1

University of Sargodha
Scheme of Studies
&
Course Outlines
(Annual Examination)

B. Ed.

Department of Education
UNIVERSITY OF SARGODHA
2009

1
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Assessment and Examination

The assessment and examination will be based on an external examination organized by the
Controller of Examinations, University of Sargodha. The transcript, issued by the University of
Sargodha, will reflect the scores of the External Examination only. The minimum attendance
requirement to appear in external examination will be 75% of the total class sessions.

No. Paper Name Marks

Paper 1 Introduction to Education 100
Paper 2 English Language Communication Skills 100
Paper 3 Methods of Teaching 100
Paper 4 Introduction to Computer in Education 100
Paper 5 Teaching Profession and Educational Law 100
Paper 6 Human Development and Learning 100
Paper 7 Assessment in Education 100
Paper 8 Classroom Management 100
Paper 9 Curriculum and Instruction 100
Paper 10 Area Course 1 100
Paper 11 Area Course 1 100
Paper 12 Practice Teaching 150
Total 1250
Practice Teaching
The duration of the teaching practice will be 8 weeks, which will be organized in the 2nd half of
the academic year. The supervisor will observe at least two full lessons per week of each of his
supervisees. An ‘evaluation form’ will be filled in for each classroom observation. The class
teacher in the school will play the role of a co-supervisor. The co-supervisor will be provided
orientation regarding the purpose of the Practice Teaching and his responsibilities as an advising
teacher. The role of the co-supervisor will be clearly defined and communicated. The co-
supervisor will be required to remain present in the classroom for the whole time. The trainee
teacher will prepare a lesson plan for each class meeting, which shall be signed by the supervisor
and the co-supervisor at least one day in advance.

Eligibility:
Bachelor degree (BA/BSc, B.Com etc.) at least second division

Maximum Age Limit:

Maximum Age will be 26 years

Medium of Instruction:
The medium of instruction will be English except Teaching of Urdu
 3

BED501 Introduction to Education

Objectives
After completion of the course, the students will be able to:
• understand the meanings, elements, and types of education
• analyze the foundations of education in philo-psycho-socio perspectives
• understand and evaluate the system of education in Pakistan

Contents
Part-I Meanings and Foundations of Education
1. Introduction
1.1. Meanings of education
1.2. Scope of education
1.3. Types of education
1.3.1. Formal
1.3.2. Non-formal
1.3.3. Informal
1.4. Elements of Educational Process
1.4.1. Aims
1.4.2. Curriculum
1.4.3. Pedagogy
1.4.4. Evaluation

2. Foundations of Education
2.1. Philosophical
2.1.1. Meaning and Scope of Educational Philosophy
2.1.2. Areas of Educational Philosophy
2.1.2.1. Epistemology
2.1.2.2. Ontology
2.1.2.3. Axiology
2.1.3. Educational Philosophies
2.1.3.1. Perennialism
2.1.3.2. Essentialism
2.1.3.3. Progressivism
2.1.3.4. Islamic
2.2. Psychological
2.2.1. Meaning and Scope of Educational Psychology
2.2.2. Role of Psychology in:
2.2.2.1. Curriculum
2.2.2.2. Pedagogy
2.2.2.3. Evaluation
2.3. Sociological
2.3.1. Explaining Educational Sociology: Meaning and Scope
2.3.2. Sociological roles in education
2.3.2.1. Conservative
2.3.2.2. Critical
2.3.2.3. Creative

Part-II Education in Pakistan: Historical Perspective

3. Education in the Sub-continent: Pre-independence Reports
3.1. Charter Act
3.2. Lord Macaulay Report
3.3. Wood Despatch
3.4. Wiliam Hunter Commission Report
3.5. Calcutta University Commission Report
3.6. Dr. Zakir Hussain Report
 4

4. Muslim Education Movements: Pre-Independence

4.1. Deoband
4.2. Aligarh
4.3. Anjamane Himayat-e-Islam
4.4. Nadwatul Ullema
4.5. Jamia Millia Islamia

5. Education in Pakistan
5.1. First Education Conference 1947
5.2. Commission on National Education 1959
5.3. The New Education Policy 1969-70
5.4. The Educational Policy 1972-80
5.5. National Educational Policy 1979
5.6. National Education Policy 1992
5.7. National Education Policy 1998-2010

Suggested Readings:\
Allama Iqbal Open University (2002. Foundations of Education. Code : 6500. Islamabad. Allama
Iqbal Open University
Allama Iqbal Open University. (2002. Education in Pakistan. Code : 6500. Islamabad. Allama
Iqbal Open University
Anjam Rehmani, Dr. (2006). Pakistan Main Taleem (in Urdu). Lahore: Pakistan Writers
Cooperative Society.
Farooq, R.A. (1993). Education System in Pakistan. Islamabad: Asia society for promotion of
Innovation and reform in education
Ornstein, A.C. and Levine, D.U. (1995). An Introduction to the Foundations of Education:
Boston: Houghton Mifflin Company.
Shahid, SM. (2002). Taleem Ki bunaadain. Lahore: Majeed Book Depot
Shahid, SM. (2001). Philosophy of Education. Lahore: Majeed Book Depot
Chandr, S.S. (2002). Philosophy of education. New Delhi: ATLANTIC.
Chandra, S.S. (2002). Sociology of education. New Delhi: ATLANTIC
Rashid, M. (Compiler) (2000). Allied material of foundations of education. Islamabad: AIOU
Press
 5

BED502 English Language Communication Skills

Objectives

After completing the course, the students will be able to:

• Develop all the four basic language skills effectively (listening, speaking,
reading and writing).
• Exploit literary text for building proficiency in English language as target language.
• Use authentic material for the purpose of communication.
• Develop fluency in the use of English as a foreign language
• Develop accuracy in the use of English as a foreign language.
• Develop linguistic and communicative competence.

Contents
1. Phonetics and Phonology
1.1. Introduction
1.2. Vowel sounds
1.3. Consonant sounds
1.4. Phonetic symbols / script
1.5. Transcription practice

2. Listening Skills
2.1. Global listening
2.2. Discrete listening
2.3. Activities based on authentic material
2.4. Activities based on literary text

3. Speaking Skills
3.1. Stress and intonation
3.2. Dialogues formation and practice based on authentic material
3.3. Dialogues formation and practice based on literary text
3.4. Class-activities for developing speaking skills
3.5. Short speeches
3.6. Gap activities
3.7. Role play
3.8. Discussions

4. Reading Skills
4.1. Reading comprehension
4.2. By skimming
4.3. By scanning
4.4. Reading speed
4.5. Faulty reading habits
4.6. Strategies to enhance reading speed
4.7. Activities to develop reading based on authentic material
4.8. Activities to develop reading based on literary text

5. Writing Skills
5.1. Mechanics of writing
5.2. Stages of writing
5.2.1. controlled
5.2.2. guided
5.2.3. free
5.3. Composition
5.4. Descriptive writing
5.5. Narrative writing
5.6. Expository writing
5.7. Production based on authentic material and literary text and literary text terms
 6

Suggested Readings:

McDonough, J. and Shaw, C. (1993). Materials and Methods in ELT. Oxford:

Blackwell.
Michael, W. (1997). Study skills in English. London: OUP
Elliot, L. S. (1994). Contemporary Vocabulary. London: OUP
 7

BED 503 Methods of Teaching

Objectives

After completing the course, the students will:

• understand the importance of the efficient teaching methodology in the overall teaching
learning process.
• appreciate the characteristics of various innovative methods of teachings.
• understand various theories of teaching.
• select/develop the model of effective teaching in local context.

Content

1. The Concept, Features, Planning and Principles of Teaching

1.1. Concept of teaching
1.2. Principles of teaching
1.3. Features of teaching
1.4. Planning of teaching

2. Introduction to Teaching Strategies

2.1. Meaning and concept of tactics, strategies, techniques, and methods.
2.2. Determining a strategy for instruction
2.3. Criteria for determining strategy
3. General Methods of Teaching
3.1. Lecture method
3.2. Recitation method
3.3. Discussion method
3.4. Demonstration method
3.5. Heuristic method
3.6. Project method
3.7. Activity method
3.8. Problem solving method
3.9. Inductive method
3.10. Deductive method
3.11. Drill method
3.12. Question answer method
3.13. Group differentiated method

4. Innovative Methods of Teaching

4.1. Micro-teaching
4.2. Simulation method
4.3. Programmed instruction
4.4. Computer assisted instruction
4.5. Team-teaching
4.6. Peer-tutoring
4.7. Individualized instruction
4.8. Cooperative learning
4.9. Tele conference
4.10. Role play/Simulations

5. The Principles of Selection of Methods

5.1. Factors which determine the method to be used
5.2. Principles of selecting appropriate method

6. Lesson Planning
6.1. Introduction to lesson planning
6.2. Approaches to lesson planning
6.3. Types of lesson planning
6.4. Evaluation of lesson planning
 8

Suggested Readings:
Ornstein, A.C. (1991). Strategies for Effective Teaching. Harper Collins
Richard, V. (2001). Handbook of Research on Teaching. Washington DC: American Educational
Research Association.
Smith, B.O. (1983). Elements of Teaching. New York: Columbia Teacher’s College Press.
 9

BED504 Introduction to Computers in Education

Objectives
After completion of the course, the students will be able to:
• describe basics of computer
• use computers in education as teaching tool
• prepare lessons plans, classroom presentation and organize data using computers
• use internet and e-mail for educational purposes.
• develop a portfolio by using computers
Contents
1. Brief History of Development of Computers
2. Computer Hardware
2.1. Central Processing Unit
2.2. Primary memory devices
2.3. Secondary memory devices
2.4. Input devices
2.5. Output devices
3. Computer Software
3.1. System software
3.2. Application software
3.3. Programming languages
4. Internet Explorer
5. Using MS Word for Educational Applications
5.1. Overview of the MS Word
5.2. The writing process
5.3. Developing ideas and content
5.4. Producing drafts
5.5. Developing editing skills
5.6. Adding voice
5.7. Checking for sentence accuracy
5.8. Organizing and publishing
5.9. Writing across the curriculum
5.10. Creating forms
5.11. Using MS Equation Editor
5.12. Using mail merge
6. Using MS Excel in Classroom
7. Microsoft Power point
8. Using MS Publisher
8.1. Developing a newsletter
8.2. Developing a brochure

Suggested Readings:
Candau, Debbie et al. (2006). Intel Teach to the Future. Karachi: Intel Corporation
Cashman S. (2005). Integrating Technology in Classroom. New York: McGraw Hill.
Doja, M. N. (2005). Fundamentals of computers and information technology. India: Deep & Deep
Publications.
Norton, Peter. (2003). Computing Fundamentals. New York: McGraw Hill
Rajaraman, V. (2004). Fundamentals of computers. New Dehli: Prentice Hall of India Pvt. Ltd.
 10

BED 505 Teaching Profession and Educational Law

Objectives
After completion of the course, the students will be able to:
• display an understanding of teaching professiosn as unique, definite, and essential social
service
• bring about change in behavior and attitudes towards successful teaching-learning process
• recognize it a mark of learned profession which emphasizes both duties and rights
• consider that without extensive education there is no respected profession
• develop, on the whole, a firm commitment that teaching profession is responsible for the
quality of its unique, definite, and essential social service and for the enforcement of
standards in the continuous performance of the teachers

Contents
1. Teaching Profession: An Introduction
1.1. Education
1.2. Teaching
1.3. Profession
1.4. Teaching profession
1.5. Segments of teaching profession

2. Characteristics of Teaching Profession

2.1. Characteristics of a profession
2.2. Characteristics of teaching profession

3. Teaching Profession: Responsibilities

3.1. Professional responsibilities
3.2. Ways for fulfillment of responsibilities

4. Duties and Right of Teachers

5. Characteristic of a Good Teacher

6. Teacher’s Role as a
6.1. Scholar
6.2. Practitioner
6.3. Researcher

7. Professional Organizations
7.1. Purposes
7.2. Activities
7.3. Types
7.4. Professional teacher organizations in Pakistan, USA and UK

8. Professional Code of Ethics

8.1. Defining code of ethics
8.2. Purposes of a code of ethics
8.3. Principles for preparing a code of ethics
8.4. Development of teachers’ code of education

9. Teacher Education in National Context

9.1. Different programmes of teacher education
9.2. Teacher education institutions
9.3. Aims of the University of Sargodha
9.4. Teacher at various levels
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10. Various Laws, Rules and Regulations in Pakistani Educational Institutions

10.1. Leave rules
10.2. Pension rules
10.3. Civil services rules
10.4. Registration and recognition of privately managed institutions
10.5. Financial rules
10.6. Group insurance and advances
10.7. TA and DA rules
10.8. Registers , forms and other records in educational institutions
10.9. Some examples of Legal problems in Educational Institutions

Suggested Readings:

Combs Arthur W., and Others (1994). The Professional Preparation of Teachers. Boston: Allyn
and Bacon Inc.
Good, Biddle, and Brophy (1995). Teachers Make a Difference. New York: Hole, Rinchart and
Winston
Govt. of Punjab ( ) Hand Book of Circulars
Richy W. Robert (2000). Planning for Teaching: An Introduction to Education. New York:
McGraw Hill Book Company
Singh, Y.K and Nath, R.(2005. Teacher Education.New Delhi: A B H Publishing corporation
Venkataiah, N. (2007). Moral Education. New Delhi: A P H Publishing Corporation
 12

BED506 Human Development and Learning

Objectives
After completion of the course, the students will be able to:
• explain the different terminology used in this schedule
• describe different principles and methods of learning
• take effective measures for the smooth running of the classroom teacher
• prepare an action plan for his/her class management by using the psychological principles
• identify the different types of personality traits
• guide his/her students in solving problems of daily life

Course Outline

1. Educational Psychology: Meaning and Scope

2. Human Development

2.1. Definition of development

2.2. Principles of human growth and development

3. Theories of Development
3.1. Piaget’s theory of cognitive development
3.2. Educational implications of Piaget’s Theeory
3.3. Erikson’s theory of personal and social development
3.4. Vygotiky’s theory of development
3.5. Kohlberg’s theory of moral development

4. Individual Differences
4.1. Physical differences
4.2. Sex differences
4.3. Age differences
4.4. Socio economic differences
4.5. Intellectual and academic differences

5. Learning
5.1. Definition of learning
5.2. Social cognitive view
5.3. Cognitive view

6. Motivation
6.1. Concept and Meaning
6.2. Types of Motivation
6.3. Incentives in the classroom

7. Managing the Learning Environment

7.1. Goals of classroom management
7.2. Classroom management and discipline
7.3. Persistence of management problem
7.4. Planning: the key to preventing management problem

8. Preventing Problem
8.1. Teacher characteristic
8.2. Student characteristic
8.3. Physical environment
8.4. Beginning of the school year
8.5. Essential management skills
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Suggested Readings
Allama Iqbal Open University. (2002). Educational Psychology. Islamabad. Allama Iqbal Open
University
Arif, M. H. (2003). Human Development and Learning. Lahore: Majeed book Deport
Arif, M. H. (2004) . Psychology of Education. Lahore: Majeed book Deport
Child D. (2006). Psychology and the Teacher. New York: Continuum
Shahid, S.M. (2002). Educational Psychology. Lahore: Majeed Book Depot
Shantrock, John. W. (2006). Educational Psychology. New York: McGraw Hill
 14

BED507 Assessment in Education

Objectives

After completion of the course, the students will be able to:

• differentiate measurement, evaluation and assessment.
• discuss various techniques of continuous / formative / summative assessment and evaluation.
• develop different types of valid and reliable tests.
• construct, select, assemble and administer appropriate test items.
• describe characteristics of a good test and interpret test scores statistically.

Contents

1. Introduction to Measurement, Assessment and Evaluation

1.1. Concept of measurement
1.2. Concept of assessment
1.3. Concept of evaluation
1.4. Relationship: measurement, assessment and evaluation
1.5. Need for assessment
1.6. Types of assessment

2. Selective Type Test

2.1. Alternative response items (merits and demerits)
2.2. Multiple choice items (merits and demerits)
2.3. Matching type test (merits and demerits)

3. Supply Type Test

3.1. Completion type test (merits and demerits)
3.2. Short answer type (merits and demerits)
3.3. Restricted response test (merits and demerits)
3.4. Extended response test (merits and demerits)

4. Types of tests
4.1. Teacher made test
4.2. Standardized test

5. School Assessment System in Pakistan

5.1. National Education and Assessment System
5.1.1. Purpose
5.1.2. Procedure
5.2. Punjab Education Commission
5.2.1. Purpose
5.2.2. Tests
5.2.3. Interpretations of test scores
6. Characteristics of a good Test
6.1. Developing classroom based tests

7. Test development
7.1. Planning of the test
7.2. Table of specification
7.3. Selection of appropriate test items and their administration

8. Interpretation of Test Scores

8.1. Interpretation by percentage (norm and criterion reference)
8.2. Interpretation by measure of central tendency and frequency
8.3. Marking: grading and reporting the results
 15

Suggested Readings:
Allama Iqbal Open University. (2007). Educational Measurement and Evaluation. Islamabad.
Allama Iqbal Open University

Linn, R. L. and Gronlund, N. E. (2001) Measurement and Assessment in Teaching. (7th edition).
New Jersey: Merill and Imprint of Prentice Hall.

Shahid, SM. (2002). Educational Measurement and Evaluation. Lahore: Majeed Book Depot
 16

BED508 Classroom Management

Objectives
After completion of the course, the students will be able to:
• prepare effective school leaders
• perform the administrative functions effectively and efficiently
• manage the classes properly
• create an effective teaching learning environment in classroom as well as in school
• use management skills for internal and external efficiency of school

Contents
1. Introduction to Management
1.1. Concept and Meaning of Management
1.2. Functions of Management
1.3. Theories of management
1.4. Principles of effective Management

2. School Plant Management

2.1. Building size, shape, design, construction and maintenance
2.2. School library, laboratories, playground
2.3. School environment (common principles)

3. School Record
3.1. Concept and objectives
3.2. Fundamental elements, salient features and practical aspects
3.3. Kinds of records to be maintained
3.3.1. General record (about school, staff, students)
3.3.2. Financial record
3.3.3. Educational record
3.3.4. Equipment record
3.3.5. Correspondence Record
3.3.6. Account books

4. Time Management
4.1. School timetable
4.2. Guiding principles
4.3. General rules

5. School Community Relationship

5.1. Need for cooperation
5.2. Participation by the parents in school program

6. Model of Classroom Management

6.1. Introduction
6.2. Ecological influences on behavior
6.3. Seating arrangement of classroom

7. Aspects of Classroom Management

7.1. Classroom management and instructional technology
7.2. Teaching through cognitive techniques
7.3. Teaching through hand on activities
7.4. Using interact factor of students
7.5. Behavior modification through curriculum and instruction
8. Managing Schools
8.1. School timing, assembly, attendance
8.2. Duties and authorities of school head
8.3. Financial rules
8.4. Teaching of different subjects
8.5. Managing co-curricular activities
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Suggested Readings
Arthur, M., Gordon, C. and Butterfield, N. (2003). Classroom Management. Australia: Nelson
Australia
Gentzler, Y. (2005). A New Teachers Guide to Best Practices. California: Corwin Press
Govt. of the Punjab (2004). Dastoor-ul-Amal: Elementary, Secondary and Higher Secondary
Schools Punjab. Lahore: AH Printers
Veer, U. (2004). Modern School Organization. New Delhi: Anmol Publications Pvt. Ltd.
Yadav, S. (2005). School Management and Pedagogies of Education. New Delhi: Anmol
Publications Pvt. Ltd.
Chaudhry, Z.H. (2004). Elementary School Management. Lahore: Ghulam Rasul and Sons
 18

BED509 Curriculum Development

Objective
After completion of the course, the students will be able to:
• understand the concept and types of curriculum
• differentiate between syllabus, curriculum, and course
• comprehend the elements of curriculum
• analyze the pattern of curriculum organization
• know the process of curriculum development in Pakistan

Contents

1. Introduction to Curriculum
1.1. Concept of Curriculum
1.2. Nature and scope of curriculum
1.3. Difference among curriculum, syllabus, course and educational program
1.4. Elements of the curriculum (objective, content, teaching method and evaluation)

2. Elements of Curriculum
2.1. Objectives
2.2. Content
2.3. Teaching Methods
2.4. Evaluation
3. Foundation of Curriculum
3.1. Philosophical, ideological and historical foundations
3.2. Psychological foundations
3.3. Socio-cultural foundations
4. Types of Curriculum
4.1. Core curriculum
4.2. Teacher centered curriculum
4.3. Learner centered curriculum
4.4. Activity based curriculum
4.5. Integrated curriculum
5. School Curriculum
5.1. Organizing the curriculum
5.2. Elementary school curriculum areas
6. Sources of Curriculum Materials with Reference to School Curriculum
6.1. The selection of curriculum materials
6.2. Organization of curriculum materials
6.3. Teacher as curriculum developer
7. Development of Curriculum in Pakistan
7.1. Process of curriculum development in Pakistan
7.2. Factors affecting curriculum development in Pakistan
7.3. Overview of curriculum of Classes 1-VIII

8. Instructional Material for Elementary Schools

8.1. Textbooks
8.2. Workbooks
8.3. Teacher manuals

9. Evaluation in Elementary Schools

9.1. Introduction
9.2. Types of evaluation
9.2.1. Summative
9.2.2. Formative
9.3. Evaluating curriculum
9.4. Revamping curriculum

10. Issues in the Curriculum at Elementary Level

 19

Suggested Readings

Allama Iqbal Open University. (2002. Curriculum and Instruction. Code 6503. Islamabad.
Allama Iqbal Open University
Edigar, Marlow and R, D.B. (2004). Relevancy in Elementary Curriculum. New Delhi:
Discovery Publishing House
Farooq, R.A. (1993). Education System in Pakistan. Islamabad: Asia society for promotion of
Innovation and reform in education
Muhammad Asif Malik(2001 ). Tadveen-E-Nisab. Lahore: Abdullah book Centre
 20

BED510 Teaching of Mathematics

Objectives
After completion of the course, the students will be able to:
• understand the scope and sequence of mathematics in grades1-8
• solve mathematical problems which have a practical value in life situations
• use techniques for using manipulative materials as instruments for enhancing development
and learning
• use appropriate inquiry strategies for teaching mathematics
• foster a positive attitude toward mathematics and learning
• assess students learning

Contents

1 Introduction:
1.1 What is Mathematics?
1.2 Nature, Scope, Need & importance of Math’s.
1.3 History of Math’s
1.4 Muslim contributions in the development of math’s
2 Introduction to Teaching of Mathematics
2.1 Nature of teaching of mathematics
2.2 Philosophy of teaching of mathematics
2.3 History of teaching of mathematics
2.4 Nature of teaching of mathematics

3 Objectives of Teaching of mathematics

3.1 Mathematical Problem Solving
3.1.1 Mathematical problem solving
3.1.2 Criteria for successful problem solving in elementary mathematics
3.1.3 Role of the teachers to promote these criteria in elementary students
3.2 Mathematical Reasoning
3.2.1 Meanings of mathematical reasoning
3.2.2 Drawing logical conclusions about mathematics
3.2.3 Using models, facts, properties and relationships to explain thinking
and justifying solutions
3.3 Mathematical Connections
3.3.1 Link conceptual and procedural understanding
3.3.2 Recognizing relationships among different topics in mathematics
3.3.3 Using mathematics in other subject areas and in real-world applications
3.4 Mathematical Communication
3.4.1 Relate physical materials, picture, mathematical language, and symbolic
representation to mathematical ideas and situations
3.4.2 Representing discussing, reading, writing and listening to mathematics
as vital part of learning and utilizing mathematics

4 Theoretical Foundations for Mathematics Education

4.1 Cognitive theories
4.2 Theories into practice

5 Writing Behavioral Objectives in Mathematics

6 Scope and Sequence of Elementary Mathematics Curriculum

6.1 Expectations from the elementary school children

6.2 Development of mathematics curriculum
 21

8 Teaching of the content of Class VI-VIII Mathematics

9 Lesson Planning in Mathematics

10 Establishment and Maintenance of Mathematics Laboratory

Suggested Readings:

Billstein, R., Libeskind, S., Lott, W.J. (2000). A Problem Solving Approach to Mathematics for
Elementary School Teachers. New York, Addison Wesley Longman.
Broomes, D. et. al. (1996). Teaching Primary School Mathematics. Jamica: Ian Randle.
Grouws A. D. (2007). Handbook of Research on Mathematics Teaching and Learning. New
York: Information Age Publishing
Loudhi, S.M. (2004).Tadrees-E-Riazi. Lahore: Majeed Book Deport
Punjab Text Book Board. (2008). Mathematics VI. Lahore
Punjab Text Book Board. (2008). Mathematics of Class VII. Lahore
Punjab Text Book Board. (2008). Mathematics of Class VIII. Lahore
Punjab Text Book Board. (2008). Mathematics of Class IX. Lahore
Punjab Text Book Board. (2008). Mathematics of Class X. Lahore
Zevenbergen, R. and Wright, D. S. (2005). Teaching Mathematics in Primary Schools. Sydney:
Allen and Unwin.
 22

BED511 Teaching of Physics

Objectives
After completion of the course, the students will:
• understand the general objectives of teaching Physics
• relate the principles of Physics to the experiences of daily life
• familiarize themselves with the fundamental principles, theories and concepts of physics

Contents
1. Introduction to Teaching of Physics at Secondary Level
1.1. Nature of teaching of Physics
1.2. Philosophy of teaching of Physics
1.3. History of teaching of Physics
1.4. Scientific method
2. Aims and Objectives of Teaching of Physics
2.1. Introduction
2.2. Aims of teaching Physics
2.3. Bloom’s taxonomy of objective
2.4. Scientific attitude
2.5. Techniques for developing scientific attitude
2.6. Role of Physics teacher
3. Scope and Sequence of Physics Curriculum
3.1. Introduction
3.2. Content sequence of Physics curriculum at secondary level
3.3. Structuring of knowledge of Physics

4. Lesson Planning
4.1. Introduction
4.2. Advantages of lesson planning
4.3. Characteristics of a good lesson plan
4.4. Steps in lesson planning
5. Text Book of Physics Class IX
6. Text Book of Physics Class IX

7. Preparing Lesson Plans and Presentation of Lesson Plans

8. Establishment and Maintenance of Physics Laboratory

Suggested Readings
Heimder, C. H. (1989). Focus on Physical Science. Ohio: Jack Price Merrill Publishing
Company
Owen, C.B. (1964). Methods for Science Master. London: Macmillans Co. Ltd.
Punjab Text Book Board. (2008). Physics of Class IX. Lahore
Punjab Text Book Board. (2008). Physics of Class X. Lahore
 23

BED512 Teaching of Chemistry

Objectives
After completion of the course, the students will:
• understand the general objectives of teaching chemistry at secondary level
• relate the principles of chemistry to the experiences of daily life
• develop teaching skills
• possess manipulate quality to organize practical classroom activities demonstrations and
presentations
• develop effective communicative skills
1. Introduction
1.1. Philosophy of Chemistry
1.2. Chemistry and its scope
1.3. Importance of chemistry in everyday life
1.4. Creativity and chemistry teaching
1.5. Scientific method and its steps (Statement of the problem, literature review, hypothesis,
experimentation, data analysis, conclusions)
2. Aims and Objectives of Teaching Chemistry
2.1. Aims of teaching Chemistry
2.2. Objectives of teaching Chemistry
2.3. Bloom's Taxonomy of objectives
2.4. Scientific attitude
2.5. Techniques for developing scientific attitude
2.6. Role of Chemistry teacher
3. Correlation of Chemistry to Other Subjects
3.1. Correlation and its importance with other subjects:
3.1.1. Language
3.1.2. Mathematics
3.1.3. Social sciences
3.1.4. Biology
3.1.5. Physics
3.1.6. Work experience

4. Text Book of Chemistry Class IX

5. Text Book of Physics Class IX

6. Preparing Lesson Plans and Presentation of Lesson Plans

7. Establishment and Maintenance of chemistry Laboratory

Suggested Books
Advanced Teaching Skills, Module -02, National Academy of Higher Education, Higher
Education Commission, H -9, Islamabad.
Orlich, Harder, Callahan, Gibson (1998). Teaching Strategies, 5th Ed. New York: Houghton
Mifflin Company.
Yadav M. S. (1993). Teaching of Chemistry. New Delhi: Anmol Publications
 24

BED513 Teaching of Biology

Objectives
After completion of the course, the students will:
• understand the general objectives of teaching biology at secondary level
• relate the principles of biology to the experiences of daily life
• develop teaching skills
• possess manipulate quality to organize practical classroom activities demonstrations and
presentations
• develop effective communicative skills

Contents
1. Aims and Objectives of Teaching of Biology
1.1. Aims, goals and objectives
1.2. Objectives of teaching biology at secondary level
2. Scope and Sequence of biology Curriculum
2.1. Introduction
2.2. Content sequence of Biology curriculum at secondary level
2.3. Structuring of knowledge of Biology
3. Writing Behavioral Objectives in Biology
4. Text Book of Biology Class IX
5. Text Book of Biology Class X
6. Preparation and Presentation of Lesson Plan
7. Organization and Management of Laboratory
71. Maintenance of laboratory items
7.2 Maintenance of stock, perishable, permanent, consumable stock.
7.3 Annual checking of stock register
7.4 Safety Rules during working in science laboratory

Suggested Books
Owen, C.B. (1964). Methods for Science. Master-House London: Macmilan’s Ltd.
Punjab Text Book Board. (2008). Biology of Class IX. Lahore
Punjab Text Book Board. (2008). Biology of Class X. Lahore
Zaidi S.M. (2004). Modern Teaching of Science. New Delhi: Anmol Publications Pvt. Ltd.
 25

BED514 Teaching of English

Objectives
After completion of the course, the students will be able to:
• develop all the four basic language skills effectively (listening, speaking, reading and
writing).
• understand and apply the psychological principles of language learning.
• teach at elementary level by imparting real life training during the course of studies.
• teach english language with latest pedagogical techniques.
• develop communicative competence.
• prepare a comprehensive lesson plan keeping in view the modern approaches of teaching
englishs.

Contents

1. Importance of English Language

1.1. English as an international language
1.2. languages of higher professions
1.3. Language of world knowledge
1.4. A rich store house of literature
1.5. Cultural value of English

2. Language teaching methodologies

2.1. Grammar translation method
2.2. Direct method
2.3. Audio lingual method
2.4. Audio visual method
2.5. Communicative approach
2.6. Experiential Method
2.7. Eclectic approach

3. Developing English language Skills

3.1. Listening skills
3.2. Speaking skills
3.3. Reading skills
3.4. Writing Skills

4. Teaching of grammar
4.1. Prescriptive Grammar
4.2. Descriptive Grammar

5. Teaching of pronunciation and vocabulary

5.1. Important aspects of English vocabulary
5.2. Techniques of vocabulary expansion
5.3. Principles of teaching pronunciation

6. Lesson Planning and presentation

6.1. Preparation
6.2. Presentation
6.3. Practice
6.4. Production

7. Text book of English IX

8. Text book of English X

 26

Suggested Readings:

Ahmad, M and Mumtaz, K. (2003) . Teaching of English. Lahore: Ghulam Rasul and
Sons
Allama Iqbal Open University (2000). Teaching of English as a Foreign Language. Code : 554.
Islamabad. Allama Iqbal Open University
Allama Iqbal Open University (2005). Teaching of English. Code : 6508. Islamabad. Allama
Iqbal Open University
Punjab Text Book Board. (2008). English of Class IX. Lahore
Punjab Text Book Board. (2008). English of Class X. Lahore
Tahir, M.S. (2003). Teaching of English as a Foreign Language. Lahore: Majeed Book
 27

BED515 Methods of Teaching of Pakistan Studies

Objectives
After completion of the course, the students will:
• familiarize with his past and present geographical and social environment.
• appreciate rich culture heritage
• build patriot democratic citizens.
• foster national feelings.
• promote international understanding.
• resolve the contemporary social and individual problems.

Contents

1. Meaning, Nature and Scope

1.1. Meaning and Definition of Pakistan Studies
1.2. Nature and Scope of Pak. Studies
1.3. Relation of Pak. Studies with other School Subjects
1.4. Differentiation between Pak. Studies and Social Sciences
1.5. Importance of teaching of Pak. Studies

2. Aims, Objectives and Values of Teaching Pak. Studies

2.1. General Aims of Teaching Pak. Studies
2.2. Objectives of Teaching Pak. Studies
2.3. Values of Teaching Pak. Studies

3. Pakistan Studies Curriculum

3.1. Definition of Curriculum
3.2. Importance of Curriculum
3.3. Principles of Curriculum Formation
3.4. Selection of Material for Curriculum
3.5. Organizing the Contents of Pak.Studies Curriculum
4. Lesson Planning in Pak. Studies
4.1. Lesson Planning
4.2. Advantages of Lesson Planning
4.3. Features of a Lesson Planning
4.4. Steps in Lesson Planning

5. Ideology of Pakistan
5.1. Sovereignty of God
5.2. Pallor basic of Islamic Society
5.3. Two Nation Theory
5.4. Indian Society before Islam
5.5. The Struggle for a Cultural Identity

6. Pakistan Movement
6.1. Fall of Mughal
6.2. Formation of East India Company
6.3. Struggle to get rid of British
6.4. Sir Syed Ahmed Khan, Role
6.5. The Emergence of Pakistan (1906- 47)

7. Nationhood (1947- 1988)

7.1. The Governor Generalship of the Quaid-e-Azam
7.2. The Government and Constitution of Pakistan (1948-1088)
7.3. Three Wars with India

8. Land of Pakistan
8.1. Location of Pakistan
8.2. Natural Topography
8.3. Irrigation System
 28

8.4. Agricultural
8.5. Industries

9. 12. Pakistan’s International Relations

9.1. Pakistan and Muslim Countries
9.2. Indo-Pak Relations
9.3. UNO-Aims and Objectives, Structure
9.4. Kashmir Problem and the Role of UNO since 1948

Suggested Readings
Kelly, N. (2004). The History and Culture of Pakistan. London: Peak Publishing
Rao, M. P.(2005). Teaching of Social Studies. Delhi: Dominant Publishers andDistributors
 29

BED517 Teaching of General Science

Objectives
After completion of the course, the students will be able to:

1. understand the general objectives of teaching science at elementary level.

2. understand scientific concepts.
3. differentiate between scientific products and processes.
4. understand the underline principles of science education.
5. apply appropriate methods and techniques for effective learning.
6. Understand and apply various methods and techniques for teaching the concepts of science
7. Develop scientific thinking and scientific attitude among their students
8. Select appropriate methods and techniques for teaching a given topic of science by
developing and arranging the necessary material and conditions
9. Plan, organize and teach a lesson on a given topic of science in the light of theory and
research of science education
10. Understand recent trends and issues in methods and techniques of teaching science at
elementary and secondary level

Contents
1 History of Science
1.1 Islam and science
1.2 Scientific method
1.3 Advantages and disadvantages of scientific method
1.4 Branches of science
1.5 Evolution of modern science

2 Science and Society

2.1 Islam and science
2.2 Scientific method
2.3 Branches of science
2.4 Evolution of modern science

3 Science and Society

4 Cell as Unit of life

4.1 Start of life
4.2 Chemical composition
4.3 Chromosomes and genes

5 Microscopic Organisms
5.1 Bacteria
5.2 Virus
5.3 Growth of human body
5.4 Role of nutrition
5.5 Components of nutrition
5.6 Role of hormones in body

6 Essential Elements of Life

6.1 Carbon,
6.2 Hydrogen,
6.3 Oxygen
6.4 Nitrogen
6.5 Calcium,
6.6 Phosphorous
6.7 Potassium,
6.8 Sulpher
 30

6.9 Chlorine
6.10 Sodium,
6.11 Magnesium

7 Structure of Atom and Radioactivity

7.1 Atom
7.2 Fission and fusion
7.3 Pakistani Nuclear Program
7.4 Peaceful use of Atomic energy

8 Modern Technology
8.1 Computer
8.2 Engine
8.3 Radio
8.4 Astronomy ,
8.5 Laser ,
8.6 Radar, Telephone
8.7 Television
8.8 Pakistan’s Space Program
8.9 Tape Recorder, CD Player
Science and technology in Pakistan
Futurism
9 Energy
9.1 Types of Energy
9.2 Energy Sources
9.3 Measurement of energy and its units
9.4 Use of Energy in Pakistan
9.5 Conservation of energy

10 Environmental and Natural Resources

10.1 Minerals
10.2 Agricultural recourses
10.3 Marine Resources
10.4 Pollution and its types
10.5 Population explosion
10.6 Ecological balance
10.7 Forests
10.8 Water logging and salinity
10.9 Urbanization
10.10 Minerals
10.11 Agricultural recourses
10.12 Marine Resources
10.13 Pollution and its types
10.14 Population explosion

1 Organization and Management of Laboratory

14.1 Maintenance of laboratory items
14.2 Maintenance of stock, perishable, permanent, consumable stock.
14.3 Annual checking of stock register
14.4 Safety Rules during working in science laboratory
 31

Suggested Readings:

Allama Iqbal Open University. (2002). Laboratory Organization Management and safety
Methods. Code : 698. Islamabad. Allama Iqbal Open University
Allama Iqbal Open University. (2002).Teaching Strategies in Science Education. Code : 696.
Islamabad. Allama Iqbal Open University
Loudhi, S.M. (2004).Tadrees-E-Science. Lahore: Majeed Book Deport
Punjab Text Book Board. (2008). Science of Class VI. Lahore
Punjab Text Book Board. (2008). Science of Class VII. Lahore
Punjab Text Book Board. (2008). Science of Class VIII. Lahore
Punjab Text Book Board. (2008). Science of Class IX. Lahore
Punjab Text Book Board. (2008). Science of Class X. Lahore
Siiddiqui, M.H. (2007). Teaching of Home Science. New Delhi: A P H Publishing
Corporations
 32

BED 516 Methods of Teaching Urdu

33