WB Bachelor of Education B.Ed Syllabus 1st Year PDF 2025

UNIFORM CURRICULUM STRUCTURE AND EXAMINATION PATTERN FOR 2 YEAR Bachelor of Education B.Ed
PROGRAMME IN WEST BENGAL FOLLOWING NCTE REGULATIONS, 2014

SEMESTER-I

SEMESTER-II

SEMESTER-III

SEMESTER-IV

Course-II (1.1.2): Contemporary India and Education

1st Half Education in Post-Independent India

Unit-I: Educational provision in the Constitution of India

• Fundamental Rights
• Directive Principles of State Policy
• Fundamental Duties
• Centre-State Relationship
• Language Issues

Unit-II: Recommendations of various commissions after independence

• Indian University Commission(1948-49)
• Secondary Education Commission(1952-53)
• Indian Education Commission(1964-66)
• National Policy of Education(1986,1992)

Unit-III: Equalization and universalization of Elementary and Secondary Education

• Concept
• Problems
• Probable solutions
• Views of Swami Vivekananda

Unit IV: Inequality, Discrimination and Marginalization in education

• Concept
• Causes
• Probable solutions

Unit- V: Issues of Contemporary relevance and National Values

• Concept
• Characteristics
• Relevance in education
• Relation with international understanding.
• Views of Swami Vivekanada in case of the followings:
  • a)Mass Education
  • b)Women Education
  • c) Technical and Vocational Education
  • d) Culture and Education

2 nd Half Policy Framework for Education in India

Unit-I: Contemporary issues of education:

• Unemployment
• Poverty
• Population explosion
• Student unrest

Unit-II: Policies on education:

• SSA
• RTE (2009)
• NCF (2005)
• NKC(2009)
• RMSA
• NCF-TE (2009)

Unit-III: Monitoring agencies

• UGC
• NAAC
• NCTE
• NUEPA
• NCERT
• IASE
• CTE
• SCERT
• DIET

Unit-IV: Community participation and development

• Women education
• Dalit education
• Tribal education
• Adult and Continuing Education
• Distance and Open Education
• Government initiatives towards educational policies

Unit-V: Educational Planning and Management

• Educational Planning
• Institutional Planning
• Leadership
• Administrative structure of Secondary Education
• Quality Management  Supervision

Course-IV (1.1.4) Language across the Curriculum

Unit-I: Theoretical Background of Language Usage

• Language – Meaning and Concept
• Functions of Language
• Role of Language across curriculum
• A brief historical background of language development.
• Theories of language development – Bloomfield, Chomsky,
• Saussure  Theoretical understanding of Multilingualism.

Unit-II: Understanding the Language Background

• Understanding home language and school language.
• Power dynamics of ‘standard’ language vs. ‘home language’.
• Dialects.

Unit-III: Different Strategies for Language Development

• Nature of classroom discourse.
• Develop strategies for using language in the classroom – oral and written.
• Discussion as a tool for learning.

Unit-IV: Language Interaction in the classroom

• Nature of questioning in the classroom.
• Types of questions – Teachers’ role.
• Multicultural classroom – Teachers’ role.

Unit-V: Nature of Reading Comprehension in the Content Areas

• Reading proficiency in the content areas – Social Sciences, Sciences, Mathematics.
• Schema Theory.
• Different Texts – Expository, Narrative, Transactional. Reflexive.

Engagement with Field / Practicum
Any two of the following :-

• i. School Visit to Find out Communication Problem/Apprehension in Students
• ii. Designing Games and Exercises for Developing Listening, Speaking, Reading and Writing Skills
• iii. Assignments on Developing Writing Skills- Summary, Letter, Paragraph, Essays, Speech
• iv. Assignments on Developing Speaking Skills – Oral Presentations, Debate, Elocution, Discussion, Brain-storming
• v. Assignments on Developing Listening Skills – Listening to speech, directions.

Mode of Transaction

• Lecture, discussion, exercises, assignments, language games
• In pedagogy of school subjects, illustrations on content based methodology may be provided

Course-V (1.1.5) Understanding Discipline and Subjects

Unit-I: Discipline and Subject

• Education as Inter-disciplinary Field of Study
• Nature and Characteristics of a Discipline  Emergence of Various Disciplines from Education
• Merger of Various Disciplines into Education
• Interrelation and Interdependence amongst Various School Subjects

Unit-II: Science as a Subject and Discipline

• Nature and history of science
• Scientific method; a critical view
• Knowledge, understanding and science
• The socio cultural perspective and the ethical consideration
• Science as a discipline, place of scientific knowledge in the schema of school curriculum
• Study of emergence of school science in relation to the social political and intellectual and historical context.
• Curriculum syllabus and textbooks ; the paradigm shifts in the discipline , the changing notion of scientific knowledge and the need to redefine school science

Unit-III: Language as a Subject and Discipline

• Centrality of language in education
• Role of language in children’s intellectual development and learning
• Language in the school curriculum; aims issues and debates
• Policy issues and language at school
• Language as a Medium of Communication
• Phases of Language Development

Unit IV Mathematics as a Subject and Discipline:

• Nature and History of Mathematics
• Place of Mathematics in School Curriculum
• Mathematics in Day-to-day life
• Relationship of Mathematics with Other Subjects

Unit-V: Social Science as a Subject and Discipline

• Nature and Philosophy of Social Science
• Social Science as an Area of Study
• Need of Studying Social Science through Interdisciplinary
• Perspectives
• Place and Relevance of Social Science in School Curriculum

Engagement with Field / Practicum

Any two of the following :-
i. Policy analysis National curriculum frame works
ii. Identification of core, hidden, null and latent curriculum in textbooks.
iii. Review of the books for constructing an activity curriculum.

Mode of Transaction

• Group discussion, lecture-cum –discussion, pair and share , group work, panel discussion, symposium, assignments, field visits and sharing of experiences
• In pedagogy of school subjects, illustrations on content based methodology may be provided

Course EPC –1 (1.1EPC1) Reading and Reflecting on Texts

Unit-I: Introduction to Reading

• Reading – Meaning and Process
• Importance of Reading across Curriculum
• Characteristics of Reading

Unit-II: Reading Skills

• Levels of Reading- literal, interpretative, critical and creative
• Types of Reading – intensive and extensive reading, Oral & Silent Reading
• Reading Techniques – Skimming and Scanning.
• Methodology of Reading

Unit-III: Reading the Text

• Types of Texts – Narrative, expository, descriptive, suggestive, empirical, conceptual, ethnography, policy documents, field notes
• Importance of Different Texts in Curriculum

Unit-IV: Developing Reading Skills

• Developing Critical Reading Skills
• Developing Reflective Skills
• Activities for Developing Reading Skills
• Developing Metacognition for Reading

Unit-V: Reading Comprehension

• Developing Reading Comprehension
• Developing Vocabulary for Reading
• Problems of Reading

Engagement with Field / Practicum

Any one of the following :-
i. Divide the class in small group and provide different kinds of texts and instruct them to read and reflect according to the nature of text
ii. Divide the group and provide one text and suggest students to make different interpretations
iii. Design vocabulary games to enhance your vocabulary
iv. Read the text and provide a five words summary to each paragraph
v. Reading and comprehension exercises
vi. Skim through the text and give suitable title to the text
vii. Complete given text in stipulated time and summarize it in 6/7 lines with a suitable title.

Mode of Transaction

Lecture, Discussion, Exercises, Games, round table study circle, Reflective questioning, Creative literary activities, journaling, writing diary etc

Course-III (1.2.3) Learning and Teaching

1st Half Learning

Unit-I: Understanding Learning

• Nature of learning: learning as a process and learning as an outcome
• Types of learning: factual, associations, conceptual, procedural, generalizations, Principles and rules.
• Remembering and Forgetting – Factors of remembering – encoding, storage and retrieval. Information processing approach; Causes of forgetting; Strategies for effective memorization.

Unit-II: Factors Influencing Learning

• Concept, nature and types of motivation – intrinsic, extrinsic and achievement.
• Role of teacher in addressing various factors influencing
• learning–a few strategies – cooperative learning, peer tutoring, collaborative learning.

Unit-III: Learning Paradigms

• Behavioristic Learning– Concept of connectionism (Thorndike) and conditioning (Pavlov & Skinner) and their educational implications.
• Cognitive Learning – Concept of Gestalt and its educational implications; Discovery learning (Bruner), Cognitive
• Constructivist Learning (Piaget)
• Social Cognitive Learning – Concept (Bandura), nature and implications. Teacher as role model.
• Social Constructivist Learning – Concept of Vygotsky, nature and implications.
• Humanistic Viewpoint of Learning – Carl Rogers (Self Concept Theory)

Unit-IV: Transfer of learning

• Concept, Importance, Nature and Types of Transfer of Learning
• Theories of Transfer of Learning
• Methods of enhancing Transfer of Learning

Unit-V: Organization of Learning Experiences: Issues and Concerns

• Role of school – Guidance, Mental health, Co-curricular activities.
• Strategies for organizing learning for diverse learners- Brainstorming, Within class grouping, Remedial teaching, Enrichment programme

2 nd Half Teaching for Learning

Unit-I: Understanding Teaching

• Teaching: Concepts, definition, nature and characteristics factors affecting teaching.
• Relation between Teaching, Instruction and Training.
• Maxims of teaching. Role of teacher in effective teaching.

Unit-II: Models of Teaching

• Concept Attainment Model (CAM)
• Advance Organizer Model (AOM)
• Inquiry Training Model (ITM)

Unit-III: Task of Teaching

• Task of teaching: meaning, definition and variables in teaching task.
• Phases of teaching task: pre – active, inter-active and post- active.
• Essentials of effective teaching

Unit-IV: Levels & Approaches of Teaching

• Levels of Teaching: memory, understanding and reflective levels of teaching
• Approaches to Instruction: Constructivist approach to teaching, Cooperative and Group Discussion, Games,
• Debate, Quiz and Seminar.
• Programmed Instruction (PI) & Computer Assisted Instruction (CAI)

Unit-V: Skills of Teaching

• Skills of Teaching: Concepts, definition.
• Micro-teaching: Meaning and Procedure
• Developing Teaching skills: Introducing the lesson,
• Questioning, Use of teaching aids, Reinforcement and Illustration.
• Modification of Teacher Behavior-Flanders Interaction
• Analysis of Category System (FIACS).

Engagement with Field / Practicum

Any one of the following :- 

• Simulated Teaching Practical (5 lessons)
• Presentation of Innovative Teaching

Mode of Transaction
Lecture, discussion, project work, field trip, assignment, seminar etc.

Course-VII-(A) (1.2.7A) Pedagogy of a School Subject Part-I

Pedagogy of Language Teaching: Bengali, English, Sanskrit, Hindi, Urdu & Arabic

Unit-I: Foundations of Language Teaching

• Historical background and present status of language teaching in India.
• Origin of different languages (At least two including 1 st Language)
• Significance of Mother tongue/ Target Language
• Concept of 1st Language, 2nd Language and 3rd Language in West Bengal
• Relation between language and dialect.  Language position and importance in Secondary School
• Curriculum in West Bengal.  Analysis of the objectives of teaching language at secondary level in West Bengal.  Aims and objectives of Language Teaching.

Unit-II: Strategies of Language Teaching (As per language concerned)

• Theories of Language Teaching
• Concept and importance of pedagogical analysis of language.
• Language Teaching Skills  Learning Design: definition, characteristics, importance
• Behavioural/Instructional objectives of Language Teaching
• Teaching strategies for Language  Relevance of Teaching Model for Language Teaching

Unit-III: Brief overview of Methods & Approaches of Language Teaching (As per language concerned)

• Methods and Approaches of Language Teaching:
  • Concept, Characteristics, Procedure, Importance and Limitations.
• Approaches to Language Teaching: Teaching different content areas- objectives, importance and procedure:
  • Prose,
  • Poetry,
  • Drama
  • Grammar,
  • Composition
•  Spelling mistake – causes and method of correction

Unit-IV: Assessment of Language Teaching

• Assessment (elementary concepts of Evaluation and Measurement).
• Achievement Test  Properties (elements) and Areas (aspects) of a language Test.
• Principles for constructing a Language Test.
• Characteristics of a good Test – usability, reliability, validity.
• Construction of a language question paper including general instruction with nature of options, overall coverage and marking scheme.

Unit-V: Learning Resources in Language Teaching

• Meaning, type, functions, preparation and utilization of learning resources in language: Text Books, Models, Charts,
• Pictures, Reference Books, Computer Assisted Learning.
• Language Laboratory – Component, planning, developing required activities and organizing for use.
• Designing Learning activities: School Magazine, School
• Debating Society, Dramatization
• Designing Language Games in grammatical context of language.
• Creative writing: composition, short story, poem (on given clues or independently).

Engagement with Field / Practicum

Any two of the following :-

• Speech and Speech Mechanism
• Word Formation
• Syntax
• Phonetic Transcription
• Identifying General and Specific Objectives with Learning Outcome
• Task analysis and Content Analysis
• Developing Instructional (Teaching Learning) Material
• Planning Instructions

Mode of Transaction

Lecture, discussion, project work, field trip, assignment, seminar etc

Course-VII-(A) (1.2.7A) Pedagogy of a School Subject Part-I

Pedagogy of Social Science Teaching: History, Geography, Political Science, Economics, Education, Commerce, Sociology, Philosophy, Music, Fine Arts, Psychology

Pedagogy of Science Teaching: Physical Science, Life Science, Computer Science & Application

Unit-I: Foundation of science Teaching

• Aims and objectives of science Teaching.
• Science Curriculum, Values of Science Teaching.
• Inter relationship of various branches of science.
• Scientific aptitude and attitude  Innovations in science teaching

Unit-II: Strategies of Science Teaching:

• Features, Limitations and comparison of different methods
• Lecture Method,
• Demonstration method,
• Heuristic Method,
• Laboratory Method,
• Project Method
• CAI
• Problem Solving Method.

Unit-III: Planning of Science Laboratory

• Importance of Science Laboratory
• Organization / Planning a Science Laboratory.
• Equipment of Science Laboratory.

Unit-IV: Learning Resource in science Teaching

• Meaning, type and importance of Learning Resources.
• Quality of good Science text book.
• Teaching aids in Science.
• Improvisation of Teaching Aids.

Unit-V: The Science Teacher:

• Qualifications and qualities of Science Teachers.
• Professional growth of Science Teacher.

Engagement with Field / Practicum

Any two of the following :-

• Preparation of lesson/unit plan by following different methods of teaching.
• Preparation of materials & programmes to inculcate scientific attitude.
• Script writing for Radio/TV/Video on science topics.
• Demonstration of Science Experiments.

Mode of Transaction

Lecture, discussion, demonstration, project work, field trip, presentation by students, seminar etc

Pedagogy of Mathematics Teaching: Mathematics

Unit-I: Nature and Theoretical aspects of Mathematics Education

• The nature of mathematics
• Correlation of mathematics with other disciplines
• Scope of mathematics education
• Values of teaching mathematics
• History of Mathematics in India
• Teaching-learning of Mathematics from the view point of Skinner, Piaget, Bruner, Vygotsky & Dienes

Unit-II: Aims and objectives of teaching Mathematics and preparation of relevant curriculum and text books

• Aims and objectives of teaching mathematics at upper primary stage, secondary stage and higher secondary stage.
• Principles of curriculum construction
• Principles of text book preparation

Unit-III: Mathematics Teacher and Teaching learning process in Mathematics

• Teaching methods in mathematics- e.g. Inductive & Deductive Method, Method of analysis and synthesis, Project method, Mathematical induction, Heuristic method, Problem Solving Method.
• Learning Resources in relation to Teaching of mathematics with special reference to calculator and computer.
• Pedagogical analysis and learning designing.
• Qualities and professional growth of Mathematics teacher.

Unit-IV: Mathematics education in a cross-cultural perspective

• Anxiety associated with learning of Mathematics
• Maths laboratory
• Maths club
• Connecting mathematics to the environment
• Management of learning of slow and gifted learners

Unit-V: Assessment and Evaluation

• Assessment and evaluation-meaning, scope & Types
• Different types of test items
• Techniques of Evaluation in Mathematics
• Basic principles of construction of test items
• Continuous and Comprehensive Evaluation (CCE)

Engagement with Field / Practicum

Any two of the following :

• Write an essay on nature of Mathematics and contribution of Indian Mathematicians.
• Preparation of various teaching aids.
• Preparation of programmed learning material for selected Units in Mathematics.
• Evaluation of Mathematics text book.
• Construction of various types of test items.
• Construction of achievement and diagnostic tests.
• Identify the slow learners, low achievers and high achievers in Mathematics from the classroom during practice teaching. (Case study)
• Conducting of Action Research for selected problems.
• Development and tryout of Teaching-learning strategy for teaching of particular Mathematical concepts.
• Use of Computer in Teaching of Mathematics.
• Use of Mathematics activities for recreation.
• Development and use of Mathematics laboratory.
• Prepare mathematical activities in the context of socio- cultural aspects.

Mode of Transaction

• Lecture, lecture cum Discussion, project work, Demonstration of A. V.
• Aid, Action Research, Visit, Group work and its Presentation

Course-VIII-(A) (1.2.8A) Knowledge and Curriculum Part-1

Unit-I: Epistemological bases of Education

• Meaning of epistemology with reference to the process of
• knowledge building and generation.
• Distinction and relationship between:
• Knowledge and skill.
• Teaching and training.
• Knowledge and information.
• Reason and belief.

• Significance of Philosophy in Education.
• Brief account of the tenets of the following philosophers of education –Swami Vivekananda, Gandhi, Tagore, Aurobindo, Dewey, Dr.Sarvapalli Radhakrishnan and Sir
• Asutosh Mookherjee.  Relevance of the philosophy of the aforesaid philosophers in Indian education with regard to activity, discovery and dialogue.

Unit-III: Sociological bases of education

• Constitutional goal for Indian Education.
• Social issues in education –globalization, multiculturalism, secularism, education for sustainable development.
• Nationalism, universalism and secularism – their interrelationship with education.  Illiteracy, poverty, socially disadvantaged groups gender inequality.

Unit-IV: Concepts and scope of education

• Four pillars of education.
• Aims of education: Personal, Social, Economic and National Development.
• Education for generation, conservation and transmission of knowledge.
• Agencies of education: home, school, community and media.
• Types of education: formal, non-formal, informal and role of their agencies.

Unit-V: Dynamics of Curriculum Development

• Determinants of curriculum development
• Theories of curriculum development
• Stage Specific Curriculum-Pre-primary, Primary, Secondary, Higher Secondary
• Curriculum reforms in India ; National Curriculum Frameworks

Engagement with Field / Practicum

Any one of the following :

• Policy analysis National Curriculum Frame works.
• Identification of core, hidden, null and latent curriculum in textbooks.
• Designing an activity based curriculum.
• Analysis of School Curriculum at different stages

Mode of Transaction

Group discussion, lecture-cum –discussion, pair and share , group work, panel discussion, symposium, assignments, school visits and sharing of experiences

Course-IX (1.2.9) Assessment for Learning

1st Half Assessment of the Learning Process

Unit-I: Concept of Evaluation and Assessment

• Meaning of Test, Measurement, Assessment and Evaluation
• Distinguish among Measurement, Assessment and Evaluation
• Nature and purpose of Evaluation

Unit-II: Approaches and Techniques of Evaluation and Criteria of Assessment Procedure

• Approaches-Formative and Summative; NRT and CRT
• Techniques- observational, self-reporting, psychological and Educational tests
• Validity- Meaning, Types and Measurement
• Reliability – Meaning, Types and Measurement
• Norm and Usability

Unit-III: Psychological Test

• Meaning and concept Preliminary idea about – Intelligence test, Aptitude test, Interest Inventory, Attitude test, Creativity and Personality
• Achievement test- meaning, characteristics, steps for construction and uses
• Diagnostic and prognostic test

Unit-IV: Evaluation

• Types of Tests; Written Test, Oral Test, NRT, CRT, Summative Test, Formative Test, Diagnostic Test.
• Scoring and Grading, Analysis of Score and Its Interpretation
  • a) Tabulation of data.
  • b) Graphical (Histogram, frequency Polygon)
  • c) Central Tendency (Mean, Median Mode)
  • d) Deviation – Standard.

UNIT-V: Problem – Learner

• Problem – Learner; Concept and Types,
• Identification of Problem – Learner; Observation, Case Study, Socio-Metric & Testing (Educational and Psychological) Techniques
• Remedial Measures – Guidance & Counseling, Life-Skill Training

2nd Half Assessment of the Learning System

Unit-I: Infrastructural facilities

• Rooms (types and numbers),
• Classroom furniture,
• Sanitation facility,
• Drinking water,
• Playground etc.
• Library

Unit-II: Human Resource

• Teaching staff (Full Time + Part Time + Para teacher)
• Non –Teaching staff  Students:- Boys / Girls / SC / ST /OBC / Minority / Special Needs Children.
• Teacher-student Ratio.

Unit-III: Management & Record Maintenance

• Managing Committee
• Committees for Academic Purposes
• Different Committees  Fee Structure,
• Number of units/ School hour/ time table / periods
• Students participation – student Self – Government.
• Records:
• Accounts related
• Staff related
• Student related
• Curriculum related

Unit-IV: Special Service Provided

• Mid-Day Meal
• Book bank for poor students
• Tutorial for weaker students
• Remedial teaching
• Parent Teacher Association
• Staff Welfare Service
• Health Programme
• Conducting Talent Search Examination
• Providing Scholarship

Unit-V: School Community relationship

• Community involvement in decision making.
• Community Contribution to school
• Meeting with community members
• School response to parents

Engagement with Field / Practicum

Any two of the following

• Writing educational objectives, learning experience and corresponding evaluation techniques, General and specific objectives
• Framing measurable and non-measurable learning outcomes
• Determining the objectivity given an answer key
• Determining the objectivity of a tool
• Finding out the content validity of the given question paper
• Designing Rating scale, Questionnaire, Interview Schedule in a given a topic
• Framing Different types of questions
• Preparation of Blue Print and a question paper
• Prepare graphs and use statistics for analysis of test result

CourseEPC-2 (1.2EPC2) Drama and Arts in Education

Unit-I: Drama and its Fundamentals

• Drama as a tool of learning
• Different Forms of Drama
• Role play and Simulation
• Use of Drama for Educational and social change (Street play, Dramatization of a lesson)
• Use of Drama Techniques in the Classroom: voice and speech, mime and movements, improvisation, skills of observation, imitation and presentation

Unit-II: Music ( Gayan and Vadan )

• Sur, Taal and Laya (Sargam)
• Vocal – Folk songs, Poems, Prayers
• Singing along with “Karaoke”
• Composition of Songs, Poems, Prayers
• Integration of Gayan and Vadan in Educational practices

Unit-III: The Art of Dance

• Various Dance Forms – Bharat Natyam, Kathakali, Folk dance: Garba, Bhavai, Bhangada, Bihu and various other dances.
• Integration of Dance in educational practices (Action songs, Nritya Natika )

Unit-IV: Drawing and Painting:

• Colours, Strokes and Sketching- understanding of various means and perspectives
• Different forms of painting- Worli art, Madhubani art, Glass painting, Fabric painting and various forms of painting
• Use of Drawing and Painting in Education -Chart making,
• Poster making, match-stick drawing and other forms

Unit-V: Creative Art

• Creative writing – Story writing, Poetry writing
• Model making – Clay modeling, Origami, Puppet making
• Decorative Art – Rangoli, Ikebana, Wall painting (Mural)
• Designing – Computer graphics, CD Cover, Book cover, Collage work
• The use of different art forms in Education

Engagement with Field / Practicum

• Develop a script of any lesson in any subject of your choice to perform a Play / Drama.
• Develop a script for the street play focusing on “Girl’s education and Women empowerment”.
• Prepare a script of Bhavai based on some Socio-political issues.
• Prepare a pictorial monograph on “Various folk dance of Gujarat”.
• Prepare a pictorial monograph on “Various Dance forms in India”.
• Prepare a calendar chart on “Various Musical Instruments in India”.
• Develop an Audio CD based on newly composed Poems of Gujarati / Hindi language.
• Prepare some useful, productive and decorative models out of the west materials.
• Visit the Faculty of Performing Arts in your city and prepare a detailed report on its multifarious functioning.
• Organize a competition on some Decorative / Performing Art forms in the school during your School Internship programme and prepare a report on it.
• Organize a workshop on some selected Creative Art forms in the school during your School Internship programme and prepare a report on it.
• Develop a creative design based on your choice for CD Cover or Book cover.
• Develop a design or picture based on collage work.

Mode of Transaction
Lecture, Lecture cum discussion, Workshop schedule, Slide / Film show, Project work, Demonstration, Visit , Group work and its Presentation.