B.A.B.Ed.
B.A.B.Ed. is a four-year integrated programme which aims at integrating general studies in arts and professional studies in education. It provides a wide knowledge base for becoming an elementary and secondary school teacher.
| Duration | 4 Yrs |
| Fees PA | 133000/- |
| Minimum Eligibility Criteria | Pass in 10+2 with 50% or more marks in aggregate with English as a subject. |
| Criteria for Preparation of Merit list | Merit preparation/ short listing of candidates shall be on the basis of score in SAT/ MRNAT 2024/ 10+2 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
B.A.B.Ed. is a four-year integrated undergraduate programme offering a dual degree. The vision of the programme is to impart in-depth knowledge of different subjects including English, Political Science, Economics, and History with some broad interrelated curricular areas.
The programme is designed according to UGC and NCTE guidelines to prepare qualitative future teachers for nation-building. This programme gives students an opportunity to complete their graduation in Arts along with graduation in Education. The programme has been designed to impart theoretical knowledge and practical skills to students in different disciplines of Arts 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.
- Benefits of inter-disciplinary faculties from departments such as Law and Management and in-house faculties for art subjects for expert guidance
- 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.
Programme Specific Outcomes
After the completion of the program, the students will:
PSO1 Demonstrate the practical and theoretical understanding of core humanities courses: History/English/political Science/economics
PSO2 Demonstrate an ability to develop inter and trans disciplinary approaches to connect with community and to provide solutions to emerging problems.
PSO3 Demonstrate bridging of the gap between academia, industry and society through field based projects and social engagements.
CO-PO Mapping
| Course Code | Courses | Course Outcomes | CO Statement | PO1 | PO2 | PO3 | PO4 | PO5 | PO6 | PO7 | PO8 | PO9 | PO10 | PO11 | PSO1 | PSO2 | PSO3 |
| SEMESTER I | |||||||||||||||||
| EDH117-T | History: Indian history till 1206 A.D. | CO1 | To understand the importance of literary, archaeological sources for the understanding of the Harappa and Aryan civilizations | 1 | _ | 3 | 2 | 2 | _ | 1 | 1 | _ | _ | _ | 1 | _ | _ |
| CO2 | To comprehend the rise of new religions, such as Jainism, Buddhism and its contribution to Indian civilization. | 1 | _ | _ | 1 | 1 | 3 | 2 | 2 | 3 | _ | _ | _ | 2 | _ | ||
| CO3 | To comprehend the composition of empire and rise of Magadha as the political centre of Indian subcontinent. | 1 | _ | 2 | 2 | 2 | 1 | _ | _ | 1 | _ | _ | _ | _ | 3 | ||
| CO4 | To understand the process of political disintegration in Post-Gupta period India and rise of powerful regional kingdoms in ancient India | 2 | _ | _ | 1 | 2 | 2 | _ | 3 | 1 | _ | _ | 3 | _ | _ | ||
| CO5 | Student will be able to elaborate about the major political and economic structure of ancient India | 2 | 1 | 2 | 3 | _ | 3 | 3 | 2 | 1 | _ | _ | _ | 1 | _ | ||
| CO6 | To understand cultural contributions of Gupta and the Rajput rulers in the field of Literature, Science, Art and Architecture for Indian Society. To understand the Ancient period of Indian history. | 1 | _ | _ | 1 | 1 | 2 | 2 | 2 | 2 | _ | _ | _ | _ | 1 | ||
| EDH117-P | History: Indian history till 1206 A.D. Lab | CO1 | To debate on the significance of Archaeological and Literary sources for the study of India’s past | 1 | _ | 3 | 2 | 2 | _ | 1 | 1 | _ | _ | _ | 1 | 2 | 1 |
| CO2 | Collaborative Learning on the emergence of different religions such as Buddhism and Jainism | 1 | _ | _ | 1 | 1 | 3 | 2 | 2 | 3 | _ | _ | 1 | _ | _ | ||
| CO3 | To dramatize the role of Ashoka and his policy of Dhamma | 1 | _ | 2 | 2 | 2 | 1 | _ | _ | 1 | _ | _ | 2 | 3 | _ | ||
| CO4 | To exhibit the cultural contribution of different dynasties in India | 2 | _ | _ | 1 | 2 | 2 | _ | 3 | 1 | _ | _ | _ | 2 | _ | ||
| EDH118-T | English: An Introduction to English Literature | CO1 | Understand genesis and development of English Language and literature | 1 | 1 | 2 | —– | 1 | —– | —– | 2 | —– | —– | 3 | —– | 3 | —– |
| CO2 | Comprehend various aspects of Literature and its role in understanding social issues. | 2 | 3 | 3 | —– | —– | 2 | 3 | 3 | —– | 3 | 2 | —– | —– | 3 | ||
| CO3 | Identify different periods of English history and development of Literature during that time. | 2 | 3 | 3 | —– | —– | 2 | 3 | 3 | —– | 3 | 2 | —– | —– | 3 | ||
| CO4 | Classify literature into different genres. | 2 | 3 | 3 | —– | —– | 2 | 3 | 3 | —– | 3 | 2 | —– | —– | 3 | ||
| CO5 | Analyse variety of literary devices and figures of speech to analyse literature. | 2 | 3 | 3 | —– | —– | 2 | 3 | 3 | —– | 3 | 2 | —– | —– | 3 | ||
| EDH118-P | English: An Introduction to English Literature Lab | CO1 | Understand genesis and development of English Language and literature | 1 | 1 | 2 | —– | 1 | —– | —– | 2 | —– | —– | 3 | —– | 3 | —– |
| CO2 | Comprehend the meaning of Literature and its role in understanding the contemporary social issues. | 2 | 3 | 3 | —– | —– | 2 | 3 | 3 | —– | 3 | 2 | —– | —– | 3 | ||
| CO3 | Identify different periods of English literature | 2 | 3 | 3 | —– | —– | 2 | 3 | 3 | —– | 3 | 2 | —– | —– | 3 | ||
| CO4 | Classify literature into different genres. | 2 | 3 | 3 | —– | —– | 2 | 3 | 3 | —– | 3 | 2 | —– | —– | 3 | ||
| EDH119B | Economics: Microeconomics Theory and Application – I | CO1 | To recall the meaning, nature and scope of micro economics and functions of an economic system | 2 | 1 | —– | —– | —— | ——- | —— | 1 | 3 | 2 | 3 | 3 | 2 | 3 |
| CO2 | To understand the theory of Demand, supply, and elasticity. Consumer equilibrium with the help of indifference curve and budget line, the concept of utility and diminishing marginal utility. | 2 | 1 | —– | —– | —— | ——- | —— | 1 | 3 | 2 | 3 | 3 | 3 | 3 | ||
| CO3 | To familiarize the concept of production and production function, law of variable proportion and producer’s equilibrium. | 2 | 1 | —– | —– | —— | ——- | —— | 1 | 3 | 2 | 3 | 3 | 3 | 3 | ||
| CO4 | To comprehend the idea of cost and revenue with their application. | 1 | 1 | —– | —– | —— | ——- | —— | 1 | 3 | 2 | 3 | 3 | 3 | 3 | ||
| EDH120-T | Political Science: Introduction to Political Theory | CO1 | To understand evolution and use of the concepts, ideas and theories with reference to individual thinkers. | ——— | ——- | 2 | —– | —— | ——- | 2 | 3 | 3 | 3 | —— | 3 | 3 | 3 |
| CO2 | To examine the terms like Pluralism, theories of law, liberalism, socialism and trends in democratic theory. | 1 | ——- | 2 | 1 | —— | ——- | 2 | 3 | 3 | 3 | —— | 3 | 3 | 3 | ||
| CO3 | To understand the elements of State, theories of origin of state and nature of State. | ——— | ——- | 2 | —– | —— | ——- | —— | 3 | 3 | 3 | —— | 3 | 3 | 3 | ||
| CO4 | To understand the meaning, definitions, kinds and theories of sovereignty. | ——— | ——- | 2 | —– | —— | ——- | 2 | 3 | 3 | 3 | —— | 3 | 3 | 3 | ||
| CO5 | To analyse the Nature, kinds and different views of equality. | 2 | ——- | 2 | —– | —– | 2 | 2 | 3 | 3 | 3 | —— | 3 | 3 | 3 | ||
| EDH120-P | Political Science: Introduction to Political Theory Lab | CO1 | Brainstorming on practices and application of theories of Law | 1 | 2 | 2 | 1 | —– | —– | 2 | 3 | 3 | 3 | 2 | 3 | 3 | 3 |
| CO2 | Presentation on the function of State | 1 | 1 | 2 | 1 | —— | —– | 1 | 3 | 3 | 3 | 1 | 3 | 3 | 3 | ||
| CO3 | Extempore on the application Social and political Equality | 2 | 1 | 2 | 2 | 3 | ——- | 2 | 3 | 3 | 3 | —– | 3 | 3 | 3 | ||
| CO4 | Discussion and group learning of practices of the Welfare State in India | 2 | —- | 1 | —- | 2 | 1 | 2 | 3 | 3 | 3 | 2 | 3 | 3 | 3 | ||
| EDH102-T | Foundation of Education | CO1 | Assimilate the concept of Education and Its philosophical aspects | —— | —— | 2 | 3 | ——– | 2 | —- | 2 | 3 | 3 | 3 | – | 1 | – |
| CO2 | Comprehend the Socio Cultural aspect of Education | 3 | 1 | 2 | 3 | ——– | 3 | —- | 2 | 3 | 3 | 1 | – | 1 | – | ||
| CO3 | Discuss the Inter-disciplinary nature of Education | 3 | 3 | 3 | ——- | ——– | 3 | —- | 2 | 3 | 3 | —— | – | 1 | – | ||
| CO4 | Analyse the contribution of various Indian and western Educationists to Indian Education System | 2 | —- | 1 | 2 | 3 | 3 | —- | 2 | 3 | 3 | 3 | – | 1 | – | ||
| CO5 | Reflect on the Educational concerns and Issues in the Indian context | 1 | —- | 2 | 3 | —– | 3 | —— | 2 | 3 | 2 | 3 | – | 2 | – | ||
| EDH102-P | Foundation of Education Lab | CO1 | Apply the philosophical understanding of Education into the real classroom situation | —— | —— | 2 | 3 | ——– | 2 | —- | 2 | 3 | 3 | 3 | – | 2 | – |
| CO2 | Reflect upon the Socio Cultural aspect of Education through practical activities | 3 | 1 | 2 | 3 | ——– | 3 | —- | 2 | 3 | 3 | 1 | – | 2 | – | ||
| 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 | – | 1 | – | ||
| MOOC-18E-EDS-103 | Developing of Soft Skills and Personality | CO1 | To encourage the all-round development of students by focusing on soft skills. | 1 | 2 | 2 | 1 | —– | —– | 2 | 3 | 3 | 3 | 2 | 3 | 3 | 3 |
| 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 | 3 | 3 | 3 | ||
| 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 | —– | 3 | 3 | 3 | ||
| EDS116 | Communicative English- I | CO1 | Demonstrate accuracy in the usage of grammar in their communication | —— | 1 | 1 | 2 | 3 | 1 | —— | 2 | —- | 3 | 3 | – | 2 | 2 |
| CO2 | showcase skills while communicating verbally | —— | 1 | 1 | 3 | 3 | 1 | 2 | 1 | 3 | 3 | — | – | 2 | 2 | ||
| CO3 | Display proficiency while using morphology and syntax of English language | —— | 1 | 2 | 3 | 2 | 1 | 2 | 1 | 3 | 3 | — | – | 2 | 1 | ||
| CO4 | Express themselves accurately in writing | —— | 1 | 2 | 3 | 2 | 1 | 2 | 1 | 3 | 3 | — | – | 2 | 2 | ||
| CO5 | Use different techniques while reading for comprehension | —— | 1 | 2 | 3 | 2 | 1 | 2 | 1 | 3 | 3 | — | – | 2 | 2 | ||
| CSW114B | Critical Understanding of ICT in Education-I | CO1 | Describe and demonstrate common computer literacy skills | – | 2 | 3 | – | 3 | 2 | 3 | 2 | – | 3 | – | – | – | 1 |
| CO2 | understand the fundamentals of the internet and perform basic internet skills; | – | 2 | 3 | – | 2 | 2 | 2 | 1 | – | 2 | – | – | – | 2 | ||
| CO3 | Describe and perform basic word processing skills; | – | 1 | 2 | – | 2 | 2 | 1 | 3 | – | 1 | – | – | – | 1 | ||
| CO4 | Enhance a word-processed document by including appropriate visual components. | – | 1 | 1 | – | 2 | 2 | 2 | 2 | – | 1 | – | – | – | 1 | ||
| EDO144 | Co Curricular Activities | CO1 | Student Teacher will demonstrate skills related to the core values such as professionalism and time management | 3 | 2 | – | – | – | – | – | – | 3 | 3 | 2 | – | 1 | – |
| CO2 | Student teachers will demonstrate team work and group activities | 3 | 2 | 1 | – | – | – | – | 2 | 1 | 2 | 1 | – | 1 | – | ||
| CO3 | Student teachers demonstrate skill at organizing and participating in activities related to their cognitive domain | 3 | 3 | – | – | – | – | – | 1 | 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 | – | 2 | – | ||
| CO5 | Student teachers will demonstrate skills at organizing and participating in activities related to psychomotor domain | 3 | 3 | – | – | – | – | – | 3 | 3 | 3 | 2 | – | 1 | – | ||
| CHH137 | Environmental Science | CO1 | Understand and explain the multidisciplinary dimensions of environmental issues. | 2 | 2 | 1 | 1 | 2 | 2 | 2 | 2 | —- | —- | 2 | 2 | 1 | 3 |
| CO2 | Understand the primary environmental problelms and and suggest potential solutions | 2 | 2 | 2 | 3 | 2 | 2 | 1 | 2 | —- | —- | 2 | 2 | 1 | 3 | ||
| CO3 | understand and explain about the various groups of plants and animals and their interaction with various ecosystem | 2 | 2 | 2 | 1 | 3 | 2 | 2 | 1 | —- | —- | 2 | 2 | 2 | 1 | ||
| CO4 | Appreciate the principles governing the interactions between social and environmental factors | 1 | 1 | 2 | 2 | 2 | 2 | 1 | 2 | —- | —- | 2 | 2 | 2 | 3 | ||
| SEMESTER II | |||||||||||||||||
| EDH137-T | History: Indian history-1206 A.D. to 1761 A.D. | CO1 | To understand The foundations of the Delhi Sultanate, and its contribution to the culture and society of medieval India | _ | _ | 3 | 3 | 2 | _ | 2 | 2 | 1 | 1 | 1 | 2 | 1 | 2 |
| CO2 | To understand the foundation of the Mughal Empire and the nature of the Mughal State and its administration | _ | _ | _ | 1 | 1 | 2 | 3 | 2 | 1 | 1 | 1 | 1 | 1 | 1 | ||
| CO3 | To know the advent and contributions of the Maratha Rulers | _ | _ | 2 | 1 | 2 | 2 | _ | _ | 1 | 1 | 1 | 1 | – | 2 | ||
| CO4 | To understand the relationship between the rise of regional kingdoms of India and the decline of Mughal Empire | _ | _ | _ | 2 | 1 | 1 | _ | 1 | 1 | 2 | 2 | 2 | – | 2 | ||
| CO5 | To understand the contribution of Mughal Empire to Indian society , economy , literature , art and architecture in Medieval India | _ | 1 | 3 | 2 | _ | 2 | 1 | 1 | 1 | 1 | 2 | 1 | – | – | ||
| CO6 | To recognise the rise of monotheistic religion, religious reformers, Sufi saints in medieval India and their contributions. | _ | _ | _ | 2 | 1 | 1 | 1 | 1 | 2 | 1 | 3 | 3 | 1 | – | ||
| EDH137-P | History: Indian history-1206 A.D. to 1761 A.D. Lab | CO1 | To dramatize emergence of different dynasties in medieval India | 1 | 3 | 3 | 3 | 2 | _ | 2 | 2 | 1 | _ | _ | 1 | 1 | 2 |
| CO2 | Collaborative learning on the role of the Mughals and Suris in India | 1 | 1 | _ | 1 | 1 | 2 | 3 | 2 | 1 | _ | _ | 1 | – | – | ||
| CO3 | To exhibit the cultural contribution of the Mughals | 2 | 1 | 2 | 1 | 2 | 2 | _ | _ | 1 | _ | _ | 2 | – | 1 | ||
| CO4 | To debate on the cultural contribution of various Bhakti and Sufi saints | 1 | – | _ | 2 | 1 | 1 | _ | 1 | 1 | _ | _ | 2 | 2 | – | ||
| EDH138-T | English: Renaissance and Restoration | CO1 | Recall the evolution of drama and its type. | 1 | _ | _ | _ | 1 | _ | 2 | _ | _ | 2 | _ | _ | 2 | _ |
| CO2 | Analyse the writing of dramatist Christopher Marlowe along with the themes and techniques of the Renaissance theatre | 1 | 1 | 2 | —– | 1 | —– | —– | 2 | —– | —– | 3 | —– | 3 | —– | ||
| CO3 | Analyse the writing of dramatist Shakespeare along with the themes and techniques of the Renaissance theatre | 2 | 3 | 3 | —– | —– | 2 | 3 | 3 | —– | 3 | 2 | —– | —– | 3 | ||
| CO4 | Comprehend the prose and conceptualize humanism. | 2 | 3 | 3 | —– | —– | 2 | 3 | 3 | —– | 3 | 2 | —– | —– | 3 | ||
| CO5 | Comprehend the poetry and its stylistic decorum along with rules in restoration and renaissance period. | 2 | 3 | 3 | —– | —– | 2 | 3 | 3 | —– | 3 | 2 | —– | —– | 3 | ||
| EDH138-P | English: Renaissance and Restoration Lab | CO1 | Analyse theme, style of writing, language of Christopher Marlowe | 2 | 3 | 3 | —– | —– | 2 | 3 | 3 | —– | 3 | 2 | —– | —– | 3 |
| CO2 | Analyse theme, style of writing, language of William Shakespeare | 1 | 1 | 2 | —– | 1 | —– | —– | 2 | —– | —– | 3 | —– | 3 | —– | ||
| CO3 | Recall the poetry of Renaissance Age | 2 | 3 | 3 | —– | —– | 2 | 3 | 3 | —– | 3 | 2 | —– | —– | 3 | ||
| CO4 | Comprehend the prose and conceptualize Humanism | 2 | 3 | 3 | —– | —– | 2 | 3 | 3 | —– | 3 | 2 | —– | —– | 3 | ||
| EDH139-T | Economics: Microeconomics Theory and Application – II | CO1 | To interpret the concept Perfect competition in short run and long run | 2 | 1 | _ | _ | _ | _ | _ | 1 | 3 | 2 | 3 | 3 | 1 | 2 |
| CO2 | To understand the concept of Monopolistic competition in SR and LR and social cost of monopoly, price discrimination; remedies for monopoly | 2 | 1 | —– | —– | —— | ——- | —— | 1 | 3 | 2 | 3 | 3 | 1 | 2 | ||
| CO3 | To recognize the idea of Imperfect competition in SR and LR and various other market structure viz. Cartels, Duopoly, Oligopoly models & game theory. | 2 | 1 | —– | —– | —— | ——- | —— | 1 | 3 | 2 | 3 | 3 | 1 | 2 | ||
| CO4 | To familiarize with the Concept of factor Pricing | —– | 1 | —– | —– | —— | ——- | —— | 1 | 3 | 2 | 3 | 3 | 1 | 2 | ||
| EDH139-P | Economics: Microeconomics Theory and Application – II Lab | CO1 | Understanding how to apply supply and demand principles to marketplaces that have external costs and benefits | 1 | 2 | 1 | _ | _ | _ | _ | _ | 1 | 3 | _ | 1 | _ | 2 |
| CO2 | Analyse the effects of different market regulation strategies. | 3 | 1 | —– | —– | —— | ——- | —— | 1 | 3 | 2 | 3 | 3 | 1 | 2 | ||
| CO3 | Compare and contrast profits and revenues, short-term and long-term costs, and production and costs. | 2 | 1 | —– | —– | —— | ——- | —— | 1 | 3 | 2 | 3 | 3 | 1 | 2 | ||
| CO4 | Assess and defend market behaviour through analysing industry and market behaviour. | —– | 1 | —– | —– | —— | ——- | —— | 1 | 3 | 2 | 3 | 3 | 1 | 2 | ||
| EDH140-T | Political Science: Indian Constitution | CO1 | To understand Political structure from both the Constitutional and Administrative perspectives | —– | —– | 2 | —– | —– | —– | 1 | 3 | 3 | 3 | —- | 3 | 3 | 3 |
| CO2 | To understand efforts made by the Constituent Assembly in making of Indian Constitution | 2 | 1 | 2 | 1 | —— | —– | 2 | 3 | 3 | 3 | 1 | 3 | 3 | 3 | ||
| CO3 | To understand strength of Indian democracy and the unity of the States | 2 | 1 | 2 | 2 | ——- | ——- | 1 | 3 | 3 | 3 | 1 | 3 | 3 | 3 | ||
| CO4 | To understand powers and functions of judiciary in India. | 2 | 2 | 2 | 1 | 1 | ——- | 2 | 3 | 3 | 3 | —– | 3 | 3 | 3 | ||
| CO5 | To understand roles and functions of the Election Commission in India | 2 | 2 | 2 | 1 | 1 | —– | 2 | 3 | 3 | 3 | —— | 3 | 3 | 3 | ||
| EDH140-P | Political Science: Indian Constitution Lab | CO1 | To realise the significance of constitution of India to students from all walks of life and help them to understand the basic concepts of Indian constitution. | —– | _ | 2 | —– | —– | —– | 1 | 3 | 3 | 3 | —- | 3 | 3 | 3 |
| CO2 | Exercise his fundamental rights in proper sense at the same time identifies his responsibilities in national building. | 2 | 1 | 2 | 1 | —— | —– | 2 | 3 | 3 | 3 | 1 | 3 | 3 | 3 | ||
| CO3 | Analyse the Indian political system, the powers and functions of the Union, State and Local Governments in detail | 2 | 1 | 2 | 2 | ——- | ——- | 1 | 3 | 3 | 3 | 1 | 3 | 3 | 3 | ||
| CO4 | To understand powers and functions of judiciary in India. | 2 | 2 | 2 | 1 | 1 | ——- | 2 | 3 | 3 | 3 | —– | 3 | 3 | 3 | ||
| CO5 | Understand Electoral Process, Emergency provisions and Amendment procedure | 2 | 2 | 2 | 1 | 1 | —– | 2 | 3 | 3 | 3 | —— | 3 | 3 | 3 | ||
| EDS103 | Creating An Inclusive Classroom | CO1 | To understand the meaning and need of inclusion in education | 3 | 1 | 1 | 2 | — | — | 1 | 1 | 2 | 2 | 1 | 3 | — | 2 |
| CO2 | To get familiarized with various policies, programmes and schemes promoting inclusive education | 2 | 2 | 1 | 2 | — | 1 | 1 | — | 2 | 1 | 1 | 2 | — | 3 | ||
| CO3 | To identify the social, economic, and physical diversity that exists amongst learners | 2 | 3 | 2 | 3 | 1 | 3 | 2 | 1 | 2 | 3 | 1 | 3 | 1 | – | ||
| CO4 | To recognize the challenges in Inclusive Education | 3 | 3 | 1 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 1 | 2 | 1 | – | ||
| EDH133-T | Learner and Learning Process | CO1 | Comprehend the Nature of both the Psychology of the learner and Learning | _ | 1 | 1 | 2 | 3 | 1 | ——— | 2 | ——- | 3 | 3 | – | 2 | 2 |
| CO2 | Assimilate the nature of different components of cognition and their role in producing learning | ——— | 1 | 1 | 3 | 3 | 1 | 2 | 1 | 3 | 3 | —— | – | 2 | 2 | ||
| CO3 | Apply the knowledge of concepts and principles of growth in the classroom situation | ——— | 1 | 2 | 3 | 2 | 1 | 2 | 1 | 3 | 3 | —— | – | 2 | 1 | ||
| CO4 | Elucidate the concept of Group dynamics in their day-to-day activities. | ——— | 1 | 2 | 3 | 2 | 1 | 2 | 1 | 3 | 3 | —— | – | 2 | 2 | ||
| CO5 | Exhibit all the traits of an effective teacher | ——— | 1 | 2 | 3 | 2 | 1 | 2 | 1 | 3 | 3 | —— | – | 2 | 2 | ||
| EDH133-P | Learner and Learning Process Lab | CO1 | To develop teaching aids as per interests and capabilities of the learners. | 3 | 2 | 3 | 2 | 3 | — | 2 | 2 | 1 | 2 | ——— | 3 | ——- | ——- |
| CO2 | To assign tasks /assignments as per the abilities of the learners | 1 | 2 | 2 | 3 | 3 | 2 | 1 | 2 | 1 | 1 | 3 | ——- | 3 | 2 | ||
| CO3 | To enable a learner to test various factors of personality of an individual | 3 | 2 | 3 | 2 | 1 | —- | 1 | 3 | 1 | 2 | 3 | 3 | ——– | 2 | ||
| MOOC-19E-EDS-101 | Speaking Effectively | CO1 | -To read and comprehend the major points discussed in various types art of speaking | – | 3 | 3 | 3 | – | – | – | 3 | 1 | – | 3 | 3 | 1 | – |
| CO2 | -To use Verbal and Non- Verbal encoding. | – | 3 | – | 2 | 1 | – | – | 3 | – | – | – | 3 | – | – | ||
| CO3 | -To build up eye communication and gestures. | – | 3 | – | 2 | – | – | – | 3 | – | – | – | 3 | – | – | ||
| CO4 | -To make academic presentations precisely, logically, and effectively. | 3 | 3 | 1 | – | 1 | – | 3 | – | – | 3 | 3 | – | – | |||
| MOOC-18E-EDS-103 | Better Spoken English | CO1 | -To read and comprehend the major points discussed in various types of written texts. | – | 3 | 3 | 3 | – | – | – | 3 | 1 | – | 3 | 3 | 1 | – |
| CO2 | -To use acceptable English in academic writing. | – | 3 | – | 2 | 1 | – | – | 3 | – | – | – | 3 | – | – | ||
| CO3 | -To build up their vocabulary. | – | 3 | – | 2 | – | – | – | 3 | – | – | – | 3 | – | – | ||
| CO4 | -To make academic presentations precisely, logically, and effectively. | – | 3 | – | 2 | – | – | – | 3 | – | – | – | 3 | – | – | ||
| EDS134 | Communicative English-II | CO1 | To get acquainted with the basics of vocabulary and types of sentences | – | 3 | 3 | 3 | – | – | – | 3 | 1 | – | 3 | 1 | 2 | – |
| CO2 | To speak English with proper articulation | – | 3 | – | 2 | 1 | – | – | 3 | – | – | – | 1 | – | – | ||
| CO3 | To develop impeccable presentation skills through effective communication | – | 3 | – | 2 | – | – | – | 3 | – | – | – | – | – | 1 | ||
| CO4 | To develop skill in technical writing | – | 3 | 3 | 1 | – | 1 | – | 3 | – | – | 3 | – | – | 1 | ||
| CSW115B | Critical Understanding of ICT-II | CO1 | To demonstrate the understanding of the main components of the computer hardware and software in use. | – | 1 | 3 | – | 3 | 2 | 3 | 2 | – | – | – | – | – | 1 |
| CO2 | To integrate technology tools for teaching learning and material development | – | 1 | 3 | – | 3 | 2 | 3 | 1 | – | – | – | – | – | 1 | ||
| CO3 | To integrate use of ICT to simplify record keeping, information management in education administration. | – | 1 | 2 | – | 3 | 3 | 1 | 3 | – | 3 | – | – | – | 2 | ||
| CO4 | To implement various ICT’s for project / problem based constructivist learning environments. | – | 1 | 1 | – | 2 | 1 | 1 | 1 | – | – | – | – | – | 1 | ||
| EDW125 | Drama and Art Education | 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 | – | – | – | ||
| EDN136 | Project Report on Field Trip | CO1 | To develop skills related to the core competencies like commitment to profession and honouring diversity | 2 | 2 | _ | _ | _ | _ | _ | _ | 2 | 2 | _ | 1 | 1 | – |
| CO2 | To develop skills including communication and problem solving | 2 | 2 | _ | _ | _ | _ | _ | _ | 2 | 2 | _ | 2 | 2 | – | ||
| CO3 | To develop skills like sensitization towards the environment and solving imminent problems | 2 | 1 | _ | _ | _ | _ | _ | _ | 2 | 2 | _ | 2 | 1 | 1 | ||
| CO4 | To develop skills like team work, co-operation and leadership | 2 | 2 | _ | _ | _ | _ | _ | _ | 2 | 2 | _ | 1 | 1 | 3 | ||
| EDO165 | Post Second Semester Summer Training | CO1 | To develop interest in listening, speaking, reading and writing | 1 | 3 | — | — | — | — | — | — | — | — | — | 1 | 1 | – |
| 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 | — | — | — | — | — | — | — | — | — | – | – | 1 | ||
| CO5 | To minimize the gap/translation pattern created due to the influence of mother tongue. | 1 | 3 | — | — | — | — | — | — | — | — | — | 1 | – | – | ||
| SEMESTER III | |||||||||||||||||
| EDH226-T | History: Ancient Western Civilization | CO1 | To understand the evolution of Humankind- Palaeolithic , Mesolithic and Neolithic culture | 1 | _ | 1 | 3 | 2 | 3 | _ | _ | 1 | 1 | 1 | 1 | _ | _ |
| CO2 | To understand the beginning of different ancient civilization and the elements of continuity and change | 1 | _ | 2 | 1 | 2 | _ | _ | _ | 2 | 2 | 1 | 1 | _ | _ | ||
| CO3 | To understand the scientific contribution of these ancient civilizations. | 1 | _ | 1 | 3 | 3 | 1 | _ | _ | 2 | 1 | 1 | _ | 1 | _ | ||
| CO4 | To comprehend the economic, political and environmental conditions of the regions where these ancient civilizations sites are situated. | 2 | _ | 2 | 3 | _ | 2 | _ | _ | 2 | 1 | 1 | _ | 2 | _ | ||
| CO5 | To understand the art and cultural contributions of these ancient civilizations | 2 | _ | 3 | _ | 1 | 1 | _ | _ | 2 | 1 | 2 | _ | 2 | _ | ||
| CO6 | To understand the factors behind the decline of these Civilization | 3 | _ | 1 | 1 | 1 | 2 | _ | _ | 1 | 1 | 1 | 3 | 3 | 3 | ||
| EDH226-P | History: Ancient Western Civilization Lab | CO1 | To exhibit the development of Human civilization, tools and technology | _ | _ | 3 | 2 | 3 | _ | _ | 1 | 1 | 2 | 1 | 1 | – | – |
| CO2 | Collaborative learning on the development of science and technology in Ancient Civilizations | 1 | 2 | _ | _ | _ | 2 | 2 | 1 | – | – | 1 | – | 2 | -1 | ||
| CO3 | To Dramatize the role of women and slaves in the ancient civilizations of the world | _ | 1 | 1 | _ | _ | 2 | 1 | 2 | 1 | 1 | 2 | – | – | 1 | ||
| CO4 | To debate on the role of religion on the development of the architecture of Nile Valley Civilization. | 3 | _ | 2 | _ | _ | 2 | 1 | 1 | – | – | 1 | -* | 1 | – | ||
| EDH210-T | History: Indian History 1757 – 1857 A.D. | CO1 | Students will be able to understand the nature and characteristic features of 18th Century India and the decline of the Mughal Empire | 1 | _ | 1 | _ | 3 | _ | 2 | _ | _ | _ | _ | _ | 2 | _ |
| CO2 | Students will be able to comprehend the economic and political transitions which made Educated Indians of the 19th century realize the economic exploitation of Colonial rule. | 1 | 1 | 2 | 2 | 2 | 2 | _ | _ | _ | _ | _ | _ | _ | 1 | ||
| CO3 | Students will be able to explain about the process of expansion of British territory in India. | 2 | – | – | 2 | 2 | – | _ | – | _ | – | _ | 1 | _ | 1 | ||
| CO4 | The student will be able to elaborate about the functioning of colonial Government & the reforms introduced by it. | 2 | – | – | 2 | 3 | 1 | _ | – | _ | – | _ | 2 | _ | 1 | ||
| CO5 | Student will have clear understanding of different systems of taxation and reforms in police and army during colonial rule. | – | – | – | 3 | _ | 1 | _ | – | _ | – | _ | _ | _ | 1 | ||
| CO6 | The Student will be able to understand the nature and debates regarding the Revolt of 1857 | 3 | _ | 3 | _ | 3 | 2 | _ | _ | _ | _ | _ | 1 | _ | 1 | ||
| EDH210-P | History: Indian History 1757 – 1857 A.D. Lab | CO1 | To debate on the De- Industrialization debate as a result of the impact of British rule | 1 | _ | 3 | 3 | 2 | _ | 2 | 2 | 1 | _ | 1 | 1 | 2 | 2 |
| CO2 | Collaborative learning on the expansion of the British Empire | 1 | _ | _ | 1 | 1 | 2 | 3 | 2 | 1 | _ | 2 | 1 | _ | 2 | ||
| CO3 | To exhibit the impact of the various measures introduced by the British in terms of agriculture, Transportation etc. | 2 | _ | 2 | 1 | 2 | 2 | _ | _ | 1 | _ | 1 | 3 | _ | 2 | ||
| CO4 | To debate on the causes , events of the Sepoy Mutiny 1857 | 1 | _ | _ | 2 | 1 | 1 | _ | 1 | 1 | _ | 2 | 1 | 2 | _ | ||
| EDH211-T | English: Romanticism And The Victorian Period | CO1 | Understanding &connecting themselves with Romantic and Victorian period of English Literature & the transition in Literature from Romanticism to the Victorianism. | 1 | 2 | 2 | —– | —– | —– | —– | 2 | 3 | 2 | —– | 3 | 2 | 3 |
| CO2 | Getting acquainted with the theme style and techniques employed in literary works of Romantic period writers such as Blake, Keats, Wordsworth, Coleridge, in their masterpieces. | 2 | 2 | 2 | —– | —– | —– | —– | 2 | 3 | 2 | —– | 3 | 2 | 3 | ||
| CO3 | Familiarization with the writings of the influential Victorian poets and novelists such as Tennyson, Robert Browning, Charles Dickens, Thomas Carlyle in their literary works | 1 | 2 | 2 | —– | —– | —– | —– | 2 | 3 | 2 | —– | 3 | 2 | 3 | ||
| CO4 | Appreciating the writings and writers of the age through understanding contemporary social, economic, and intellectual problems of Romantic & Victorian age. | 2 | 2 | 2 | —– | —– | —– | —– | 2 | 3 | 2 | —– | 3 | 2 | 3 | ||
| EDH211-P | English: Romanticism And The Victorian Period Lab | CO1 | Identifying the differences between Victorian poetry and its predecessor, Romantic poetry | 2 | 3 | 3 | 1 | __ | 1 | __ | 3 | 2 | 1 | 2 | 3 | 1 | 1 |
| CO2 | Appreciating the simplicity and lucidity of expression of poets in romantic and victorian literature. | 2 | 3 | 3 | 1 | __ | 1 | __ | 3 | 2 | 1 | 2 | 3 | 1 | 1 | ||
| CO3 | Understanding the difference between reason and imagination, literature and revolution | 2 | 3 | 3 | 1 | __ | 1 | __ | 3 | 2 | 1 | 2 | 3 | 1 | 1 | ||
| EDH212B | Economics: Macroeconomics Theory and Application– I | CO1 | To familiarize with the basic concepts in Macroeconomics. | 2 | 1 | —– | —– | —– | —– | —– | 1 | 3 | 2 | 2 | 3 | 2 | —– |
| CO2 | To define and measure the macroeconomic variables like GDP, consumption, savings, and investment | 2 | 1 | —– | —– | —— | ——- | —— | 1 | 3 | 2 | 2 | 3 | 2 | —– | ||
| CO3 | To discusses various theories of determining GDP in the short run. | 2 | 1 | —– | —– | —— | ——- | —— | 1 | 3 | 2 | 3 | 3 | 3 | 3 | ||
| CO4 | To recognize the terminology of macroeconomics | 2 | 1 | —– | —– | —— | ——- | —— | 1 | 3 | 2 | 3 | 3 | 3 | 3 | ||
| CO5 | To solve practical problems related to National Income, GDP and Multiplier | 2 | 1 | —– | —– | —— | ——- | —— | 1 | 3 | 2 | 3 | 3 | 3 | 3 | ||
| EDH212-P | Economics: Macroeconomics Theory and Application– I Lab | CO1 | To discuss the GDP, the rate of inflation, the rate of unemployment, the government’s budget deficit, the trade deficit, and the exchange rate as major macroeconomic indicators through peer-teaching | 1 | 1 | —– | —– | —– | —– | —– | 1 | 1 | 3 | 2 | 3 | 2 | —– |
| CO2 | To determine how changes in macroeconomic variables will affect total supply and total demand. | 3 | 1 | —– | —– | —— | ——- | —— | 1 | 3 | 1 | 2 | 3 | 2 | —– | ||
| CO3 | Examine how individual optimization of consumer decisions, investment behaviour, trade, and Labour demand and supply might be related to aggregate patterns. | 1 | ___ | 2 | —– | —— | ——- | —— | ____ | 3 | 2 | 3 | 1 | 3 | 3 | ||
| EDH213-T | Political Science: Historical and cultural Background of Politics | CO1 | To understand the historical backgrounds of constitutions and their evolution. | —– | —– | 2 | —– | —— | —– | 2 | 3 | 3 | 3 | —– | 3 | 3 | 3 |
| CO2 | To examine the political institutions in light of the political process and the dynamics of actual politics and policy making. | 2 | —– | 3 | —– | 1 | —– | 2 | 3 | 3 | 3 | —– | 3 | 3 | 3 | ||
| CO3 | To understand the Constituent structures, political Institutions and cultures | —– | —– | 2 | 1 | — | —– | 2 | 3 | 3 | 3 | —- | 3 | 3 | 3 | ||
| CO4 | To understand the major constitutions of the World by adopting a comparative approach. | —– | —– | 2 | —— | 1 | —– | 2 | 3 | 3 | 3 | —- | 3 | 3 | 3 | ||
| CO5 | To analyse the role of social movements and local self-Government in India. | 2 | 1 | 3 | —– | 2 | 1 | 2 | 3 | 3 | 3 | 1 | 3 | 3 | 3 | ||
| CO6 | To understand the problems of SCs and STs, minorities and Constitutional safeguards regarding these groups. | 2 | 1 | 2 | —– | 2 | —- | 2 | 3 | 3 | 3 | 2 | 3 | 3 | 3 | ||
| EDH213-P | Political Science: Historical and cultural Background of Politics Lab | CO1 | To understand the historical backgrounds of constitutions and their evolution. | —– | —– | 2 | —– | —— | —– | 2 | 3 | 3 | 3 | —– | 3 | 3 | 3 |
| CO2 | To examine the political institutions in light of the political process and the dynamics of actual politics and policy making. | 2 | —– | 3 | —– | 1 | —– | 2 | 3 | 3 | 3 | —– | 3 | 3 | 3 | ||
| CO3 | To understand the Constituent structures, political Institutions and cultures | —– | —– | 2 | 1 | — | —– | 2 | 3 | 3 | 3 | —- | 3 | 3 | 3 | ||
| EDH206-T | Knowledge and Curriculum | CO1 | Explain the concept of knowledge and its relationship with various aspects of curriculum Development | 2 | 3 | 2 | 3 | – | 1 | —– | 2 | 1 | 2 | 2 | 3 | 3 | 3 |
| 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 | 3 | 3 | 3 | ||
| CO3 | Infer the interrelationship among Education, social forces and curriculum development | 2 | 3 | 3 | 2 | – | 1 | —— | 2 | 3 | 3 | 3 | 3 | 2 | 1 | ||
| 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 | —— | 3 | 3 | ||
| EDH206-P | Knowledge and Curriculum Lab | CO1 | discuss the educational thoughts of great educational thinkers on child entered education | 2 | 3 | 2 | 3 | – | 1 | —– | 2 | 1 | 2 | 2 | 3 | 3 | 3 |
| 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 | 3 | 3 | 3 | ||
| CO3 | To comprehend curriculum process and practice | 2 | 3 | 3 | 2 | – | 1 | —— | 2 | 3 | 3 | 3 | 3 | 2 | 1 | ||
| EDS207 | Gender, School and Society | CO1 | To develop a positive notion on sexuality amongst young people. | —- | – | – | 1 | – | —- | — | — | — | _ | _ | – | _ | _ |
| CO2 | To identify social construction of gender under the lens of class and caste intersectionality. | 1 | – | – | 2 | – | 1 | — | — | — | _ | _ | – | 1 | _ | ||
| CO3 | To analyse the role of schools in promoting gender equality through value education. | 1 | – | – | 2 | – | – | — | — | — | _ | _ | – | _ | 2 | ||
| CO4 | To develop a strategic approach towards women empowerment with the support of government agencies. | 2 | – | – | 1 | – | – | — | — | — | _ | _ | – | _ | 2 | ||
| EDW208 | Craft And Visual Arts | CO1 | To demonstrate awareness and understanding of craft and visual art forms | 2 | — | — | 2 | — | — | — | — | — | 2 | 2 | 1 | – | 2 |
| CO2 | To demonstrate skill at integrating craft and visaul art for effective teaching | 2 | — | — | — | 2 | 2 | — | — | — | 2 | 2 | 1 | – | 2 | ||
| CO3 | To demonstrate aesthetic sensibility to respond through expression | 2 | 2 | — | 2 | 2 | 2 | — | 1 | — | 2 | 2 | 2 | 1 | 3 | ||
| CO4 | To demonstrate imagination through participation in craft and visual art activities | 2 | — | — | — | 2 | 1 | — | 1 | — | 2 | 2 | 1 | – | – | ||
| FLS101 | Spanish-I | CO1 | Exchange greetings and do introductions using formal and informal expressions. Understand and use interrogative and answer simple questions. | 2 | 3 | 3 | – | – | – | – | – | – | – | – | – | – | 1 |
| 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 | – | – | – | – | – | – | – | – | – | 1 | 2 | ||
| CO3 | Describe them, other people, familiar places and objects in short discourse using simple sentences and basic vocabulary. | 1 | 3 | 3 | – | – | – | – | 2 | 1 | – | – | 3 | 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 | – | – | – | – | 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 | – | – | – | — | – | 2 | 1 | – | ||
| FLS102 | German-I | 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 | – | – | – | – | – | – | – | – | 1 | – | – |
| 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 | – | – | 1 | – | – | ||
| CO4 | Students will be able to differentiate certain patterns of behaviour 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 | – | – | – | – | – | ||
| FLS103 | French-I | CO1 | Exchange greetings and do introductions using formal and informal expressions. Understand and use interrogative and answer simple questions. | 2 | 3 | 3 | – | – | – | – | – | – | – | – | 1 | 1 | – |
| 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 | – | – | – | – | – | – | – | – | 1 | 2 | – | ||
| CO3 | Describe them, other people, familiar places and objects in short discourse using simple sentences and basic vocabulary. | 1 | 3 | 3 | – | – | – | – | 2 | 1 | – | – | 1 | 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 | – | – | 1 | 3 | – | ||
| CO5 | Students will be introduced to French culture and civilization. They will be able to describe various places and locations of Francophonic countries. | 1 | 1 | 3 | – | – | – | – | 3 | 2 | – | – | 3 | 1 | – | ||
| SEMESTER IV | |||||||||||||||||
| EDH230-T | History: National movement (1857 – 1947 A.D) | CO1 | Student will be able to appreciate and understand the nature and character of the historical writings of Modern India. | 1 | 1 | – | 1 | 2 | 1 | – | – | 1 | 1 | – | – | 1 | 1 |
| CO2 | Student will have clear understanding of the rise and growth of national consciousness among the Indians during the freedom struggle. | 2 | – | – | 1 | – | 2 | – | – | 2 | – | 1 | – | 2 | – | ||
| CO3 | Student will be able to elaborate about the contributions of the freedom fighters and the events that took place from 1885 to 1945. | 2 | 1 | – | – | 3 | – | – | 2 | 1 | 1 | – | 2 | 1 | |||
| CO4 | To understand the nature, characteristic features and the techniques used by the freedom fighters to achieve freedom. | 1 | 1 | – | 2 | 1 | 2 | – | – | 1 | 1 | 1 | – | 1 | 1 | ||
| CO5 | Student will be able to understand different stages of development of the epic struggle, and the achievement of freedom. | 1 | – | – | 2 | 2 | 1 | – | – | 1 | – | 1 | – | 1 | – | ||
| CO6 | Student will be able to understand about the origin and growth of Communalism and Partition of the country. | 1 | 1 | – | 2 | 2 | 1 | – | – | 1 | 1 | – | – | 1 | 1 | ||
| EDH230-P | History: National movement (1857 – 1947 A.D) Lab | CO1 | Debate on the contribution of different schools to the development of Indian Historiography | – | – | 3 | 2 | 3 | – | – | 1 | 1 | – | 1 | 1 | 1 | 2 |
| CO2 | Dramatize the role of different leaders who played major roles in the socio-religious reform movements | 1 | 2 | – | – | – | 2 | 2 | 1 | – | 1 | 2 | – | 3 | – | ||
| CO3 | Collaborative learning on different forms of resistance that emerged during the period 1905-1920 such a Slogan writing , boycott, Self-help groups, Poetry, Songs | – | 1 | 1 | – | – | 2 | 1 | 2 | – | – | 3 | 1 | 1 | – | ||
| CO4 | To exhibit the events during India’s partition through partition archives and literary sources | 3 | – | 2 | – | – | 2 | 1 | 1 | – | – | – | 1 | 2 | 1 | ||
| EDH307-T | English: Indian Writings in English | CO1 | Establishing connection with Indian writings in English through different genres. | 1 | 1 | 2 | — | 1 | — | — | — | — | — | 3 | — | 3 | — |
| CO2 | Familiarisation with the writing styles, characterization and themes of different Indian English poets. | 2 | 3 | 3 | — | — | 2 | 3 | 3 | — | 3 | 2 | — | — | 3 | ||
| CO3 | Understanding the writing nuances of Indian dramatists writing in English. | 2 | 3 | — | 2 | 2 | — | — | — | — | 2 | 2 | — | 3 | 3 | ||
| CO4 | Familiarisation with Indian English novels and novelists. | 1 | 2 | 2 | — | — | — | — | 2 | 3 | 2 | — | 3 | 2 | 3 | ||
| CO5 | Understanding Indian English prose through essays of various writers and their writing styles. | 2 | 2 | 2 | — | — | — | — | 2 | 3 | 2 | — | 3 | 2 | 3 | ||
| EDH307-P | English: Indian Writings in English Lab | CO1 | To create literary sensibility and emotional response to Indian Poetry. | 1 | 1 | 2 | — | 1 | — | — | — | — | — | 3 | — | 3 | — |
| CO2 | To expose students to the artistic and innovative use of language employed by the Writers. | 2 | 3 | 3 | — | — | 2 | 3 | 3 | — | 3 | 2 | — | — | 3 | ||
| CO3 | To in still values and develop human concern in students through exposure to literary Texts. | 2 | 3 | — | 2 | 2 | — | — | — | — | 2 | 2 | — | 3 | 3 | ||
| CO4 | To enhance the literary and linguistic competence of students. | 1 | 2 | 2 | — | — | — | — | 2 | 3 | 2 | — | 3 | 2 | 3 | ||
| EDH231-T | English:Twentieth Century British Literature | CO1 | To develop perspectives and insights into the heterogeneous themes and schools that populated Twentieth Century British Literature – movements like symbolism, imagism, movement poetry, Theatre of the absurd, and postmodernism. | 1 | 1 | 2 | —– | 1 | —– | —– | 2 | —– | —– | 3 | —– | 3 | —– |
| CO2 | To get a deeper perspective into themes that dominated twentieth century British poetry. | 2 | 3 | 3 | —– | —– | 2 | 3 | 3 | —– | 3 | 2 | —– | —– | 3 | ||
| CO3 | To understand drama and theatre, specifically Theatre of Absurd. | 2 | 3 | 3 | —– | —– | 2 | 3 | 3 | —– | 3 | 2 | —– | —– | 3 | ||
| CO4 | To understand the most influential novelists and essayists of Twentieth Century British Literature. | 2 | 3 | 3 | —– | —– | 2 | 3 | 3 | —– | 3 | 2 | —– | —– | 3 | ||
| EDH231-P | English:Twentieth Century British Literature Lab | CO1 | To create literary sensibility and emotional response to the 20th Century British Literature | 1 | 1 | 2 | —– | 1 | —– | —– | 2 | —– | —– | 3 | —– | 3 | —– |
| CO2 | To expose students to the artistic use in literature | 2 | 3 | 3 | —– | —– | 2 | 3 | 3 | —– | 3 | 2 | —– | —– | 3 | ||
| CO3 | To develop creativity amongst the students in literature | 2 | 3 | 3 | —– | —– | 2 | 3 | 3 | —– | 3 | 2 | —– | —– | 3 | ||
| CO4 | To hone students’ literary writing skills | 2 | 3 | 3 | —– | —– | 2 | 3 | 3 | —– | 3 | 2 | —– | —– | 3 | ||
| EDH232-T | Economics: Macroeconomics Theory and Application–II | CO1 | To Understand the concept of inflation, its relationship with unemployment | 2 | 1 | —– | —– | —— | ——- | —— | 1 | 3 | 3 | 3 | 3 | 3 | 3 |
| CO2 | To Identify the measures to control inflation and deflation | 2 | 1 | —– | —– | —— | ——- | —— | 1 | 3 | 3 | 3 | 3 | 3 | 3 | ||
| CO3 | To Understand IS LM Model and its application. | 2 | 1 | —– | —– | —— | ——- | —— | 1 | 3 | 3 | 3 | 3 | 3 | 3 | ||
| CO4 | To Recognize various phases of business cycle | 1 | 1 | —– | —– | —— | ——- | —— | 1 | 3 | 3 | 3 | 3 | 3 | 3 | ||
| CO5 | To Familiarize with the working of balance of payment | 1 | 1 | —– | —– | —— | ——- | —— | 1 | 3 | 2 | 3 | 3 | 3 | 3 | ||
| CO6 | To Determine the exchange rate. | 1 | 1 | —– | —– | —— | ——- | —— | 1 | 3 | 2 | 3 | 3 | 3 | 3 | ||
| EDH232-P | Economics: Macroeconomics Theory and Application–II Lab | CO1 | Examine the historical long-run and short-run behaviour of macroeconomic indicators. | 2 | 1 | —– | —– | —— | ——- | —— | 1 | 3 | 3 | 3 | 3 | 3 | 3 |
| CO2 | Using macroeconomic metrics, compare the Indian economy to other economies. | 2 | 1 | —– | —– | —— | ——- | —— | 1 | 3 | 3 | 3 | 3 | 3 | 3 | ||
| CO3 | Compare and contrast traditional and Keynesian perspectives on how government spending affects the economy. | 2 | 1 | —– | —– | —— | ——- | —— | 1 | 3 | 3 | 3 | 3 | 3 | 3 | ||
| EDH233-T | Political Science: Growth & International Relations | CO1 | To understand the concepts of International Relations. | —- | —- | 2 | —– | 1 | ——- | 2 | 3 | 3 | 3 | —— | 3 | 3 | 3 |
| CO2 | To comprehend dominant theories of Power, the question of equality and justice, balance of power and the present situation of the uni-polar world. | 1 | 1 | 2 | —– | 1 | —– | 1 | 3 | 3 | 3 | 1 | 3 | 3 | 3 | ||
| CO3 | The understand the importance of national, non-national actors, multi-national, regional, economic and political organizations | 1 | —- | 2 | —– | 1 | ——- | 1 | 3 | 3 | 3 | —– | 3 | 3 | 3 | ||
| CO4 | The understand the importance of national, non-national actors, multi-national, regional, economic and political organizations | —– | —- | 2 | —– | —- | ——- | —– | 3 | 3 | 3 | —– | 3 | 3 | 3 | ||
| CO5 | To understand the importance of League of Nations, United Nations, Disarmament and Peace Process since 1940. | 1 | —– | 2 | —– | 1 | ——- | 1 | 3 | 3 | 3 | 1 | 3 | 3 | 3 | ||
| EDH233-P | Political Science: Growth & International Relations Lab | CO1 | Brainstorming to solve a problem or answer a question of International Relations using the Communication and Decision Making Process. | —– | 1 | 2 | —– | —– | —– | 2 | 3 | 3 | 3 | —- | 3 | 3 | 3 |
| CO2 | Presentation on the Present situation of the uni-polar and multi polar world | 2 | 1 | 2 | 1 | —— | —– | 2 | 3 | 3 | 3 | 1 | 3 | 3 | 3 | ||
| CO3 | Debate on the Reform of the United Nation | 2 | 1 | 2 | 2 | ——- | ——- | 1 | 3 | 3 | 3 | 1 | 3 | 3 | 3 | ||
| CO4 | Discussion and group learning on various methods of Balance of Power in International Relations | 2 | 2 | 2 | 1 | 1 | ——- | 2 | 3 | 3 | 3 | —– | 3 | 3 | 3 | ||
| EDH122-T | Assessment For Learning | CO1 | Reflect critically on issues in assessment and evaluation | 3 | 3 | 3 | 2 | 1 | 2 | 3 | 3 | 2 | 3 | 2 | 1 | 2 | 1 |
| CO2 | Justify the role of continuous and comprehensive assessment in holistic development | 3 | 2 | 2 | 2 | 1 | 2 | 3 | 3 | 2 | 3 | 2 | 1 | 2 | 2 | ||
| CO3 | Organize appropriate assessment methods | 3 | 1 | ——- | – | 3 | 2 | 3 | 3 | 2 | 3 | 2 | 3 | 1 | 1 | ||
| CO4 | Design learning indicators and rubrics as a part of assessment | 3 | 1 | 2 | 2 | 2 | 2 | 3 | 3 | 2 | 3 | 2 | 1 | 2 | 1 | ||
| 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 | 1 | 1 | 1 | ||
| CO6 | Access the habit self-critiquing to improve performance. | 3 | 3 | 2 | 2 | 2 | 2 | 3 | 3 | 1 | 3 | 2 | 2 | 2 | 3 | ||
| EDH122-P | Assessment For Learning Lab | CO1 | demonstrate the standards learners are required to achieve and help them recognise when they have achieved that standard | 3 | —– | 1 | —– | —– | 3 | 3 | 3 | —– | —– | —– | 1 | 1 | 2 |
| CO2 | To give effective feedback on assessment decisions | 3 | —– | 1 | —– | —– | 3 | 3 | 3 | —– | 2 | 1 | 1 | 2 | —– | ||
| CO3 | To reflect on the last performance and review learners’ progress | 3 | —– | 1 | —– | —– | 3 | 3 | 3 | —– | —– | 1 | 2 | 3 | —– | ||
| EDS227 | School Organization & Management | CO1 | Use various strategies to create positive school climate | 3 | 3 | 3 | 2 | — | 2 | —- | 3 | — | 2 | 2 | —- | 2 | 3 |
| CO2 | Analyse various features of school as an organization. | —- | —- | 3 | 3 | — | 3 | — | 3 | —- | 2 | 2 | —– | 2 | 3 | ||
| CO3 | Discuss different components of school management | —- | —- | 3 | 3 | —- | 3 | —- | 3 | —- | 2 | 2 | — | 2 | 3 | ||
| CO4 | Assimilate the concept and process of educational administration | 1 | 1 | 3 | 2 | — | 2 | —- | 3 | — | 2 | 2 | —- | 2 | 3 | ||
| MOOC-19E-EDS-202 | Design Thinking- A Primer | CO1 | To know about design thinking | 1 | 1 | – | – | 1 | —— | – | —- | – | – | – | 1 | 1 | —– |
| CO2 | To learn about customer journey mapping | 1 | 1 | – | – | – | – | – | – | – | — | – | 2 | 2 | —– | ||
| CO3 | To know about the analysis phase of design thinking | 1 | 2 | – | – | 1 | – | 1 | – | – | — | – | 2 | 1 | —– | ||
| CO4 | To know about the ideation phase of design thinking | 1 | 2 | – | – | 1 | – | – | – | – | — | – | 2 | 2 | —– | ||
| EDN229 | Street Play/ Skit/ Mime | CO1 | To develop a social sensitivity | – | – | – | – | – | – | – | – | – | 1 | 1 | —– | 3 | 2 |
| CO2 | understand and identify the social needs of society | – | – | – | – | – | – | – | – | – | 1 | 1 | 1 | 2 | |||
| CO3 | To organize camps related with social issues | – | – | – | – | – | – | – | – | 1 | 1 | 1 | 2 | 3 | |||
| MOOC-19E-EDS-201 | Principles of Management | CO1 | To know about staffing/recruitment | —– | —— | 1 | —– | —– | —– | —– | —– | —– | —- | 1 | 1 | —– | —– |
| CO2 | To explore performance management and appraisal process | —– | —— | 1 | —– | —– | —– | —– | —– | —– | —– | 2 | 1 | —– | —– | ||
| CO3 | To explore training and development | —– | —— | 1 | —– | —– | —– | —– | —– | —– | —– | 2 | 1 | —– | —– | ||
| CO4 | To evaluate processes of career management | —– | —— | 1 | —– | —– | —– | —– | —– | —– | —– | 2 | 1 | —– | —– | ||
| MCS231 | Basics of Economics | CO1 | To comprehend the economic problems of the society. | 2 | 1 | 1 | 1 | — | — | — | — | 3 | 2 | 2 | 1 | 1 | – |
| CO2 | To Enlighten the laws of utility, demand and supply and their measurement. | 1 | 1 | 1 | 1 | — | — | — | — | 1 | 1 | 1 | 2 | 2 | – | ||
| CO3 | To Explain the laws of production and various concepts of costs. | 2 | 1 | 2 | 1 | — | — | — | — | 1 | 2 | 3 | 2 | 1 | 3 | ||
| CO4 | To elaborate the various market forms | 2 | 1 | — | — | — | — | — | — | 3 | 1 | 1 | 1 | – | – | ||
| MCS232 | Introduction to Finance | CO1 | To take an overview of Financial management and its need to take financial decisions. | 3 | 2 | 1 | — | 3 | 2 | 1 | — | – | – | – | 1 | 1 | 2 |
| CO2 | To understand financial statements and distinguishes between profit & loss and Balance sheet of different business organizations. | 3 | 2 | 1 | — | 3 | 2 | 1 | — | – | – | – | 2 | 1 | 1 | ||
| CO3 | To identify the different sources of long term finance and differentiate amongst equity, preference and Debt | 3 | 2 | 1 | – | 3 | 2 | 1 | — | – | – | – | – | 2 | – | ||
| CO4 | To elaborate and apply various techniques of capital budgeting and analyse cost of capital and capital structure | 3 | 2 | 1 | – | 3 | 2 | 1 | — | – | – | – | 3 | – | 2 | ||
| FLS105 | Spanish-II | CO1 | Exchange greetings and do introductions using formal and informal expressions. Understand and use interrogative and answer simple questions. | 2 | 3 | 3 | – | – | – | – | – | – | – | – | 1 | 1 | 2 |
| 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 | – | – | – | – | – | – | – | – | 2 | 1 | 1 | ||
| CO3 | Describe them, other people, familiar places and objects in short discourse using simple sentences and basic vocabulary. | 1 | 3 | 3 | – | – | – | – | 2 | 1 | – | – | – | 2 | – | ||
| 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 | – | – | 3 | – | 2 | ||
| 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 | – | – | – | — | – | 2 | 1 | – | ||
| FLS106 | German-II | 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 | – | – | – | – | – | – | – | – | 1 | 1 | 2 |
| CO2 | Students will be able to discuss everyday life and daily routines, using simple sentences and familiar vocabulary. | 2 | 3 | 3 | – | – | – | – | – | – | – | – | 2 | 1 | 1 | ||
| 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 | – | – | – | 2 | – | ||
| CO4 | Students will be able to differentiate certain patterns of behaviour 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 | – | – | 3 | – | 2 | ||
| FLS107 | French-II | CO1 | Exchange greetings and do introductions using formal and informal expressions. Understand and use interrogative and answer simple questions. | 2 | 3 | 3 | – | – | – | – | – | – | – | – | 1 | 1 | 2 |
| 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 | – | – | – | – | – | – | – | – | 2 | 1 | 1 | ||
| CO3 | Describe them, other people, familiar places and objects in short discourse using simple sentences and basic vocabulary. | 1 | 3 | 3 | – | – | – | – | 2 | 1 | – | – | – | 2 | – | ||
| 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 | – | – | 3 | – | 2 | ||
| CO5 | Students will be introduced to French culture and civilization. They will be able to describe various places and locations of Francophonic countries. | 1 | 1 | 3 | – | – | – | – | 3 | 2 | – | – | 1 | 1 | 1 | ||
| SEMESTER V | |||||||||||||||||
| EDH306-T | History: History, Culture, State and Society of South India (1200 – 1800 A.D.) | CO1 | To understand the role of literary and epigraphically sources for the understanding of South India. | – | – | – | 1 | 2 | 3 | – | – | 1 | 1 | 1 | 3 | 3 | 3 |
| CO2 | To comprehend the significant contributions of the Satavahanas, Rashtrakutas and Vijayanagara rulers and the administrative reforms in South India | – | – | – | 3 | 2 | 1 | – | – | 2 | 1 | 2 | 3 | 3 | 3 | ||
| CO3 | To understand the nature of society, state and economy during Medieval period in South India | – | – | – | – | 2 | 2 | – | – | 1 | 1 | 3 | 3 | 3 | |||
| CO4 | To understand the nature of economy, administration and modernization of Karnataka. | – | – | – | – | 3 | – | – | – | 2 | 1 | 1 | 3 | 3 | 3 | ||
| CO5 | To understand the socio-cultural, religious and administrative reforms in South India | – | – | – | 1 | 2 | – | – | – | – | 1 | 1 | 3 | 3 | 3 | ||
| CO6 | To understand the freedom movement and the backward class movements in Karnataka | – | – | – | 1 | 3 | 3 | – | – | 1 | 1 | 1 | 3 | 3 | 3 | ||
| EDH306-P | History: History, Culture, State and Society of South India (1200 – 1800 A.D.) Lab | CO1 | Collaborative learning on the literary and archaeological sources of South India | 2 | 1 | 2 | 3 | – | – | 1 | 1 | 1 | – | – | 3 | – | 1 |
| CO2 | Exhibit the contribution of the South Indian Art and Architecture | 2 | 3 | 2 | 1 | – | – | 2 | 1 | 2 | – | – | 3 | 1 | – | ||
| CO3 | Dramatize the Role of Alavars and Nayyanars to the development of South Indian society | 2 | – | 2 | 2 | – | – | 1 | – | 1 | – | – | 3 | – | 1 | ||
| CO4 | To debate on the role of the backward class in the freedom movement of Karnataka | 1 | – | – | 1 | – | – | 1 | – | 2 | – | 1 | 2 | 1 | – | ||
| EDH317-T | English: Literary Criticism | CO1 | Familiarisation with various stages in the evolution of literary criticism. | — | — | 3 | — | 1 | 3 | 1 | 2 | 3 | 1 | — | — | 2 | 1 |
| CO2 | Enlightenment with a composite picture of the major and most influential schools of literary criticism (From Classical to New Criticism). | 1 | — | 3 | 3 | — | 2 | 3 | — | 3 | 2 | — | — | 2 | 2 | ||
| CO3 | Acquaintance with definitive and authentic criteria of judgment and perceptions to explicate, elucidate and interpret literary texts. | 1 | 2 | — | — | — | 3 | 3 | 1 | 2 | — | 1 | — | 2 | 1 | ||
| CO4 | Building an understanding of the literary trajectory. | 3 | 1 | 1 | 2 | — | — | 3 | 2 | — | — | 3 | 2 | 2 | 1 | ||
| CO5 | Developing skills needed for critical appraisal. | — | — | — | 3 | 2 | 1 | 1 | 3 | 3 | 3 | — | — | 2 | 2 | ||
| EDH317-P | English: Literary Criticism Lab | CO1 | To apply the principles of literary criticism to the analysis of poetry. | 3 | 1 | 1 | — | — | — | 1 | 2 | 2 | — | 2 | 1 | — | — |
| CO2 | Introduce and examine practical critical concepts that are influential and important at the present time. | 2 | 1 | 1 | 2 | — | — | — | 2 | 2 | 3 | 1 | — | 2 | — | ||
| CO3 | Help students know how to read, comprehend, discuss, analyze, and interpret critical texts of all types. Special emphasis will be placed on the cultivation of critical thinking, writing, and conversational skills. | 1 | 3 | 3 | — | — | — | — | 3 | 2 | 2 | 2 | — | — | 3 | ||
| EDH308-T | Economics: Indian Economy | CO1 | To understand various aspects relating to different sectors in the India Economy. | 2 | 1 | —– | —– | —— | ——- | —— | 1 | 3 | —— | 1 | 3 | 1 | 1 |
| CO2 | To introduces the economic scenario prior to British period and traces the impact of British rule on Indian Economy. | 2 | 1 | —– | —– | —— | ——- | —— | 1 | 3 | —— | 1 | 3 | 1 | 1 | ||
| CO3 | To explain about the planning process, the economic crisis which led to the introduction of Economic Reforms and the impact of economic reforms on different sectors. | 2 | 1 | —– | —– | —— | ——- | —— | 1 | 3 | —— | 1 | 3 | 1 | 1 | ||
| CO4 | To appreciate the demographic present in India. | 2 | 1 | —– | —– | —— | ——- | —— | 1 | 3 | —— | 1 | 3 | 1 | 1 | ||
| CO5 | To develop a clear understanding of Indian economy. | 2 | 1 | —– | —– | —— | ——- | —— | 1 | 3 | —— | 1 | 3 | 1 | 1 | ||
| EDH308-P | Economics: Indian Economy Lab | CO1 | To enhance students’ understanding of how to analyse and assess economic factors using graphs and diagrams | 2 | 1 | —– | —– | —— | ——- | —— | 1 | 3 | —— | 1 | 3 | 1 | 1 |
| CO2 | Effectively describe how India’s industrial development has been influenced by industrialization, new industrial programmes, and legislation. | 2 | 1 | —– | —– | —— | ——- | —— | 1 | 3 | —— | 1 | 3 | 1 | 1 | ||
| CO3 | Examine and evaluate the trends in Indian commerce abroad. India’s New Economic Policy (LPG) and E-Government | 1 | 1 | —– | —– | —— | ——- | —— | 2 | 3 | —— | 2 | 3 | 1 | 1 | ||
| EDH309-T | Political Science:Essence of Public Administration | CO1 | To understand meaning, nature and scope of public administration. | 1 | —- | 2 | —– | —— | ——- | 2 | 3 | 3 | 3 | —- | 3 | 3 | 3 |
| CO2 | To understand the methods and Approaches of Public administration | 1 | —– | 2 | —– | —— | ——- | 1 | 3 | 3 | 3 | —- | 3 | 3 | 3 | ||
| CO3 | To comprehend the dichotomy between administration and politics | —– | 1 | 2 | —– | —— | ——- | 1 | 3 | 3 | 3 | —– | 3 | 3 | 3 | ||
| CO4 | To understand the Meaning, types, merits, Marx, Weber and their theories of Bureaucracy | 1 | 2 | 2 | 1 | 1 | ——- | 2 | 3 | 3 | 3 | —— | 3 | 3 | 3 | ||
| CO5 | To understand the Legislative control, limitations of legislative control, executive control, over Administration, Judicial control | 1 | 1 | 2 | 1 | 2 | 1 | 2 | 3 | 3 | 3 | 1 | 3 | 3 | 3 | ||
| CO6 | To understand scope of judicial intervention, extraordinary remedies. | 2 | 2 | 2 | —– | 1 | ——- | 1 | 3 | 3 | 3 | 1 | 3 | 3 | 3 | ||
| EDH309-P | Political Science:Essence of public administration Lab | CO1 | An understanding of the ethical basis for public services and governance. | 1 | —- | 2 | —– | —— | ——- | 2 | 3 | 3 | 3 | —- | 3 | 3 | 3 |
| CO2 | Prepare for higher order of thinking and analysis in different research areas of public administration. | 1 | —– | 2 | —– | —— | ——- | 1 | 3 | 3 | 3 | —- | 3 | 3 | 3 | ||
| CO3 | Analytical and critical thinking skills and aptitude required to serve and address the public issues and concerns | —– | 1 | 2 | —– | —— | ——- | 1 | 3 | 3 | 3 | —– | 3 | 3 | 3 | ||
| EDH318-T | Economics: International Economy | CO1 | To understand the importance of international trade and the basis for trade. | 2 | 1 | —– | —– | —— | ——- | —— | 1 | 3 | 1 | 1 | 3 | 1 | 1 |
| CO2 | To comprehend the concept of gains from international trade and determinates of the gains from trade | 2 | 1 | —– | —– | —— | ——- | —— | 1 | 1 | 1 | 1 | 3 | 1 | 1 | ||
| CO3 | To identify various trade barriers | 2 | 1 | —– | —– | —— | ——- | —— | 1 | 2 | 1 | 3 | 3 | 1 | 1 | ||
| CO4 | To address global issues and policies with context to trade. | 2 | 1 | —– | —– | —— | ——- | —— | 1 | 3 | 3 | 3 | 3 | 3 | 3 | ||
| CO5 | To discuss recent changes in India’s foreign trade, policy initiatives and the role of International Trade Organization. | 2 | 1 | —– | —– | —— | ——- | —— | 1 | 3 | 3 | 3 | 3 | 3 | 3 | ||
| EDH318-P | Economics: International Economy Lab | CO1 | Enable students to form their own opinions about current national or international policies and issues by preparing them to do so. | 2 | 1 | —– | —– | —— | ——- | —— | 1 | 3 | 1 | 1 | 3 | 1 | 1 |
| CO2 | To illustrate International trade using mind-mapping and infographics | 2 | 1 | —– | —– | —— | ——- | —— | 1 | 1 | 1 | 1 | 3 | 1 | 1 | ||
| CO3 | Analyze the effects of globalization | 2 | 1 | —– | —– | —— | ——- | —— | 1 | 2 | 1 | 3 | 3 | 1 | 1 | ||
| EDH319-T | Political Science:Political thoughts | CO1 | To understand the Concepts, sources and bases of ancient political thought. | 1 | —– | 2 | —– | —— | ——- | 2 | 3 | 3 | 3 | —– | 3 | 3 | 3 |
| CO2 | To examine the Contributions of Tilak, Gokhale and Lajpat Rai for their political thought in Modern India. | —– | —– | 2 | —– | —— | ——- | —— | 3 | 3 | 3 | —– | 3 | 3 | 3 | ||
| CO3 | To understand the Contributions of Kautilya, Dayanand Saraswathi and Swami Vivekananda for the development of political thought. | 1 | —– | 2 | —– | —— | ——- | 1 | 3 | 3 | 3 | 1 | 3 | 3 | 3 | ||
| CO4 | To comprehend main sources of the political tradition in ancient India and its development in modern times. | 1 | —– | 2 | —– | —— | ——- | —— | 3 | 3 | 3 | ——- | 3 | 3 | 3 | ||
| CO5 | To analyse the political thought of Mahatma Gandhi, Rajaram Mohan Roy and M N Roy in Indian Freedom Movement. | —– | 1 | 2 | —– | —— | ——- | 1 | 3 | 3 | 3 | 1 | 3 | 3 | 3 | ||
| EDH319-P | Political Science:Political thoughts Lab | CO1 | Brainstorming on practices and application Dharma | —- | 2 | 2 | —– | —– | —– | 2 | 3 | 3 | 3 | 2 | 3 | 3 | 3 |
| CO2 | Presentation on the prominent moderate thinkers | 2 | 1 | 2 | 1 | —— | —– | 2 | 3 | 3 | 3 | 1 | 3 | 3 | 3 | ||
| CO3 | Extempore on the application and relevance of various thoughts of Ancient Indian political thoughts | 2 | 1 | 2 | 1 | 3 | ——- | 1 | 3 | 3 | 3 | —– | 3 | 3 | 3 | ||
| CO4 | Discussion and group learning of socialist thinkers of India | 2 | —- | 2 | 1 | 2 | 1 | 2 | 3 | 3 | 3 | —– | 3 | 3 | 3 | ||
| EDH214-T | Education in Contemporary India | CO1 | Explain diverse social realities and challenges faced by Indian Education System | 3 | – | 3 | – | 1 | – | – | – | – | 2 | 2 | 1 | 1 | 1 |
| 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 | 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 | 1 | – | – | ||
| CO4 | Appreciate the role of nodal educational agencies and policy making institutions in national development. | 2 | – | – | – | – | 2 | – | – | 2 | 2 | 2 | 1 | – | – | ||
| CO5 | Reflect upon the structural organization of Indian education system and role of teacher in inclusive education | – | 2 | 2 | 2 | – | 2 | – | – | 2 | 2 | 2 | – | 2 | – | ||
| EDH214-P | Education in Contemporary India Lab | CO1 | Appreciate the policies and schemes developed to achieve the objectives of education | 3 | 2 | 2 | 3 | 1 | 2 | 1 | |||||||
| CO2 | Analyse the efforts to achieve the goals of UEE | 3 | 2 | 2 | 2 | 3 | 1 | 1 | 1 | ||||||||
| CO3 | Appreciate the efforts of various agencies in improving the education of children of the country | 3 | 2 | 1 | 1 | 3 | 2 | 1 | |||||||||
| EDH108-T | Pedagogy of Social Sciences | CO1 | To gain an understanding of the nature and scope of Social Sciences as a School Subject. | 2 | – | 2 | – | – | – | – | – | 2 | 2 | 2 | 3 | 3 | 3 |
| CO2 | To develop an insight into the different approaches and methods of teaching Social Sciences. | – | 2 | – | 3 | 3 | 2 | – | – | 2 | – | 2 | 3 | 3 | 3 | ||
| CO3 | To plan lessons based on different approaches, methods and techniques to facilitate learning of Social Sciences. | – | – | – | 3 | 3 | 2 | – | – | – | – | – | 3 | 3 | 3 | ||
| CO4 | To understand different ways of assessing learner performance and providing additional support to the learners. | – | 2 | – | 2 | 1 | 2 | 3 | – | – | – | – | 3 | 3 | 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 | 3 | 3 | 3 | ||
| EDH108-P | Pedagogy of Social Sciences Lab | CO1 | To make use of different approaches and methods of teaching Social Sciences in classroom setting. | – | 2 | – | 3 | 3 | 2 | – | – | 2 | – | 2 | 1 | 2 | 1 |
| CO2 | To prepare lessons based on different approaches, methods and techniques to facilitate learning of Social Sciences. | – | – | – | 3 | 3 | 2 | – | – | – | – | – | 1 | – | – | ||
| CO3 | To develop different tools of assessing learner performance and providing additional support to the learners. | – | 2 | – | 2 | 1 | 2 | 3 | – | – | – | – | 2 | – | – | ||
| EDW304 | Yoga & Health Education | CO1 | Acquire knowledge of theoretical concepts of Yoga and Meditation in relation to holistic health | 2 | 2 | 3 | ….. | ….. | 2 | ….. | 2 | 2 | 2 | 3 | 1 | 2 | 2 |
| CO2 | Apply knowledge of Yogic and meditation-based practices in developing sound physical and mental wellbeing | 2 | 2 | 3 | ….. | ….. | 2 | ….. | 3 | 2 | 3 | 3 | 1 | 2 | 2 | ||
| CO3 | Develop their personality with a sense of identity and meaning through the practice of Meditation | 3 | 3 | 3 | ….. | ….. | 2 | ….. | 3 | 2 | 3 | 3 | 1 | 2 | 2 | ||
| CO4 | Build awareness of the importance of Yoga and Meditation in educational context | 3 | 3 | 3 | ….. | ….. | 2 | ….. | 2 | 2 | 2 | 3 | 1 | 2 | 2 | ||
| EDW228 | E-learning | CO1 | Understand concept of e-learning and key concepts | 1 | 1 | 3 | 1 | 1 | 1 | 1 | 3 | 1 | 1 | 1 | 1 | 1 | 1 |
| CO2 | Use blended learning approach in e-learning | 3 | 2 | 2 | 2 | 3 | 3 | 1 | 3 | 1 | 2 | 2 | 1 | 3 | 2 | ||
| CO3 | Use different online tools and resources in assessment | 2 | 3 | 3 | 3 | 3 | 1 | 3 | 1 | 2 | 1 | 2 | 1 | 1 | 1 | ||
| 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 | 1 | 3 | 2 | ||
| EDN305 | Colloquium | CO1 | Identify the contemporary problems existing in society. | —— | —— | 1 | —— | —— | —— | —— | —— | 3 | 2 | 3 | 1 | 3 | 2 |
| CO2 | Categorize the identified problem and relate it to different research genre. | —— | —— | 1 | —— | —— | —— | —— | —— | 3 | 2 | 3 | 1 | 3 | 2 | ||
| CO3 | Analyse the problem by reviewing the concepts. | —— | —— | 1 | —— | —— | —— | —— | —— | 3 | 2 | 3 | 1 | 3 | 2 | ||
| CO4 | Suggest best possible solution to the identified problems | —— | —— | 1 | —— | —— | —— | —— | —— | 3 | 3 | 3 | 1 | 3 | 3 | ||
| EDO209 | Phase-I Field Engagement | CO1 | Recognise the contribution of psychological, philosophical and socio – economic factors in optimizing teaching and learning | 3 | ——— | ——— | ——— | ——— | 3 | ——— | 3 | 3 | 3 | 3 | 1 | ——— | 2 |
| 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 | 1 | ——— | 2 | ||
| 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 | 1 | ——— | 1 | ||
| CO4 | Appreciate importance of school engagement program as a integral component of teacher training programme | 3 | 3 | ——— | ——— | ——— | 3 | ——— | 3 | ——— | 3 | 3 | – | ——— | 1 | ||
| CO5 | Demonstrate an understanding of the differences between government and private school settings and ways of functioning. | 3 | 3 | ——— | 3 | ——— | ——— | ——— | 3 | ——— | 3 | 3 | 1 | ——— | 1 | ||
| SEMESTER VI | |||||||||||||||||
| EDH316-T | History: Nationalism & Colonialism in Asia (1800 – 1950 A.D.) | CO1 | To understand the developments that took place in China since 1800 | — | – | – | 3 | 2 | – | – | – | 1 | 2 | 2 | 1 | – | 1 |
| CO2 | To comprehend the causes for the development of modern Japan during the two world wars | — | – | 2 | 3 | – | – | – | 1 | 1 | 1 | 2 | – | 1 | |||
| CO3 | To understand the impact of the Japanese wars | — | – | 3 | – | 3 | – | – | – | 2 | 1 | 1 | 1 | – | 1 | ||
| CO4 | To understand the nature of colonialism and nationalism in South -East Asia | — | – | 2 | 3 | 3 | – | – | – | 1 | 1 | 2 | 2 | – | 2 | ||
| CO5 | To understand the developments in Indonesia post the colonial rule. | — | – | 2 | 3 | 1 | – | – | – | – | 1 | 1 | 1 | – | – | ||
| CO6 | To understand the nature of colonialism and the rise of Arab Nationalism in Asia | — | – | 2 | 2 | – | – | – | – | 1 | 1 | – | 1 | – | – | ||
| EDH316-P | History: Nationalism & Colonialism in Asia (1800 – 1950 A.D.) Lab | CO1 | To exhibit case studies related to Confucianism and Traditional practices | – | 1 | 2 | 3 | – | – | 1 | 1 | 1 | _ | 1 | 2 | _ | 1 |
| CO2 | Dramatize the events leading to the bombing of Hiroshima and Nagasaki | – | 3 | 2 | 1 | – | – | 2 | 1 | 2 | _ | _ | _ | _ | _ | ||
| CO3 | Collaborative learning on the migration settlement pattern in Southeast Asian countries | – | – | 2 | 2 | – | – | 1 | – | 1 | _ | 1 | _ | _ | 1 | ||
| CO4 | Group Discussion on the present status of Arab League and its impact at the world affairs | – | – | – | – | – | – | – | – | – | _ | 2 | _ | _ | _ | ||
| EDH406-T | History: Modern Western Civilization 1789 – 1945 A.D. | CO1 | Student will understand the nature, scope and course of the French Revolution. | 2 | – | 1 | 3 | 2 | 2 | – | – | 1 | 2 | 1 | 2 | – | |
| CO2 | Student will understand political developments in Europe since 1850 and the progress of Marxism | 1 | 2 | 2 | – | – | 2 | – | – | 1 | 1 | 2 | 2 | – | – | ||
| CO3 | Student will be able to elaborate about the Nationalism and Socialism in 19th Century Europe. | – | – | – | 2 | – | 3 | 1 | – | 2 | – | 2 | 2 | – | – | ||
| CO4 | The student will be able to understand about the political processes which led to the unification of Italy, Germany and the role of Bismarck in unification of Germany. | – | – | – | – | 2 | 1 | 1 | – | – | 1 | 3 | 1 | 1 | – | ||
| CO5 | The student will understand the causes and effects of the 1st & 2nd World Wars. | – | – | – | 2 | 3 | – | – | – | 1 | 1 | 2 | 1 | 3 | – | ||
| CO6 | Students will be able to understand the Russian revolution and the role and functions of United Nations organization. | – | – | – | 3 | – | 3 | – | – | 2 | 2 | 1 | – | 1 | 1 | ||
| EDH406-P | History: Modern Western Civilization 1789 – 1945 A.D. Lab | CO1 | Student will understand the course of the French Revolution through Team Building Activities. | 1 | 1 | 1 | 3 | 2 | 2 | – | – | 1 | 2 | 1 | 2 | 2 | 2 |
| CO2 | To understand Marxism through Role Play | 1 | 1 | 2 | – | – | – | – | – | 1 | 1 | 2 | 2 | 2 | 1 | ||
| CO3 | Group Discussions to understand about the political processes which led to the unification of Italy, Germany and the role of Bismarck in unification of Germany. | – | 1 | – | 2 | – | – | – | – | 2 | – | 2 | 2 | 2 | 1 | ||
| CO4 | Movie Review to understand the causes and effects of the 1st & 2nd World Wars. | – | 1 | – | – | 2 | 1 | – | – | – | 1 | 3 | 3 | 2 | 1 | ||
| EDH407-T | English: Popular Literature | CO1 | Acquaintance with the popular literature of proclaimed writers. | 3 | 3 | 3 | — | — | — | — | 3 | 1 | 3 | 2 | 1 | 1 | – |
| CO2 | Examining the socio-cultural, psychological and aesthetical motifs that act as the formative forces behind popular literature. | 3 | 3 | 3 | 1 | — | — | — | 3 | 2 | 3 | 3 | – | 2 | – | ||
| CO3 | A comprehensive study and analysis of the factors that go into the creation of successful popular literature in stark contrast with the structures, themes and ethos of the timeless classic masterpieces. | 3 | 3 | 3 | — | — | — | — | 3 | 3 | 2 | 3 | – | 2 | – | ||
| CO4 | Building up of realistic perception of the various paths along which popular literature has have branched out like detective fiction, science fiction, children’s fiction and humorous writings. | 3 | 3 | 3 | — | — | — | — | 3 | 3 | 3 | 3 | – | 1 | – | ||
| CO5 | Analysis of the common strands and denominators running through these different expressions that populate the popular literature | 2 | 3 | 3 | — | — | — | — | 3 | 3 | 2 | 3 | – | – | 2 | ||
| EDH407-P | English: Popular Literature Lab | CO1 | Enable students for having interactive discussion on multiple publication genre of popular literature | 1 | 3 | 3 | — | — | — | — | 3 | 3 | 1 | 2 | 1 | – | 1 |
| CO2 | enable students to understand different terms and areas such as thriller literature through in depth text scrunity and analysis | 1 | 2 | 1 | — | — | — | — | 2 | 3 | 1 | 1 | – | – | – | ||
| CO3 | to enhance the knowledge and build perception of various paths along with popular literature | 3 | 2 | 1 | — | — | — | — | 3 | 2 | 1 | 2 | – | – | 2 | ||
| CO4 | able to read and introduce through different form of fictions | 3 | 2 | 1 | — | — | — | — | 3 | 2 | 2 | 2 | 2 | – | – | ||
| EDH408-T | Economics: Money and Banking | CO1 | To understand Basic concepts of money and its functions | 2 | 1 | —– | — | — | — | — | 1 | 3 | 3 | 2 | 3 | 3 | 3 |
| CO2 | To distinguish between commercial and central banks and their functions | 2 | 1 | —– | —– | —— | ——- | —— | 1 | 3 | 3 | 2 | 3 | 3 | 3 | ||
| CO3 | To illustrate how banks, create credit, and suggest the instruments to control credit | 2 | 1 | —– | —– | —— | ——- | —— | 1 | 3 | 3 | 2 | 3 | 3 | 3 | ||
| CO4 | To analyze various versions of quantity theory of money | 2 | 1 | —– | —– | —— | ——- | —— | 1 | 3 | 3 | 2 | 3 | 3 | 3 | ||
| CO5 | To understand and determine the role of monetary policy in an open economy | 2 | 1 | —– | —– | —— | ——- | —— | 1 | 3 | 3 | 2 | 3 | 3 | 3 | ||
| EDH408-P | Economics: Money and Banking Lab | CO1 | To understand analytics of money and banking in financial institutions | 2 | 1 | —– | —– | —— | ——- | —— | 1 | 3 | 3 | 2 | 3 | 3 | 3 |
| CO2 | To create financial analyses of banks’ performance. | 2 | 1 | —– | —– | —— | ——- | —— | 1 | 3 | 3 | 2 | 3 | 3 | 3 | ||
| CO3 | Use quantitative methods to solve credit-creation numericals | 2 | 1 | —– | —– | —— | ——- | —— | 1 | 3 | 3 | 2 | 3 | 3 | 3 | ||
| CO4 | To do an impact-analysis of monetary policy in annual budget documents | 2 | 1 | —– | —– | —— | ——- | —— | 1 | 3 | 3 | 2 | 3 | 3 | 3 | ||
| EDH409-T | Political Science: International politics | CO1 | To understand the nature and importance of International politics. | —- | —- | 2 | —– | — | —- | 1 | 3 | 3 | 3 | —- | 3 | 3 | 3 |
| CO2 | To understand the concepts, different theories and dimensions of international politics, major debates and differences within the different theoretical paradigms. | —- | —- | 2 | —– | — | —- | 1 | 3 | 3 | 3 | —- | 3 | 3 | 3 | ||
| CO3 | To understand the meaning, nature, elements of power and also the limitations of national power. | — | —– | 1 | —– | — | _ | 1 | 3 | 3 | 3 | —- | 3 | 3 | 3 | ||
| CO4 | To comprehend Conflict, co-operation, collective security and co-operative security | —– | —– | 2 | —– | — | _ | 1 | 3 | 3 | 3 | —- | 3 | 3 | 3 | ||
| CO5 | To understand the nature, types and functions of Diplomacy. | 1 | 1 | 2 | 1 | 1 | _ | 2 | 3 | 3 | 3 | 1 | 3 | 3 | 3 | ||
| EDH409-P | Political Science: International politics Lab | CO1 | Debate on the comparative ideas propounded by Idealists and realists on the nature of International Politics | 3 | 1 | 2 | —– | —– | —– | 2 | 3 | 3 | 3 | —- | 3 | 3 | 3 |
| CO2 | Presentation on prominent theories that explain International Politics | 2 | 1 | 2 | 1 | —— | —– | 2 | 3 | 3 | 3 | 1 | 3 | 3 | 3 | ||
| CO3 | Brainstorming on various methods to achieve a Balance of Power in International Politics | 2 | 1 | 2 | 2 | 3 | ——- | 1 | 3 | 3 | 3 | 2 | 3 | 3 | 3 | ||
| CO4 | Discussion and group learning on important types of Diplomacy uses in International Politics | 2 | —- | 2 | 1 | 1 | ——- | 2 | 3 | 3 | 3 | —– | 3 | 3 | 3 | ||
| EDH127-T | Pedagogy of English | CO1 | Develop proficiency in all the four skills of English language | — | 1 | 1 | 2 | 3 | 3 | 3 | — | — | — | —- | 1 | 3 | 2 |
| CO2 | Assimilate various approaches, methods and techniques to teach English | —- | 1 | 1 | 2 | — | — | —- | — | — | 3 | 3 | 1 | 3 | 2 | ||
| CO3 | Use appropriate learning Resources while teaching English language | —- | 1 | 1 | 2 | 2 | 1 | 1 | 1 | 3 | 3 | —- | 1 | 3 | 2 | ||
| CO4 | Use various approaches,methods and techniques to teach English | _ | 1 | 1 | 2 | 1 | 1 | 2 | 2 | 3 | — | —- | 1 | 3 | 2 | ||
| CO5 | Evaluate different language items and skills skillfully | —- | 3 | 3 | 2 | 3 | 3 | 1 | 3 | — | —- | —- | 1 | 3 | 2 | ||
| EDH127-P | Pedagogy of English Lab | CO1 | Develop proficiency in all the four skills of English language | —- | 1 | 1 | 2 | —- | —– | —– | 3 | — | 3 | 3 | 1 | 3 | 2 |
| CO2 | Assimilate Accuracy and Fluency in English Language. | —- | —- | 3 | 3 | — | 3 | — | 3 | —– | 2 | 2 | —– | 2 | 3 | ||
| CO3 | Communicate effectively (verbally, non-verbally and in writing) to express themselves to be successful Teachers and entrepreneurs. | —- | —- | 2 | 2 | —- | 3 | —- | 3 | —- | 3 | 3 | — | 2 | 3 | ||
| EDW104 | Reading And Reflection On Texts | CO1 | Explain the concept and importance of Reflection through reading especially in the context of the teaching profession. | 2 | 2 | – | 3 | – | 1 | – | 2 | – | – | 3 | _ | _ | 3 |
| CO2 | Read and respond to a variety of texts in different ways as reader and writer. | 2 | 3 | – | 2 | – | 1 | – | 2 | – | – | 2 | _ | _ | 2 | ||
| CO3 | Engage in Interactive groups discussions with respect to reading and reflection activities. | 2 | 2 | – | 2 | – | 1 | – | 2 | – | – | 2 | _ | _ | 2 | ||
| CO4 | Explore different ways of developing reflective and critical thinking in personal and professional spaces. | 3 | 3 | – | 2 | – | 1 | – | 3 | – | – | 3 | _ | _ | 3 | ||
| EDO314 | Phase-II Field Engagement | 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 | _ | _ | _ | ||
| SEMESTER VII | |||||||||||||||||
| EDN403 | Reflective Journal | CO1 | Introspect one’s strength and weakness during classroom teaching | 3 | _ | _ | _ | _ | 3 | _ | 3 | 3 | 3 | 3 | 1 | – | – |
| CO2 | Develop a plan of action to channelize one’s strength and improve upon the area of concerns | 3 | _ | _ | _ | _ | 3 | _ | 3 | 3 | 3 | 3 | 1 | 1 | 1 | ||
| CO3 | Envision himself/ herself as an effective prospective teacher | 3 | _ | _ | _ | _ | 3 | _ | 3 | 3 | 3 | 3 | 2 | – | 1 | ||
| CO4 | Imbibe the values essential for becoming the reflective and humane practitioner | 3 | 3 | _ | _ | _ | 3 | 3 | _ | _ | _ | _ | 1 | 2 | 2 | ||
| EDO404 | Phase-III School Internship-Pedagogy-I | CO1 | Prepare mega lesson plan incorporating essential maxims and principles of teaching | 1 | – | – | 2 | 3 | – | 1 | 2 | – | – | – | 1 | 2 | – |
| CO2 | Deliver the lesson plan in the classroom demonstrating desired pedagogical skills and competencies | 1 | 3 | – | 1 | 3 | 3 | 1 | 2 | – | – | – | 1 | 2 | – | ||
| CO3 | Prepare and utilize the appropriate TLM to facilitate effective teaching | 1 | 1 | – | – | 3 | 2 | – | 1 | – | – | – | 2 | 1 | – | ||
| CO4 | Make appropriate use of tools and techniques for effective evaluation of students learning | 1 | – | – | – | 3 | 2 | – | 1 | – | – | – | 2 | 1 | – | ||
| CO5 | Make appropriate use of tools and techniques for effective evaluation of students learning | – | 2 | 3 | – | 1 | 1 | 3 | – | – | – | – | 1 | 1 | – | ||
| CO6 | Utilize peer feedback as a tool to enhance the teaching effectiveness | 1 | 2 | – | – | – | – | – | 3 | – | – | 2 | 1 | 1 | 1 | ||
| EDO405 | Phase-III School Internship-Pedagogy-II | CO1 | Prepare mega lesson plan incorporating essential maxims and principles of teaching | 1 | – | – | 2 | 3 | – | – | – | – | – | – | 1 | – | – |
| CO2 | Deliver the lesson plan in the classroom demonstrating desired pedagogical skills and competencies | 1 | 3 | 1 | 1 | 3 | 3 | – | 1 | – | – | – | 1 | – | – | ||
| CO3 | Prepare and utilize the appropriate TLM to facilitate effective teaching | 1 | – | 1 | – | 3 | 2 | – | – | – | 1 | – | 1 | 1 | 1 | ||
| CO4 | Demonstrate effective use of ICT in transacting the curriculum | 1 | – | 1 | – | 3 | 2 | – | 1 | – | – | – | 1 | 1 | – | ||
| CO5 | Make appropriate use of tools and techniques for effective evaluation of students learning | 1 | 2 | 3 | – | – | – | 3 | – | 1 | 2 | – | 2 | 2 | – | ||
| CO6 | Utilize peer feedback as a tool to enhance the teaching effectiveness | 2 | – | – | – | – | – | – | 3 | – | 2 | 2 | 2 | 1 | 1 | ||
| EDO415 | Action Research | 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 | 1 | 1 | – | ||
| CO3 | Develop a research based systematic plan of action to solve the problem | 2 | 2 | 2 | – | – | – | – | 1 | 3 | – | 2 | – | 1 | 2 | ||
| CO4 | Execute and evaluate the effectiveness of the solution | 2 | 2 | 2 | – | – | – | 1 | 1 | 3 | – | 1 | 2 | 2 | – | ||
| EDO416 | Case Study | CO1 | Execute and evaluate the effectiveness of the solution | 3 | 1 | 3 | – | – | – | 1 | 1 | 3 | 1 | – | 1 | – | – |
| CO2 | Collect relevant information about the case identified | 3 | 1 | 3 | – | – | – | 1 | 1 | 3 | 1 | – | – | 2 | _ | ||
| CO3 | Explore the probable causes for the present conditions of the identified case | 3 | 1 | 3 | – | – | – | 1 | 1 | 3 | 1 | – | _ | – | 3 | ||
| CO4 | Propose a plan of action for the improvement/ restoration of the subject | 3 | 1 | 3 | – | – | – | 1 | 1 | 3 | 1 | – | _ | _ | 2 | ||
| SEMESTER VIII | |||||||||||||||||
| EDH418-T | History: Indian and world history 1750 – 2000 A.D. | CO1 | To understand the origin and development of Indian Republic | – | – | – | 3 | 2 | – | – | – | 1 | 2 | 2 | – | – | – |
| CO2 | To understand the problems of free and Independent India. | – | – | 3 | 2 | 2 | – | 1 | 1 | 1 | – | – | 2 | 2 | 1 | ||
| CO3 | To understand the formation of power blocks and the impact of the Cold War. | – | – | 1 | 2 | 1 | – | 1 | 1 | 1 | – | – | 1 | 1 | 1 | ||
| CO4 | To understand the role of India in shaping the balance of power | – | – | 1 | 2 | 2 | – | 2 | 2 | 1 | – | – | 1 | 1 | 1 | ||
| CO5 | To understand the rise of nationalist struggle against apartheid in Africa | – | – | 2 | 2 | 2 | – | 1 | 1 | 1 | – | – | 1 | 1 | 1 | ||
| CO6 | To understand the relationship between the rise of ASEAN countries and India | – | – | 2 | 2 | 2 | – | 1 | 1 | 1 | – | – | 1 | 1 | 1 | ||
| EDH418-P | History: Indian and world history 1750 – 2000 A.D. Lab | CO1 | To inculcate hands on analysis of different farming and manufacturing commodities post independence | – | 1 | 2 | 3 | – | – | 1 | 1 | 1 | 2 | 2 | – | – | – |
| CO2 | Exhibit Case Studies on Operation Blue star , Bololand Movement , Assam Movement, Armed Forces Special Powers Act in Kashmir | – | 3 | 2 | 1 | – | – | 2 | 1 | 2 | – | – | 2 | 2 | 1 | ||
| CO3 | Debate on the impact of Cold War on the world today. | – | – | 2 | 2 | – | – | 1 | _ | 1 | – | – | 1 | 1 | 1 | ||
| CO4 | Dramatize the role of Nelson Mandela and other leaders ( including Mahatma Gandhi) in the struggle against Apartheid | – | – | – | – | – | – | – | – | – | – | – | 1 | 1 | 1 | ||
| EDH419-T | English: Gender and Literature | CO1 | Familiarization with a critical perspective into the role and status of the woman in a society, which is predominantly patriarchal in nature. | 3 | 3 | 3 | __ | __ | 1 | __ | 3 | 2 | 3 | 3 | 3 | 3 | 1 |
| CO2 | Interpreting the myth of the male hegemonic histories and civilizations through feminist literary readings. | 3 | 3 | 3 | __ | __ | 1 | __ | 3 | 3 | 2 | 3 | 3 | 3 | 2 | ||
| CO3 | Identifying the cardinal tenets of Feminism and its influence on literature. | 2 | 2 | 3 | __ | __ | 1 | __ | 3 | 3 | 1 | 3 | 3 | 3 | 1 | ||
| CO4 | Analysing and reinterpreting the most notable writings from the vociferous figures of the Feminist writing. | 3 | 2 | 3 | __ | __ | 1 | __ | 3 | 3 | 2 | 3 | 3 | 3 | 2 | ||
| EDH419-P | English: Gender and Literature Lab | CO1 | Understanding the struggle and success of women’s movement in the history | 3 | 1 | 3 | 1 | __ | 1 | __ | 3 | 2 | 1 | 1 | 3 | 3 | 2 |
| CO2 | Identifying the ways gender, power, privilege, and oppression play out across a range of cultures and human experiences | 3 | 3 | 3 | 1 | __ | 1 | __ | 3 | 2 | 1 | 1 | 3 | 3 | 2 | ||
| CO3 | Developing innovative skills of developing indicators of measuring women’s empowerment | 3 | 3 | 3 | 1 | __ | 1 | _ | 3 | 2 | 1 | 1 | 3 | 3 | 2 | ||
| CO4 | Conducting scholarly research on key gender issues and/or debates | 3 | 3 | 3 | 1 | __ | 1 | _ | 3 | 2 | 1 | 1 | 3 | 3 | 2 | ||
| EDH420-T | Economics: Statistics | CO1 | To Understand the basics of statistics | 2 | 1 | _ | _ | _ | _ | _ | 1 | 3 | 2 | _ | 3 | 2 | 2 |
| CO2 | To Represent data by using various Charts and bars | 2 | 1 | _ | _ | _ | _ | _ | 1 | 3 | 2 | _ | 3 | 2 | 2 | ||
| CO3 | To Calculate mean, median, mode and other measures of central tendency | 2 | 1 | _ | _ | _ | _ | _ | 1 | 3 | 2 | _ | 3 | 2 | 2 | ||
| CO4 | To Solve problems related with correlation | 2 | 1 | _ | _ | _ | _ | _ | 1 | 3 | 2 | _ | 3 | 2 | 2 | ||
| CO5 | To Understand the concept of dispersion, characteristics for an ideal measure of dispersion | 2 | 1 | _ | _ | _ | _ | _ | 1 | 3 | 2 | _ | 3 | 2 | 2 | ||
| CO6 | To Comprehend Normal Probability Curve(NPC) and its properties | 2 | 1 | _ | _ | _ | _ | _ | 1 | 3 | 2 | _ | 3 | 2 | 2 | ||
| EDH420-P | Economics: Statistics Lab | CO1 | To understand the basics of statistics in design, research, and development | 2 | 1 | _ | _ | _ | _ | _ | 1 | 3 | 2 | _ | 3 | 2 | 2 |
| CO2 | To help students apply the probabilistic and statistical principles and algorithms to a variety of logical issues. | 2 | 1 | _ | _ | _ | _ | _ | 1 | 3 | 2 | _ | 3 | 2 | 2 | ||
| CO3 | To make students comprehend the tools they need to evaluate and interpret probabilistic models for a variety of applications. | 2 | 1 | _ | _ | _ | _ | _ | 1 | 3 | 2 | _ | 3 | 2 | 2 | ||
| CO4 | To make students familiar with excel software for problem-solving | 2 | 1 | _ | _ | _ | _ | _ | 1 | 3 | 2 | _ | 3 | 2 | 2 | ||
| EDH421-T | Political Science: Social Constructionists and Their Thoughts | CO1 | To understand the contributions of Locke and Rousseau for political thought and their philosophy. | 1 | 1 | 2 | _ | _ | _ | 2 | 3 | 3 | 3 | _ | 3 | 3 | 3 |
| CO2 | To examine the contributions of Edmund Bruke, Jermy Bentham, their utilitarian and liberal thought. | _ | _ | 2 | _ | _ | _ | 1 | 3 | 3 | 3 | _ | 3 | 3 | 3 | ||
| CO3 | To comprehend the contributions of Machiavelli and Hobbs for the political thought and their political realism | _ | _ | 2 | _ | _ | _ | 1 | 3 | 3 | 3 | _ | 3 | 3 | 3 | ||
| CO4 | To understand the legacy of the Western thinkers. | 1 | 1 | 2 | 1 | 1 | _ | 1 | 3 | 3 | 3 | 1 | 3 | 3 | 3 | ||
| CO5 | To analyse the contributions of Plato and Aristotle for their political thought in Ancient and Medieval Period. | _ | _ | 2 | _ | _ | _ | 1 | 3 | 3 | 3 | —- | 3 | 3 | 3 | ||
| EDH421-P | Political Science: Social Constructionists and Their Thoughts Lab | CO1 | Brainstorming on practices and application of utilitarian thoughts to maximize the happiness of a society | —- | 2 | 2 | _ | _ | _ | 2 | 3 | 3 | 3 | 2 | 3 | 3 | 3 |
| CO2 | Presentation on the prominent social contract theories that explain the formation of State/Society | 2 | 1 | 2 | 1 | _ | _ | 2 | 3 | 3 | 3 | 1 | 3 | 3 | 3 | ||
| CO3 | Extempore on the application and relevance of various thoughts of Machiavelli reflected on his work ‘Prince’ to the making of Modern State | 2 | 1 | 2 | 1 | 3 | _ | 1 | 3 | 3 | 3 | _ | 3 | 3 | 3 | ||
| CO4 | Discussion and group learning of comparative analysis of Marx and Lenin socialist thoughts. | 2 | —- | 2 | 1 | 2 | 1 | 2 | 3 | 3 | 3 | _ | 3 | 3 | 3 | ||
| EDN412 | Seminar | CO1 | To enable interest in a theme and structure thoughts for a presentation. | 2 | 1 | _ | _ | _ | _ | _ | 1 | 3 | 2 | _ | 3 | 2 | 2 |
| CO2 | To understand annotated bibliography with an outline that demonstrates scholastic abilities | 2 | 1 | _ | _ | _ | _ | _ | 1 | 3 | 2 | _ | 3 | 2 | 2 | ||
| CO3 | To develop analysis and understanding of conceptual data. | 2 | 1 | _ | _ | _ | _ | _ | 1 | 3 | 2 | _ | 3 | 2 | 2 | ||
| CO4 | To develop soft skills and employ cutting-edge technology to create proposal reports, such as Trello, Zootero, Jasper ai, and Ref-n-write | 2 | 1 | _ | _ | _ | _ | _ | 1 | 3 | 2 | _ | 3 | 2 | 2 | ||
| EDS236 | School leadership and Management | 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 | – | – | – | 1 | 1 | 1 |
| CO2 | draw on evidence from research and practice to develop knowledge with an understanding of what is known about effective leadership | 2 | – | – | – | – | 3 | — | 3 | – | – | – | – | – | 2 | ||
| CO3 | relate these to their own leadership context in planning actions | 3 | – | – | – | – | 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 | – | – | 1 | 2 | 3 | ||
| CO6 | learn collaboratively, supported by a mentor, to share insights, and develop knowledge and skills. | 3 | – | 3 | – | – | 3 | — | 3 | – | – | – | 3 | – | – | ||
| MOOC-20E-EDS-402 | Educational Leadership | 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 | – | – | – | 1 | – | 1 |
| CO2 | draw on evidence from research and practice to develop knowledge with an understanding of what is known about effective leadership | 2 | – | – | – | – | 3 | — | 3 | – | – | – | 2 | – | – | ||
| CO3 | relate these to their own leadership context in planning actions | 3 | – | – | – | – | 3 | — | 3 | – | – | – | 1 | 2 | 3 | ||
| CO4 | undertake practice-based tasks enabling self-evaluation of their leadership in action | 3 | – | 3 | – | – | 3 | — | 3 | – | – | – | – | – | 1 | ||
| EDS220 | Peace and Value Education | 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 | 1 | 2 | 1 |
| CO2 | To get oriented with the need and role of yoga and meditation for inner harmony | —- | 3 | — | 2 | 3 | 2 | — | 1 | 2 | 2 | 2 | 1 | – | – | ||
| CO3 | To understand impact of social processes on moral development | 1 | 2 | 1 | 1 | 1 | 2 | 2 | 1 | 2 | 2 | 2 | 1 | 1 | _ | ||
| CO4 | To get oriented with various strategies of value orientation | 2 | 2 | 3 | 2 | 3 | 2 | 1 | 1 | 2 | 2 | 2 | – | – | 1 | ||
| EDS221 | Guidance and Counselling | CO1 | The students will apply the knowledge of guidance and counselling in real life situations | 3 | 3 | 3 | – | – | – | 2 | 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 | – | 2 | 1 | ||
| CO3 | The student will demonstrate various approaches of guidance and counselling | 2 | 2 | 2 | – | – | – | 2 | 2 | 2 | 1 | 2 | – | – | 1 | ||
| CO4 | The student will effectively use tools for testing and evaluating different techniques for assessment | 1 | 1 | 1 | – | – | – | 2 | 3 | 1 | 1 | 2 | 1 | – | – | ||
| EDS222 | Human Rights in Education | CO1 | To inculcate the knowledge of the Human Rights. | 2 | 2 | _ | 2 | 2 | 2 | _ | 1 | 2 | 2 | 2 | 1 | 2 | 1 |
| CO2 | To Realize the importance and need of human rights | —- | 3 | _ | 2 | 3 | 2 | _ | 1 | 2 | 2 | 2 | – | – | 1 | ||
| CO3 | To Comprehend the role of the Constitution in human rights | 1 | 2 | 1 | 1 | 1 | 2 | 2 | 1 | 2 | 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 | – | – | – | ||
| EDS223 | Environment and Education | CO1 | To understand about the concept of environmental education. | 2 | 2 | 1 | 1 | 2 | 2 | 2 | 2 | —- | —- | 2 | 2 | 1 | 3 |
| 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 | 2 | 1 | 3 | ||
| 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 | 2 | 2 | 1 | ||
| 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 | 2 | 2 | 3 | ||
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.A.B.Ed | |||
| Education Course | Program Core | Program / Discipline Electives | Project(s) |
| Foundation of Education | History I: Indian history till 1206 A.D. | Economics: Microeconomics Theory and Application – I | Project Report on Field Trip |
| Foundation of Education LAB | History I: Indian history till 1206 A.D. LAB | Economics: Microeconomics Theory and Application – I LAB | Two weeks summer training |
| Communicative English- I | English I: An Introduction to English Literature | Political Science: Introduction to Political Theory | Community Connect internship |
| Critical Understanding of ICT in Education-I | English I: An Introduction to English Literature LAB | Political Science: Introduction to Political Theory LAB | Colloquium |
| Co Curricular Activities | History: Indian history-1206 A.D. to 1761 A.D. | Economics: Microeconomics Theory and Application – II | Phase I Field Engagement |
| Environmental Science | History: Indian history-1206 A.D. to 1761 A.D. LAB | Economics: Microeconomics Theory and Application – II LAB | Phase-II Field Engagement
|
| Learner and Learning Process | English: Renaissance and Restoration | Political Science: Indian Constitution | Reflective Journal |
| Learner and Learning Process LAB | English: Renaissance and Restoration LAB | Political Science: Indian Constitution LAB | Phase-III School Internship-Pedagogy-I |
| Creating An Inclusive Classroom | History: Ancient Western Civilization | Economics: Theory and Application of Macroeconomics – I | Phase-III School Internship-Pedagogy-II |
| Communicative English-II | History: Ancient Western Civilization LAB | Economics: Theory and Application of Macroeconomics – I LAB | Action Research |
| Critical Understanding of ICT-II | History: Indian History 1757 – 1857 A.D. | Political Science: Historical and cultural Background of Politics | Case Study |
| Drama and Art Education | History: Indian History 1757 – 1857 A.D. Lab | Political Science: Historical and cultural Background of Politics LAB | Seminar
|
| Knowledge and Curriculum | English: Romanticism And The Victorian Period | Economics: Theory and Application of Macroeconomics –II | |
| Knowledge and Curriculum LAB | English: Romanticism And The Victorian Period LAB | Economics: Theory and Application of Macroeconomics –II LAB | |
| Gender, School and Society | History: National movement (1857 – 1947 A.D) | Political Science: Growth &international relations | |
| Craft And Visual Arts | History: National movement (1857 – 1947 A.D) LAB | Political Science: Growth &international relations LAB | |
| French-I | English: Indian Writings in English | Economics: Indian Economy | |
| German-I | English: Indian Writings in English LAB | Economics: Indian Economy LAB | |
| Spanish-I | English: Twentieth Century British Literature | Political Science: Essence of public administration | |
| Assessment For Learning | English: Twentieth Century British Literature LAB | Political Science: Essence of public administration LAB | |
| Assessment For Learning LAB | History: History, Culture, State and Society of South India (1200 – 1800 A.D.) | Economics: International Economy | |
| School Organization & Management | History: History, Culture, State and Society of South India (1200 – 1800 A.D.) LAB | Economics: International Economy LAB | |
| Basics of Economics | English: Literary Criticism | Political Science: Political thoughts | |
| Introduction to Finance | English: Literary Criticism LAB | Political Science: Political thoughts LAB
|
|
| Spanish-II | History: Nationalism & Colonialism in Asia (1800 – 1950 A.D.) | Economics: Money and Banking | |
| German-II | History: Nationalism & Colonialism in Asia (1800 – 1950 A.D.) LAB | Economics: Money and Banking LAB | |
| French-II | History: Modern Western Civilization 1789 – 1945 A.D. | Political Science: International politics | |
| Education in Contemporary India | History: Modern Western Civilization 1789 – 1945 A.D. | Political Science: International politics LAB | |
| Education in Contemporary India LAB | English: Popular Literature | Economics: Statistics | |
| Pedagogy of Social Sciences | English: Popular Literature LAB | Economics: Statistics LAB | |
| Pedagogy of Social Sciences LAB | History: Indian and world history 1750 – 2000 A.D. | Political Science: Social Constructionists and Their Thoughts | |
| Yoga & Health Education | History: Indian and world history 1750 – 2000 A.D. LAB | Political Science: Social Constructionists and Their Thoughts LAB | |
| Pedagogy of English | English: Gender and Literature | Peace and Value Education | |
| Pedagogy of English LAB | English: Gender and Literature LAB | Guidance and Counselling | |
| Reading And Reflection On Texts | Human Rights in Education | ||
| Environment and Education | |||
| Peace and Value Education | |||
| School leadership and Management | |||
Scheme & Syllabus
The programme follows the choice-based credit system. The total credit requirement for the award of the B.A.B.Ed. degree ranges between 190 and 200 depending upon the specified curriculum and scheme of examination of B.A.B.Ed. program. The distribution of credits over the semesters of the programme is as specified in the table below:
| Semester | Credits |
| Semesters 1 and 2 | 21-24credits per semester |
| Semesters 3 and 4 | 23-24 credits per semester |
| Semesters 5 and 6 | 23-25 credits per semester |
| Semesters 7 and 8 | 18-30 credits in each semester |
| Total | 190-200 Credits |
Candidates shall have to earn the minimum credits as specified in the curriculum scheme of the Program, to be eligible for the award of a degree. These credits should be earned under different categories as follows:
- All core courses as defined in the curriculum scheme
- All summer training
- At least two elective courses offered by the parent department
- At least one elective course offered by allied departments
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
MANAV RACHNA UNIVERSITY FACULTY OF EDUCATION & HUMANITIES STUDENTS DETAILS B.A.-B.Ed. (2023-2027)
| Sr.No. | Roll No | Student Name |
| 1 | 2K23EDUN03001 | AASHI BIDHURI |
| 2 | 2K23EDUN03002 | ADEEBA KHAN |
| 3 | 2K23EDUN03003 | AMEERA RAHMAN |
| 4 | 2K23EDUN03004 | ANKITA SHARMA |
| 5 | 2K23EDUN03005 | ANSHIKA KOHLI |
| 6 | 2K23EDUN03006 | ANUKRITI MISHRA |
| 7 | 2K23EDUN03007 | ASHMITA BIDHURI |
| 8 | 2K23EDUN03008 | CHARU |
| 9 | 2K23EDUN03009 | CHARU SHARMA |
| 10 | 2K23EDUN03010 | CHARVII KHANNA |
| 11 | 2K23EDUN03011 | DIKSHA SINGH |
| 12 | 2K23EDUN03012 | GAURIKA SANWARIYA |
| 13 | 2K23EDUN03013 | GURBANI KAUR |
| 14 | 2K23EDUN03014 | HANSHIKA BHATIA |
| 15 | 2K23EDUN03015 | ISHIKA SEN |
| 16 | 2K23EDUN03016 | KAJAL |
| 17 | 2K23EDUN03017 | KAJAL AWANA |
| 18 | 2K23EDUN03018 | KOMAL KUMARI |
| 19 | 2K23EDUN03019 | MUSKAN SONI |
| 20 | 2K23EDUN03020 | RASHI CHAUHAN |
| 21 | 2K23EDUN03021 | SARIKA |
| 22 | 2K23EDUN03022 | SNEHA GUPTA |
| 23 | 2K23EDUN03023 | SRISHTI |
| 24 | 2K23EDUN03024 | SUHANI |
| 25 | 2K23EDUN03025 | VARSHA YADAV |
| 26 | 2K23EDUN03026 | Sakshi Bidhuri |
MANAV RACHNA UNIVERSITY FACULTY OF EDUCATION & HUMANITIES STUDENTS DETAILS B.A.-B.Ed. (2022-2026)
| Sr No | Roll Number | Name of the Student |
| 1 | 2K22EDUN03001 | Ayushi Tyagi |
| 2 | 2K22EDUN03002 | Bhawna bhateja |
| 3 | 2K22EDUN03003 | Chitra Verma |
| 4 | 2K22EDUN03004 | Devendra Sharma |
| 5 | 2K22EDUN03005 | DIKSHA SINGH |
| 6 | 2K22EDUN03006 | Divyanshi Gulati |
| 7 | 2K22EDUN03007 | DIVYANSHI KAUSHIK |
| 8 | 2K22EDUN03008 | Ganga Gupta |
| 9 | 2K22EDUN03009 | Gaytri kumari |
| 10 | 2K22EDUN03010 | GOPIKA JOSHI |
| 11 | 2K22EDUN03011 | HARSHITA SHARMA |
| 12 | 2K22EDUN03012 | Himanshi Phogaat |
| 13 | 2K22EDUN03013 | Humanshi Sharma |
| 14 | 2K22EDUN03014 | JAY SUPRIYA |
| 15 | 2K22EDUN03015 | khushi Bhati |
| 16 | 2K22EDUN03016 | khushi gupta |
| 17 | 2K22EDUN03017 | Manvi bakshi |
| 18 | 2K22EDUN03018 | manvi bisht |
| 19 | 2K22EDUN03020 | Niharika |
| 20 | 2K22EDUN03021 | Nikita Aggarwal |
| 21 | 2K22EDUN03022 | Nita |
| 22 | 2K22EDUN03023 | Payal Baisla |
| 23 | 2K22EDUN03024 | Poorvi Gupta |
| 24 | 2K22EDUN03025 | Preet Chhabra |
| 25 | 2K22EDUN03026 | RAUNAK SINGH RATHI |
| 26 | 2K22EDUN03027 | Ritika Chauhan |
| 27 | 2K22EDUN03028 | sneha yadav |
| 28 | 2K22EDUN03029 | sonam |
| 29 | 2K22EDUN03031 | Taniya tokas |
| 30 | 2K22EDUN03032 | TANNU BAISLA |
| 31 | 2K22EDUN03033 | Tanya Bidhuri |
| 32 | 2K22EDUN03034 | Uday Thakur |
| 33 | 2K22EDUN03035 | Vaishali Garg |
| 34 | 2K22EDUN03036 | VAISHNAVI UPADHYAY |
| 35 | 2K22EDUN03037 | VIKRAM singhal |
| 36 | 2K22EDUN03038 | VISHAKHA |
| 37 | 2K22EDUN03039 | Yogita Bidhuri |
| 38 | 2K22EDUN03040 | Zeenat Khan |
MANAV RACHNA UNIVERSITY FACULTY OF EDUCATION & HUMANITIES STUDENTS DETAILS B.A.-B.Ed. (2021-2025)
| Sr. No. | Roll Number | Name of the Student |
| 1 | 2K21EDUN03001 | Babita Gupta |
| 2 | 2K21EDUN03002 | Damita Khanna |
| 3 | 2K21EDUN03003 | DikshaGogia |
| 4 | 2K21EDUN03004 | Dimple Gupta |
| 5 | 2K21EDUN03005 | HimanshuSejwal |
| 6 | 2K21EDUN03006 | IshikaJain |
| 7 | 2K21EDUN03007 | Kanishka Bharti |
| 8 | 2K21EDUN03008 | Kashish Arora |
| 9 | 2K21EDUN03009 | LavikaMdaan |
| 10 | 2K21EDUN03010 | MeghaBanga |
| 11 | 2K21EDUN03011 | Megha Sharma |
| 12 | 2K21EDUN03012 | Muskan. |
| 13 | 2K21EDUN03013 | Nidhi Dutt |
| 14 | 2K21EDUN03014 | NiyatiPaliwal |
| 15 | 2K21EDUN03015 | Pragati Kala |
| 16 | 2K21EDUN03016 | PrathamSaraf |
| 17 | 2K21EDUN03017 | RichaChaurasia |
| 18 | 2K21EDUN03018 | SnehaBidhuri |
| 19 | 2K21EDUN03019 | Sneha Gill |
| 20 | 2K21EDUN03020 | SnehaNayak |
| 21 | 2K21EDUN03021 | SoumyaNangia |
| 22 | 2K21EDUN03022 | TannuBhadana |
| 23 | 2K21EDUN03023 | Twinkle Virmani |
| 24 | 2K21EDUN03024 | Bhawna Khurana |
| 25 | 2K21EDUN03025 | Bhavitavya Singh |
MANAV RACHNA UNIVERSITY FACULTY OF EDUCATION & HUMANITIES STUDENTS DETAILS B.A.-B.Ed. (2020-2024)
| Sr. No. | Roll Number | Name of the Student |
| 1 | 2K20EDUN03001 | Ananya Kumar |
| 2 | 2K20EDUN03002 | Anika Khantwal |
| 3 | 2K20EDUN03003 | Anjali Sharma |
| 4 | 2K20EDUN03004 | Annu Garg |
| 5 | 2K20EDUN03006 | ChanchalVerma |
| 6 | 2K20EDUN03007 | Deepanshi Sharma |
| 7 | 2K20EDUN03009 | HarshitaBidhuri |
| 8 | 2K20EDUN03010 | Ipta Das |
| 9 | 2K20EDUN03011 | Janhvi Thakur |
| 10 | 2K20EDUN03012 | Laisha Satija |
| 11 | 2K20EDUN03013 | Lipika Kala |
| 12 | 2K20EDUN03014 | Neha Bhargava |
| 13 | 2K20EDUN03015 | Prapti Chaudhary |
| 14 | 2K20EDUN03016 | PriyaKumari |
| 15 | 2K20EDUN03017 | Riya Sharma |
| 16 | 2K20EDUN03018 | Sehajneet Kaur Bhatia |
| 17 | 2K20EDUN03019 | Shreya Mishra |
| 18 | 2K20EDUN03020 | Sunaina Sharma |
| 19 | 2K20EDUN03021 | Tanisha Mehra |
| 20 | 2K20EDUN03022 | Tanya |
| 21 | 2K20EDUN03023 | VaibhavSiddharth |
| 22 | 2K20EDUN03024 | VanshikaBesoya |
| 23 | 2K20EDUN03025 | VarshaYaduvanshi |
MANAV RACHNA UNIVERSITY FACULTY OF EDUCATION & HUMANITIES STUDENTS DETAILS B.A.-B.Ed. (2019-2023)
| Sr. No. | Roll Number | Name of the Student |
| 1 | 2K19EDUN03001 | Aanchal Sharma |
| 2 | 2K19EDUN03002 | AishwaryaMariyamAji |
| 3 | 2K19EDUN03003 | Amreen |
| 4 | 2K19EDUN03004 | Anmol Behl |
| 5 | 2K19EDUN03005 | Anshika |
| 6 | 2K19EDUN03006 | Avni Bhatia |
| 7 | 2K19EDUN03007 | Charu Mehta |
| 8 | 2K19EDUN03008 | Charul Yadav |
| 9 | 2K19EDUN03009 | Chavi Sharma |
| 10 | 2K19EDUN03010 | Deepali Kamal |
| 11 | 2K19EDUN03011 | Devansh Singh Bhadoria |
| 12 | 2K19EDUN03012 | EenaSirohi |
| 13 | 2K19EDUN03013 | Gauri Sahgal |
| 14 | 2K19EDUN03014 | H.Lalhmangaihzuali (Mami) |
| 15 | 2K19EDUN03015 | HarshitaYadvendu |
| 16 | 2K19EDUN03016 | Ishleen Kaur Bindra |
| 17 | 2K19EDUN03017 | KajalMudgal |
| 18 | 2K19EDUN03018 | Kajal Sharma |
| 19 | 2K19EDUN03019 | Muskan Aggarwal |
| 20 | 2K19EDUN03020 | Nishika Chauhan |
| 21 | 2K19EDUN03023 | PriyaSingla |
| 22 | 2K19EDUN03024 | RitulKoundal |
| 23 | 2K19EDUN03025 | Sakshi Arora |
| 24 | 2K19EDUN03026 | Sejal Gaur |
| 25 | 2K19EDUN03028 | ShradhaBanga |
| 26 | 2K19EDUN03029 | ShrutiKumari |
| 27 | 2K19EDUN03031 | SrishtiPokhriyal |
| 28 | 2K19EDUN03032 | WarishaAfifa |
MANAV RACHNA UNIVERSITY FACULTY OF EDUCATION & HUMANITIES STUDENTS DETAILS B.A.-B.Ed. (2018-2022)
| Sr. No. | Roll Number | Name of the Student |
| 1 | 2K18EDUN03001 | Ajay Redhu |
| 2 | 2K18EDUN03002 | Akanksha Lal |
| 3 | 2K18EDUN03003 | Akib Khan |
| 4 | 2K18EDUN03004 | Ashish Kumar |
| 5 | 2K18EDUN03005 | Bharti Raj |
| 6 | 2K18EDUN03006 | Bhavika Sharma |
| 7 | 2K18EDUN03008 | Garima Sharma |
| 8 | 2K18EDUN03009 | Kairvi Paul |
| 9 | 2K18EDUN03010 | Meenakshi Sharma |
| 11 | 2K18EDUN03013 | Poonam Nain |
| 12 | 2K18EDUN03014 | Shiksha Chaudhary |
| 13 | 2K18EDUN03015 | Tanisha Sharma |
| 14 | 2K18EDUN03016 | Tisha Sharma |
| 15 | 2K18EDUN03017 | YatinNaweriya |
| 16 | 2K18EDUN03018 | Rakshit Bhardwaj |
