Level I
Level I – Semester I
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Course Code |
HHCC 11013 |
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Course Title |
Introduction to Hindu Civilization |
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Credit Value |
03 Credits |
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Core/Optional |
Core |
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Pre-requisite |
None |
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Notional Hours |
150 Hours |
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Course Objective To impart the fundamental principles and features of Hindu Civilization |
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Intended Learning outcome · Define the concepts of Culture, Civilization and Cultural Plurality · Describe the multifaceted character of Hindu Civilization and its historical background · Analyze, the art and literary aspects of Hindu Civilization · Compare the uniqueness of different regional religious beliefs · Discuss the important aspects of Hindu Doctrines |
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Course Content Definitions of “Culture “and “Civilization” Concept of “Hindu”, Theories related to Culture, Vedic religion and society, Components of Vedic Scriptures, Religious beliefs and Rituals, Philosophical Thoughts, Social life in Vedic Society, Social changes in post Maryan India: of Religious and Cultural development pluralism, Revival of Hindu Civilization in Gupta Dynasty, Hindu Civilization in Post Gupta period, Origin and evolution of Hinduism in South India Up to the Pallava-Pandya period, Folk religious sects of Srilanka (selected study), The Pattini cult, The cult of Annamar, The cults of Vatanamar, Nagatampiran &Periyatampiran; The religious traditions of the Veddhars. |
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Teaching and Learning Methods Lecture, Discussion , Presentation, Group work |
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Evaluation Methods |
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1. Formative Assessment – 30% |
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Presentation |
10% |
30 % |
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Assignment I |
05 % |
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Field Report |
10 % |
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Assignment – II |
05 % |
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1. Summative Assessment Written examination (3hours) : Structured Question, Short Notes and Essay Questions (Expected to answer 05 questions out of 08) :05 Questions x 100Marks =500Marks |
70 % |
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Recommended Readings Basham, A.L., (1954), The Wonder that was India, London. Bhargava, P.L., (1971), India in the Vedic Age, Lucknow , India. Elmore, W.T., (1984), Dravidian Gods in Hinduism, New Delhi. Flood, Gavin, (1996), An Introduction to Hinduism, Cambridge University press, UK. Geertz, Cl, ford, ( 1969), Religion as cultural system, London. Majumdar, R.C., (1949), An Advanced History of India, Volume 1, Macmillan, London. Winternitz, M.A., (1907), History of Indian Literature, Oriental books, New Delhi. The Spiritual Heritage of India,Vedanta press, India. |
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Course Code |
HSNC 11013 |
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Course Title |
Sanskrit Literature and Language |
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Credit |
03 Credits |
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Core/Optional |
Core |
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Pre-requisite |
None |
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Notional Hours |
150 Hours Interactive sessions Lectures – 30 hours, Group discussion – 25 hours. Field Visit – 10 hours. Library Learning – 20 hours. E – learning – 22 hours. Exam Preparation – 25 hours, In – Course Assessments: Formative Quiz – 1 hour, Assignment – 4 hours. Group Presentation – 10 hours. Hour, Summative – 3 Hours |
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Course Objective To divulge the structure and characteristics of Sanskrit Language, Classical literature in general and Epics as special |
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Intended Learning Outcomes · Describe the background of Sanskrit Language and literature · Discuss the general backround of Classical Sanskrit language and literature · Recite Epics and Puranic background of classical Sanskrit literature · Translate the selected passages from the original text to Tamil
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Course Content Historical Evaluation of Classical Sanskrit, Sanskrit Kavya tradition, the contribution of Valmiki, and other poets. Prose works, Didactic fables, Sanskrit Drama, and Later works. First conjugation (Root classes 1, 4, 6&10) in the present system, Declension of nouns ending in vowels and pronouns Sandhi Rules- Regular & Irregular forms. |
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Teaching –Learning Method Lecture, Discussion , Presentation, Group work |
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Evaluation Methods |
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Formative Assessment- 30% |
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Presentation |
10% |
30% |
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Assignment |
05% |
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Debate |
10% |
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Quiz |
05 % |
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2. Summative Assessment Written examination (3hour) :Structured Question, Short Notes and Essay Questions (Expected to answer 05 questions out of 08) :05 Questions x 100Marks =500Marks |
70 % |
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Recommended Readings கைலாசநாதக் குருக்கள்.கா, (1962), வடமொழி இலக்கிய வரலாறு, முதற்பாகம், கொழும்பு. நடராஜன். சோ, (1967),வடமொழி இலக்கிய வரலாறு-செம்மொழிக்காலம்,சென்னை. வையாபுரிப்பிள்ளை.எஸ், (1956),இலக்கிய உதயம், 2ம் பாகம், சென்னை. சிவசாமி.வி, (1989),சம்ஸ்கிருத இலக்கியச் சிந்தனைகள், யாழ்ப்பாணம். Keith. A.B, (1953), A History of Classical Sanskrit Literature, Oxford. Macdonall.A.A, (1962), History of Sanskrit Literature, Delhi.
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Course Code |
HSSC 11013 |
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Course Title |
Introduction to Indian Philosophy |
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Credit Value |
03 Credits |
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Core / Optional |
Core |
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Pre – requisite |
None |
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Notional Hours |
150 Hours Interactive sessions Lectures and Tutorials – 45h, Library learning – 20 h, Group work – 10h, E – learning – 20h, Exam Preparation – 20h, In – Course Assessments: Take Home assignments – 07h, Quizzes – 05h, Presentation – 20h, Summative – 03h. |
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Course Objective To impart living philosophy regulating the social and individual life of man which makes philosophy in practice |
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Intended Learning outcomes · Differentiate philosophy, Indian philosophy and its elements · Describe the physical and metaphysical thoughts in Indian philosophy · Assess the strengths and weaknesses of Indian philosophies · Discuss the contemporary issues related to the Schools of Indian Philosophy |
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Course Content |
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Teaching and Learning Methods Lectures, Assessment, Tutorial discussions, Individual or Group Presentations, recitation of oral questions. |
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Evaluation Methods |
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1. Formative Assessment – 30% |
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Presentation |
10 % |
30 % |
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Assignment I |
05 % |
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Open book Exam |
10 % |
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Quiz |
05 % |
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2. Summative Assessment Written examination (3hours) : Structured Question, Short Notes and Essay Questions (Expected to answer 05 questions out of 08) :05 Questions x 100 Marks = 500 Marks |
70 % |
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Recommended Readings அருணை வடிவேல் முதலியார், சி., (1974), சித்தாந்தத் தெளிவியல், தருமையாதீனம், தமிழ்நாடு. ஆலன் உட்ஸ், (2018) தத்துவத்தின் வரலாறு, விடியல் பதிப்பகம், சென்னை. இராமநாதன், க., (2003), சைவசித்தாந்த மெய்ப்பொருளியல், அன்னம் வெளியீடு தாவடி, யாழ்ப்பாணம். சட்டோபாத்யாய தேவிபிரசாத், (2016), இந்திய தத்துவ இயலில் நிலைத்திருப்பனவும் அழிந்தனவும், விடியல் பதிப்பகம், கோவை. Data Chatterjee, (1968), An Introduction to Indian Philosophy, University of Calcutta, India. Hospers, John, (1973), An Introduction to Philosophical Analysis, Routedge & Kegan Publishers Ltd, London. Kumar Lal, B., (1999), Contemporary Indian Philosophy, Motilal Banarasidasn New Delhi. Sahakian, W.S., (1968), Outline – History of Philosophy. Barnes & Noble, New York. Scruton, Roger, (1981), From Descartes to Wittgenstein – A short Histroy of Modern Philosophy, Routedge & Kegan Publishers Ltd. London. |
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Course Code |
HEGEN 11013 |
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Course Title |
English for Communication -I |
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Credit Value |
3 Credits |
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Course Objectives · Develop learners’ ability to use English effectively for the purpose of practical communication. · Promote inter personal communication skills of the students. · Prepare students to function in different environments while enhancing their communicative skills. |
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Intended Learning Outcome At the end of the course, students will be able to · Comprehend simple authentic materials of different genres · Apply complex punctuation marks, identify negation, simple passive structure and basic modals · Construct simple sentences in simple tenses · Describe people, places and objects · Create and respond to multiple context of discourses · Apply cohesive devices appropriately in verbal communication · Identify key ideas of a short audio/audio visual text · Recognize internal cohesion of a longer text and follow instructions
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Course Content Reading: Short and simple authentic reading texts relevant to the course of study, letters, emails, advertisements, charts, web pages, magazines, research articles, reports, etc. Writing: Introduction of structural elements, formation of simple sentences, describing people, places and objects using appropriate tenses, short essays, emails, note writing, invitations to parties and functions, letter of condolences, small ads, writing agenda for meetings and functions, leaflets, etc. gap filling exercise with blanks, sentences-completion, sentence-reordering, filling various forms, writing instructions. (Grammar integrated)
Speaking: Making simple commands, asking for and giving directions, introducing self and others, describing events and explaining the functions of objects, asking for things, making inquiries using yes/no questions and wh-questions, making telephone calls, making short speeches, expressing and responding to opinions/personal feelings and attitudes, involving in conversations on particular topics and contexts, etc.
Listening: Short extracts and longer texts (lectures, dialogues, announcements, talks, news etc.) to identify key ideas; understand internal cohesion; following instruction regarding processes (cookery, production process etc.) |
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Teaching – Learning Methods CLT based illustrated lectures, presentations with interaction/feedback, interactive speaking activities, peer activities for writing. |
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Evaluation |
In Course Assignments |
Written Assignment |
05 % |
30% |
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Reading Assignment |
05% |
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Speaking Assignment |
05% |
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Listening Assignment |
05% |
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Mid Semester Examination |
10% |
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Written Examination: The question paper for the written examination contains 3 parts based on the reading, grammar and written component. The duration of the paper is 3hours and the students are expected to answer all the questions on the paper itself. Part I: Reading- choosing sub titles for paragraphs, true or false, matching words with similar meanings, skimming and scanning questions, transfer of information, etc. – 35 Marks. Part II: Grammar – tenses, prepositions, word order, use of adjectives and adverbs, etc. – 25Marks Part III: Writing –describing people, places objects, profile writing, note writing, invitations, emails, writing condolence messages, short essays &letters small ads, agenda for meetings , leaflets etc. – 40 Marks. Total marks: 100 Marks. (100 marks will be converted to 70 Marks) |
70% |
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Recommended Readings Adrian, D. and Christopher, J. (2004). Listening 1 and 2. Ninth Imprint. Cambridge: Cambridge University Press. Frangoise, G. (2012).Developing Reading Skills: A Practical Guide to Reading Comprehension Exercises. United Kingdom: Cambridge University Press. Joanne, C. and Stephen,S. (2003). Speaking 1 and 2 (Eleventh Imprint). Cambridge: Cambridge University Press. John, S. (2013). The Oxford Guide to Effective Writing and Speaking. 3rd Edition. Oxford: Oxford University Press. Raymond, M. (2012). English Grammar in Use Book with Answer: A Self-Study Reference and Practice Book for Intermediate Learners of English. Cambridge: Cambridge University Press. Richard, H. (2011). Headway Academic Skills: 3: Listening, Speaking, and Study Skills Student’s Book. Oxford: Oxford University Press. Sarah, P. and Lesley, C, (2013). Headway Academic Skills: 3: Reading, Writing, and Study Skills Student’s Book.Oxford:Oxford University Press. Thomson, V. and Martinet,J. (2009). A Practical English Grammar. ELBS. Tricia, H. (2005). Writing.Oxford:Oxford University Press. Handbook to be prepared by the DELT. |
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Course Code |
HHRA 11012 |
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Course Title |
Management and Leadership |
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Credit Value |
02 Credits |
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Course Objective The aim of this course is to provide the students with the basic concepts, principles and practices in of management and leadership. |
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Intended Learning outcome
At the end of the course Students should be able to: · Define the term management and its process · Describe the evolution of management thoughts and categories of different approaches to management. · Describe the managerial roles, levels and skills. · Discuss the major functions of management · Explain the theories of leadership · Explain different leadership styles and critically evaluate the styles · Propose the ways to develop leadership skills · Evaluate the theories and their applications in Sri Lankan organizations. |
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Course Content Introduction to Management, basic concepts and principles, managerial levels, skills and roles, evolution of management thoughts, functions of management, essentials of planning, planning process, decision making, organizing and organizational structure, leading, controlling, theories of leadership, leadership styles, developing leadership skills, personality and leadership, applications of theories and principles in Sri Lankan organizations. |
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Teaching and Learning Methods Lectures, Online resources using LMS, group discussions, presentations and case studies |
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Evaluation Methods |
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1. Formative Assessment |
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Assignment |
10% |
30% |
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Quiz |
10 % |
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Mid Semester Exam |
10 % |
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2. Summative Assessment I. Written examination (2 hour) that has been expected to answer the question in following manner for a total of 100 Marks. II. Structured Question, Short Notes and Essay Questions (Expected to answer 04 questions out of 06) : 04 Questions x 25Marks =100Marks |
70 % |
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Recommended Readings 1. ரவீந்திரன், த. ரூ சரவணபவன், ஆ. (2021). முகாமைத்துவ செய்முறை. கொழும்பு, இலங்கை: சேமமடு பதிப்பகம்; 2. ரதிராணி, யோ. (2011). முகாமைத்துவ தத்துவங்கள். கொழும்பு, இலங்கை: குமரன் புத்தக இல்லம் 3. தேவராஜா, க. (2000). முகாமைத்துவம். யாழ்ப்பாணம், இலங்கை |
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Level I – Semester II
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Course Code |
HHCC 12013 |
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Course Title |
Cultural Heritage of Hindu Society |
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Credit Value |
03 Credits |
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Core/Optional |
Core |
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Pre-requisite |
None |
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Notional Hours |
150 Hours Interactive sessions Lectures – 30 hours, Group discussion- 20 hours. Field Visit- 40 hours, Library Learning – 10 hours, E – learning – 10 hours, Exam Preparation – 22 hours, In – Course Assessments ; Formative Quiz – 1 hour, Assignment – 4 hours, Group Presentation – 10 hours, Summative – 3 Hours. |
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Course Objective |
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Intended Learning outcomes · Explain the Salient features of Hindu Social Theories · Appraise the uniqueness of Hindu ethics and ethos · Discuss the Judicial System of ancient Hindu Society · Determine the factors instrumental to the emergence of modern institutions for the reformation of Hindu religion and society · Assess the contemporary Social issues of the Hindu Society |
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Course Content Introduction to Hindu Social Theories, Religious Change and Social Change, Hindu Marriage and family ethics, Gender issues in Hindu Society, Introduction to State and state formation theories in Hindu Heritage, judicial System of ancient Hindu Society, Basic Philosophical inquires reveled in Hindu Heritage, Management strategies of Hindu Temples. |
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Teaching and Learning Methods Lecture, Discussion , Presentation, Group work |
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Evaluation Methods |
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1. Formative Assessment – 30% |
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Presentation |
05% |
Presentation Assignment Group Presentation MCQ |
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Assignment |
10 % |
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Group Presentation |
05 % |
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MCQ |
10 % |
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2.Summative Assessment Written examination (3hour) : Structured Question, Short Notes and Essay Questions (Expected to answer 05 questions out of 08) : |
70 % |
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Recommended Readings செந்தில்நாதன்,ச. , (1973) , இந்துசட்டம், தமிழ்நாட்டுப் பாடநூல் நிறுவனம், நியூடெல்லி. பத்மநாதன், சி. , (2005) , இலங்கையில் இந்து சமயம், குமரன் புத்தக இல்லம், கொழும்பு – சென்னை. முகுந்தன், ச. , (2014) , இந்து இலக்கியங்களில் அரசியல் – பொருளியல் நீதிபரிபாலனம், பூபாலசிங்கம் பதிப்பகம். யாழ்ப்பாணம். ரமணராஜா, சி. , 2020, யாழ்ப்பாணத்தில் வீரசைவம்: வரலாறும் பண்பாடும், இந்து நாகரிகத்துறை, இந்துக்கற்கைகள் பீடம், யாழ்ப்பாணப் பல்கலைக்கழகம். விக்னேஸ்வரி,ப. , (2019) , இந்துக்களும் நவக்கிரக வழிபாடும், அன்ரா பதிப்பகம், கொக்குவில். Chakladar, H.C., (1929), Social Life in Ancient India, Greater Indian Society, Calcutta. Percy Brown, (1956) ,Indian Architecture, (Buddhist & Hindu Philosophy) Taraporavala Sons& Co., Bombay. Sarkar, S.C., (1920), Some aspects of the Earliest Social History of India, Pre-Buddhistic Ages, O.U.P., London, |
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Course Code |
HSNC 12013 |
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Course Title |
Prescribed Text and Elements of Sanskrit Grammar |
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Credit |
03 Credits |
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Core/Optional |
Core |
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Pre-requisite |
None |
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Notional Hours |
150 Hours Interactive sessions Lectures – 30 hours, Group discussion – 25 hours. Field Visit – 10 hours. Library Learning – 20 hours. E – learning – 22 hours. Exam Preparation – 25 hours, In – Course Assessments: Formative Quiz – 1 hour, Assignment – 4 hours, Group Presentation – 10 hours, Hour, Summative – 3 Hours |
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Course Objective To be acquainted with Classical Sanskrit literature and provide knowledge the basis Sanskrit Grammar |
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Intended Learning outcomes · Describe the background of Sanskrit language · Apply the grammatical structure of the classical language of Sanskrit · Illustrate the Epic and Puranic background of classical Sanskrit · Translate the selected sentences and fable forms from Sanskrit to Tamil · Construct sentences in Tamil to Sanskrit |
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Course Content Introduction to Classical Sanskrit Literature – , Prescribed Texts: Raguvamsa Mahakavya, I. 1-20, Svapnavasavadatta-Act 1, Pancatantra-3, Rtusamhara i.1-15, ,Nalopakhyana.Chapters1-4, Sivanandalahari,1-25, Sanskrit Grammar. |
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Teaching –Learning Method Lecture, Discussion , Presentation, Group work |
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Evaluation Methods |
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Formative Assessment 30% |
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Presentation |
10% |
30%
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Assignment |
05% |
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Open book Test |
05% |
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Quiz |
10 % |
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2. Summative Assessment: Written examination (3hour) : Structured Question, Short Notes and Essay Questions (Expected to answer 05 questions out of 06) : 05 Questions x 100Marks =500Marks |
70% |
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Recommended Readings Kale.M.R(Ed), (1961), Rtusamhara, Motilal Banarsidas, Delhi. Narayana Ram Acarya, (1940), Svapnavasavadattam, Bombai. சுப்பிரமணிய ஐயர் (அண்ணா), (1982), சிவானந்தலஹரி,சோதிடபரிபாலினி வெளியீடு, யாழ்ப்பாணம். தியாகராஜ ஐயர் (தொகுப்பு), (1964), நளோபாக்கியானம், சிவானந்த வித்தியாலயம் , மட்டக்களப்பு. Dasgupta De.K,(1969), History of Classical Sanskrit Literature, Vol I, Calcutta. Kale.M.R,(Ed), (1961), Raguvamsa Mahakavya, Motilal Banarsidas, Delhi. |
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Course Code |
HSSC 12013 |
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Course Title |
Basic Doctrines of Saiva Siddhanta |
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Credit Value |
03 Credits |
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Core / Optional |
Core |
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Pre-requisite |
None |
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Notional Hours |
150 Hours Interactive sessions Lectures and Tutorials – 45h, Library learning – 20 h, ,Group work – 10h, E – learning -20h, Exam Preparation – 20h, In – Course Assessments: Take Home assignments – 07h, Quizzes – 05h, Presentation – 20h, Summative – 3h. |
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Course Objective To make conversant with the history and the concept of Saiva Siddhanta as evidenced by various sources |
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Intended Learning outcomes · Explain the unique character of Saiva Siddhanta · Describe the historical development of Saiva Siddhanta philosophy · Categorize the concept Mupporul · Discuss the importance of Saiva Siddhanta for the wellbeing of human life · Discover a comprehensive knowledge of the sources of Saiva Siddhanta |
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Course Content Formative Concepts and factors; Meaning of Saiva Siddhanta; Origin of Saiva Siddhanta thought; Sources of the Saiva Siddhanta – Vedas, Agamas and Puranas; Saiva Siddhanta thoughts expounded in Early Tamil literature; Saiva Siddhanta thoughts in Thirumurais; Thoughts in Gnanamirtham; Saiva Siddhanta Alavai; Mupporul Unmai- Concepts of God, Creation of the world and Satkariyaveda, The Soul, Three Malas and Liberation; Spiritual life as means; Saiva Siddhanta Ethics. |
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Teaching and Learning Methods Lecture, Discussion, Presentation, Group work. |
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Evaluation Methods |
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1. Formative Assessment – 30% |
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Presentation |
10 % |
30 % |
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Assignment |
05 % |
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MCQ |
05 % |
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Drama |
10 % |
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2. Summative Assessment Written Examination (3Hours) : Structured questions, Essay questions, Short notes(Expected to answer 5 questions out of 8) 05 Questions x 100 Marks= 500 Marks. |
70 % |
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Recommended Readings கலைவாணி இராமநாதன், (1992) , வேதபாரம்பரியமும் சைவசித்தாந்தமும், சிறிரெங்கா பிறின்டேர்ஸ், மதுரை. ஞானகுமாரன், நா. , (1994) , சைவசித்தாந்தத் தெளிவு, செல்வம் வெளியீடு, பருத்தித்துறை. Pandey Kantichandra, (1986), An outline History of Saiva Philosophy, Mothilal Banarsidoss, Delhi. Siddalingaiah, T.B., (1979), Origin and Development of Saiva Siddhanta upto 14th Century, Nepolean Press, Madurai. |
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Course Code |
HEGEN 12013 |
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Course Title |
English for Communication -II |
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Credit Value |
03 |
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Objectives · Develop learners’ ability to function effectively in the advanced communicative context · Enable the students to create a text and make notes effectively in the relevant context · Prepare the students to respond to fairly complex discourses · Develop learners’ ability to comprehend short academic texts and cope with features of spontaneous speech |
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Intended Learning Outcome At the end of the course, students will be able to · Recognize the main ideas from the complex texts. · Construct meaning of the text using contextual, structural and morphological clues to infer meaning of unfamiliar words/phrases of the texts. · Construct more compound and complex sentences using relative pronouns and subordinate and coordinate conjunctions. · Summarize long texts on familiar subjects with accuracy. · Utilize more complex questions in dialogue / conversation / discussion on different familiar topics and respond to them. · Comprehend short academic texts and build up notes from the texts. · Identify the features of spontaneous speech and comprehend the discussion and conversation. |
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Content Reading: Complex authentic reading materials to identify the main ideas from reports, feature articles, magazines, gazette notices, web-pages, research articles, etc. Writing: Introduction of structural elements to make compound and complex sentences, guided composition, writing notes, notice, message etc., composition based on a verbal and / or visual stimulus such as an advertisement; notice, newspaper cutting, table, diary extracts, notes, letters (formal/informal) or other forms of correspondence, composition based on a verbal and / or visual stimulus such as a diagram, picture, graph, map, cartoon, or flowchart. (Grammar integrated)
Speaking: Responding to complex questions ( with reasonable accuracy) (e.g. discussions or dialogue/conversation on different familiar topics, answering telephone calls, describing graphs and charts, casual chats at social gatherings); Expressing opinions on familiar topics with reasonable degree of fluency and accuracy (debates, impromptu speeches, presentations).
Listening: Short academic texts (presentations, lectures, talks etc.); comprehending fairly complex questions with modals and embedding (discussions, conversations); coping with features of spontaneous speech (false starts, fillers, hesitation, rephrasing etc.)
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Teaching and Learning Methods CLT based illustrated lectures, presentations with interaction / feedback |
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Recommended Readings Adrian, D. and Christopher, J. (2004). Listening 1 and 2. Ninth Imprint. Cambridge: Cambridge University Press. Beglar, D. (2011). Advanced Listening and note Taking Skills. 2nd Edition. Mac Grow Hill. Frangoise, G. (2012).Developing Reading Skills: A Practical Guide to Reading Comprehension Exercises. Cambridge: Cambridge University Press. Harmer, J and Arnold, J. (2008). Advanced Speaking Skills. Longman. Joanne, C. and Stephen, S. (2003). Speaking 1 and 2. Eleventh Imprint. Cambridge: Cambridge University Press. John, S. (2013). The Oxford Guide to Effective Writing and Speaking. 3rd Edition. Oxford: Oxford University Press. Raymond, M. (2012). English Grammar in Use Book with Answer: A Self-Study Reference and Practice Book for Intermediate Learners of English. Cambridge: Cambridge University Press. Richard, H. (2011). Headway Academic Skills: 3: Listening, Speaking, and Study Skills Student’s Book. Oxford: Oxford University Press. Sarah. P. andL esley, C. (2013). Headway Academic Skills: 3: Reading, Writing, and Study Skills Student’s Book. Oxford: Oxford University Press. Tricia, H. (2005). Writing. Oxford: Oxford University Press. Handbook to be prepared by the DELT. |
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Evaluation |
In Course Assignments |
Written Assessment |
05 % |
30% |
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Reading Assessment |
05% |
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Speaking Assessment |
05% |
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Listening Assessment |
05% |
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Mid Semester Examination |
10% |
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Written Examination: The question paper for the written examination contains 3 parts based on the reading, grammar and written components. The duration of the paper is 3 hours and the students are expected to answer all the questions on the paper itself. Part I: Reading- choosing sub titles for paragraphs, true or false, matching words with similar meanings, skimming and scanning questions, transfer of information, cloze test, etc. – 35 Marks. Part II: Grammar – tenses, conjunctions, transformation of active & passive structures, relative pronouns etc. – 25 Marks Part III: Writing – guided composition, writing notices, messages etc., advertisements, letters (formal/informal) or other forms of correspondence, composition based on a verbal and / or visual stimulus such as a diagram, picture, graph, map, cartoon, or flowchart – 40 Marks. Total marks: 100 Marks. (100 marks will be converted to 70 Marks) |
70% |
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Course Code |
HCLA 12012 |
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Course Title |
Computer Literacy |
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Credit Value |
2 |
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Core / Auxiliary |
Auxiliary Course |
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Notional Hours |
Theory |
Practical |
Independent Learning |
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15 |
30 |
55 |
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Course Objective Provide sufficient Knowledge and Practical Skills on ICT tools and techniques required in the present learning and working environment. |
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Intended Learning Outcomes: · Describe the functions of a computer, its peripherals and networking components · Operate a computer effectively efficiently using an operating system · Create documents using the word processing software · Design slides using the presentation software · Make use of spreadsheet application software for data manipulation and data visualization · Recognize the important security issues, legal issues in relation to copyright and data protection associated with using computers |
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Course Contents · ICT in Everyday Life: Electronic World, Communication, Virtual Communities · Processing Data: Data Vs Information, Transforming Data Into Information · Evolution of Computer Systems : Brief history of computers and computer architecture · Computer Systems: Exploring computers and their uses · Hardware of a Computer System – CPU, Memory, Storage devices, Input devices, Output devices · Software – Operating System, Application software, File structure · Introducing Computer Networks: Networking Basics, Data Communications · Computer and Communication Systems: Major components of Communication Systems, connecting to a network and to the Internet · The Internet: The Internet and Internet Services – World Wide Web, e-mail, social networking, blogs, etc. · Protecting Your Privacy, Your Computer and Your Data, Understanding the need for security measures and protective measures. Health and Environment · Word processing application: Navigating the word Document Window, Toolbar, creating, editing, formatting a document, indents, Tabs and Tables, documents with multiple columns, formatting pages, previewing and printing documents, Automating tasks, Tracking Changes, Mail merging · Presentation application: Creating a presentation, applying design templates, viewing and formatting, Adding and modifying slide text, animating text and objects, inserting multimedia, drawing and modifying shapes, delivering a slideshow, printing a presentation · Spreadsheet application: Cells and addresses, formatting cells and worksheets, formulas and functions, Creating and modifying charts, page setup and printing |
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Teaching and Learning Methods: Lecture, Laboratory practical, Discussion, tutorial classes |
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Assessment Strategy: In-Course Assessment Examination: Theory : 15% Practical : 15% End of Course Examination : Theory – MCQ (50 Questions) and Structured (20 Questions) – 02 hours:35% Practical – 02 hours :35% |
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References: |
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· Pearson, Introduction to Information Technology, 2nd Ed., ISBN: 978-81-317-6029-1 · A+ Guide to Hardware: Managing, Maintaining and troubleshooting, 5th Ed., Jean Andrews. · Sara Baase, A gift of Fire: Social, Legal and Ethical Issues for Computing Technology, 4th ed., ISBN: 0-13-249267-9 |
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