Teachers Education (B. Ed)

Departmental Profile

Teacher Education Department

History

1. Shailabala Women’s (Auto.) College, Cuttack has established the department of B.Ed. presently renamed by NCTE as the department of Teacher Education in the academic session 2016-17.
2. The department of Higher Education had issued a NOC in favor of SWAC to open B.Ed. programme in Self Financing mode vide letter no. HE-FE-IIA POL 0219/14-8559 dated 16/04/2016 (from the principal Secretary of Higher Education, Govt. of Odisha to the Regional Director, ERC, NCTE, Bhubaneswar).
3. A meeting was held on 11.05.2016 under the chairmanship of Commissioner-cum- Secretary regarding starting of Teacher Education Programmes in Govt. colleges and Universities of Higher Education which proceedings enlisted the name of this college to open 2 years B.Ed. Programme for the session 2016-17. This proceeding was sent from Sri M.K. Mohanty OAS CS was sent from Joint Secretary to Govt. , Department of School & Mass Education to the Direction TE & SCERT, Odisha, Bhubaneswar.
4. The ERC of NCTE, New Delhi issued recognition to SWAC to open Two years B.Ed. Programme in Self financing mode with an intake capacity of 50 ( 1 Basic unit) from the academic session 2016-17 vide their letter no. F.No. ER-213.6 (i).160/ERCAPP3073/B.Ed./2016/45923, dated 02/05/2016 which was issued from the Regional Director ERC, NCTE to the Principal, SWAC, Cuttack.
5. The Registrar of Rama Devi Women’s University, BBSR granted permanent affiliation to two years B.Ed. (S.F) programme with 50 seats to SWAC from the session 2016-17 vide their letter no. CDC/Aff/59/17/3241 dated 22.07.2017, which changed our affiliation from Utkal University to Rama devi Women’s University and it is continuing till to date.

A meeting was held on 25.05.2016 in the conference hall of Higher Education Department as per the letter no. HE-FE-II (A) Pol-0056/2015 12355(8)/ HE  dated 24.05.2016 issued by Sri P.K. Das, Addl. Secretary to Govt. Department  of Higher Education, Govt. of Odisha to the Principal, Shailabala Women’s (Auto.) College, Cuttack Dr. Surendra Prasad Jena the then Principal I/C represented Shailabala Women’s (Auto.) College in that  meeting. Higher Education Department gave their approval according to the proceedings of this meeting along with their guidelines regarding the course structure, fees structure & other related issues, vide letter no. HE-FE-II (A) Pol-0056/2015 14346/ HE dated 03.06..2016. It is a matter of great pleasure that this department has built up the career of as many as 300 hundred talented women teachers of this country and rendering its services till to date.

VISION

To prepare multitalented women teachers to fulfill the emerging educational needs of 21^st century

MISSION

• To achieve holistic development of students in a nurturing environment by providing emerging content through innovative pedagogy.
• To make students competent for community service.
• To enable students to achieve excellence in the field of ICT.
• To cultivate ethical and aesthetic values through Art and Physical Education.
• To ensure student’s empowerment to meet the challenges of 21^st

Departmental Profile

Name of the Department: Teacher Education Department

Date of Establishment: 2016

Student intake capacity-50 ( For each year )

Number of Faculty Member- 08

Number of Non-Teaching Staff-06

Courses Offered– Two years B. Ed in Regular and Self -financing mode

Infrastructure of the Department:

• Number of class room-04
• Almirah-07
• Book Shelf-03
• Wooden Table-09
• Wooden Chair-08
• Library Stock
• Laboratory Stock
• Computer Table with Chair-01
• Students Table Desk-08
• Student Table & Chair-100
• Toilet-06
• Water Purifier cum cooler-01
• Aquaguard-01

            Learning Resources of the Department-

• Desktop-04
• Laptop-02
• Printer cum Xerox Machine-02
• Projector-01
• Wi-Fi Connected

Activities of the Department–

• Internship
• Field Visit
• Awareness Programme
• Art Exhibition
• Rakhi Workshop
• Seminar
• Community Activity

Dr. Bidulata Sahoo
Smt. Sujata Biswal
Sri. Girish Chandra Behera
Dr. Sasmita Gahan
Smt. Niharabala Majhi
Ms. Pranati Priyadarshini
Sri. Nirmal Sethi
Ms. Purnabasi Rout 

AWARENESS PROGRAM:

• Dengue Awareness program conducted by Teacher Education Department on 27.09.2023
• Traffic Awareness Programme conducted by Teacher Education Department on 07.10.2023

Students Achievement :

• Sangita Sethy, Teacher, Mahanga Women’s Higher Secondary School, Cuttack, further Academic Session-2021-23.
• Archana Behera, PGT (Physics), Veer Hanuman Jew Higher Secondary School, Kendrapara.
• Monalisa Sahoo, SSB Lectureship

Higher Studies :

• Stuti Rachita Pradhan, PG on Zoology
• Saswati Biswakalyani, M.Ed.
• Sangita Priyadarshini, PG in Education
• Kumudini Lakra, PG
• Sushree Samarpita, M.A in English
• Sunita sahoo, PG
• Sushree Sangita Ratha, PG
• Srutilipi Swain, PG
• Dipismita Behera, PG
• Gayatri Mallick, M. Ed.
• Rojalin Bhuyan, PG
• Smaranika Satapathy, PG
• Sushree Sandhyarani Dash, PG

Course Outcome:

B.ED 1^st Year

PE-1 (Education, School and Society)

• State the narrow and broad meaning of education and form own concept on education ·
• Identify various modes and processes of education ·
• Explain the foundations of education and the aims of education as recommended by different commissions education policies and educational thinkers ·
• State the relationship between school and education, school and community and among education society and culture ·
• Elaborate the linkage between education and national development

PE-2 (Childhood and Growing Up)

• Explain the concepts of growth and development of human child and the underlined general principles of growth and development.
• Describe briefly the periods and the typical characteristics of growth and development during each period.
• Specify the contexts and factors influencing development.
• Explain the theories of socio-emotional, cognitive and language development and their educational implications.
• Describe the developmental characteristics of childhood development and their bearing on school and classroom practices.
• Elaborate the developmental characteristics, contextual needs and tasks during adolescence and the role of school and teachers in addressing the challenges during this period of development.
• State the different forms and characteristics of individual differences and the ways of meeting the classroom issues arising out of the differences.
• Identify the learning needs during the different stages of development and adopt appropriate strategies in and out of school to meet the learning needs.

PE-3 (Learning and Teaching)

• State the meaning, nature, dimensions and basic conditions of learning.
• Discuss the broad perspectives of behaviouristic, social cognitive and constructivist vies of learning and their educational implications.
• Explain the process of learning as meaning making and the ways of facilitating meaningful learning in and out of the school.
• Employ the processes of teaching and managing classroom situations for meaningful learning.
• Elaborate the processes of preparation and continuing development of professional teacher in the context of a professional ethics of teaching profession.

PE-4(Contemporary concerns in Education)

• Describe the prevailing social inequities, diversities and marginalization in India and their implication for education.
• State the relevant Constitutional provisions, policy recommendations and the provisions in different acts relating to education specifically to School Education.
• Explain the various concerns and issues of school education ·
• State the roles of teachers in addressing the concerns and issues ·
• Develop a set of professional values required to address the issues and concerns through curricular and co-curricular practices.

CPS-2 (Learning Assessment)

• State the nature, purpose and types of educational assessment and evaluation.
• Develop and use different types of tools and techniques for continuous and comprehensive assessment of learning in the school situation.
• Explain the importance of assessment for learning and its processes for enhancing the quality of learning and teaching.
• Analyze the trends and issues in learning and learner assessment.
• Analyze and interpret results of the assessment using rudimentary statistical methods.

CPS- 3 (Pedagogy of School Subjects)

Pedagogy of Physical Science:

• State the nature and importance of physical science and its relevance in secondary school curriculum.
• Use various methods and approaches to teaching-learning Physical Science suitable for the secondary school classes.
• Plan lessons in physical science for effective classroom transactions.
• Develop and collect activities and resource materials for their use in enhancing quality of learning of Physical Science at the secondary level.
• Use appropriate tools and techniques for continuous and comprehensive assessment of learning in Physical Science.
• State the concepts in Physical Science included in the secondary school curriculum and make pedagogical analysis of those concepts.

Pedagogy of Odia:

• State the importance and place of Odia as mother tongue in school curriculum.
• Develop the strategies to address the problems of Odia language acquisition in multilingual context. Use various strategies for facilitating the acquisition of language skills in Odia.
• Decide appropriate pedagogic approaches to transact different types of lessons in Odia.
• Prepare appropriate tools for comprehensive assessment of learning in Odia.
• Explain the fundamentals of Odia linguistics and their relevance in teaching learning Odia.
• Plan appropriate pedagogic treatment of the prescribed textual contents (in Odia) of classes IX and X.

Pedagogy of English:

• Analyze the issues relating to importance and place of English in school curriculum, acquisition of skills in English, realization of aims and objectives of learning English and language policy as conceived in NPE, 1986 and NCF – 2005.
• Use various methods, approaches and strategies for teaching-learning English and transact various types of lesson plans covering all aspects of English language following different approaches.
• Develop test items to assess learning in English and provide feedback as well as prepare enrichment materials.
• Use the understanding of phonetics for facilitating students’ speaking in English.
• Plan appropriate pedagogical treatment of the prescribed contents for effective classroom transaction.

EPC-3 (Fine Art):

• Explain different Art forms
• Prepare two dimensional and three dimensional teaching aids
• Collect materials from the locality and prepare low cost and no cost teaching aids
• Organize exhibitions of different Art forms

EPC-4 (Physical Education and Yoga):

• Understand the importance of Physical Education in Human life ·
• List the different programmes of Physical Education ·
• Practice Yoga for peaceful and harmonious living ·
• Enumerate the relationship between Yoga and goals of life.

School Internship:

• Developing professional capacities, teacher sensibilities and sustained engagement of student-teachers (prospective teachers) with learners and schools.
• Equipping the student-teachers with required skills and competencies to cater to diverse needs of the learners in schools ·
• Exposing the student-teachers to multicultural contexts of the society which influence the school environment and its functioning ·
• Validating the theoretical understanding of the student-teachers developed through various perspective and pedagogic courses ·
• Enabling the student-teachers internalize the role of a teacher – as a facilitator of learning, classroom manager, resource mobilizer and manager, innovator, evaluator of learner performance, planner and organizer of other curricular activities, mentor and counsellor for children, service provider for the community and parents, developer and evaluator of curriculum text books and other TLMs etc.

OCSD-1 (Fruit and Vegetable Preservation):

• Develop economic values through fruit and vegetable preservation ·
• Gain knowledge about fruit preservation industry ·
• Gain knowledge about different type of preservatives for different type of preservation ·
• Have appropriate use of fruits and vegetables by avoiding wastage and spoilage

B.ED 2^nd Year

PE-5 (Knowledge and Curriculum)

• State and explain the nature of knowledge.
• Describe the process of constructing knowledge.
• Differentiate different types of curriculum.
• Explain the processes and principles of curriculum planning development.
• Elaborate the transaction, evaluation and renewal processes of curriculum.

PE-6 (Educational Management)

• Spell out the structure of educational management at different levels – from national to institution level ·
• Explain the implications of various policies and provisions in respect of educational management ·
• Identify and utilize various resources for effective school functioning ·
• Actively participate in the preparation of school development plan ·
• Explain the role of monitoring and feedback mechanism for effective school functioning.

PE-7a (Creating an Inclusive School)

• Explain the changing concepts related to inclusive education.
• Elaborate the different categories of children with special needs, their problems in schooling and need of inclusive education to address their educational problems.
• State the barriers of inclusion in the existing schools.
• State the characteristics and dimensions of an inclusive school · Describe the process of developing an inclusive school.

PE-7b (Gender, School and Society)

• State the key concepts related to the gender issues.
• Identifies key gender issues in school, curriculum, textbooks and pedagogical process.
• Understands the ways to address gender issues in and out of school context.

PE-8a (Action Research and Innovation)                                       

• Understand the concept, need and importance of action research and its differences with the pure and applied researches in Education.
• Conduct action research selecting and using the appropriate methods ·
• Follow the approved format and style in reporting the action research ·
• Evaluate an action research project in terms of it’s of its objectives, processes and implications.

PE-8b (Guidance and Counselling)

• State the concept, need and principles of guidance.
• Explain the role of school in organizing different guidance programmes.
• Use various tools and techniques of guidance in appropriate contexts.
• Narrate the process, tools and techniques of counselling.
• Explain the qualities and role of a school counsellor.

CPS-1 (Language across the Curriculum)

• Identify the language backgrounds of students and facilitate their movement from home / regional language to standard language.
• Analyze the nature of classroom discourse and devise strategies to improve communication skills of students.
• Develop the appropriate skills of reading and writing among the learners and facilitate reading writing connection.
• Envision their role as facilitators of learners’ language enrichment irrespective of the subjects they teach.

CPS-3 Pedagogy of a School Subject

Pedagogy of Mathematics:

• Narrate the evolution and nature of Mathematics and its importance in the school curriculum in the context of the recent curricular reforms.
• Use various methods and approaches of teaching and learning mathematics especially suitable for the secondary school classes. ß Plan lessons in Mathematics using traditional and constructivist approaches for effective classroom transactions.
• Develop and collect activities and resource materials for their use in enhancing the quality of learning Mathematics at the secondary level.
• Conduct continuous and comprehensive assessment for enhancing the quality of Mathematics learning.
• Explain the concepts in Mathematics included in the secondary school curriculum and make pedagogical analysis of those concepts

Pedagogy of History:

• State the meaning, scope and importance of History and Political Science.
• Specify the skills and competencies to formulate specific learning outcomes for different History and Political Science lessons.
• Identify the different methods and skills of teaching History and Political Science for transacting the contents effectively.
• Explain the importance of time sense and prepare / utilize timelines for effecting teaching of History. Prepare Unit Plans and Lesson Plans in History and Political science.
• Develop diagnostic achievement test, administer them and analyse the results for providing feedback

Pedagogy of Geography:

• State the importance of teaching and learning of Geography at the secondary level.
• Use appropriate teaching methods and strategies while facilitating learning of Geography.
• Develop lesson plans for effective teaching and learning of Geography.
• Prepare, collect and procure resource materials including suitable teaching aids and use them effectively in the classroom.
• Develop appropriate tools and techniques for comprehensive assessment of learning in Geography.
• State the concepts in Geography included in the secondary school curriculum and make pedagogical analysis of those concepts.

Pedagogy of Bio-Science:

• State the nature and importance of Biological Science and its relevance in secondary school curriculum in context with recent curriculum reforms in School Curriculum.
• Use various methods and approaches to teaching-learning Biological Science suitable for the secondary school classes.
• Plan units’ lessons in Biological Science using traditional and constructivist approaches for effective classroom transactions.
• Develop and collect activities and resource materials for their use in enhancing quality of learning of Biological Science at the secondary level.
• Use appropriate tools and techniques for continuous and comprehensive assessment of learning in Biological Science.
• State the concepts in Biological Science included in the secondary school curriculum and make pedagogical analysis of those concepts.

EPC-1 (Critical Understanding of ICT):

• Describe a computer system · describe the working of a computer ·
• Operate the windows operating system · use word processing package ·
• Use internet for educational purpose ·
• Use the word processing package in education ·
• Appreciate the use of ICT in teaching and learning ·
• Acquire the skill of trouble-shooting whenever there are problems in the working of computer

EPC-2(Understanding the self):

• Explain that any Self is a human resource to exercise all the resources: cognitive, affective and psychomotor.
• Realize that the Self does not have independent existence but related to Nature, other selves and the ‘Unknown’ causing it and this great design of the Universe.
• Perform one’s function to the possible extent as any part of the Nature is silently doing so; thereby developing self-actualization and self-esteem.
• Realize that one is responsible as a person and as a teacher for the integrated development of oneself and one’s pupils: Physical, cognitive, social, emotional, aesthetic, moral, and spiritual developments.
• Realize the commonness and uniqueness prevalent in Nature and human nature and feel equality as the reality and contribute to the furtherance of evolution at mental level.

School Internship:

• Developing professional capacities, teacher sensibilities and sustained engagement of student-teachers (prospective teachers) with learners and schools.
• Equipping the student-teachers with required skills and competencies to cater to diverse needs of the learners in schools ·
• Exposing the student-teachers to multicultural contexts of the society which influence the school environment and its functioning ·
• Validating the theoretical understanding of the student-teachers developed through various perspective and pedagogic courses ·
• Enabling the student-teachers internalize the role of a teacher – as a facilitator of learning, classroom manager, resource mobilizer and manager, innovator, evaluator of learner performance, planner and organizer of other curricular activities, mentor and counsellor for children, service provider for the community and parents, developer and evaluator of curriculum text books and other TLMs etc.

Community Activities:

Make the students acquainted with different local, national and inter-national programmes.

To develop the qualities of organising different community activities.

To develop the attitude of management and social service.

To inspire the students to contribute for the social as well as national development.

Programme Specific Outcome:

B.Ed. 1^st Year

PE-1

• Understanding aims of education as recommended by the commission, education policies and educational thinkers in India.
• Understanding the socio-cultural concerns of Indian Education System with respect to its past, present and future.
• Identifying different community resources for their best utilisation for quality education.

PE-2

• To prepare case studies of children with special needs and problem behaviour.
• To learn to administer attitude test, aptitude test and intelligence test to understand the needs of the students.
• To learn the ways of observation and analysing the problem behaviour in the classroom.

PE-3

• Train the students for effective classroom transaction.
• To provide opportunities for seminar presentations in different current issues relating to education.
• To prepare the upcoming teachers in designing different classroom activities.
• To develop the professional spirit for ideal teaching for meaningful learning experiences.

PE-4

• Conducting social survey in respect of inequality and marginalization.
• Preparation of case studies of violations of child rights/ human rights.
• Preparation of a term paper on Constitutional values with reference to the issues of equality ·
• Projects on school-based activities for Peace education / life skill education

CPS-2

• Preparation of objective-based items in different school subjects.
• Construction of an achievement test on different topics along with its administration and interpretation of the results.
• Preparation of appraisal of current CCA practices in the secondary schools.

CPS-3 (Odia, English, Physical-Science)

• Preparation of lesson plans on different topic of the secondary school following the 5E and/or ICON models.
• Preparation of a unit test on different topics by developing the Blue Print and the test items conforming to the blue print.
• Diagnosis of learner difficulty in Mathematics and preparation of remedial exercise.
• Designing pedagogical treatment for different topic and designing learning activities.

EPC-3

• Collection of different forms of folk art.
• Preparation of a report on specimens of visual art.
• Preparation of an album of greeting cards of children’s concern with appropriate caption.

EPC-4

• Preparation of a report on different Physical Education programmes organized in school.
• Preparing a report on different Yogic practices ·
• Developing a set of recreation activities for secondary school students.

School Internship

• Preparing lesson plans in 5E model.
• Preparing lesson plans in ICON model.
• Preparing TLMs and audio visual aids for teaching different school subjects.

 OCSD-1 (Fruit and Vegetable Preservation)

• Preparation of jams, jellies, marmalades and cordials.
• Preparation of oil and vinegar pickles, chutneys, ketchups and sources.
• Preparation of fruit vinegars.

B.Ed. 2^nd Year

PE-5

• Identification of learning resources and designing of beyond classroom activities for transacting a lesson.
• Preparation of a transactional blue print of different content unit in different school subject at the secondary level.
• Preparation of an appraisal report on the curriculum renewal process during post NPE (1986) period.

PE-6

• Preparing Case study on school-community collaboration for the improvement of the school.
• Survey of resources available in a school and the manner of their utilization.
• Preparing short term and long term School Development Plan.

PE-7a

• Preparation of a report on classroom problems faced by CWSN.
• Preparation of a report on various types of interventions provided for different category of CWSN in school.

PE-7b

• Conducting Surveys on role distribution among family members.
• Preparation of a report on gender-based roles and practices of the students and staff
• Analysis of a secondary level textbook from gender perspective.

PE-8a

• Conducting action research on different problems of the school.
• Conducting action research on different problems of the classroom.

PE-8b

• Preparation of a comprehensive guidance programme for a school on the basis of need survey.
• Preparation of a vocational / educational counseling programme for class–X students
• Preparation of a questionnaire for socio-economic survey of secondary school students for providing career counselling.

CPS-1

• Preparation of a report on language diversities of learners at secondary level.
• Designing an action plan for developing the components (sub-skills) of reading / writing skill of the learners at the secondary level ·
• Preparing rubrics for creative writing.

CPS-3 (History, Geography, Mathematics and Bio-science)

• Preparation of lesson plans on different topic of the secondary school following the 5E and/or ICON models.
• Preparation of a unit test on different topics by developing the Blue Print and the test items conforming to the blue print.
• Diagnosis of learner difficulty in Mathematics and preparation of remedial exercise.
• Designing pedagogical treatment for different topic and designing learning activities.

EPC-1

Developing script for audio-visual programme on school subjects.

Developing power point presentation on different topic to be transacted at the secondary level·

EPC-2

• Documentation of the ways of dealing with conflicts in inter-personal relations at varied contexts.
• Documentation of stressed or emotionally loaded situations where in self-observation helped to build resilience.

School Internship

• Preparing lesson plans in 5E model.
• Preparing lesson plans in ICON model.
• Preparing TLMs and audio visual aids for teaching different school subjects.

Community Activities

• Preparing posters on heath awareness programme.
• Preparing posters on Traffic awareness programme.

Programme Outcomes

 B.ED (1st Year)

1. Understanding the Education system of India:

On completion of this topic the students will be able to define peace education, life skill education, environmental education, sustainable education and inclusive education.

2. Understanding childhood and growing up:

After completion of this paper the students will be able to define

• Growth and development
• Adolescence related problems
• Understanding individual differences
• Differentiate between cooperative and collaborative learning

3. Understanding Learning and teaching process:

This paper incapacitates the children to manage different classroom situations to address individual needs, to ensure meaningful learning, to use constructivist approach of learning and develop professional spirit of an ideal teacher.

4. Understanding contemporary concerns in Education:

The completion of this paper builds the abilities to transmit culture from generation to generation, fulfils the need of the communities through Education, to spread communal harmony, to develop aesthetic and ethnic values.

5. Managing learning Assessment:

After its completion the students will be able to manage self assessment, peer assessment, formative assessment, diagnostic assessment, summative assessment using adequate tools and techniques of assessment.

6. Understanding the pedagogy of different school subjects:

This paper inspire the learners to deal with the pedagogy of different school subjects such as Odia, English and physical sciences.

7. Making Fine Arts:

 It develops the qualities of designing different Art and posters, leaflets to be used as teaching learning materials in the classroom.

8. Practicing Yoga and Physical Education:

It builds the capacities of performing different ASANAs, Pranayamas, and Physical Exercises along with the acquisition of their theories, advantages and practical knowledge.     

9. School Internship:

This provides exposure of teaching in a school and organising different school development activities under the supervision of the educational guide and school Head Masters.  

10. Understanding food processing and preservation:

It provides knowledge and skills in processing and preserving different kinds of food such as dry food, cooked food, fruits and vegetables, liquid foods and foods of different festivals. 

Programme Outcomes

B.ED (2^nd Year)

11. Understanding the value of knowledge and curriculum:

These paper incapacities the learners to understand knowledge, source of knowledge, theories of knowledge, nature of knowledge, differentiating between knowledge and skill, teaching and training, reason and believes. It develops the qualities of curriculum design, curriculum evaluation, curriculum implementation and transaction.

12.  Managing Education:

On completion of this paper the students will be able to manage a school, handle the students, utilise the resources relating to school education.

13. Dealing with inclusive school:

Its completion enables the children to deal with different kinds of children with special needs, addressing their needs and removing all kinds of barriers.

14. Understanding Gender prospective:

It inspires to understand gender roles, eradicate gender gap and stereo types, and establish gender equity in the society. It teaches differentiating patriarchy and matriarchy, gender bias and gender asymmetry 

15. Conduction action Research:

It enables the teacher aspirant to conduct action research to address the local needs and to solve locally generated problems relating schools, classrooms and different dimensions of Education.

16. Involvement in educational guidance and counselling:

It teaches the students to be educational guide of the school going children for their individual and group counselling to build up their carrier and character.

17. Enhancing language skills:

It empowers the students in using and understanding different skills of language such as listening, speaking, reading and writing, using vocabulary and functional grammar, composing prose poetry and different drafts.

18. Understanding the pedagogy of different school subjects:

This paper inspires the learners to deal with the pedagogy of different school subjects relating to social studies (History, Geography), mathematics and Biology.

19. Understanding ICT:

It enables the learners in completing different tasks in computers, promoting cyber security and defining different parts and programmes of computers.

20. Understanding the self:

It teaches the skills pertaining to self management and life management which include empathy, coping with stress, coping with emotions, self adjustment and so on.

21. School Internship:

This provides exposure of teaching in a school and organising different school development activities under the supervision of the educational guide and school Head Masters. 

22. Taking part in different Community activities:

It enhances the skills of social work and managing community activities in the forms of cleaning, plantations, exhibitions, blood donations, and different awareness campaign.

Library Stock – B.Ed

Laboratory Stock

B. Ed. Academic Calendar-2023-24

PE-2

TEACHING PLAN CPS-3 BIO_1

Teaching Plan SOC

Teaching Plan-PE-1

B.Ed. Non teaching Profile