B.Ed MAGADH UNIVERSITY B.Ed SYLLABUS
| TOPIC | MAGADH UNIVERSIRY B.Ed 1st YEAR & 2nd YEAR SYLLABUS IN HINDI |
| COURSE | B.Ed |
| UNIVERSITY | MAGADH UNIVERSITY , BODH GAYA |
| आवश्यक सूचना | इस पेज में MAGADH UNIVERSIRY B.Ed 1st YEAR 2nd YEAR ALL PAPER SYLLABUS | |
MAGADH UNIVERSITY B.Ed 1st YEAR MARKS DETAILS
| S.N | SUBJECT | THE | PRAC | F.M |
| 1 | Childhood and Growing up | 80 | 20 | 100 |
| 2 | Contemporary India and Education | 80 | 20 | 100 |
| 3 | Learning and Teaching | 80 | 20 | 100 |
| 4 | Language across the Curriculum | 40 | 10 | 50 |
| 5 | Understanding Disciplines and Subject | 40 | 10 | 50 |
| 6 | Gender, School and Society | 40 | 10 | 50 |
| 7 | 7a- Pedagogy of a School Subject Part- 1 | 40 | 10 | 50 |
| 8 | EPC-1 Reading and Reflection on Texts | 40 | 10 | 50 |
| 9 | EPC-2 Drama and Art in Education | 40 | 10 | 50 |
| 10 | EPC-3 Critical Understanding of ICT | 40 | 10 | 50 |
| Thoery
Total = 520 |
Prac
Total=130 |
Total
=650 |
(01) CHILHOOD AND GROWING UP SYLLABUS
| TOPIC | B.Ed MU SYLLABUS |
| COURSE | B.Ed. 1st YEAR |
| UNIERSITY | MAGADH UNIVERSITY |
| PAPER | 01 |
| FULL MARKS | 80+20=100 |
| आवश्यक सूचना | मगध विश्वबिद्यालय बी.एड फर्स्ट ईयर PAPER – 01 Childhood and Growing up SYLLABUS |
UNIT 1: Introduction to Childhood
⚫ Meaning and Definition of Childhood, Growth and Development;
⚫ Stages of Development: Physical, Mental Social, Emotional, Moral;
⚫ Factors affecting Childhood: Family, Peer group, neighbors Schools and Community.
UNIT 2: Understanding Adolescence
⚫ Cultural difference and Adolescent, impact of urbanization and economic change in his experience.
⚫ Growing up as Adolescent: Impact religion, socio-cultural context, gender, class poverty and media.
⚫ Childhood and adolescence, Problems of Indian adolescents and role of teacher, family and community.
UNIT 3: Perspectives in Development
⚫ Concept and introduction to perspectives in development, and theories of development.
⚫ Enduring themes in the study of development: development as multi dimensional; Development as continuing through the life span; ways in which development is continuous/discontinuous; socio-cultural contexts influencing development.
⚫ Gathering data about children from different contexts: naturalistic observations; interviews; reflective journals about childern; anecdotal records and narratives; clinical methods with reference to Piaget
.
UNIT 4: Language Development
⚫ Development of Speech and Language
⚫ Stages of language development
⚫ Factors in language development
⚫ Uses of language: Turn taking, interactions, and conversations, listening.
⚫ Socio-cultural variations in languge: accents, differences in communication,
⚫ Linguistic variation, implications for a multicultural classroom. Bilingual or multilingual children: implications for teachers. Classrooms; storytelling as a pedagogic tool.
UNTI 5: Children in Their Natural Settings
⚫ Observation about children by Parent and Teacher.
⚫ Children in their natural settings; (Play, Community Setting) using activities as a base to establish rapport, childhood and their growing up in a realistic context,
⚫ Impact of gender caste, social class, urbanization and economic change for the lived experience of children.
⚫ Concept and processes of socialization: Ecological theory of Bronfen Brenner.
⚫ Individual difference among children: socio-cultural and economic context: process of socialization.
⚫Relation with peers: friendships and gender; competition and cooperation, competition and conflict; aggression and bullying during childhood
(02) Contemporary India and Education Syllabus
| TOPIC | B.Ed MU SYLLABUS |
| COURSE | B.Ed. 1st YEAR |
| UNIERSITY | MAGADH UNIVERSITY |
| PAPER | 02 |
| FULL MARKS | 80+20=100 |
| आवश्यक सूचना | मगध विश्वबिद्यालय बी.एड फर्स्ट ईयर PAPER – 02 Contemporary India and Education Syllabus |
UNIT 1: Diversity Inequality and Marginalization
• Diversity, inequality and Marginalization in the society and the implications for education.
• Diversity at the level of individual of regions, languages, religions,caste, tribes etc.
• Diverse communities and individuals Education and Role in grooming children to respect diversity.
• Establish frameworks for collective living and resolution of tensions peaceful and justly.
• Education of marginalized groups like women, Dalit’s and tribal people..
UNIT 2: Universalization of Secondary Education
• Right to education and its implications.
• Universalization of Education, with special reference to:
(a) Universal Enrolment
(b) Universal Retention
(c) Universal Achievement
• Impact of realizing the UEE on secondary education: access, enrolment, participation and Achievement, Lessons from implementation of UEE.
• USE: status, issues and concerns.
• Strategies for realization of targets.
UNIT 3: Constitutional Provision & Education
• Study of Constitution especially the preamble for the fundamental Rights, Duties and the directive principles of state policies.
• Constitutional values related to aims of education.
• Democracy: Equality, Justice, Freedom secularism, socialization, Fratemity.
UNIT 4: Quality in Education
• Quality Education: meaning and Concept;
• Indicators of quality related to learning environment & Student Outcomes.
• Outcome improvement through: Setting standards for performance; supporting inputs known to improve achievement, Adopting flexible strategies for the acquisition and use of inputs, and Monitoring performance.
• Envisioning school management and organization for quality Education: school building, classroom practices role of Educational instituiton.
• Total Quality Management,
UNIT 5: Study of Different Commissions and Policies in Education
• Wood Dispatch (1854), Wardha commission 1937: Basic Education.
• Kothari commissions (1966) recommendations and their implementation.
• Mudaliar commission (1951-53).
• National Policy of Education (NPE), 1986 & its review, 1992.
• Liberalization, Privatization & Globalization;
• Common school system.
(03) Learning and Teaching Syllabus
| TOPIC | B.Ed MU SYLLABUS |
| COURSE | B.Ed. 1st YEAR |
| UNIERSITY | MAGADH UNIVERSITY |
| PAPER | 03 |
| SESSION | ALL |
| FULL MARKS | 80+20=100 |
| आवश्यक सूचना | मगध विश्वबिद्यालय बी.एड फर्स्ट ईयर PAPER – 03 Learning and Teaching Syllabus |
A.LEARNING
UNIT 1: Understanding the learner and Learning Process
• Understanding the learner’s knowledge, skills, values, belief, attitudes and habits.
• Learning as a process and learning as an outcome.
• Learning from own experiences and move beyond them.
• Socio cultural & Cognitive Processes of learning.
• Autonomy, self-esteem and freedom experience by learners.
UNIT 2: Dimension of Learning
• Types of learning: Factual, Associations, conceptual, procedural, generlization, principles and rules,
• Current theories of learning (Piaget (1937), vigotsky, (1977)
• Curiosity, interest, active engagement and inquiry in learning at all levels.
• Learning as construction of knowledge learning in school & outside of school.
• Notion of learning as construction of knowledge (NCERT, 2005).
• Relationship between teachers & learners and learning themselves.
unit 3: Learning and Motivation
• Learning: Meaning, factors influencing learning: learner, teacher, process and task.
• Concepts of learner, Teaching, Learning, Instruction freedom and Autonomy.
• Learning Theories Trial and Error, Conditioned-response, Insight and their educational implications.
• transfer of learning meaning, theories, transfer of learning from classroom to actual life situations.
• Pedagogic principles of organizing learning; Behavioristic, congnitive and Humanistic.
• Motivation: Concept and Theories of motivation,
• Motivating children in clssroom situations.
• Attention, motivation and readiness as factors influencing scholastic learning.
B. Teaching
UNIT 4: Understanding Teacher and Teaching
• Impact of one’s own socialization processes and their influences on ‘becoming a teacher’.
• Teacher’s professional identity
• Teacher’s roles in teaching: process
• phases and levels of teaching;
• Teaching: strategies, and techniques
• Proficiency in teaching: meaning and place of awareness, skills, competencies and commitment.
UNIT 5: Teaching as a Profession
• Teaching as a Profession.
• Analyzing teaching in diverse classrooms.
• Teaching approaches that support learning (ladson – Billings, 1995)
• Activity of teaching informal setting (carr, 2005, Lampest, 2001).
• Teaching on their beliefs & practices.
• Multiple responsibilities in instituiton setting.
• Need & opportunities for professional growth of teacher.
(04) Language across the Curriculum Syllabus
| TOPIC | B.Ed MU SYLLABUS |
| COURSE | B.Ed. 1st YEAR |
| UNIERSITY | MAGADH UNIVERSITY |
| PAPER | 04 |
| FULL MARKS | 40+10=50 |
| आवश्यक सूचना | मगध विश्वबिद्यालय बी.एड फर्स्ट ईयर PAPER – 04 Language across the Curriculum Syllabus |
UNIT 1: Language and Literary
• Background of students Influence classroom Interaction.
• Literacy, Oral and Written language used in classroom
• Develop Strategies for using oral language for the classroom to promote learning in the subject area.
• Pedagogical decisions and nature of students learning.
• Reading comprehension.
UNIT 2: Language Diversity & Multilingualism
• The home language and school language. Deficit theory (Eter, 1989). Discontinuity theory.
• Nature of questioning in the classroom, types of questions,
• Constitutional Provisions about Language
• Language Diversity: In the Context of India
• Multilingualism as a Resource and a Strategy
UNIT 3: language across the Curriculum
• Function of language: in the classroom, outside the classroom
• Learning Language and Learning through Learninge
• Studying state policies on language in education.
• Relationship of Language and Society: Identity, power and discrimination
UNIT 4: Language Classroom
• Introduction Aims and Objectives of Language Teaching
• Current Language Teaching-learning Processes and their Analysis Organizing Language Classroom
• Role of the Teacher in language teaching
UNIT 5: Developing Language Skills
• Developing Listening and Speaking skills: Dialogue, Storytelling, Poem Recitation, Short play
• Reading and expository text; strategies; comprehension; activating schema;Building schema; reading to learn;
• Beyond the textbook: diverse forms of texts as materials for language;
• Developing Writing Skills and Linkages between reading and writing.
(05) Understanding Disciplines and Subject Syllabus
| TOPIC | B.Ed MU SYLLABUS |
| COURSE | B.Ed |
| UNIERSITY | MAGADH UNIVERSITY |
| PAPER | 05 |
| FULL MARKS | 40+10=50 |
| आवश्यक सूचना | मगध विश्वबिद्यालय बी.एड फर्स्ट ईयर PAPER – 05 Understanding Disciplines and Subject Syllabus |
UNIT 1: Understanding Discipline and Subjects
● Understanding discipline and Subjects is curriculum.
● Changing in most disciplinary areas (Social science Language, Humanities, Mathematics and Science.)
● Emerging of subjects in particular social, political and intellectual concepts.
● History of the teaching subject areas in schools (Montuschi, 2003, Porter and Ross, 2003).
UNIT 2: Disciplinary Knowledge
● Role of disciplinary knowledge in the overall scheme of school curriculum. (John Dwey)
● Values of disciplines
● paradigm shifts in nature of disciplines.
● The methods of study & validation it Knowledge.
UNIT 3: Theory of Contents Selection
● Formulation of contents, selection of content designing syllabus for constructiong knowledge among the learners.
● Recent development of science, Maths, and philosophy.
● Teaching of language History and Civics as better vehicles of colonial indoctrination.
● Teaching of Mathematics and Science as vehicles of national development.
● Inclusion & Exclusion of subject area from there school curriculum.
UNIT 4: Experience of Children and Communities
● Experience of children and their communities their natural curiosities methods of the study of the subjects.
● subjects with Practical Knowledge, community knowledge, intuitive knowledge and tacit knowledge (Deng, 2013).
● Work related subjects: (Hoticulture of hospitality etc.) need to be creatively developed.
● Design of the curriculum & textbook as need of the children.
UNIT 5: Gender Identity Roles & Interdisciplinary Knowledge
● Develop a growing sense of aspirations of interdisciplinary approach of knowledge.
● Performativity for the development positive notions of body self.
● Impact of NCFTE on this issue
● Interrelation and interdependence of disciplines.
(06) Gender, School and Society Syllabus
| TOPIC | B.Ed MU SYLLABUS |
| COURSE | B.Ed |
| UNIERSITY | MAGADH UNIVERSITY |
| PAPER NUMBER | 06 |
| SESSION | ALL |
| FULL MARKS | 40+10=50 |
| आवश्यक सूचना | मगध विश्वबिद्यालय बी.एड फर्स्ट ईयर PAPER – 06 Gender, School and Society Syllabus |
UNIT 1: Gender Role in Home & Society
● Gender roles in society through family, caste, religion, culture (films, advertisements, songs etc.)
● Gender law and the state
● Opportunities for education to girls.
● Influence of home and society in gender identity construction.
UNIT 2: Gender and School
● Role of schools, peers, teachers, curriculum and text books etc. in challenging gender inequalities.
● Representation of gendered roles, relationships and ideas in text books & curricular (Nirantar, 2010).
● Positive nations of sexuality among young people impact larger issues.
● Identification sexual abuse/viloence & safety at school, home & beyond.
UNIT 3: Gender and Beliefs
● Critical reading of the media which propagates popular beliefs,
● Reinforcing gender roles in the popular culture and by implementation at school.
● Development Audio-Visual engagement for sensitized women issue.
● Importance of Gender and Beliefs
UNIT 4: Issues of masculinity and Femininity
● Emergence of gender specific roles for masculinity and femininity.
● Cross-cultural perspective
● Social construciton of masculinity and feminit.
● Examining how schools nurture/challenge in creation of young people as masculine & feminine selves.
UNIT 5: Gender Inequality in the school
● Patriarchies in interaction with other social structures and identies.
● Pedagogy to challenge gendered inequalities roles of family,.caste, religion and culture.
● Working towards gender equality in the classroom.
● Constitutional provisions for gender equality.
(07) 7-A Pedagogy of a School Subject Part- 1 Syllabus
| TOPIC | B.Ed MU SYLLABUS |
| COURSE | B.Ed |
| UNIERSITY | MAGADH UNIVERSITY |
| PAPER NUMBER | 7-A |
| SESSION | ALL |
| FULL MARKS | 40+10=50 |
| आवश्यक सूचना | मगध विश्वबिद्यालय बी.एड फर्स्ट ईयर PAPER – 7-A Pedagogy of a School Subject Part- 1 Syllabus |
EPC 1 Reading and Reflecting on Tests Syllabus
| TOPIC | B.Ed Magadh University 1st YEAR SYLLABUS |
| COURSE | B.Ed |
| UNIERSITY | MAGADH UNIVERSITY |
| PAPER | EPC -01 |
| FULL MARKS | 50(PRACTICUM) |
| आवश्यक सूचना | मगध विश्वबिद्यालय बी.एड फर्स्ट ईयर PAPER -EPC 1 Reading and Reflecting on Tests Syllabus |
UNIT-1: The Importance of Reading and Reflecting
• Participating in Reading and writing process as readers and writers.
• Reading narrative texts, expository texts from diverse source or including autobiographical narratives, field notes, ethnographies etc.
• Learn to think together.
• Personal/Creative/Critical all of these together responding.
• Developing Meta-cognitive awareness to become conscious of their own thinking process as they grapple with diverse texts.
UNIT-2: Reading variety of Texts
• Reading interactively-individually and in small groups.
• Enhancing capacity of placing a text through reading and experiences.
• Making and appraising arguments and interpretations, creating thoughtful arguments and offering justification for them.
• Reading variety of texts: empirical, conceptual and historical work, policy, documents, studies about schools, teaching learners and about different people’s experiences.
• Expository texts like: Making predictions, answer questions and summarizing.
UNIT-3: Writing and Reflecting on Texts
• Analyse various text structures.
• The content of writing from readings.
• Reading & Writing leads to develop the critical skills.
• Writing with sense of purpose and audience responding,
• Writing within the context of other ideas.
UNIT-4: Reading and Writing
• Ways of reading; pre-reading and post reading activities
• Helping Children to become Good Readers and writers
• Writing as a tool of consolidating knowledge,
• Reading and writing as combined tool
• Assessment of Reading and writing
UNIT-5: Understanding of Textbooks and pedagogy
• Philosophy and guiding principles for the development of language textbooks
• Content, approaches and methods of teaching languages Interactive and participatory methods, teacher as facilitator
• Themes, structure of the unit, nature of exercises and its implications
• Learning resources for effective transaction of language curriculum.
• Types of texts; narrative and expository reader’s response to literature, schemas and interpretation of texts
EPC 2 Drama and Art in Education Syllabus
| TOPIC | B.Ed MU 1st YEAR SYLLABUS |
| COURSE | B.Ed |
| UNIERSITY | MAGADH UNIVERSITY |
| PAPER | EPC-2 |
| SESSION | ALL |
| FULL MARKS | 50(Practicum) |
| आवश्यक सूचना | मगध विश्वबिद्यालय बी.एड फर्स्ट ईयर PAPER -EPC 2 Drama and Art in Education Syllabus |
Creative Drama: Focus Areas
• In drama exploration, the overall context presented to students is to understand life and to learn from life. The mode is experiential. The exercises are structured by the teacher, but the experience and its outcome is generated by participants in the process. The experience and reflection on that, is the learning. However for this to happen it is mandatory that the exercises are planned and structured by the teacher and not offered as “open improvisations”.
• Encourage recognition of differences among people: caste, class, gender, religion, age, community, occupation, lifestyle, etc. and how these influence actions, decisions, and relationships of people. Learn to place oneself in-a wider area of these cross cutting currents. The self to be placed in the context of the other. “How should I look at the other? What does that reveal about me?” Go beyond the immediate and look at other groups and settings, e.g. rural, the disadvantages and other cultural communities.
• Ways of seeing situations, social structures and communities. To sharpen observation and to learn to continuously ask probing questions while investigating situations. Develop the capacity to look at same situation from different perspectives. Learning to recognize contradictions within situations with the aim of grasping a better understanding of the situation rather than wanting to look for solutions.
• Finding connections between the particular and the universal. How larger processes and contexts play out in the specific context of daily life situations and vice versa. For instance, the case of a marginalized Dalit woman seeking medical help is connected with the larger worlds of state responsibility and public health policy, prevailing gender relations, the judiciary, etc.
• Change as a principle of life. Identifying it within drama work; the repercussions of change, who does it affect, why and how?
• Learning to continuously reflect on and analyse classroom exploration and their connection with events and situations in world outside. Evaluating one’s own and group’s progress in class.
Fine Arts: Focus Areas
* Art, Art appreciation and Art education: visit to places like crafts museums, balbhavan, art galleries. Organise art, craft and music exercises with small groups followed by discussions and presentation. Any local exhibition or art event can be used as precursor for the session. The session should involve using some art for a while followed by a reflection on the experience and then connect it to their own school days and art.
* Visual Art: Opportunities to experiment and create pieces of art using different medium. Focus on colours, textures, composition and thematic content. Using a range of medium: paper and water colors, paper and crayon, color pencils, acrylic, oil paint and canvass, student- teachers would learn about lines, forms, compositions, colors, space divisions etc. Specific tasks would include free drawing developing narratives in visuals, composition of an imagined situation, telling a story through comic strips, creating a collage using images, bits cut out from old magazines, news-paper etc.
* Music: Orientation to different forms of music with either a film screening or lecture demonstration by an artist to show a wide range of musical forms and a brief history of one or two forms; connecting to music in nature and within our own selves; voice training: opening the voice, music and rhythm exercises: singing, creating music with different objects, practicing basic notes and tones; experimenting with one new forms: folk of any one region; collating music/songs from a community/within the family for special occasions or themes (e.g. lullabies from different language cultures, harvest songs, songs during the freedom struggle etc.; create musical pieces with others design and run sessions on music with children.
* Cinema and Electronic Media: Provide exposure to alternative cinema develop appreciation for cinema as an art and understand the impac of the electronic media, it’s impact on our psyche and aesthetics orientation with an expert on films providing a background followed by screening of known films; projects/discussion on television our mindscape: storylines, the corruption of aesthetics, intervention in familial spaces, increasing legitimization of violence; age appropriate viewing and selection of films.
* Literary Arts: linkage between language, literature and performing arts; appreciation of poetry as performance art, play reading and reading literature as an art, selection of poetic pieces and developing performances around it; exposure to readings in different language traditions: Hindi, English other regional languages and dialectics drawing upon local traditions.
* Architecture and spatial Design : develop a deeper understanding of architectural heritage, appreciation of spatial designs and the aesthetics therein: colonial, Mughal, Sultanate period, Post- Independence etc. Through heritage walks, political dynamics of space and its changing trends; cultural social connections with architecture and town/city planning; connection to natural resources and access to these viz a viz architecture and design; spaces for children in a city.
* Designing a Project for School Children: Participants to identify a specific age group of children and a relevant theme and design an art based project for them which should span over a period of time example – a heritage walk to a nearby monument and a public event about it – including art exhibition, plays, songs and other similar expressions, principles of inclusion, diversity, child-centered approaches would be a given and the participants would be encouraged to use all that they have learnt in an interactive manner, feedback from students. teachers and community would be used for evaluation of this aspect.
* Orientation Sessions:
Introduction Meaning, Objective and significance of Music, Drama and other Creative activities.
• Importance of Music in life types and styles of Indian Music. • Voice training, ear-training correct posture of singing. Role of Drama as a form of self-expression.
• Introduction of fine Arts, Its types
a. Sketching
b. Photography
c. Rangoli
d. On the spot painting
e. On Act Play
f. Mimicry
g. Skit
h. Essay Writing
i. Poetry
j. Debate
k. Quiz
l. Extempore
EPC 3 Critical Understanding of ICT Syllabus
| TOPIC | B.Ed MU SYLLABUS |
| COURSE | B.Ed |
| UNIERSITY | MAGADH UNIVERSITY |
| PAPER | EPC- 3 |
| SESSION | ALL |
| FULL MARKS | 50(Practicum) |
| आवश्यक सूचना | मगध विश्वबिद्यालय बी.एड फर्स्ट ईयर PAPER – EPC -3 Critical Understanding of ICT Syllabus |
UNIT 1: Computer & its Uses
• What is Computer,?
• History & Technological Development.
• Uses of computer in Modern Society i.e. Education, Wather Forecasting, Banking, Research, Defence, Business, Census etc.
• Limiation and Disadvantage.
• Impact of Computer on Education, Planning and Administration.
UNIT-II: Characteristics & Functions of Computer
• Characteristics of Computer.
• Classification of computer (According to Technoloygy & Capacity wise).
• Personal Computer.
• Input Unit, Output Unit, Processing Unit.
• Memory of Computer.
UNIT-III: Role of ICT
• Introduction of ICT
• Role of ICT in effective curriculum transaction
• Use of specific ICT tools in education
• ICT in evaluation process
•Globalization of community through Computer (Internet).
UNIT-IV: IT Based Teahing-Approah
• Social networking
• Virtual learning
• learner centered ICT pedagogy
• E-learning
• cloud learning
UNIT-V: ICT & Capacity Development
• Capacity development of teachers
• ICT enhancing teaching and learning process
• Multimedia presentation
• Intel teaching to the future training program
• Open learning system
MAGADH UNIVERSITY B.Ed 2nd YEAR ALL PAPER SYLLABUS
Magadh University B.Ed 2nd Year Subject Name Marks
| P | SUBJECT NAME | THE | PRAC | F.M |
| 1 | 7-B – Pedagogy of a School Subject | 40 | 10 | 50 |
| 2 | Knowledge and Curriculum | 80 | 20 | 100 |
| 3 | Assessment for Learning | 80 | 20 | 100 |
| 4 | Creating an Inclusive School | 40 | 10 | 50 |
| 5 | * Optional Course * | 40 | 10 | 50 |
| (O.C-1) Work Education & Offi Processing | ||||
| (O.C-2)Health and Physical Education | ||||
| (O.C-3) Peace Education | ||||
| (O.C-4) Guidance and Counseling | ||||
| 6 | Understanding the Self | 40 | 10 | 50 |
| 7 | School Internship | 250 | 250 |
(08) Knowledge and Curriculum Syllabus
| TOPIC | B.Ed MAGADH UNIVERSITY SYLLABUS |
| COURSE | B.Ed |
| UNIERSITY | MAGADH UNIVERSITY |
| PAPER NUMBER | 08 |
| SESSION | ALL |
| FULL MARKS | 80+20=100 |
| आवश्यक सूचना | मगध विश्वबिद्यालय बी.एड सेकेण्ड ईयर PAPER -8 Knowledge and Curriculum Syllabus |
(09) Assesment for learning Syllabus
| TOPIC | B.Ed MAGADH UNIVERSITY SYLLABUS |
| COURSE | B.Ed |
| UNIERSITY | MAGADH UNIVERSITY |
| PAPER NUMBER | 09 |
| SESSION | ALL |
| FULL MARKS | 80+20=100 |
| आवश्यक सूचना | मगध विश्वबिद्यालय बी.एड फर्स्ट ईयर PAPER -09 Assesment for learning Syllabus |
(10) Creating an Inclusive School Syllabus
| TOPIC | B.Ed MAGADH UNIVERSITY SYLLABUS |
| COURSE | B.Ed |
| UNIERSITY | MAGADH UNIVERSITY |
| PAPER NUMBER | 10 |
| SESSION | ALL |
| FULL MARKS | 40+10=50 |
| आवश्यक सूचना | मगध विश्वबिद्यालय बी.एड. फर्स्ट ईयर PAPER – 10 Creating an Inclusive School Syllabus |
(11) Optional Course Syllabus
| TOPIC | B.Ed MAGADH UNIVERSITY SYLLABUS |
| COURSE | B.Ed |
| UNIERSITY | MAGADH UNIVERSITY |
| PAPER NUMBER | 11 |
| SESSION | ALL |
| FULL MARKS | 40+10=50 |
| आवश्यक सूचना | मगध विश्वबिद्यालय बी.एड फर्स्ट ईयर PAPER – 11 Optional Course Syllabus |
(11-A) Work Education and Office Processing Syllabus
| TOPIC | B.Ed MU SYLLABUS |
| COURSE | B.Ed |
| UNIERSITY | MAGADH UNIVERSITY |
| PAPER NUMBER | 11-B |
| SESSION | ALL |
| FULL MARKS | 40+10=50 |
| आवश्यक सूचना | मगध विश्वबिद्यालय बी.एड सेकेण्ड ईयर PAPER – 11-A Work Education and Office Processing Syllabus |
(11-B) Health and Physical Education Syllabus
| TOPIC | B.Ed MU SYLLABUS |
| COURSE | B.Ed |
| UNIERSITY | MAGADH UNIVERSITY |
| PAPER NUMBER | 11-B |
| SESSION | ALL |
| FULL MARKS | 40+10=50 |
| आवश्यक सूचना | मगध विश्वबिद्यालय बी.एड सेकेण्ड ईयर PAPER – (11-B) Health and Physical Education Syllabus |
(11-C) Peace Education Syllabus
| TOPIC | B.Ed MU SYLLABUS |
| COURSE | B.Ed |
| UNIERSITY | MAGADH UNIVERSITY |
| PAPER NUMBER | 11-C |
| SESSION | ALL |
| FULL MARKS | 40+10=50 |
| आवश्यक सूचना | मगध विश्वबिद्यालय बी.एड सेकेण्ड ईयर PAPER – (11-C) Peace Education Syllabus |
(11-D) Guidance and Counselling Syllabus
| TOPIC | B.Ed MU SYLLABUS |
| COURSE | B.Ed |
| UNIERSITY | MAGADH UNIVERSITY |
| PAPER NUMBER | 11-D |
| SESSION | ALL |
| FULL MARKS | 40+10=50 |
| आवश्यक सूचना | मगध विश्वबिद्यालय बी.एड सेकेण्ड ईयर PAPER – 11-D Guidance and Counselling Syllabus |
(EPC-4) Understanding the Self Syllabus
| TOPIC | B.Ed MAGADH UNIVERSITY SYLLABUS |
| COURSE | B.Ed |
| UNIERSITY | MAGADH UNIVERSITY |
| PAPER NUMBER | EPC -4 |
| SESSION | ALL |
| FULL MARKS | 40+10=50 |
| आवश्यक सूचना | मगध विश्वबिद्यालय बी.एड सेकेण्ड ईयर PAPER – EPC-4 Understanding the Self Syllabus |
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