D.El.Ed Part-1 Revised syllabus of WBBPE 2026

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The Diploma in Elementary Education in West Bengal (D.EL.Ed.) is a programme to enhance the teaching skills and competency of inexperienced primary school teachers in West Bengal.

Table of Contents

D.El.Ed Course Structure – Part-1 (First Year)

Total Marks : 700 (External :450 ; Internal :250) Total Hours : Theory-450hrs; Practical-180 hrs

CC-01: Child Studies

Maximum Marks=100
Internal=30
External=70
Pass Marks=40% of Full Marks in each of the External & Internal Evaluation
Student Contact = 90 hours

Unit-1: Perspectives in Development (Class-8 Hours)

Introduction to perspectives in development – Concept of development (meaning, principles and objectives).
Development as multidimensional and plural
Development through the life span (stages)
Developmental ways as continuous and discontinuous.
Childhood as modern construct (knowledge- creator) in the context of poverty, globalization and modern culture
Commonalities and diversities within the notion of childhood with reference to Indian context

Unit-2: Physical-Motor Development (Class-7 Hours)

Growth and Maturation
Gross and fine motor development skills in infancy, pre-school children and elementary children
Role of parents and teachers in providing opportunities for physical-motor development, for example, play.

Unit-3: Social Development (Class-10 Hours)

Concept of socialization: Family environment, Parent-child relationships,Child rearing practices,
Separation of parents: Children in crèches, orphanages etc.
Schooling: peer influences, Teacher-child relationships, out of school experiences
Development of children through socialization process
Personality development – Freudian stages of development
Psycho-social development – stages as proposed by Erikson
Social theories and Gender development-meaning of gender roles, influences of gender roles, stereotypes and gender in playground

Unit-4: Self and Moral development (Class-7 Hours)

A sense of self: Self-description, self-concept, self-esteem, social comparison, internalization and self-control
Moral development: perspectives of Lawrence Kohlberg

Unit-5: Emotional Development (Class-8 Hours)

Development of emotions and ability to regulate them (Love, affection, fear, anger, jealousy etc.)
Development of emotions at different stages (pre-school, late childhood and pubertal stages)
Development of emotions as continuous and discontinuous

Unit-6: Learning- (Class- 9 Hours)

Learning: Concept of learning (meaning, principles and objectives) basic theories of learning
Learning: ideas of behaviorism
Basic architecture of the mind (working memory, long term memory, attention, encoding and retrieval)

Unit-7: Cognition (Class-11 Hours)

Constructivism: introduction to the concept, Piaget’s theory: what is learning, structures and processes of cognitive development, children’s thinking, and implications for teaching learning.
Vygotsky’s theory- introduction, the general genetic law, concept of zone of proximal development tools and symbols in development, implications for teaching.
Individual and socio-cultural differences in cognition understanding learning difficulties, terms of exclusion and inclusion and impact.

Unit-8: Play (Class-10 Hours)

Meaning of Play: Characteristics, kinds and types of Play
Functions of Play: Linkages with the physical, social, emotional, language, cognitive and motor development of children
Cross Cultural & Socio-Economic differences in children’s play
Games and group dynamics, rules of games and how children learn to negotiate differences and resolve conflict.

Unit-9: Language (Class-10 Hours)

Perspectives in Language development (with reference to how children acquire language at early age): Skinner, Social Learning Theory of Bandura and Walters
The use of Language: Turn taking, interaction, conversations and listening
Bilingual or Multilingual children: Implications for teachers, multilingual classrooms, storytelling as a pedagogic tool

Unit-10: Communication (Class-10 Hours)

How do children communicate?
Socio-cultural variations in Language: Accents, difference in communication for a multilingual classroom.

QUESTION-PATTERN FOR WRITTEN (Theoretical) EXAMINATIONS

CPS-01: Language L1 Bengali

CPS-01: Language L1 Bengali Note
CPS-01: Language L1 Bengali

(CPS-02): Teaching Second Language: English at the Elementary Level

TEACHING SECOND LANGUAGE: ENGLISH AT THE ELEMENTARY LEVEL

Maximum Marks=100
Internal=30
External=70
Pass Marks=40% of Full Marks in each of the External & Internal Evaluation
Student Contact = 90 hours

Unit 1: Issues of Teaching English in the Elementary level in India (Class-8 hours)

Concept of first, second and foreign language – a historical view of English as a second language (ESL) in India
Importance of English in the multilingual context in India – English as a link language- for national and international link, English as a library language
Language acquisition and Language Learning – concept, difference between acquisition and learning stages of acquisition, factors influencing language acquisition, importance of an acquisition-rich environment, perspectives on appropriate age for learning second language
A historical overview of development of English language Teaching in India
Aims and objectives of teaching English – Objectives of teaching English as per the Kothari
Commission and NCF-2005, Objectives of teaching English as second language in the elementary level in West Bengal. Objectives of teaching English as per Kothari Commission

Unit 2: Content – Proficiency (Class- 15 hours)

Critical reflection upon the content of the text books from class I-VIII
Personal response to the poems and stories in the text books
Critical reflection on adapting the text to the individual and special needs of the diverse learners
Reading from authentic sources beyond the text books like newspaper reports, popular and relevant stories[children’s literature], rhymes, notice, popular culture and stories/folklores from local/indigenous cultures and relating them to the text
Reading beyond the text about topical issues like ecological issues and bio-diversity, education, equity etc and relating them to the content in the text books

Unit 3: Approaches, Methods and Techniques of Teaching English in the Elementary level (Class-10 hours)

Concept of Approach, Method and Technique – definition and difference between them, importance of approaches and methods in teacher education programs
Structural Approach, Grammar Translation Method, Situational Language Teaching& Audiolingual method, Communicative Language Teaching, Task-based Language Teaching, Cooperative Language Teaching, Content and Language Integrated Teaching in multicultural and multilingual context, Eclectic method
Constructivist approach to teaching English at the elementary level. Difference between structural approach and Communicative approach

Unit 4: English as a Skill Subject: (Class- 12 hours)

The basic skills of language
Teaching English as a skill based subject in the elementary level with reference to the objectives specified by the NCF 2005 and the West Bengal Board of Primary Education & West
Bengal Board of Secondary Education
Development of listening skill – importance of listening skill, types of listening, aims of teaching listening to learners at the elementary level, problems, strategies
Development of speaking skill – importance of speaking skill, features, aims of teaching speaking to learners at the elementary level, problems, strategies
Development of reading skill – importance of reading skill, types of reading, features, stages, aims of teaching reading to learners at the elementary level, problems, strategies/methods
Development of writing skill – importance of writing skill, types of writing, features including mechanics of writing, aims of teaching writing to learners at the elementary level, problems, strategies
Developing vocabulary and teaching grammar through the four basic skills – principles and strategies

Unit 5: Teaching Learning Material for teaching English including CALL (Computer Aided Language Learning) (Class-5 hours)

Teaching Learning Material – Nature, Features, Importance in language teaching-learning,
Types, Preparation of low cost TLM, principles for preparation of TLM for children with special needs
CALL(Computer Assisted Language Learning) – Presentation of textual, graphical and multimedia Information for learners at the elementary stage; Principles; Factors for effective use of CALL for diverse learners in an inclusive classroom
Use of Realia for teaching language – nature, features, importance, strategies

Unit 6 : Functional Grammar and Vocabulary (Class-10 hours)

Parts of speech with reference to the text books of class I-VIII
Phrases and sentences – structural and functional division of sentences, Types of sentences, framing Wh- questions, Transformation of sentences(Positive-Negative/simple-compoundcomplex/ degree of comparison/ voice/ either-or/so-that/ neither-nor/too-to/infinitives),
Joining of sentences
Reported speech
Functional classification of verbs (main verbs, auxiliary verbs), different forms of verbs, tenses, subject-verb agreement with particular reference to the use in the text books of class I-VIII
Use of Phrasal verbs
Understanding the basic elements of phonetics, stress with special reference to the words, phrases and sentences used in the text books of class I-VIII

Unit 7: Interaction in a Language class (Class-12 hours)

Creating a child-centric, trauma-free homely environment for teaching English – principles, factors, strategies
Concept of fluency, accuracy, appropriacy – significance of fluency and appropriacy in the
English classroom at the elementary stage
Learner interactional patterns ; Group work and pair work – nature, principles, activities for developing the four basic skills of language
Assigning activities according to the level of the learner; Language games –developing and using (available free of cost in various websites) various language games for developing the four basic skills of language and effective class management
Preparation of work/activity sheets including those for children with special needs for developing the four basic skills of language
Theme based teaching ( based on the prescribed text books of Class I-VIII) in an inclusive class
Scaffolding and gradual withdrawal of support

Unit 8: Proficiency in Framing Instructions (Class-5 hours)

Understanding the importance of giving and following instructions in a communicative setting
Framing instructions for different activities for teaching English with reference to the content
in the text books from Class I to Class VIII
Framing tasks on Listening, Speaking, Reading and Writing- activities to be done at the Prelistening/speaking/reading/writing, While- listening/speaking/reading/writing and Postlistening/speaking/reading/writing stages
Designing activities and instructions on the basis of the types of activities given in the
prescribed text books (like categorizing, sequencing, matching, justifying, cause-effect
relationship etc) and writing down the objectives of designing each such activity

Unit 9: Proficiency in Communication (Class-5 hours)

Understanding different types of writing for elementary level students and relevant exercises
Conversations in given contexts and simulated real life situations,
Preparing Teaching Journals –reflecting upon the teaching activities and preparing writtenaccounts of teaching experiences based on students’ response/feedback
Preparing book reports on books on children’s literature beyond the text books
Reflecting and speaking on topical issues like child-labour, drop-outs, mid-day meals, equity, global warming, universalization of elementary education etc.
Preparing wall magazines, posters related to awareness campaigns, skits etc on given themes
Assessing Students’ performance in communication-both oral and written

Unit 10: Planning and Evaluation (Class-13 hours)

Importance of planning activities and lessons appropriate to the level of the learners
Lesson plans – Process based teaching and Macro teaching
Selected five skills at the micro-level of lesson planning – integration, facilitating child-centric learning, inspiring learner to question, developing the learners’ power of observation, relating performing arts with the learning situation
Developing tools of assessment – concept of different types of questions, developing small achievement tests with proper weightage on knowledge, comprehension, application and psychomotor type of questions/activities.
Assessment of students’ performance in the four basic skills of listening, Speaking, Reading, Writing
Creating students’ profile and recording performances
Remedial measures
Undertaking Action Research projects under the supervision of teacher educators – for example:
- (i.) Understanding the various difficulties of learning English among the students of a particular class of schools within the vicinity of the respective teacher education institute, clustering them into certain patterns and providing remedial measures OR
- (ii.) Identifying the learning needs and difficulties of diverse learners with special needs in a particular class of schools in the vicinity of the Teacher Education Institution and providing measures for teaching English to such learners with individual learning needs.

(CPS-03) : Mathematics for The Elementary Teacher Education

Maximum Marks=100
Internal=30
External=70
Pass Marks=40% of Full Marks in each of the External & Internal Evaluation
Student Contact = 90 hours

Unit-1: Perspective about Mathematical Knowledge – 1 Class- : 9 hours

Meaning, nature and characteristics of mathematics 2 hours
Processes in mathematics – mathematical representations, mathematical relations, mathematical reasoning, problem solving in mathematics and communication in mathematics. 5 hours
Goals of Mathematics Education – Cognitive, affective and Psychomotor domain 2 hours

Unit-2 : Perspective about Mathematical knowledge – 2 Class- : 10 hours)

Aims of teaching mathematics- disciplinary, utilitarian, recreational. 3 hours
Objectives of mathematics education of elementary level in terms of competencies/learning outcomes, development of interest and appreciation 5 hours
Effect of socio-cultural back ground of children on mathematical knowledge 2 hours

Unit-3: Pedagogic Content Knowledge – 1 Class- : 7 hours)

Number : Number concepts, counting, place value, rational numbers, Arithmetic operations,
Fractions, Decimals 4 hours
Spatial understanding and Shapes – vocabulary of special relationship, basic geometrical shapes and their characteristics, Triangle, Rectangle, Square, Circle, Sphere, Cylinder and Cone,
Rectangular parallelopiped, cube. 3 hours

Unit–4 : Pedagogical content knowledge – 2 Class- : 6 hours)

Measurement : Length, perimeter and area of square & rectangle circle, weight, volume, Time and money 4 hours
Data handling : Collection and representation of data through various methods – tables, tallies,
pictogram and bar graph – interpretation of idea 2 hours

Unit – 5 : Elementary Statistics Class- : 8 hours

Basic concept in statistics 1 hour
Tabulation of Data 2 hours
Graphical presentation thereof 2 hours
Measure of Central Tendency and dispersion 3 hours

Unit – 6 : Conceptualization of Mathematics Class- : 15 hours

Constructivist Approach in Mathematics 2hours
Activity based learning, strategies for concept formation and concept attainment, structuring activities for inductive thinking and inquiry based learning, structuring learning, activities using manipulative, story problems, games, outdoor activities and real life situations 5 hours
Co-operative learning strategies (learning together technique) 1 hour
Theory of Mathematics learning : Piaget, Vygotsky, Dienes, Bruner 4 hours
Concept of Estimation – Measurement related 1 hour
Use of out of School Mathematics for conceptualization of Formal Mathematics 2 hours

Unit-7 : Resource in Mathematics Learning Class-: 6 hours

Preparation and use of learning materials in mathematics. 4 hours
Principles of selection and effective use of LTM 2 hours

Unit-8 : Learning methods and approaches of Mathematics Class-: 7 hours

Observation, experimentation, Demonstration, Problem Solving 4 hours Project 3 hours

Unit – 9 : Planning for Teaching Mathematics : Class-: 10 hours

Unit wise process based lesson planning, Preparation of lesson notes on the basis of competencies 8 hours
Planning for Teaching – Addressing problems in mathematics teaching and their probable solutions. 2 hours

Unit – 10 : Assessment of mathematics Learning Class-: 12 hours

Meaning and purpose of assessment and evaluations 2 hours
CCE in mathematics, Formative and Summative 4 hours
Tools of assessment in mathematics – Achievement test and diagnostic test in mathematics construction and use 4 hours
Assessment of misconceptions in Mathematics 2 hours

CPS-04: Environmental Sciences

Maximum Marks=100
Internal=30
External=70
Pass Marks=40% of Full Marks in each of the External & Internal Evaluation
Student Contact = 90 hours

Unit-1: Perspective about Mathematical Knowledge – 1 Class- : 9 hours

Meaning, nature and characteristics of mathematics 2 hours
Processes in mathematics – mathematical representations, mathematical relations, mathematical reasoning, problem solving in mathematics and communication in mathematics. 5 hours
Goals of Mathematics Education – Cognitive, affective and Psychomotor domain 2 hours

Unit-2 : Perspective about Mathematical knowledge – 2 Class- : 10 hours)

Aims of teaching mathematics- disciplinary, utilitarian, recreational. 3 hours
Objectives of mathematics education of elementary level in terms of competencies/learning outcomes, development of interest and appreciation 5 hours
Effect of socio-cultural back ground of children on mathematical knowledge 2 hours

Unit-3: Pedagogic Content Knowledge – 1 Class- : 7 hours)

Number : Number concepts, counting, place value, rational numbers, Arithmetic operations, Fractions, Decimals 4 hours
Spatial understanding and Shapes – vocabulary of special relationship, basic geometrical shapes and their characteristics, Triangle, Rectangle, Square, Circle, Sphere, Cylinder and Cone,
Rectangular parallelopiped, cube. 3 hours

Unit–4 : Pedagogical content knowledge – 2 Class- : 6 hours)

Measurement : Length, perimeter and area of square & rectangle circle, weight, volume, Time and money 4 hours
Data handling : Collection and representation of data through various methods – tables, tallies, pictogram and bar graph – interpretation of idea 2 hours

Unit – 5 : Elementary Statistics Class- : 8 hours

Basic concept in statistics 1 hour
Tabulation of Data 2 hours
Graphical presentation thereof 2 hours
Measure of Central Tendency and dispersion 3 hours

Unit – 6 : Conceptualization of Mathematics Class- : 15 hours

Constructivist Approach in Mathematics 2hours
Activity based learning, strategies for concept formation and concept attainment, structuring activities for inductive thinking and inquiry based learning, structuring learning, activities using manipulative, story problems, games, outdoor activities and real life situations 5 hours
Co-operative learning strategies (learning together technique) 1 hour
Theory of Mathematics learning : Piaget, Vygotsky, Dienes, Bruner 4 hours
Concept of Estimation – Measurement related 1 hour
Use of out of School Mathematics for conceptualization of Formal Mathematics 2 hours

Unit-7 : Resource in Mathematics Learning Class-: 6 hours

Preparation and use of learning materials in mathematics. 4 hours
Principles of selection and effective use of LTM 2 hours

Unit-8 : Learning methods and approaches of Mathematics Class-: 7 hours

Observation, experimentation, Demonstration, Problem Solving 4 hours Project 3 hours

Unit – 9 : Planning for Teaching Mathematics : Class-: 10 hours

Unit wise process based lesson planning, Preparation of lesson notes on the basis of competencies 8 hours
Planning for Teaching – Addressing problems in mathematics teaching and their probable solutions. 2 hours

Unit – 10 : Assessment of mathematics Learning Class-: 12 hours

Meaning and purpose of assessment and evaluations 2 hours
CCE in mathematics, Formative and Summative 4 hours
Tools of assessment in mathematics – Achievement test and diagnostic test in mathematics construction and use 4 hours
Assessment of misconceptions in Mathematics 2 hours

Unit-7 : (Knowledge) Critical analysis of the contents of EVS meant for class VI to VII Class-9 Hours

Unit-8 : Lesson Planning of EVS Learning. Class-10 Hours

Unit and Sub-Unit based Lesson Planning (Micro and Macro), preparation of lesson notes on the basis of competencies (Micro)
Maintaining Note Books (Micro & Macro) for evaluation of lesson plan along with Work-Sheet with each and every Lesson Plan.

Unit – 9 Action Research for improvement of Teaching – Learning of EVS Class-11 Hours

Preparation of Project

Unit-10: Learning Assessment in EVS: Class-11 Hours

Tools and Techniques of Evaluation
Construction of Achievement Test
Knowledge of CCE in EVS.

Download: Revised Syllabus of West Bengal D.El.Ed. Course

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