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GENERAL KNOWLEDGE AND CURRENT AFFAIRS (Marks: 10)

Part – II PERSPECTIVES IN EDUCATION (Marks: 10)

1. History of Education :
   • The Education in Ancient India – Pre-Vedic and Post-Vedic period, Medieval
   • Education in Pre Independent era – Woods Despatch (1854), Hunter Commission (1882), Hartog Committee (1929), Sargent Committee (1944).
   • Education in Post Independent era – Mudaliar Commission (1952-53), Kothari Commission (1964-66), Ishwarbhai Patel committee (1977), NPE-1986, POA-1992
2. Teacher Empowerment:
   • Need, interventions for empowerment, Professional code of conduct for teachers, Teacher motivation, Professional development of Teachers and Teacher organizations, National / State Level Organizations for Teacher Education, Maintenance of Records and Registers in
3. Educational Concerns in Contemporary India:
   • Democracy and Education, Equality, Equity, Quality in Education, Equality of Educational
   • Economics of Education, Education as Human Capital, Education and Human Resource Development, Literacy – Saakshar Bharat
   • Population Education, Gender – Equality, Equity and Empowerment of Women, Urbanization and migration, Life
   • Adolescence Education
   • Value Education – Morel Value and Professional Ethics in
   • Health and Physical Education
   • Inclusive Education – Classroom Management in Inclusive Education
   • Role of Education in view of Liberalization, Privatization and Globalization
   • Programs and Projects – APPEP, DPEP, Sarva Siksha Abhiyan, National Programme for Education of Girls at Elementary Level (NPEGEL), Rashtriya Madhyamika Siksha Abhiyan(RMSA), Rashtriya Aveshekar Abhiyan (RAA), KGBVs, Model
   • Incentives and special provisions – Mid Day Meals, Free Books, Scholarship, Awards, Welfare Hostels,
   • Current Trends in Education – Badi pelusthondi, Badi ki Vasta, Mavuru – Mana Badi, Vidyanjali, Swacha Patasala, Inspire,
4. Acts / Rights:
   • Right of Children to Free and Compulsory Education Act – 2009
   • Right to Information Act – 2005
   • Child Rights
   • Human
5. National Curriculum – Framework, 2005: Perspective, Guiding Principles, Learning and Knowledge, Teaching Learning Process, Assessment, Systemic

Part – III

Educational Psychology (Marks: 10)

1. Development of Child
   • Development, Growth & Maturation — Concept & Nature
   • Principles of development and their education implication
   • Factors influencing Development — Biological, Psychological, Sociological,
   • Dimensions of Development and their interrelationships — Physical & Motor, Cognitive, Emotional, Social, Moral, Language relating to Infancy, early Childhood, late Child hood,
   • Understanding Development — Piaget, Kohlberg, Chomsky, Carl Rogers, Erikson
   • Individual differences — Infra & Inter Individual differences in the areas of Attitudes, Aptitude, Interest, Habits, Intelligence, and their
   • Development of Personality — Concept, Factors affecting development of personality, self
   • Adjustment, Behavioural problems, Mental Health, Defense
   • Methods and Approaches of Child Development —  Introspection, Observation, Interview, Case study, Experimental, Cross-sectional and Longitudinal
   • Developmental tasks and Hazards

2.   Understanding Learning

• Concept, Nature of Learning — input — process — outcome
• Factors of Learning — Personal and Environmental
• Approaches to Learning and their applicability—Behaviorism (Skinner, Pavlov, Thorndike) Constructivism (Piaget, Vygotsky), Gestalt(Kohler, Koffka) and Observational (Bandura)
• Dimensions of Learning — Cognitive, Affective and
• Motivation and Sustenance —its role in
• Memory & Forgetting
• Transfer of Learning

3.   Pedagogical Concerns

• Teaching and its relationship with learning and
• Learners in Contexts: Situating learners in the socio-political and cultural context
• Children from diverse contexts—Children With Special Needs (CWSN), Inclusive
• Understanding of pedagogic methods — Enquiry based learning, Project-based learning, Survey, Observation, and Activity based learning, Cooperative and collaborative
• Individual and Group learning: Issues and concerns with respect to organizing learning in classroom like Study habits, Self-learning and Learning to learn
• Organizing learning in heterogeneous classroom groups — Socio-economic background, Abilities and
• Paradigms of organizing Learning-Teacher centric, Subject centric, and Learner
• Theory of instruction – Bruner
• Teaching as Planned activity — Elements of Planning
• Phases of Teaching — Pre active, Interactive, and Post active
• General and Subject related skills, competencies required in teaching and attributes of good
• Learning resources — Self, Home, School, Community,
• Classroom Management: Role of student, teacher, Leadership style of teacher, Creation of non threatening learning environment, Managing behaviour problems, Guidance & Counselling, Punishment and its legal implications, Rights of a child, Time
• Distinction between Assessment for Learning & Assessment of Learning, School based Assessment, Continuous & Comprehensive Evaluation: Perspective &
• Understanding teaching & learning in the context of NCF, 2005 & Right to Education Act,

Part – IV

Content (Marks: 50)

1. Classification of Animal Kingdom
2. Non-Chordata

Classification of Non-Chordata General characteristics and features of

Protozoa: Polystomella, Trypanosoma type study.

Porifera                         : Canal system, histology & Spicules.

Cnidaria: Obelia type study, Platihelmenthes: Fasciola type study, Nematodes: Ascaris

Annelida: Earthworm, Leech type study

Arthropoda: Palaemon type study

Mollusca: Snail type study Echinodermata: Starfish type study

3. Chordata Classification of ChordataGeneral characteristics and type study of the following with reference to the skeletal system, respiratory system, circulatory system and nervous system.

Pisces: Scoliodon

Amphibia: Frog

Reptilia: Calotes

Aves: Pigeon

Mammalia: Rabbit

4. Cell Biology: Ultra structure of the cell: Plasma membrane, mitochondria, Golgi bodies, Nucleus, Endoplasmic Reticulam, Ribosomes, Chromosomes and their fine structure, Mitosis and Meiosis, DNA & RNA and Genetic Code, Protein Synthesis, tissues.
5. Genetics: Mendel’s Law of inheritance – critical view, Linkage, crossing-over, sex- linked inheritance, mutations, inborn errors of Metabolism, human Genetics and genetic
6. Physiology: Vitamins, Enzymes, Carbohydrates, Proteins and Lipids metabolism, Osmoregulation, Thermo-regulation, Excretion in vertebrates, muscle contraction, Nerve Impulse, vertebrate hormones and Mammalian
7. Animal Behaviour: Taxis, reflexes, instinctive behaviour, motivatived behaviour, learning imprinting, habituation, classical conditioning, instrumental conditioning, trial and error learning, physiology and phylogeny of leaning, biological rhythms – circadian, lunar and circannual
8. Developmental Biology: Gastrulation in Frog and Chick, Development of Chick upto 24 hrs, Foetal membranes of chick, Placenta in Mammals (Formation and types)
9. Evolution: Origin of Life – Modern concepts, theories of Evolution, Isolation, Speciation, Natural Selection, Hardy Weinberg’s Law, population genetics and evolution, adaptations, evolution of Zoogeographical realms of the world.
10. Ecology: Concept of Ecosystem, Biogeochemical cycles, the influence of environmental factors on animals , energy flow in Ecosystem, food chains & trophic levels, community ecology. Ecological Succession, Environmental Pollution – Air, water, land, noise, radioactive, thermal and visual; Effects of pollution  on ecosystem, prevention of
11. Wild Life in India and Conservation of Wild

Teaching Methodology (Marks: 20)

1. The Nature & Scope of Science: A brief introduction of Oriental and Western Science, Nature of Science, Scope of Science, Substantive and Syntactic Structure of
2. Aims and Values of Teaching Biological Sciences: Aims of teaching Biological Sciences, Values of teaching Biological
3. Objectives of Teaching Biological Sciences: Importance of Objectives of Teaching Biological Sciences, Bloom’s Taxonomy of Educational Objectives and limitations, Writing Instructional Objectives and
4. Approaches and Methods of Teaching Biological Sciences: Inductive Approach and Deductive Approach, Methods of Teaching 1. Lecture Method, 2. Lecture cum Demonstration Method, 3. Heuristic Method, 4. Project Method, 5. Experimental Method, Laboratory Method.
5. Planning for effective Instruction: Year Plan, Unit Plan, Lesson Plan – Herbartian and Bloom’s Approach, Criteria for Evaluation of Lesson Plan. Self Evaluation and Peer Evaluation, Learning experiences – Characteristics, Classification, Sources and Relevance, Teaching – Learning Material and Resources in Biologica
6. Science Laboratories: Importance of Practical work in Biological Sciences, Planning Science Laboratory, Procurement, Care and Maintenance of Laboratory Equipment, Maintenance of different Registers, Safety and First aid, Development of  Improvised
7. Science Curriculum: Principles of Curriculum Construction, Defects in the existing School Science Curriculum, Correlation of Biological Sciences with other School Subjects, Qualities of a good Biological Science Text-book.
8. Biological Science Teacher: Qualities of a good Biological Sciences Teacher, Roles and
9. Non-formal Science Education: Science club, Eco-club, Blue-club, Red ribbon club, Science fairs – Objectives, levels of organizations, importance,  Science Laboratories, Role of NGO`S and State in popularizing
10. Evaluation: Concept and process of Measurement and Evaluation, Continuous Comprehensive Evaluation, Tools of Evaluation, Preparation of Scholastic Achievement Test(SAT), Analysis and interpretation of.

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