1.1.1

 1.1.1 Institution has a regular in house practice of planning and /or reviewing, devising curriculum and adopting it to local context/Situation.

The curriculum for teacher trainees need to be revised in the light of new policies thrust .There should be an emphasis on integration of education and culture, work experience, physical education, yoga and the problems of unity and integration of India. Planning and educational management are emerging areas and curriculum should focus on these areas. Educational technology will influence the methodologies of teaching learning process and also the content and their design. These aspects should be taken into account while framing the curriculum.

              The NCTE Regulation 2014, University of Calicut revised its teacher education programme and was introduced with effect from the academic year 2015-2016. In the process of designing the B. Ed curriculum the Board of Studies in Education (UG) received valuable inputs from teacher educators through a series of intensive deliberations. The contribution of the IQAC of Farook Training College in organizing a workshop for developing the draft curriculum is duly acknowledged. . The draft curriculum was subsequently scrutinized by an expert committee. The Two year B.Ed. programme shall be introduced with effect from academic year 2015-16. The modified curriculum of the two year programme shall be implemented from the academic year 2017-18. The programme is comprised of three broad inter-related curricular areas – I) Perspectives in Education, II) Curriculum and Pedagogic Studies, and III) Engagement with the Field.

              An academic system with programme designed to be completed progressively within a period covering multiples of half an academic year. It is a pattern of the course in which the whole programme is divided into different parts and each part is intended for a specified period of time, called semesters. The B.Ed. programme includes four semesters. 2. STRUCTURE OF THE PROGRAMME B. Ed. programme is a professional teacher education programme. The programme consists of four semesters of 100 days each. The structure of the course is in tune with the framework suggested by NCTE. The theory courses consist of seven (7) courses under Perspectives in Education, six (6) courses under Curriculum and Pedagogic Studies and one (1) additional Optional Courses .Under the category Engagement with the Field apart from School Internship four (4) EPC courses are introduced for enhancing professional capacities

                Revised curriculum brought a drastic change in the teaching learning process. ICT enabled instruction motivated collaborative learning. The new curriculum stimulated learning using digital platform. It helped the students to overcome the challenges faced during the pandemic COVID 19 situation in their teaching learning process and to progress in their profession.

               College based practical’s helped the students to develop their communicating skills, confidence, practical knowledge etc.  Community based practical’s helped to imbibe sound value and attitudes about the community. School based practical’s provided an in depth understanding about the functioning of the school .school internship programme provided training in their teaching competencies and also to develop various skills such as emotional intelligence, critical thinking, collaboration with others etc.