This document outlines the syllabus for the recruitment of PGT Botany teachers under the RMSA program. The syllabus covers 6 parts:
1. General knowledge, child development and pedagogy, perspectives in education.
2. English language.
3. Detailed content in botany covering topics like plant taxonomy, cell biology, genetics, ecology, economic botany and recent advances.
4. Teaching methodology focusing on aims of teaching science, curriculum planning and evaluation.
The syllabus provides a comprehensive overview of the knowledge expected of PGT Botany candidates across academic subjects, pedagogy and practical teaching skills.
Technology of logopedic examination and fluid speech for childrenSubmissionResearchpa
The article identifies the process of speech therapy for stuttering children's speech: the causes of stuttering, collection of anamnesis of children with stuttering speech defects, comprehensive examination of various aspects of speech, identification of the mechanism of developmental disorders and levels of stuttering using speech therapy-corrective technologies. Through this examination, the problems of speech defects in children in a timely manner were considered, and the purpose of the article was to reveal the concepts of stuttering, their comprehensive examination and methods of overcoming stuttering. by Maxkamova Umida Abdusattarovna 2020. Technology of logopedic examination and fluid speech for children. International Journal on Integrated Education. 3, 9 (Sep. 2020), 237-239. DOI:https://doi.org/10.31149/ijie.v3i9.636. https://journals.researchparks.org/index.php/IJIE/article/view/636/602 https://journals.researchparks.org/index.php/IJIE/article/view/636
Technology of logopedic examination and fluid speech for childrenSubmissionResearchpa
The article identifies the process of speech therapy for stuttering children's speech: the causes of stuttering, collection of anamnesis of children with stuttering speech defects, comprehensive examination of various aspects of speech, identification of the mechanism of developmental disorders and levels of stuttering using speech therapy-corrective technologies. Through this examination, the problems of speech defects in children in a timely manner were considered, and the purpose of the article was to reveal the concepts of stuttering, their comprehensive examination and methods of overcoming stuttering. by Maxkamova Umida Abdusattarovna 2020. Technology of logopedic examination and fluid speech for children. International Journal on Integrated Education. 3, 9 (Sep. 2020), 237-239. DOI:https://doi.org/10.31149/ijie.v3i9.636. https://journals.researchparks.org/index.php/IJIE/article/view/636/602 https://journals.researchparks.org/index.php/IJIE/article/view/636
The social construction of school readiness (presentation slides) (2009)sadafsh
Shallwani, S. (March, 2009). The social construction of school readiness. Paper presented at the Annual Conference of the Comparative and International Education Society, Charleston.
Full paper available here: http://www.eric.ed.gov/ERICWebPortal/detail?accno=ED529814
Abstract: In the mainstream discourse on child development and education, 'school readiness' has been conceptualized as the skills and knowledge that children need when they enter school in order to learn effectively in the school environment. However, school readiness is an idea which is entwined with our beliefs about child development and child needs (E. Graue, 1992). Indeed, the mainstream conceptualization and operationalization of school readiness is grounded in particular values and beliefs about the nature of child development, ideas about vulnerability and competence, and the characteristics deemed valuable in a particular society. In this way, social context determine the focus of school readiness, what is valued, what is assessed, and what resources and supports are identified as needed. This paper will critically review the literature on school readiness, examining the cultural assumptions underlying the mainstream discourse, and exploring the social construction of school readiness. Although the alternative discourse on school readiness is scant at best, the paper will draw on literature in related areas to explore how school readiness might be alternately conceptualized in different socio-cultural contexts. The paper will also explore the larger theoretical discussion of universalism versus cultural relativism and social construction.
Exploring the pyp at gems world academy 2017-18David Gerber
One reference was made during the meeting to a TED Talk by Sir Ken Robinson. You will find the talk here:
https://www.ted.com/talks/ken_robinson_says_schools_kill_creativity
The technology of improving fluid speech and mustering the stutter speaking c...SubmissionResearchpa
The article identifies the process of speech therapy for stuttering children's speech: the causes of stuttering, collection of anamnesis of children with stuttering speech defects, comprehensive examination of various aspects of speech, identification of the mechanism of developmental disorders and levels of stuttering using speech therapy-corrective technologies. Through this examination, the problems of speech defects in children in a timely manner were considered, and the purpose of the article was to reveal the concepts of stuttering, their comprehensive examination and methods of overcoming stuttering by Makhamova Umida Abdusattarovna 2020. The technology of improving fluid speech and mustering the stutter speaking childern. International Journal on Integrated Education. 3, 8 (Aug. 2020), 218-221. DOI:https://doi.org/10.31149/ijie.v3i8.568 https://journals.researchparks.org/index.php/IJIE/article/view/568/542 https://journals.researchparks.org/index.php/IJIE/article/view/568
Head Start Pedagogy in an Era of Accountability .............................................................................................................. 1
Reva M. Fish, Ph.D., Laura Klenk, Ph.D., Julie Mazur, B.S. and Adena Sexton, Ph.D.
A Grounded Theory Study of Learning Patterns of Asian Students in Higher Education......................................... 20
Abu Bakar
Caring for Persons with Spinal Cord Injury: A Mixed Study Evaluation of eLearning Modules Designed for
Family Physicians ................................................................................................................................................................ 39
Dr. Colla J. MacDonald, Dr. Jamie Milligan, Dr. Tara Jeji, Kaitlin Mathias, Dr. Hugh Kellam and Jane Gaffney
Saxon Math in the Middle Grades: A Content Analysis ................................................................................................. 63
Emma P. Bullock and M. Jill Ashby, Britney Spencer, Kaylee Manderino and Katy Myers
The Admiralty Code: A Cognitive Tool for Self-Directed Learning ............................................................................. 97
James M. Hanson
Investigating the way 5-years old children distinguish the concepts „object‟ and „material‟ Is the „material‟
overshadowed by the „object‟?......................................................................................................................................... 116
Evmorfia Malkopoulou, George Papageorgiou and Anastasia Dimitriou
Indigenous Instructional Strategies and the Curriculum of Secondary General E...YogeshIJTSRD
This study examined the influence of indigenous instructional strategies and the secondary general education curriculum in Mezam Division, Bamenda, North West Region of Cameroon. A descriptive and a cross sectional survey research design with a mixed approach for data collection was used. The sample population was constituted of students and teachers of some selected secondary schools and parents within the Bamenda II, Bamenda III and Tubah sub divisions in Mezam with a sample size of 384 respondents. Data obtained was analysed descriptively and inferentially using cross tabulations, frequencies, percentages and charts. The Chi Square test was used to analyse the lone specific research hypothesis. The aim was to find out the level of significance of responses from the categorical variables in view of the impact of indigenous knowledge to the curriculum of secondary general education. Findings on showed that there is a significant impact of indigenous instructional strategies on the secondary general education curriculum in Cameroon. In conclusion, the introduction of livelihood skills that constitute educational elements of indigenous instructional strategies are worth integrating into the curriculum of secondary general education. Based on the finding, it was recommended that, there is need for the systematization of indigenous instructional strategies so as to ease its exploration and development for educational purposes. There is the need for the modification of the curriculum to suit the economic needs of learners and communities. Chongwain Lilly Oyoma Jehovah "Indigenous Instructional Strategies and the Curriculum of Secondary General Education in Cameroon" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-3 , April 2021, URL: https://www.ijtsrd.com/papers/ijtsrd39809.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/39809/indigenous-instructional-strategies-and-the-curriculum-of-secondary-general-education-in-cameroon/chongwain-lilly-oyoma-jehovah
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The social construction of school readiness (presentation slides) (2009)sadafsh
Shallwani, S. (March, 2009). The social construction of school readiness. Paper presented at the Annual Conference of the Comparative and International Education Society, Charleston.
Full paper available here: http://www.eric.ed.gov/ERICWebPortal/detail?accno=ED529814
Abstract: In the mainstream discourse on child development and education, 'school readiness' has been conceptualized as the skills and knowledge that children need when they enter school in order to learn effectively in the school environment. However, school readiness is an idea which is entwined with our beliefs about child development and child needs (E. Graue, 1992). Indeed, the mainstream conceptualization and operationalization of school readiness is grounded in particular values and beliefs about the nature of child development, ideas about vulnerability and competence, and the characteristics deemed valuable in a particular society. In this way, social context determine the focus of school readiness, what is valued, what is assessed, and what resources and supports are identified as needed. This paper will critically review the literature on school readiness, examining the cultural assumptions underlying the mainstream discourse, and exploring the social construction of school readiness. Although the alternative discourse on school readiness is scant at best, the paper will draw on literature in related areas to explore how school readiness might be alternately conceptualized in different socio-cultural contexts. The paper will also explore the larger theoretical discussion of universalism versus cultural relativism and social construction.
Exploring the pyp at gems world academy 2017-18David Gerber
One reference was made during the meeting to a TED Talk by Sir Ken Robinson. You will find the talk here:
https://www.ted.com/talks/ken_robinson_says_schools_kill_creativity
The technology of improving fluid speech and mustering the stutter speaking c...SubmissionResearchpa
The article identifies the process of speech therapy for stuttering children's speech: the causes of stuttering, collection of anamnesis of children with stuttering speech defects, comprehensive examination of various aspects of speech, identification of the mechanism of developmental disorders and levels of stuttering using speech therapy-corrective technologies. Through this examination, the problems of speech defects in children in a timely manner were considered, and the purpose of the article was to reveal the concepts of stuttering, their comprehensive examination and methods of overcoming stuttering by Makhamova Umida Abdusattarovna 2020. The technology of improving fluid speech and mustering the stutter speaking childern. International Journal on Integrated Education. 3, 8 (Aug. 2020), 218-221. DOI:https://doi.org/10.31149/ijie.v3i8.568 https://journals.researchparks.org/index.php/IJIE/article/view/568/542 https://journals.researchparks.org/index.php/IJIE/article/view/568
Head Start Pedagogy in an Era of Accountability .............................................................................................................. 1
Reva M. Fish, Ph.D., Laura Klenk, Ph.D., Julie Mazur, B.S. and Adena Sexton, Ph.D.
A Grounded Theory Study of Learning Patterns of Asian Students in Higher Education......................................... 20
Abu Bakar
Caring for Persons with Spinal Cord Injury: A Mixed Study Evaluation of eLearning Modules Designed for
Family Physicians ................................................................................................................................................................ 39
Dr. Colla J. MacDonald, Dr. Jamie Milligan, Dr. Tara Jeji, Kaitlin Mathias, Dr. Hugh Kellam and Jane Gaffney
Saxon Math in the Middle Grades: A Content Analysis ................................................................................................. 63
Emma P. Bullock and M. Jill Ashby, Britney Spencer, Kaylee Manderino and Katy Myers
The Admiralty Code: A Cognitive Tool for Self-Directed Learning ............................................................................. 97
James M. Hanson
Investigating the way 5-years old children distinguish the concepts „object‟ and „material‟ Is the „material‟
overshadowed by the „object‟?......................................................................................................................................... 116
Evmorfia Malkopoulou, George Papageorgiou and Anastasia Dimitriou
Indigenous Instructional Strategies and the Curriculum of Secondary General E...YogeshIJTSRD
This study examined the influence of indigenous instructional strategies and the secondary general education curriculum in Mezam Division, Bamenda, North West Region of Cameroon. A descriptive and a cross sectional survey research design with a mixed approach for data collection was used. The sample population was constituted of students and teachers of some selected secondary schools and parents within the Bamenda II, Bamenda III and Tubah sub divisions in Mezam with a sample size of 384 respondents. Data obtained was analysed descriptively and inferentially using cross tabulations, frequencies, percentages and charts. The Chi Square test was used to analyse the lone specific research hypothesis. The aim was to find out the level of significance of responses from the categorical variables in view of the impact of indigenous knowledge to the curriculum of secondary general education. Findings on showed that there is a significant impact of indigenous instructional strategies on the secondary general education curriculum in Cameroon. In conclusion, the introduction of livelihood skills that constitute educational elements of indigenous instructional strategies are worth integrating into the curriculum of secondary general education. Based on the finding, it was recommended that, there is need for the systematization of indigenous instructional strategies so as to ease its exploration and development for educational purposes. There is the need for the modification of the curriculum to suit the economic needs of learners and communities. Chongwain Lilly Oyoma Jehovah "Indigenous Instructional Strategies and the Curriculum of Secondary General Education in Cameroon" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-3 , April 2021, URL: https://www.ijtsrd.com/papers/ijtsrd39809.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/39809/indigenous-instructional-strategies-and-the-curriculum-of-secondary-general-education-in-cameroon/chongwain-lilly-oyoma-jehovah
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
1. RMSA- Recruitment to Model Schools
Category of Post: PGT - Botany
Syllabus
Part – I
GENERAL KNOWLEDGE AND CURRENT AFFAIRS (Marks: 10)
Part – II
CHILD DEVELOPMENT AND PEDAGOGY (Marks: 10)
1. Development of Child
Development, Growth & Maturation – Concept & Nature, Principles of
development, 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, Adolescence, Understanding Development – Piaget,
Kohlberg, Chomsky, Carl Rogers, Individual differences – Intra & Inter
Individual differences in the areas of Attitudes, Aptitude, Interest, Habits,
Intelligence and their Assessment, Development of Personality – Concept,
Factors and Assessment of Personality, Adjustment, Behavioural problems,
Pro-social behaviour and Mental Health, Methods and Approaches of Child
Development – 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–
Behaviourism (Skinner, Pavlov, Thorndike), Constructivism (Piaget, Vygotsky),
Gestalt(Kohler, Koffka) and Observational (Bandura), Dimensions of Learning –
Cognitive, Affective and Performance, Motivation and Sustenance –its role in
learning, Memory & Forgetting, Transfer of Learning.
3. Pedagogical Concerns
Teaching and its relationship with learning and learner, Learners in Contexts:
Situating learner in the socio-political and cultural context, Children from
diverse contexts–Children With Special Needs (CWSN), Inclusive Education,
Understanding of pedagogic methods – Enquiry based learning, Project based
learning, Survey, Observation and Activity based learning, Individual and Group
learning: Issues and concerns with respect to organizing learning in class room
like Study habits, Self learning and Learning to learn skills, Organizing learning
in heterogeneous class room groups – Socio-economic background, Abilities and
Interest, Paradigms of organizing Learning-Teacher centric, Subject centric and
Learner centric, 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 facilitator,
Learning resources – Self, Home, School, Community, Technology, Class room
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 Management, Distinction between Assessment for Learning &
Assessment of Learning, School based Assessment, Continuous &
Comprehensive Evaluation: Perspective & Practice Understanding teaching &
learning in the context of NCF, 2005 & Right To Education Act, 2009.
RMSA – PGT – Botany Page 1
2. Part - III
PERSPECTIVES IN EDUCATION (Marks: 10)
1. History of Education : Pre-Vedic and Post-Vedic period, Medieval Education,
Recommendations of various committees during British period with special
reference to Woods Despatch (1854), Hunter Commission (1882), Hartog
Committee (1929), Sargent Committee (1944), Recommendations of various
committees during post independent period with special reference to Mudaliar
Commission (1952-53), Kothari Commission(1964-66), Ishwarbhai Patel
committee (1977), NPE-1986, POA-1992
2. Teacher Empowerment: Meaning, 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 Schools.
3. Educational Concerns in Contemporary India: Environmental Education,
Meaning and scope of Environmental Education, Concept of sustainable
development, Role of Teacher, School and NGOs in development and protection
of environment, Democracy and Education, Equality, Equity, Quality in
Education, Equality of Educational opportunities, Economics of Education,
Meaning and scope, Education as Human Capital, Education and Human
Resource Development, Literacy – Saakshar Bharat Mission, Population
Education, Significance of Population Education, Population situation, policies
and programmes in India, Approaches to Population Education and role of
school and teacher, Themes of population Education, Family life Education,
Sustainable development, Adolescence Education, Health Education, Gender –
Equality, Equity and Empowerment of Women, Urbanization and migration, Life
skills, Inclusive Education, Conceptual Clarification and Definition, Prevalence,
Myths & Facts, Characteristics, Classification & Types, Importance of Early
Identification and assessment, Planning Inclusive Education, Classroom
Management in Inclusive Education, Evaluation, Documentation and Record
Maintenance, Psycho-Social management, Awareness & Sensitization
Strategies, Liberalization, Privatization and Globalization, Value Education,
Sarva Siksha Abhiyan, National Programme for Education of Girls at
Elementary Level (NPEGEL), Mid-day-meals, Rashtriya Madhyamika Siksha
Abhiyan(RMSA), KGBVs and SUCCESS Schools.
4. Acts / Rights: Right of Children to Free and Compulsory Education Act, 2009
and Child Rights.
5. National Curriculum Framework, 2005: Perspective, Learning and Knowledge,
Curricular Areas, School Stages and Assessment, School and Classroom
Environment and Systemic Reforms.
Part - IV
LANGUAGE - ENGLISH (Marks: 10)
1. Poets, Essayists, Novelists, Dramatists and their works.
2. Forms of Language – Story, Essay, Letter writing, Editorial, Précis writing,
note- making, autobiography and biography.
3. Pronunciation – Sounds – Use of dictionary
4. Parts of Speech
5. Tenses
6. Types of Sentences
7. Articles and Prepositions
8. Degrees of Comparison
9. Direct and Indirect – Speech
RMSA – PGT – Botany Page 2
3. 10. Clauses
11. Active and Passive Voice
12. Use of Phrases
13. Comprehension of a Prose passage / Poems
14. Vocabulary
Part - V
CONTENT (Marks: 48)
1. Classification of Plant Kingdom
2. Branches of Botany
3. Bacteria and Viruses: General account of Viruses: Characteristics, Chemistry,
Ultra structure, Composition, Replication, Bacteriophage, Transmission of
plant viruses. General account of Bacteria: Characteristics, Shape, Ultra
structure of the cell, Nutrition, Reproduction, Classification and Importance.
4. Algae: Introduction and general classification of algae, criteria for the
classification, thallus organisation of algae, economic importance of algae,
general characteristics structure, reproduction, pigments, phylogeny, life cycles
of Chlamedomonas, Volvox, Oedogonium, Chara, Vauchaeria, Ecocarpus,
Polysiphonia.
5. Fungi: General characteristics of fungi, occurrence, thallus structure of fungi,
modes of nutrition, reproduction, phylogeny of these types: Albugo, Mucor,
Penicillium, Puccinia, Peziza, Alternaria. General account of Lichens, Economic
importance of Fungi.
6. Bryophyta: General characteristics of Bryophyta, sporophyte, evolution in
Bryophyta, classification of Bryophyta, structure, reproduction in Marchantia,
Anthoceros, Polytrichum.
7. Pteridophyta: General characteristics of Pteridophyta, classification of
Pteridophyta, structure, reproduction in Rhynia, Lycopodium, Equisetum and
Marsilea.
8. Palaeobotany: Origin & evolution of land plants, Homospory, Heterospory,
origin of seed, Telome theory and Origin of Sporophyte.
9. Gymnosperms: Characteristics and classification of Gymnosperms,
Morphology, Life History & affinities of Cycas, Pinus & Gnetum.
10. Angiosperms: Taxonomy of Angiosperms, Systems of Classification:
Hutchinson, Takhtajan, Pressey, Engler & Prantl, Bentham & Hooker.
Principles of taxonomy: Criteria of classification, categories of classification,
International code of Botanical Nomenclature, principles, typification, citation
& authority. Study of the following families with reference to their
characteristics, economic importance and attributes etc. a) Annonaceae b)
Malvaceae c) Fabaceae d) Caesalpinaceae e) Mimosaceae f)
Cucurbitaceae g) Asclepiadaceae h) Euphorbiaceae i) Orchidaceae j) Rubiaceae
k) Poaceae
11. Cell Biology and Anatomy: Ultra structure of cell and cell organelles, cell
wall structure, tissue and tissue systems, meristems, shoot & root apices,
normal & anomalous secondary growth.
12. Cytology, genetics and Evolution: Mitosis and Meiosis; Chromosome
(Morphology, Structure, importance); concept of gene laws of inheritance; gene
action; genetic code; linkage and crossing over; general account of mutations;
polyploidy and its role in crop improvement, Concept of Primitive flower;
development of anther and ovule; general account of embryosac and types of
embryo; fertilization; endosperm morphology and types; polyembryony and
apomixes.
RMSA – PGT – Botany Page 3
4. 13. Ecology: Ecosystem: Concept, biotic & abiotic components, ecological
pyramids, productivity. Biogeochemical cycles (Carbon, Nitrogen, Sulphur,
Phosphorous cycles), Plant succession – Xerosere and Hydrosere Bio-diversity
and conservation.
14. Physiology
Absorption and translocation of water; Transpiration and stomatal behaviour;
Absorption and uptake of Ions, Donnan’s equilibrium; Role of micronutrients in
plant growth; Translocation of solutes; Photosynthesis (Light and dark
reaction, Red drop, Emerson effect, Two pigment systems, Mechanism of
Hydrogen transfer, Calvin cycle, Enzymes of CO2 reduction, Hatch and slack
cycle, C4 cycle, CAM Pathway, Factors affecting photosynthesis, Pigments.);
Respiration (Glycolysis, Pentose phosphate shunt, structure and role of
mitochondria, Kreb’s cycle, Oxidative Phosphorylation, Photorespiration,
respiratory quotient, fermentation, Pasteur effect, factors affecting.); The
enzymes (Nomenclature and classification, structure and composition, Mode of
enzyme action , Factors affecting.); Nitrogen metabolism and bio synthesis of
proteins, Nitrogen fixation, Nitrogen cycle, (Physical and Biological ); Nitrogen
assimilation, Amino acid metabolism, Plant Hormones(Auxins, Gibberellins,
Cytokinins, Abscissic acid – general account.)
15. Economic Botany: Utilisation of plants, food plants, fibres, vegetable oils ,
wood yielding plants, spices, medicinal plants, beverages and rubber.
16. Recent aspects of Botany: Genetic Engineering; Plant tissue culture; Social
forestry; Environmental Pollution ( Water, Soil, Air) Health hazards and control,
Biotechnology.
Part -VI
TEACHING METHODOLOGY (Marks: 12)
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 Science.
2. Aims and Values of Teaching Biological Sciences: Aims of teaching Biological
Sciences, Values of teaching Biological Sciences.
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 Specifications.
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, 6. 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 Biological Sciences.
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 Apparatus.
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.
RMSA – PGT – Botany Page 4
5. 8. Biological Science Teacher: Qualities of a good Biological Sciences Teacher,
Roles and Responsibilities.
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 science.
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 scores.
RMSA – PGT – Botany Page 5