University of South Asia Lahore
Layyah Campus
Scheme of Studies for Semester System
FOR
B. Ed PROGRAMME
DEPARTMENT OF EDUCATION
FIRST SEMESTER SUBJECTS

Introduction to Education
 Assessment in Education
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


Classroom Management
Introduction to Computer in Education
Curriculum Development
Teaching of Pakistan Studies
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
01 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:
BEFORE MID
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
AFTER MID
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.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
02 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 :
BEFORE MID
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)
2.3Matching 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
AFTER MID
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
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).
03 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
: BEFORE MID
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
AFTER MID
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
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
04 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 : BEFORE MID
1.Introduction of Computer
1.1 Definition
1.2 Importance of computer
1.3 Uses of computer in different fields
1.4 Types of computer / classification of computer
2.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
AFTER MID
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:

Doja, M. N. (2005). Fundamentals of computers and information technology. India: Deep &
Deep
Publications.
Norton, Peter. (2003). Computing Fundamentals. New York: McGraw Hill
05 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: BEFORE MID
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
AFTER MID
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
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
06 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: BEFORE MID
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
AFTER MID
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
8.4.Agricultural
8.5.Industries
9.. 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 and Distributors 29
HEAD OF DEPARTMENT
SYED KHIZER ABBAS SHAH
CAMPUS DIRECTOR
DR.RASHID IRSHAD CH