1.1.1. Institution has a regular in house practice of planning and/or reviewing, revising curriculum and adapting it to local context /situation. Describe the institutional process of planning and/or reviewing, revising curriculum and adapting it to the local context.

Academic Calender  

Orientation Program Detail of last Five years 

Sample Course File 

Sample Questions Papers      

Sample Sessional Work Sheets     

Time Table


1.1.2. At the institution level, the curriculum planning and adoption are a collaborative effort; Indicate the persons involved in the curriculum planning process during the year Faculty of the institution Head/Principal of the institution Schools including practice teaching schools Employers Experts Students Alumni

1.1.3 While planning institutional curriculum, focus is kept on the Programme Learning Outcomes (PLOs) and Course Learning Outcomes (CLOs) for all programmes offered by the institution, which are stated and communicated to teachers and students through Website of the Institution Prospectus Student induction programme Orientation programme for teachers.

Prospectus Last Five Years 


1.2.1. Curriculum provides adequate choice of courses to students as optional / electives including pedagogy courses for which teachers are available. Number of optional / elective courses including pedagogy courses offered programme-wise during the year.

1.2.2. Number of value-added courses offered during the year.

Brochure and Course Content of VAC 2018-19
Brochure and Course Content of VAC 2019-20
Brochure and Course Content of VAC 2020-21
Brochure and Course Content of VAC 2021-22
Brochure and Course Content of VAC 2022-23

1.2.3. Number of students enrolled in the value-added courses as mentioned in 1.2.2 during the year.

Attendance Sheets

1.2.4. Students are encouraged and facilitated to undergo self-study courses online/offline in several ways through Provision in the Time Table Facilities in the Library Computer lab facilities Academic Advice/Guidance.

1.2.5. Number of students who have completed self-study courses ( online /offline, beyond the curriculum) during the year.

Self-Study Certificates 2018-19
Self-Study Certificates 2019-20
Self-Study Certificates 2020-21
Self-Study Certificates 2021-22
Self-Study Certificates 2022-23 Number of students who have completed self-study courses (online /offline, beyond the curriculum) during the year

1.3.1. Curriculum of the institutions provides opportunities for the students to acquire and demonstrate knowledge, skills, values and attitudes related to various learning areas Describe the curricular thrusts to achieve the following each A fundamental or coherent understanding of the field of teacher educa tion Procedural knowledge that creates teachers for different levels of school education skills that are specific to one’s chosen specialization Capability to extrapolate from what one has learnt and apply acquired competencies Skills/Competencies such as: Emotional Intelligence, Critical Thinking, Negotiation and Communication Skills, Collaboration with others, etc.

Activities on teaching learning practices
Awareness Programmes
Extension Activities
Initiatives on communication skills
List of Activities
Notice and Report Microteaching
Seminar and Webinar Reports
SUPW Camp report
Workshop supporting

1.3.2.Institution familiarizes students with the diversities in school system in Indian as well as international and comparative perspective. Describe how students are familiarized with the diversity in school system in India with respect to: Development of school system Functioning of various Boards of School Education Functional differences among them Assessment systems Norms and standards State-wise variations International and comparative perspective.

1.3.3.Students derive professionally relevant understandings and consolidate these into their professional acumen from the wide range of curricular experiences provided during Teacher Education Programme Describe the efforts made by the institution to enable students to develop understanding of the interconnectedness of the various learning engagements and to make them ready for the professional field

1.4.1 – Mechanism is in place for obtaining structured feedback on the curriculum – semester wise from various stakeholders. Structured feedback is obtained from Students Teachers Employers Alumni   Practice Teaching Schools/TEI.

1.4.2 – Feedback collected from stakeholders is processed and action is taken; feedback process adopted by the institution comprises the following