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NCTE Recognized Institutes





Bachelor of Education (B.Ed.)

Session – 2010-2011



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a)      The duration of the course shall be of one academic session.

b)      The final examination leading to the award of the degree shall be held at the end of the academic session on the date notified by the University.


            The programme is essentially a mix of theory and practical course to develop knowledge, skills, and attitude in practicing teachers. Illustration and cases of relevant situations and activities comprise the core of each paper. The core subject is suitably supported by theoretical aspects to the extent needed.

            Thus, the programme consists of ten papers of 100 marks each. Out of ten, there shall be seven theoretical and three practical papers.


Course Content



Education and Society

(Value Education, Human Rights, Environmental Education, Population Education

80 + 20


Educational Measurement and Evaluation

80 + 20


Educational Psychology, Personality & Creative Skill Development

80 + 20


Application of Computer in Education and Development of Communicative Skill

80 + 20


Women Education

80 + 20


School Organization, Administration and Supervision

80 + 20


Select any two of the following

- Teaching of Social Science : His./Geog./Eco./Civics (Pol.Sc.)

- Teaching of Physical Science           - Teaching of Prim. Education

- Teaching of Sanskrit                         - Teaching of Commerce

- Teaching of Home Science               - Teaching of Life (Bio.) Sc.

- Teaching of Mathematics                 - Teaching of English

- Teaching of Modern Indian Languages Hindi/Urdu

40 + 10

40 + 10


Practical Teaching

Method – I

Method – II





Craft Work and Extra Mural Activities

(a)    Craft Work –

(i) External Examination         (ii) External Assessment

(b) Extra Mural Activities (Internal)

(i) Physical Activities

(ii) Educational Survey of a village or Mohalla / Community outreach programme with reference to various problems arising out of population growth such as illiteracy, child marriage, reproductive rate, family sizes, standard of living, health etc.

(iii) Cultural Activities






Sessional work on each of the two practical teaching subjects.

(i)                 Record of Participation in Criticism lesson (Internal)

(ii)               Records of practice lessons and accounts of Teaching Aids.

(iii)             Viva-voce particularly on the contents of related school subjects (External).


10 x 2

20 x 2


20 x 2




UNIT – I        Concept of Education :

Meaning of Education, Education & Philosophy – Naturalism, Idealism Pragmatism, Child - Centered Approach – With reference to Monteseri and Giju Bhai.

UNIT – II       Constitutional provisions related to Education :

Knowledge about the Indian Constitution and its directive principles, various articles mentioned in the constitution that are related to education. Meaning of secularism, socials goals; democracy & socialistic pattern of society. Meaning and importance of the term National Integration and Emotional Integration in respect to human rights.

UNIT – III     Education & Sociology :

Sociological Bases of Education, Relationship between individual and society in terms of norms given by the existing social order, society and utilitarian function of education, education as tool of economic development, education as an instrument of social change, education and human resource development.

UNIT – IV     Crisis and challenges in Indian Education :

-          Universalization of Elementary Education

-          Vocationalization of Education

-          Education of Disadvantaged groups

-          Environmental Education for a green and clean society

-          Value crisis and role models for students

-          Human Rights and promotion of quality of life in the Indian Context

UNIT – V       Educational thinkers and their contribution :

A)                Indian Thinkers

(a) Swami Vivekanand           (b) Rabindra Nath Tagore

(c) Mahatma Gandhi               (d) Arbindo

                        B)        Western Thinkers

                                    (a) Aristotle                             (b) John Dewey

                                    (c) Rosseau



Ten questions (preferably two from each unit) to be set,

five questions to be answered. 

UNIT – I        Evaluation :

Need and objectives of evaluation. Types of examination, Relative efficacy and merits & demerits of essay type and objective type of examination system, Types of Evaluation, Difference between measurement, Tools of testing.

UNIT – II       Psychological Tests :

Construction and standardization of Psychological tests and classroom teacher made tests, Psychometric properties of tests Reliability, Validity & Norm Characteristic of test.

UNIT – III     Achievement Test :

Meaning & nature of achievement test, kind of achievement test; differences between achievement test and intelligence test.

UNIT – IV     Intelligence Test :

Classification of intelligence test, Groups Vs Individual tests, verbal & non-verbal (Performance) test – their merits and demerits. Uses of intelligence test.

UNIT – V       Statistics :

Nature and applications of statistics, Frequency distributions, Graphical representations of Data – Polygon & Histogram.

Measures of Central Tendency – Mean, Median & Mode, Standard deviation & their application.

Correlation, Rank difference and product moment.



UNIT – I        Behaviour of the Learner :

i)                    Definition of Educational Psychology, Meaning, Nature, Scope, Aims and Objective of Educational Psychology.

ii)                  Stages of adolescent development, Stage Specific – Physical, Cognitive, Social and Emotional Development.

iii)                Problem behaviour in schools & its solutions.

iv)                Guidance : Meaning and its distinction from counselling, types of guidance, Aim of guidance, Need of Educational guidance in school, Techniques of Educational guidance, Role of teacher in guidance programme.

v)                  Relative role of Heredity and Environment in growth : Individual differences and their educational implication.

UNIT – II       Learning and Motivation :

i)                    Learning :

(a)    Concept and nature

(b)   Factors Affective Learning

(c)    Theories of Learning : Trail & Error, Insight and Conditioning

ii)                  Motivation :

(a)    Concept of Motivation

(b)   Theorieis of Motivation

(c)    Techniques of motivating children in classroom situation.

UNIT – III     Personality and Creativity :

(a)    Personality : Nature, Types and Measurement

(b)   Creativity : Factors and Measurement

UNIT – IV     Special Education :

Physically challenged students, gifted, backward & slow learners. Intervention and special education for various forms of exceptionality.

UNIT – V       Remembering & Forgetting :

Nature, Process & Causes of Forgetting.




UNIT – I        Concept and use of Computer in Education :

(a)          Fundamental and Functioning of the computer.

(b)         Multimedia : Concepts and uses in Education.

(c)          Internet, E-mail and world wide web.

UNIT – II       Computer Assisted Instruction (C.A.I.) :

                        Contribution, Importance and use of Programmed Instruction & Computer Assisted Instruction (C.A.I.)

UNIT – III     Communication Process :

Meaning & Significance of Communication process in teaching learning situation. Factors affecting communication. Traditional and Modern means of Communication (Projective, Non-Projective and Mass Media).

UNIT – IV     Instruction Technology :

Meaning, Scope and Relevance of Instructional Technology, Overview of Software and Hardware, Individualized Instruction, Programmed learning, principles, and types of Instruction Technology, group instruction, class teaching, types of lessons, small group teaching; tutorial, seminar, brain storming.

UNIT – V       Classroom Skills :

(a)    Teaching skills, Teaching Aids & Classroom Management.

(b)   Methods of Teaching : Inductive – Deductive Method, Analytic – Synthetic Method, Lecture – Cum – Demonstration Method, Lecture-Cum-Discussion Method, Heuristic Method, Laboratory Method, Experimental method, Project Method & Problem Solving Method.

(c)    Lesson planning and importance of Instructional Objectives.



UNIT – I        Need & Scope of Women Education :

Equalisation of Educational Opportunities, Social Stratification and Education. Sources of demographic data – Distribution of population, position of women in our society and their education.

UNIT – II       Problems of Education :

                        Literacy percentage of different categories of women, Role of Society towards Women Education, provisions for development of Women Education, Women and their role in the society, leadership of women facing social hazards – problems issues and eradication measures.

UNIT – III     Aims of Education :

Concept of Indian and Western Education, Factors influencing Aims of Education, Education as an Instrument of Social Change and Social Development. Role of Education in Preserving Cultural heritage. Traditional Values and Developing Human Resource.

UNIT – IV     History of Education :

A brief outline of the Ancient and Medieval Education, History of Modern Education in India beginning from nineteenth Century, Reports of University Education Commission, Secondary Education Commission, Radha Krishnan Commission, Mudaliar Commission, Kothari Commission, K.T. Shah Committee, Jawar Hussain Committee on higher education, National Policy of Education 1986, Plan of Action 1992, UNESCO-1996, NCF-2005.

UNIT – V       Comparative Education :

A Comparative Study of India and any two of the following countries

U.K., U.S.A., U.S.S.R. and China.



UNIT – I        Educational Administration :

Meaning, Scope, Process and function of Educational Administration, Types of Educational Administration, Authoritative & Democratic.

UNIT – II       Educational Organization :

1.            The School : Its functions and relationship with the Society, its site, design of the building, sanitary requirements and the environment, laboratory apparatus, library, museum and the hostel, school plant, playground, beautification of school.

2.            The School Staff : Headmaster – his leadership qualities, his qualifications and his duties, his relations with his subordinates, the guardians and the public, The teachers, their qualities and duties, The office staff, records and functions of each record, The service conditions of the staff.

3.            School Finance : Sources of Income and items expenditure.

UNIT – III     Institutional Planning :

Concept, Steps & Areas of Institutional Planning, Role and function of Headmaster in Institutional Planning, School Mapping – Need, Factors and Scope, Community Participation in institutional Planning, Role Played by different Agencies in Institutional Planning – Central Govt., State Govt., NCERT, NIUPA, SCERT, DIET, Local bodies, Private Agencies & N.G.O.

UNIT – IV     Time-table and Human Resource Management :

Nature, Types, Principles to be followed for framing an ideal Time-Table, Factors affecting Time-Table, Calculation of Teachers Workload, Staffing Pattern, Seminars, Workshops, Discussions, Orientation Programmes, Refresher Course, Inservice Programme, Organization of Co-curricular Activities and Students self Govt. and the role played by them. Heath Education.

UNIT – V       Supervision and Inspection :

Concept, Scope, Objectives and Planning

Distinction between, supervision and inspection.





Trainees will be required to acquaint themselves thoroughly with School syllabi in their respective subjects.

An accurate and up-to-date knowledge of the subject contents apart from the knowledge of the methods, shall be expected of them.

Out of the Methods subjects, a candidate shall select any two. The Choice of subjects may be restricted owing either to the non-provision of one of more subjects listed here under or to restriction imposed by a college on the choice of the combinations of methods subjects.

The Methods subjects are the following :-

Modern Indian Language (Hindi; Urdu) Classical Language (Sanskrit; Persian) English, History, Geography, Primary Education, Home Science, Mathematics, Physical Sciences; Biological Sciences; Economics, Civics, Commerce.

  1. Aims of teaching Hindi / Urdu Language as first language and as second language.
  2. Phonetic study of Devanagri / Arabic Script.
  3. Aims of methods of teaching prose and poetry at different stages. Place of translation and dictation. Aspects to be explained in poetry and prose lessons.
  4. The teaching of Grammar, its value at different stages, Methods of teaching Grammar.
  5. Procedure of teaching Composition at various stages – oral and written composition through pictures, story reproduction, letter writing, descriptive and reflective essays, précis writing, writing out explanations and salient points.
  6. Development of literary appreciation, teaching devices in explaining words and phrases, promotion of group activities (word games) dialects groups.
  7. Correlation in teaching of the mother tongue with other school subjects – History, Geography, Civics, English, Sanskrit, Persian, Maths, etc.
  8. Audio-visual Aids in the teaching of Hindi / Urdu. Use of teaching Aids for the teacher viz., dictionary and source books.
  9. Importance of written work in the class and at home. Correction of mistakes.
  10. Principles of language difficulties of the learner.
  11. Preparation of text books and supplementary readers at different stages. Selection and prescribing text books. Supplementary readers, teacher’ guides and work books.
  12. Evaluation in Hindi / Urdu, essay and objective types of items in Hindi / Urdu, oral tests, unit tests.



I.                   The position of English as a language in the Indian School Curriculum.

II.                Aims and objectives of teaching English.

III.             Methods of teaching English. The Grammar-Translation Method, The Direct Method, The Bi-lingual Method, The Structural Approach, Grading of Structures.

IV.             Teaching of English Prose, Poetry, Grammar and Supplementary Readers, Preparation of Lesson Plans.

V.                Development of Listening, Speaking, Reading and Writing Skills.

VI.             Use of Audio-Visual Aids in the teaching of English.

VII.          Evaluation of Language Skills.

Construction of test items for evaluating students, acquisition of listening, speaking, reading & writing skills in English.



UNIT – I        Nature, Scope and Aims of History

Course Content :

Define History, Explain Historiography and its role. The Modern Concept of History, Describe the Nature of History and Scope of History, Evaluate the scope of History teaching at the secondary stage in our schools.

Values of teaching History – Disciplinary, informative, Educational, Ethical, Cultural, Political, Moral, Nationalisitic, Inter-nationalistic, etc. The role of teaching history for national integration and international understanding. Basis of aims of teaching History, General aims of teaching History; difference between aims and objectives; and objectives of teaching history at the senior secondary level.

UNIT – II       History Curriculum : Issues and Principles :

Course Content :

Meaning of curriculum; Social, Political and Nationalistic consideration and issues related to the curriculum of History at the senior secondary level of schooling. Principles of selecting History curriculum; different methods for organizing the subject matter of History. Classification of history as world, national, provincial and local History and the need for correlation amongst them.

The organization of the History subject for the syllabus at the senior secondary level. Critical analysis of the existing History syllabus of at least one school board. The concept of correlation with reference to teaching of History, correlation of History with literature, Geography, Political Science, Economics, Handwork, Social Studies, Science and Music. Utilization of correlation for teaching History.

UNIT – III     History Teacher : Her / His Methods and Material :

Course Content :

The role of History teacher as a preserver and propagator of cultural traditions and heritage; as an agent for infusing the feelings of nationalism and national integration; and a developer of international understanding. Essential qualities of a History teacher. Importance of professional growth for a History teacher and the avenues for it.

General principles of teaching History, presentation of History at the secondary level. Need for right methods, meaning of teaching methods, difference between method and technique, different methods of teaching history-story telling method, watch method, source method.

UNIT – IV     Techniques of teaching History :

Course Content :

Techniques frequently used in teaching of History, such as : Questioning, narration, illustration, drill, dramatization, assignment, seminar, panel discussion, conference and workshop etc; their uses and applications. Description and application of teaching learning devices such as : textbooks, supplementary reading material, workbooks, programmed learning material (PLM), general reference material and other instructional materials for teaching of History.

Importance of Chronology in History, Dimensions of chronology in History, varied time concepts, making pupils chronology conscious, and guidelines for teaching chronology.

Controversial issues as part of History, types of controversies, identifying some major controversial issues in Indian and World History, Selection of Controversial topics, Teacher’s role in teaching them. Teaching controversial issues.

UNIT – V       Teaching Aids and Lessons Planning :

Course Content :

Importance of teaching Aids in teaching History, defining teaching Aids, types of teaching Aids, some important teaching Aids for History.

Use of computers for generating multi-media presentations for teaching History, preparation of power point presentations and slides for projection through computers. Defining a lesson plan, need for lesson planning, Principles of lesson planning, steps in lesson planning, different format of lesson plan and writing a lesson plan.



UNIT – I        -     Meaning, Nature & Scope of Geography.

-          Significance of Geography as a Social and Natural Science.

-          Need of teaching Geography at School level.

UNIT – II       -     Correlation of Geography with other subjects.

-          Natural Science, Physical Science, History, Civics, Economics, Language, Mathematics, etc.

-          Unit approach, concentric approach.

UNIT – III     -     Aims of teaching Geography.

-          Objectives of teaching geography at different stages of school Education (Primary, Secondary).

UNIT – IV     -     Rationale for including Geography in School curriculum.

-          Curriculum of Geography at various stages of secondary education and its evaluation.

-          Role of teaching Geography for developing Nationalism & Internationalism.

UNIT – V       -     Need & Importance of methods in teaching of Geography.

-          General methods of Geography teaching at different levels, (inductive-deductive, project, story-telling, Demonstration and discussion method)

-          Methods of Geography learning – observation, field trip.

-          Place of local Geography in the teaching of Geography.

UNIT – VI     -     Instructional materials for Geography teaching – need, importance of instructional materials.

-          Various teaching Aids – text books, charts, model, picture, globe.

-          Use of Audio-visual instructional material in Geography teaching.

-          Geography room and its equipments.

UNIT – VII    -     Lessons plans in Geography – Need, significance and preparation of lesson plan.

-          Unit plans in Geography.

UNIT – VIII  -     Evaluation in Geography – meaning and significance of evaluation, types and steps.

-          Types of test and preparation of unit test.



UNIT – I        -     Aims and Importance of Teaching Economics. Stage of Introducing.

UNIT – II       -     Economics curriculum at Higher Secondary level, correlation of Economics with other subjects.

UNIT – III     -     Audio-Visual Aids : Importance, place and operation.

                              The Economics room and its equipment, importance of charts, diagrams and statistics in the teaching of Economics.

UNIT – IV     -     Method of teaching economics : Descriptive, Logical Problem, Project Observational, Analytic and Synthetic, Inductive and Deductive method and Socialized Recitation Method.

UNIT – V       -     Economics Teacher : His awareness, ability and experience to analyse current and day-to-day economic problems.

UNIT – VI     -     Evaluation of Economics.



UNIT – I        Civics as a School Subject :

Course Content :

Meaning and definitions of Civics; scope of Civics; Importance of Civics as a school subject, Difference between aims and objectives; General aims of teaching Civics; Objectives of teaching Civics at secondary stage.

UNIT – II       Curriculum of Civics :

Course Content :

Meaning and curriculum; Difference between curriculum and syllabus, Fundamental principles of curriculum construction; Existing content of Civics at Secondary and senior secondary level and its critical analysis; Concept, importance and types of correlation, correlation of civics with other subjects of Social Studies, Science and Literature.

UNIT – III     Methods of Teaching Civics :

Course Content :

Meaning of teaching method and teaching technique; Difference between these two concepts; various methods of teaching Civics; Lecture method, source method, socialized recitation method, project methods, laboratory method – their application, advantages and limitations.

UNIT – IV     Teaching Aids and Lessons Planning :

Course Content :

Meaning and Importance of Teaching Aids, Types of teaching aids, Some important teaching aids for teaching Civics; their preparation and selection. Definition, need and principles of lesson plan, steps of lesson planning, Writing a lesson plant.




UNIT – I        Biological Science :

-          Nature, Scope and Content

-          Correlation with other subjects

UNIT – II       Goals of Teaching Biological Science :

-          Values of Teaching Biological Science

-          Objectives of teaching Biological Science

UNIT – III     Transaction of Contents and Curriculum :

-          Curriculum Planning – approaches, principles and projects

-          Life Science – Curriculum for secondary stage

-          Year Plan, Unit Plan and Lesson Plan

UNIT – IV     Teaching of Biological Science :

-          Inductive-deductive approach

-          Scientific, heuristic, project, Lecture-cum-demonstration methods, Problem Solving

-          Laboratory Management and organization

UNIT – V       Aids of Teaching Biological Science :

-          Importance and use of teaching Aids

-          Types of teaching Aids

-          Biology Museum, Science Club, Field Trips, Exhibitions, Aquarium, Herbarium Vivarium

-          Improvised Teaching Aids

UNIT – VI     Evaluation in Biology :

-          Purpose of evaluation

-          Test types and Construction

-          Qualities of a good (Evaluating instrument) test

UNIT – VII    Bio Science Teacher, Text Books Library :



1.            (a) Nature of Science : Nature and Scope of Science, Structure of Science Concepts, Principle, Theories and models.

               (b) Aims and objectives : of teaching Physical Science at the secondary level, Types of Objectives and stating in behavioural terms.

2.            (a)  Teaching Physical Science : Learner-centred and activity-based approaches, inductive and deductive approaches, scientific method, heuristic, project and demonstration methods.

               (b)  Laboratory Management and Safety : Designing a Physical Science lab, Lab equipments, management of lab., safety measures.

3.            (a)  Curriculum Transaction : Stage of Cognitive Development and suitability of a concept in the curriculum, Principles of Curriculum organization, Science Curricular projects – PSSC, Chem. Study.

               (b)  Transactional Strategies : Lesson Plan – Its characteristics, Unit plan, preparation of low cost improvised apparatus.

               (c)  Evaluation in Physcial Science : Comprehensive and continuous evaluation, specification table (Blueprint) for objective based testing, extended curricular activities in Science teaching and their evaluation method, viz. Science exhibition, Science clubs, etc. Innovative practices, viz., Mobile Science, vans, Ekalavya project, Nehru Science exhibition, etc.

4.                  Introduction of Computers : Introduction to Computing Basic model of digital computer, classification and generation of computers, information representation and manipulation.



1.            Nature and Scope : Mathematical and human civilization. Need for teaching Mathematics, Evolution of Mathematics Education. Historical perspective. Modern mathematics and its characteristics.

2.            Psychology of Learning Mathematics :

         Concept formation with special reference to piaget teaching of Mathematical concepts and principles, Mathematics ability and its structure.

3.      Curriculum Planning : Place of Mathematics in school curriculum, Aims and objectives of teaching Mathematics. Source of curriculum concepts. Organization and sequencing the curriculum content. Correlation in Mathematics. Evaluation of Mathematics Curriculum at different stages.

4.      Teaching Strategies :

         Analytic-synthetic, Inductive-Deductive, Heuristic, Laboratory and Project

5.      Teaching Aids in Mathematics.

6.      Evaluation :

         Purpose and procedure of evaluation. Characteristics of a good test. Developing test material for diagnose and assessing achievement.

7.            Preparation of lesson plans and unit plans.

8.            Diagnosis and remedial teaching, Enriched programme for gifted and retarded children.




  1. The role of the mother tongue in the education of a child, child development and its relationship to language.
  2. The nature of the language (Mother-Tongue) its sound system, vocabulary system, structure and its writing system.
  3. Principles of teaching the mother-tongue, problems of teaching the mother-tongue.
  4. Objectives of teaching the mother-tongue.
  5. The Syllabus and the text book.
  6. Development of the listening and speaking skill.
  7. Development of other skills-mechanics of reading skill various purpose and types of reading.
  8. Development of writing skill, various writing exercise, composition, correction of written work, creative writing.
  9. Correlation in teaching of the mother tongue with other school subjects – History, Geography, Civics, English, Sanskrit, Persian, Maths, etc.
  10. Methods of teaching poetry and prose (different forms)
  11. The teaching of grammar.
  12. Testing and evaluation in the teaching of language.
  13. Co-curricular and extra curricular activities in the teaching of language.
  14. Different roles of the language.


  1. Aims of teaching Sanskrit : Contrast and comparison with those of a modern Indian language and a foreign language, specially English.
  2. The place of Sanskrit in School curriculum; the stage at which Sanskrit may be begun, Sanskrit in the early and later stages, differences in scope and standards.
  3. The ancient Indian Methods of language teaching. The Patshala and transaction methods. Their advantages and limitations : The direct method. Its main principles. Possibilities of the different methods being adopted in combination.
  4. Sanskrit phonetics, Ear-training and drill.
  5. Oral work, drilling vocabulary buildings, simple oral composition. The use of Kosha and Dhatupathas, visual aids, dramatics, Eurhythmics.
  6. Written work-Dictation, transcription, spelling and pronunciation, simple composition exercise, reproduction after oral composition, free composition.
  7. Reading to follow conversation, various methods of reading. Their relative merits and demerits. Recitation of prose and poetry. Difference in structure. Appreciation of the musical quality of Sanskrit passages.
  8. Translation from Sanskrit to mother tongue and Vice-Versa. The practical and linguistic values, stage at which to be introduced, correlation with grammar.
  9. Grammar-Inductive, deductive and concentric methods of teaching grammar. Their relative merits, Correlation with study of text. Stage at which the study of grammar should begin, Grammatical drill and comparative grammar.
  10. The Sanskrit library and the Classroom, their equipment.
  11. The Sanskrit teacher, his equipment. Knowledge of Sanskrit language and literature and Philosophy.


Importance of Primary Education, Aims and objective of Primary Education; Curriculum for Elementary Schools; Text book in Primary Education. Teaching Aids, Elementary School Building. Library and Laboratory; Single teacher and multiple Class; Methods of teaching different subjects in Elementary Schools; Elementary School teacher and the community; teaching of language skills.


Concept and scope of Home Science. Aims of teaching Home Science in School; Methods of teaching. Teaching aids, Home Science Syllabus and its organization; Home laboratories. Text books. Teaching of nutrition and food. Home management. Home decoration. Health Science, textiles and clothing; and mother, Craft, General idea of the different branches of Home Science. Evaluation. Practical work – Laundry, Sewing, Cooking Home Decoration. Home Economics, Sick diet, first aid.


  1. The nature and scope of commerce.
  2. Aim of teaching commerce in School curriculum.
  3. Syllabus of Commerce in Secondary School.
  4. Commerce in daily life and classroom.
  5. The method of teaching Commerce.

i)                          Discussion method

ii)                        The problem method

iii)                      The project method

iv)                      The source method

  1. Using Audio-Visual Materials, specimen visiting Bank and Post Office, Excursions.
  2. Co-relation of Commerce with other subjects.
  3. The Commerce teacher.
  4. Assessment and evaluation in Commerce.




  1. Preparation of 30 Lesson Plans.
  2. Demonstration of 25 Lessons in real situation under the supervision of subject experts.
  3. At least 5 criticism lessons should be demonstrated before colleagues and subject expert in real situation.
  4. External Evaluation.



  1. Preparation of TLM for School subject.
  2. Construction of achievement test in a school subject.
  3. Collection of stories, poems, plays and painting which are useful for children.
  4. Organization of Science Exhibition.
  5. Organization of sports of a school.
  6. Prepare a case study of a school.
  7. Preparation of Annual Calendar.
  8. Preparation of list of Hard spot in any school subject.
  9. Improvisation of Apparatus.
  10. Designing a comprehensive field trip plan for a group of twenty to thirty students.
  11. Study of a selected problem of community life.
  12. Map making – expansion, construction, copying.
  13. Prepare time links of two rulers and their achievements.
  14. Preparation of various handicrafts and wood crafts related to teaching & learning.




  1. Record of Participation in Criticism lesson (Internal)
  2. Record of practice lessons and accounts of teaching Aids.
  3. Viva-voce particularly on the contents of related school subjects (External).

According to the N.C.T.E. Norms


1.                  Curriculum Transaction

(a) Practical work to be performed by each student.


Essential (Numbers)

a.         Lesson planning and teaching in real school situation including internship.

Thirty lessons - fifteen lessons in each teaching subject.

b.         Lesson planning and teaching in simulated situation.

Ten lessons - five lessons in each teaching subject.

c.         Observation of lessons taught by fellow students.

Ten lessons – five lessons in each teaching subject.

d.         Action Research Project.

1 (one)

e.         Stand alone experience of school organization

Two days.

f.          Field-specific community experience

Five days.

(b)    Supervision of Practice lessons

Out of prescribed practice teaching lessons at least fifty percent lessons would be supervised fully by the teacher educators and feedback given to the students orally as well as comments in writing. Record of lesson planning, teaching and supervision would be maintained.

2.            (a)        General

               If more than one courses in teacher education are run by the same institution in the same campus, the facilities of playground, multipurpose hall, library and laboratory (with proportionate addition of books and equipments) and instructional space can be shared. The institution shall have only one Principal of the entire institution and Heads for different teacher education programmes offered in the institution.

               (c)        Managing Committee

               The institution shall have a Managing Committee constituted as per the rules, if any of the affiliating University/concerned State Government. In the absence of such rules, the institution shall constitute the Managing Committee on its own. The Committee shall comprise representatives of the sponsoring society/trust. Educationists and Teacher Educators, representatives of the affiliating university and of the staff.

Shri Bhagwat Prasad Singh Memorial B.Ed. College

Deo, Aurangabad (Bihar) – 824202

Session – 2010-2011 


Sl. No.

Name of Experiment



To measure diameter of small spherical / cylindrical body using a Vernier calipers.



To measure the diameter of a given wire with screw gauge.



To measure the thickness of the given sheet with screw gauge.



To verify the law of reflection of light using plane mirror.



To determine the focal length of a concave mirror by obtaining of a distant objects.



Sl. No.

Name of Experiment



To fine the PH of given sample (4-5) of solids/fruits juices using PH paper



To measure the change in temperature during chemical reaction (at least-4) and conclude whiter the reaction in exotheramic or not.



To identify baking Soda from samples of chemicals (4 samples)



To determine the boiling point of the liquid.



To prepare crystals of pure copper sulphate (CuSO4.5H2O)



Sl. No.

Name of Experiment



To prepare temporary mount of a (i) leaf and (ii) pell to show stomata.



To study binary fission for budding with the help of prepared slides.



To determine the percentage of water absorbed by raisins.



To prepare temporary acetocarmine stained mount of onion root tip to study various stages of mitosis.



To study cyclosis in leaf cells of Hydrilla/Staminal hair of Tradescantia.




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