
| CO4 | Propose a plan of action for the improvement/ restoration of the subject | 3 | 1 | 3 | – | – | – | 1 | 1 | 3 | 1 | – | |
| Community Connect Program (EDO239) | CO1 | Become sensitive towards the prevailing socio-economic conditions | 3 | – | – | – | – | – | – | – | – | 3 | 2 |
| CO2 | Imbibe the universal values of humanity, love and compassion | 3 | – | – | – | – | – | – | – | – | 3 | 2 | |
| CO3 | Appreciate interdependence of various components of society | 3 | – | – | – | – | – | – | 1 | – | 3 | 2 | |
| CO4 | Contribute to the social welfare by participating in community-based activities | 3 | – | – | – | – | – | – | 1 | – | 3 | 2 | |
| Education in Contemporary India (EDH 214-T) | CO1 | Explain diverse social realities and challenges faced by Indian Education System | 3 | – | 3 | – | 1 | – | – | – | – | 2 | 2 |
| CO2 | Examine constitutional provisions and safeguards avaiLable for Indian citizen particularly in context of contemporary Educational set up for bringing social equality | 3 | – | 3 | – | 1 | – | – | – | – | 2 | 2 | |
| CO3 | Analyze current educational scenario in light of the recommendations of various Committees, Commissions and National Policies | 3 | 3 | – | – | – | 3 | – | – | 2 | – | 2 | |
| CO4 | Appreciate the role of nodal educational agencies and policy making institutions in national development. | 2 | – | – | – | – | 2 | – | – | 2 | 2 | 2 | |
| CO5 | Reflect upon the structural organization of Indian education system and role of teacher in inclusive education | – | 2 | 2 | 2 | – | 2 | – | – | 2 | 2 | 2 | |
| Education in Contemporary India Lab (EDH214-P) | CO1 | Appreciate the policies and schemes developed to achieve the objectives of education | 3 | 2 | 2 | 3 | |||||||
| CO2 | Analyse the efforts to achieve the goals of UEE | 3 | 2 | 2 | 2 | 3 | 1 | ||||||
| CO3 | Appreciate the efforts of various agencies in improving the education of children of the country | 3 | 2 | 1 | 1 | 3 | |||||||
| Knowledge and Curriculum (EDH 206-T) | CO1 | Explain the concept of knowledge and its relationship with various aspects of curriculum Development | 2 | 3 | 2 | 3 | – | 1 | —– | 2 | 1 | 2 | 2 |
| CO2 | Analyse epistemological thoughts of various Indian and western educationists with regard to significant aspects of curriculum | 3 | 2 | 2 | 3 | 1 | 2 | – | 2 | 1 | 2 | 2 | |
| CO3 | Infer the interrelationship among Education, social forces and curriculum development | 2 | 3 | 3 | 2 | – | 1 | —— | 2 | 3 | 3 | 3 | |
| CO4 | Assimilate the process of curriculum development with all its significant components | 1 | 2 | 2 | 3 | – | 1 | 2 | 1 | 2 | 2 | 2 | |
| CO5 | Reflect on the role of National Level institutions in curriculum Planning | 1 | 2 | 1 | 1 | – | ——- | 1 | 1 | 2 | 1 | 2 | |
| Knowledge and Curriculum Lab (EDH 206-P) | CO 1 | discuss the educational thoughts of great educational thinkers on child entered education | 2 | 3 | 2 | 3 | – | 1 | —– | 2 | 1 | 2 | 2 |
| CO 2 | Analyse epistemological thoughts of various Indian and western educationists with regard to significant aspects of curriculum | 3 | 2 | 2 | 3 | 1 | 2 | – | 2 | 1 | 2 | 2 | |
| CO 3 | To comprehend curriculum process and practice | 2 | 3 | 3 | 2 | – | 1 | —— | 2 | 3 | 3 | 3 | |
| Gender School and Society (EDS207) | CO1 | To develop a positive notion on sexuality amongst young people. | 2 | 2 | 2 | 2 | 2 | 2 | 3 | 3 | 3 | 3 | 3 |
| CO2 | To identify social construction of gender under the lens of class and caste intersectionality. | 3 | 2 | 3 | 1 | 2 | 2 | 1 | 2 | 3 | 1 | 2 | |
| CO3 | To analyse the role of schools in promoting gender equality through value education. | 1 | 3 | 2 | 2 | 1 | 3 | 2 | 1 | 3 | 2 | 3 | |
| CO4 | To develop a strategic approach towards women empowerment with the support of government agencies. | 1 | 1 | 3 | 2 | 1 | 2 | 2 | 1 | 3 | 2 | 3 | |
| Understanding the Self (EDW217) | CO1 | Assimilate the concept of Self Identity | 2 | 2 | —— | 2 | 2 | 2 | —– | 1 | 2 | 2 | 2 |
| CO2 | Reflect on the factors which influence ones self Identity | —- | 3 | —— | 2 | 3 | 2 | —— | 1 | 2 | 2 | 2 | |
| CO3 | Analyse the factors which positively enhance one’s professional Identity | 1 | 2 | 1 | 1 | 1 | 2 | 2 | 1 | 2 | 2 | 2 | |
| CO4 | Appreciate the teaches role as a facilitator to build students self identity and professional identity | 2 | 2 | 3 | 2 | 3 | 2 | 1 | 1 | 2 | 2 | 2 | |
| CO5 | showcase qualities of teacher as a reflective practioner | 2 | 2 | 2 | 1 | 1 | 2 | 1 | 1 | 2 | 2 | ||
| Critical Understanding of ICT in Education-II(CSW115B) | CO1 | Understanding basic conditional formatting and Implement filters on data for analysis. | – | 1 | 3 | – | 3 | 2 | 3 | 2 | – | – | – |
| CO2 | Create pivot table for data analysis and Lookup operation on data. | – | 1 | 3 | – | 3 | 2 | 3 | 1 | – | – | – | |
| CO3 | Configure google site: header,pages,link, image and Configure Google Suite to colLaborate and publish. | – | 1 | 2 | – | 3 | 3 | 1 | 3 | – | 3 | – | |
| CO4 | To implement basic programming logic using Turtle Block. | – | 1 | 1 | – | 2 | 1 | 1 | 1 | – | – | – | |
| School Organization & Management (EDS227) | CO1 | Use various strategies to create positive school climate | 3 | 3 | 3 | 2 | — | 2 | —- | 3 | — | 2 | 2 |
| CO2 | Analyse various features of school as an organization. | —- | —- | 3 | 3 | — | 3 | — | 3 | —- | 2 | 2 | |
| CO3 | Discuss different components of school management | —- | —- | 3 | 3 | —- | 3 | —- | 3 | —- | 2 | 2 | |
| CO4 | Assimilate the concept and process of educational administration | 1 | 1 | 3 | 2 | — | 2 | —- | 3 | — | 2 | 2 | |
| E-Learning (EDW228) | CO1 | Understand concept of e-learning and key concepts | 1 | 1 | 3 | 1 | 1 | 1 | 1 | 3 | 1 | 1 | 1 |
| CO2 | Use blended learning approach in e-learning | 3 | 2 | 2 | 2 | 3 | 3 | 1 | 3 | 1 | 2 | 2 | |
| CO3 | Use different online tools and resources in assessment | 2 | 3 | 3 | 3 | 3 | 1 | 3 | 1 | 2 | 1 | 2 | |
| CO4 | Explore and use the potentialities of Information Communication Technology for collaborative, constructive & inquiry-based learning | 2 | 3 | 2 | 3 | 3 | 2 | 3 | 1 | 2 | 2 | 2 | |
| Basics of Economics (MCS231) | CO1 | To comprehend the economic problems of the society | 1 | 1 | 1 | 1 | — | — | — | — | 1 | 1 | 1 |
| CO2 | To analyze the laws of utility, demand and supply and their measurement | 2 | 1 | 2 | 1 | — | — | — | — | 1 | 2 | 3 | |
| CO3 | To explain the laws of production and various concepts of costs | 2 | 1 | — | — | — | — | — | — | 2 | 1 | 1 | |
| CO4 | To elaborate the various market forms | 1 | 1 | 1 | 1 | — | — | — | — | 1 | 1 | 1 | |
| Introduction to Finance (MCS232) | CO1 | To take an overview of Financial management and its need to take financial decisions. | 2 | 1 | 1 | 1 | — | — | — | — | 3 | 2 | 2 |
| CO2 | To understand financial statements and distinguish between profit & loss and Balance sheet of different business organizations. | 1 | 1 | 1 | 1 | — | — | — | — | 1 | 1 | 1 | |
| CO3 | To identify the different sources of long term finance and differentiate amongst equity, preference and Debt | 2 | 1 | 2 | 1 | — | — | — | — | 1 | 2 | 3 | |
| CO4 | To elaborate and apply various techniques of capital budgeting and analyze cost of capital and capital structure | 1 | 1 | — | — | — | — | — | — | 3 | 1 | 1 | |
| Principles of Management (MOOC 22E-EDS-203) | CO1 | To know about staffing/recruitment | 1 | 1 | —- | —- | —- | —- | —- | —- | —- | 1 | 1 |
| CO2 | To explore performance management and appraisal process | 1 | 1 | —- | —- | —- | —- | —- | —- | —- | 2 | 1 | |
| CO3 | To explore training and development | 1 | 1 | —- | —- | —- | —- | —- | —- | —- | 2 | 1 | |
| CO4 | To evaluate processes of career management | 1 | 1 | —- | —- | —- | —- | —- | —- | —- | 2 | 1 | |
| Peace and Value Education (EDS220) | CO1 | To understand the nature of values and importance of value education in present day Indian society | 2 | 2 | — | 2 | 2 | 2 | —– | 1 | 2 | 2 | 2 |
| CO2 | -To get oriented with the need and role of yoga and meditation for inner harmony | —- | 3 | — | 2 | 3 | 2 | — | 1 | 2 | 2 | 2 | |
| CO3 | -To understand impact of social processes on moral development | 1 | 2 | 1 | 1 | 1 | 2 | 2 | 1 | 2 | 2 | 2 | |
| CO4 | -To get oriented with various strategies of value orientation | 2 | 2 | 3 | 2 | 3 | 2 | 1 | 1 | 2 | 2 | 2 | |
| Guidance and Counselling (EDS221) | CO1 | The students will apply the knowledge of guidance and counselling in real life situations | 3 | 3 | 3 | – | – | – | 2 | 2 | 2 | 2 | 2 |
| CO2 | The student will imbibe and demonstrate qualities of an effective counsellor | 3 | 3 | 2 | – | – | – | 3 | 3 | 1 | 2 | 2 | |
| CO3 | The student will demonstrate various approaches of guidance and counselling | 2 | 2 | 2 | – | – | – | 2 | 2 | 2 | 1 | 2 | |
| CO4 | The student will effectively use tools for testing and evaluating different techniques for assessment | 1 | 1 | 1 | – | – | – | 2 | 3 | 1 | 1 | 2 | |
| Human Rights in Education(EDS222) | CO1 | To inculcate the knowledge of the Human Rights. | 2 | 2 | —— | 2 | 2 | 2 | —– | 1 | 2 | 2 | 2 |
| CO2 | To Realize the importance and need of human rights | —- | 3 | —— | 2 | 3 | 2 | —— | 1 | 2 | 2 | 2 | |
| CO3 | To Comprehend the role of the Constitution in human rights | 1 | 2 | 1 | 1 | 1 | 2 | 2 | 1 | 2 | 2 | 2 | |
| CO4 | To Comprehend the role of human rights in their life | 2 | 2 | 3 | 2 | 3 | 2 | 1 | 1 | 2 | 2 | 2 | |
| Environment and Education(EDS223) | CO1 | To understand about the concept of environmental education | 2 | 2 | 1 | 1 | 2 | 2 | 2 | 2 | —- | —- | 2 |
| CO2 | To develop sense of awareness about the environmental pollution, and possible hazards and its causes and remedies. | 2 | 2 | 2 | 3 | 2 | 2 | 1 | 2 | —- | —- | 2 | |
| CO3 | To build up a sense of responsibility towards conservation of environment, bio-diversity and sustainable development. | 2 | 2 | 2 | 1 | 3 | 2 | 2 | 1 | —- | —- | 2 | |
| CO4 | To widen reasonable understanding about the role of school and education in fostering the idea and learning to live in harmony with nature. | 1 | 1 | 2 | 2 | 2 | 2 | 1 | 2 | —- | —- | 2 | |
| School Leadership and Management (EDS236) | CO1 | understand key leadership theories and ideas, from inside and outside education, and apply these to thinking about their own practice | 2 | – | 2 | – | – | 3 | — | 3 | – | – | – |
| CO2 | draw on evidence from research and practice to develop knowledge with an understanding of what is known about effective leadership | 2 | – | – | – | – | 3 | — | 3 | – | – | – | |
| CO3 | relate these to their own leadership context in planning actions | 3 | – | – | – | – | 3 | — | 3 | – | – | – | |
| CO4 | undertake practice-based tasks enabling self-evaluation of their leadership in action. | 3 | – | 3 | – | – | 3 | — | 3 | – | – | – | |
| CO5 | develop their reflective practice skills to help them to evaluate and improve their own leadership practice | 3 | – | 3 | – | – | 3 | — | 3 | 2 | – | – | |
| CO6 | learn collaboratively, supported by a mentor, to share insights, and develop knowledge and skills. | 3 | – | 3 | – | – | 3 | — | 3 | – | – | – | |
| Educational Leadership (MOOC-21O-EDS-401) | CO1 | understand key leadership theories and ideas, from inside and outside education, and apply these to thinking about their own practice | 2 | – | 2 | – | – | 3 | — | 3 | – | – | – |
| CO2 | draw on evidence from research and practice to develop knowledge with an understanding of what is known about effective leadership | 2 | – | – | – | – | 3 | — | 3 | – | – | – | |
| CO3 | relate these to their own leadership context in planning actions | 3 | – | – | – | – | 3 | — | 3 | – | – | – | |
| CO4 | undertake practice-based tasks enabling self-evaluation of their leadership in action | 3 | – | 3 | – | – | 3 | — | 3 | – | – | – |
MANAV RACHNA UNIVERSITY FACULTY OF EDUCATION & HUMANITIES STUDENTS DETAILS B.Ed (2023-2025)
| S.No. | Roll No | Student Name |
| 1 | 2K23EDUN01001 | AKANSHA MALIK |
| 2 | 2K23EDUN01002 | AKANSHA SHARMA |
| 3 | 2K23EDUN01003 | AMPI LEGO |
| 4 | 2K23EDUN01004 | ANJALI DAGAR |
| 5 | 2K23EDUN01005 | ANJANA |
| 6 | 2K23EDUN01006 | ANSHIKA KALSI |
| 7 | 2K23EDUN01007 | ARPIT GUPTA |
| 8 | 2K23EDUN01008 | ARUSHI VERMA |
| 9 | 2K23EDUN01009 | AVNI KOHLI |
| 10 | 2K23EDUN01010 | BHAGYA BABU |
| 11 | 2K23EDUN01011 | BHUMI TANEJA |
| 12 | 2K23EDUN01012 | EKTA |
| 13 | 2K23EDUN01013 | GURNEET KAUR |
| 14 | 2K23EDUN01014 | HANSHIKA PANCHAL |
| 15 | 2K23EDUN01015 | HARLEEN KAUR |
| 16 | 2K23EDUN01016 | JUHI |
| 17 | 2K23EDUN01017 | KAERIN NIDHI ANTHONY |
| 18 | 2K23EDUN01018 | KALI BHASIN |
| 19 | 2K23EDUN01019 | KANCHAN KIRAN BARWA |
| 20 | 2K23EDUN01020 | KASHISH VERMA |
| 21 | 2K23EDUN01021 | KHUSHI MAVI |
| 22 | 2K23EDUN01022 | KRISHNA BHATI |
| 23 | 2K23EDUN01023 | KUMARI ANURADHA SHARMA |
| 24 | 2K23EDUN01024 | MANISHA MASKI |
| 25 | 2K23EDUN01025 | MONIKA |
| 26 | 2K23EDUN01026 | MUSKAAN ARORA |
| 27 | 2K23EDUN01027 | NAGMA |
| 28 | 2K23EDUN01028 | NEHA YADAV |
| 29 | 2K23EDUN01029 | NIDHI RAWAT |
| 30 | 2K23EDUN01030 | PARUL RATHI |
| 31 | 2K23EDUN01031 | PARUL SINGH |
| 32 | 2K23EDUN01032 | POOJA BHATT |
| 33 | 2K23EDUN01033 | PRIYANKA PARIDA |
| 34 | 2K23EDUN01034 | RICHA |
| 35 | 2K23EDUN01035 | RISHITA VERMA |
| 36 | 2K23EDUN01036 | SAKSHI SINGH |
| 37 | 2K23EDUN01037 | SALMA |
| 38 | 2K23EDUN01038 | SHALINI SINHA |
| 39 | 2K23EDUN01039 | SHEFALI AGGARWAL |
| 40 | 2K23EDUN01040 | SHIVANI BHATI |
| 41 | 2K23EDUN01041 | SHIVANI MEHLA |
| 42 | 2K23EDUN01042 | SHRISHTI SAINI |
| 43 | 2K23EDUN01043 | SONAM |
| 44 | 2K23EDUN01044 | SONI GUPTA |
| 45 | 2K23EDUN01045 | SONY KUMARI |
| 46 | 2K23EDUN01046 | SUNITA KUMARI |
| 47 | 2K23EDUN01047 | SWETA KUMARI |
| 48 | 2K23EDUN01048 | TAMANNA ARORA |
| 49 | 2K23EDUN01049 | TANISHA BHADANA |
| 50 | 2K23EDUN01050 | TEJASWANI SHARMA |
| 51 | 2K23EDUN01051 | VANSHIKA RAJ |
| 52 | 2K23EDUN01052 | YOGITA SHARMA |
| 53 | 2K23EDUN01053 | YUJITA DATTA |
| 54 | 2K23EDUN01054 | Manisha Kumari Jha |
MANAV RACHNA UNIVERSITY FACULTY OF EDUCATION & HUMANITIES STUDENTS DETAILS B.Ed (2022-2024)
| S.No. | Roll Number | Name of the Student |
| 1 | 2K22EDUN01001 | AAYUSHI GUPTA |
| 2 | 2K22EDUN01002 | AKANKSHA PANDEY |
| 3 | 2K22EDUN01003 | AKANKSHA SHARMA |
| 4 | 2K22EDUN01004 | ANCHAL SINGH |
| 5 | 2K22EDUN01005 | ANJNI KUMARI SONI |
| 6 | 2K22EDUN01006 | APARNA MISHRA |
| 7 | 2K22EDUN01007 | ARCHANA ANIL |
| 8 | 2K22EDUN01008 | BHAGYAVI BISHT |
| 9 | 2K22EDUN01009 | BHOJRAJ |
| 10 | 2K22EDUN01010 | DIVYA BHADANA |
| 11 | 2K22EDUN01011 | DIYA TAKYAR |
| 12 | 2K22EDUN01012 | HIMANSHI |
| 13 | 2K22EDUN01013 | JANVI SACHDEVA |
| 14 | 2K22EDUN01014 | KANISHKA YADAV |
| 15 | 2K22EDUN01015 | MANISHA DAGAR |
| 16 | 2K22EDUN01016 | MOHAN KUMAR THAKUR |
| 17 | 2K22EDUN01017 | PALAK |
| 18 | 2K22EDUN01018 | PALLAVI GIRI |
| 19 | 2K22EDUN01019 | POOJA |
| 20 | 2K22EDUN01020 | RAMA CHAUHAN |
| 21 | 2K22EDUN01021 | RITKI |
| 22 | 2K22EDUN01022 | SACHI JAIN |
| 23 | 2K22EDUN01023 | SARITA BENIWAL |
| 24 | 2K22EDUN01024 | SHRISHTI AMBAVTA |
| 25 | 2K22EDUN01025 | SHWETA |
| 26 | 2K22EDUN01027 | TANYA KEER |
| 27 | 2K22EDUN01029 | VINAYAK SHARMA |
MANAV RACHNA UNIVERSITY FACULTY OF EDUCATION & HUMANITIES STUDENTS DETAILS B.Ed (2021-2023)
| Sr. No. | Roll Number | Name of the Student |
| 1 | 2K21EDUN01001 | Aastha |
| 2 | 2K21EDUN01002 | Amrit Kumar Paswan |
| 3 | 2K21EDUN01004 | AnkitaBange |
| 4 | 2K21EDUN01005 | Anuj Singh Almia |
| 5 | 2K21EDUN01006 | Avishi Garg |
| 6 | 2K21EDUN01007 | Deepika Bhatia |
| 7 | 2K21EDUN01008 | DeepikaSethi |
| 8 | 2K21EDUN01009 | Himanshi Arora |
| 9 | 2K21EDUN01010 | Kalimuddin |
| 10 | 2K21EDUN01011 | KamnaBagga |
| 11 | 2K21EDUN01012 | Kirti Sharma |
| 12 | 2K21EDUN01013 | Mansi Chaudhary |
| 13 | 2K21EDUN01014 | Monika Sharma |
| 14 | 2K21EDUN01015 | MuskaanChaprana |
| 15 | 2K21EDUN01016 | Muskan Singh |
| 16 | 2K21EDUN01017 | Muskan Saini |
| 17 | 2K21EDUN01018 | NamrataChandila |
| 18 | 2K21EDUN01019 | Naresh Sharma |
| 19 | 2K21EDUN01020 | Priya Sharma |
| 20 | 2K21EDUN01021 | Purnima Agarwal |
| 21 | 2K21EDUN01022 | Ruby |
| 22 | 2K21EDUN01023 | Rumie Goyal |
| 23 | 2K21EDUN01024 | Sandhya Verma |
| 24 | 2K21EDUN01025 | Shubhangi Agarwal |
| 25 | 2K21EDUN01026 | Shweta |
| 26 | 2K21EDUN0127 | Sonal Arora |
| 27 | 2K21EDUN0128 | Swati Mishra |
| 28 | 2K21EDUN0129 | Syed Farhan Husain |
| 29 | 2K21EDUN0130 | Tanya Kaur |
| 30 | 2K21EDUN0131 | VaishnaviDhawan |
MANAV RACHNA UNIVERSITY FACULTY OF EDUCATION & HUMANITIES STUDENTS DETAILS B.Ed. (2020-2022)
| Sr. No. | Roll Number | Name of the Student |
| 1 | 2K20EDUN01002 | Aarti Rani |
| 2 | 2K20EDUN01003 | Anjali Abhay Kumar |
| 3 | 2K20EDUN01004 | Bhumika Arora |
| 4 | 2K20EDUN01005 | Disha Arora |
| 5 | 2K20EDUN01006 | Gagandeep Kaur Malhotra |
| 6 | 2K20EDUN01007 | Geetika |
| 7 | 2K20EDUN01008 | HimaniRawat |
| 8 | 2K20EDUN01010 | Jyoti |
| 9 | 2K20EDUN01011 | KomalKumari |
| 10 | 2K20EDUN01012 | KumariBhawana |
| 11 | 2K20EDUN01013 | Lovely Sharma |
| 12 | 2K20EDUN01014 | Nikita Gupta |
| 13 | 2K20EDUN01015 | Pallavi |
| 14 | 2K20EDUN01016 | Parul |
| 15 | 2K20EDUN01017 | ParulSethi Kanda |
| 16 | 2K20EDUN01018 | Pooja |
| 17 | 2K20EDUN01019 | Pooja Rani |
| 18 | 2K20EDUN01021 | Ranjana Yadav |
| 19 | 2K20EDUN01022 | RituSehrawat |
| 20 | 2K20EDUN01023 | Sakshi |
| 21 | 2K20EDUN01024 | Shatakshi Khanna |
| 22 | 2K20EDUN01025 | Shivani Sharma |
| 23 | 2K20EDUN01026 | Sonia Panghal |
| 24 | 2K20EDUN01027 | Swati |
| 25 | 2K20EDUN01028 | Tanya Chawla |
| 26 | 2K20EDUN01029 | Vikash Kumar Tiwari |
| 27 | 2K20EDUN01030 | Virender Singh Saini |
Detailed Syllabus
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