Are you looking for the West Bengal B.Ed 2nd Semester Syllabus 2025? If yes, this post provides the complete and updated BSAEU B.Ed 2nd Semester Syllabus in a clear, organised and easy-to-read format. Here you will find full details of all theory papers, pedagogy courses, practicum work, and unit-wise syllabus exactly as prescribed for the 2025 academic session.
WEST BENGAL (BSAEU) B.ED 2ND SEMESTER COMPLETE SYLLABUS
UNIFORM CURRICULUM FOR TWO-YEAR B.Ed PROGRAMME
SEMESTER II
COURSE III (1.2.3): LEARNING AND TEACHING
Full Marks: 125 (Theory 50+50, Field Engagement 25)
1ST HALF: LEARNING
Unit I: Understanding Learning
→ Nature of learning as process and outcome
→ Types: factual, associative, conceptual, procedural, generalizations, principles and rules
→ Remembering and forgetting: encoding, storage, retrieval, causes, strategies
→ Information processing approach
→ Learning theories: Pavlov, Thorndike, Gestalt, Cognitive and Discovery learning, Piaget, Bandura
Unit II: Factors Influencing Learning
→ Achievement: concept, nature and types
→ Factors affecting learner performance
→ Teacher’s role in addressing diversity
→ Cooperative and collaborative learning strategies
Unit III: Learning Paradigms
→ Behavioristic viewpoint and implications
→ Social learning and classroom applications
→ Vygotsky’s cognitive view
→ Humanistic view: Carl Rogers’ self-concept theory
Unit IV: Transfer of Learning
→ Meaning, nature and importance
→ Types of transfer
→ Methods to enhance transfer
Unit V: Organization of Learning Experiences
→ School’s role: guidance, mental health, co-curricular activities
→ Strategies: brainstorming, grouping, remedial teaching, enrichment programmes
2nd Half: Teaching
Unit I: Understanding Teaching
→ Concept, definition and characteristics
→ Factors influencing teaching
→ Relationship among teaching, instruction and training
→ Maxims of teaching and teacher’s role
Unit II: Models of Teaching
→ Concept Attainment Model (CAM)
→ Advance Organizer Model (AOM)
→ Inquiry Training Model (ITM)
Unit III: Task of Teaching
→ Meaning and variables
→ Phases: pre-active, inter-active, post-active
→ Essentials of effective teaching
Unit IV: Levels and Approaches of Teaching
→ Levels: memory, understanding, reflective
→ Skills of teaching and micro-teaching
→ Instructional approaches: constructivist, cooperative work, group discussion, games, debate, quiz, seminar
→ Programmed Instruction (PI)
Unit V: Skills of Teaching
→ Introducing lesson
→ Questioning
→ Use of teaching aids
→ Reinforcement
→ Illustration
→ Modification of teacher behaviour
→ Flanders Interaction Analysis System
Engagement with the Field
→ Five simulated lessons on one topic before peer group under teacher guidance
→ Each skill includes: introduction, questioning, teaching aids, reinforcement, illustration
COURSE–VII(A) (1.2.7A): PEDAGOGY OF A SCHOOL SUBJECT PART–I
Full Marks: 100 (Theory 50, Engagement with Field 50)
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 the selected school language
→ Significance of mother tongue/target language
→ Actionist and Constructivist theories
→ First, Second and Third Language concepts in West Bengal
→ Relation between language and dialect
→ Position and importance of language in West Bengal Secondary Curriculum
→ Aims and objectives of language teaching
Unit II: Strategies of Language Teaching
→ Cognitivist, Interactive and other approaches
→ Teaching strategies as per language requirements
→ Objectives of language teaching
Unit III: Methods and Approaches of Language Teaching
→ Methods: characteristics, procedure, importance, limitations
→ Approaches to teaching prose, poetry, grammar, composition and drama
→ Spelling errors: causes and correction methods
Unit IV: Assessment of Language Teaching
→ Properties and areas of a language test
→ Principles for constructing language tests
→ Preparation of language question paper with instructions, options, coverage and marking scheme
Unit V: Learning Design & Learning Resources
→ Concept, importance and types of learning design
→ Steps of learning design
→ Qualities of good learning design
→ Learning resources: textbooks, models, charts, pictures, reference books, CAL; meaning, types, functions, preparation and use
Engagement with Field / Practicum
→ Preparation of one learning design (compulsory)
→ Any one: speech mechanism, word formation, syntax, task/content analysis, developing instructional material
PEDAGOGY OF SOCIAL SCIENCE TEACHING
Unit I: Foundations of Social Science Teaching
→ Areas: History, Geography, Political Science, Economics, Education, Commerce, Sociology, Philosophy, Music, Fine Arts, Psychology
→ Aims and objectives of social science teaching
→ Social science curriculum and its values
→ Interrelationship among branches of social science
→ Innovations in social science teaching
→ National integration through social science
Unit II: Strategies of Social Science Teaching
→ Features, limitations and comparison of methods
→ Lecture, Interactive, Demonstration-Observation, Regional, Heuristic, Project Method, CAI
Unit III: Learning Resources in Social Science
→ Meaning, types and importance of learning resources
→ Qualities of a good social science textbook
→ Teaching aids and improvisation of aids
→ Planning and organizing a social science laboratory
Unit IV: Learning Design
→ Concept, importance and types
→ Steps of learning design
→ Qualities of good learning design
Unit V: Evaluation in Social Science Education
→ Evaluation devices and programme
→ Competency-based evaluation
→ CCE: formative and summative evaluation
→ Construction of assessment tools and remediation
Engagement with Field / Practicum
→ One learning design (compact)
→ Visit any one: historical place, ecological site, commercial place, political place
→ Organize awareness programmes: environment, social, blood donation, election
→ Demonstration of lab-based activities
PEDAGOGY OF SCIENCE TEACHING
(Physical Science, Life Science, Computer Science & Application)
Unit I: Foundations of Science Teaching
→ Aims and values of science teaching
→ Scientific aptitude and attitude
→ Interrelationship of science branches
→ Innovations in science teaching
Unit II: Strategies of Science Teaching
→ Comparison, features and limitations of methods
→ Lecture, Demonstration, Heuristic, Laboratory, Project, CAI, Problem Solving
Unit III: Planning a Science Laboratory
→ Importance of science laboratory
→ Organization and planning
→ Laboratory equipment
Unit IV: Learning Resources in Science
→ Meaning, types and importance
→ Qualities of science textbooks
→ Teaching aids and improvisation
Unit V: Learning Design
→ Concept, importance and types
→ Steps of learning design
→ Qualities of good learning design
Engagement with Field / Practicum
→ One learning design (compulsory)
→ Any one: materials for scientific attitude, script writing for media, demonstration of experiments
PEDAGOGY OF MATHEMATICS TEACHING
Unit I: Nature and Theoretical Aspects
→ Nature of mathematics
→ Correlation with other disciplines
→ Scope and values of mathematics education
→ History of mathematics in India
→ Mathematics teaching-learning theories: Skinner, Piaget, Bruner, Vygotsky, Dienes
Unit II: Aims, Objectives & Curriculum
→ Aims and objectives at upper primary, secondary and higher secondary levels
→ Principles of curriculum construction
→ Principles of textbook preparation
Unit III: Teacher and Teaching–Learning Process
→ Methods: inductive, deductive, analysis-synthesis, project method, mathematical induction, heuristic
→ Learning resources: calculator, computer
→ Problem-solving method and its steps
→ Qualities and professional competencies of mathematics teacher
Unit IV: Learning Design
→ Concept, importance and types
→ Steps of learning design
→ Qualities of good learning design
Unit V: Assessment and Evaluation
→ Meaning, scope and types of tests
→ Techniques and types of evaluation
→ Principles of constructing test items
→ CCE in mathematics
Engagement with Field / Practicum
→ One learning design (compulsory)
→ Any one: essay on nature and history of Indian mathematics, teaching aids, programmed learning materials, construction of achievement tests
COURSE–VIII(A) (1.2.8A): KNOWLEDGE AND CURRICULUM – PART I
Full Marks: 75 (Theory 50, Engagement with Field 25)
Unit I: Epistemological Bases of Education
→ Meaning of epistemology with reference to knowledge building and knowledge generation
→ Distinction and relationship:
• Knowledge and Skill
• Teaching and Training
• Knowledge and Information
• Reason and Belief
Unit II: Philosophical Foundations of Education
→ Significance of philosophy in education
→ Basic tenets of the following philosophers: Swami Vivekananda, Mahatma Gandhi, Rabindranath Tagore, Sri Aurobindo, John Dewey, Dr. Sarvepalli Radhakrishnan
→ Relevance of their philosophies to Indian education, activities and practices
Unit III: Sociological Bases of Education
→ Constitutional goals for Indian education
→ Education for social justice, sustainability, multiculturalism, secularism
→ Social issues in education: illiteracy, disadvantaged groups, gender inequality
Unit IV: Aims and Scope 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, media
→ Formal, non-formal and informal education: role and importance
Unit V: Curriculum – Concept and Development
→ Meaning, characteristics and types of curriculum
→ Nature and scope of curriculum
→ Need and importance of curriculum
→ Principles of curriculum framing
→ Role of state in curriculum development
→ Incorporation of constitutional values and national culture
Engagement with Field / Practicum
Any one of the following:
• Policy analysis: NCF 2000 & NCF 2005
• Identification of core, hidden, null and latent curriculum in textbooks
• Designing an activity-based curriculum
• Analysis of school curriculum at different stages
COURSE–IX (1.2.9): ASSESSMENT FOR LEARNING
Full Marks: 150 (Theory 50+50, Field 50)
1st Half: Assessment of the Learning Process
Unit I: Concept of Evaluation and Assessment
→ Meaning of test, measurement, assessment and evaluation
→ Distinction among measurement, assessment and evaluation
→ Nature and scope of evaluation
Unit II: Approaches, Techniques & Criteria
→ Approaches: formative, summative, NRT, CRT
→ Techniques: observation, self-reporting, psychological tests, educational tests
→ Validity: meaning, types and measurement
→ Reliability: meaning, types and measurement
→ Norms and usability
Unit III: Psychological Tests
→ Meaning and concept of psychological testing
→ Basics of intelligence test, aptitude test, interest inventory, attitude test, creativity test, personality test
→ Achievement test: meaning, characteristics, construction steps, uses
→ Diagnostic and prognostic tests
Unit IV: Evaluation Tools and Interpretation
→ Types of tests: written, oral, NRT, CRT, summative, formative, diagnostic
→ Scoring and grading
→ Data analysis and interpretation:
→ Tabulation
→ Graphical representation (histogram, frequency polygon)
→ Central tendency (mean, median, mode)
→ Standard deviation
Unit V: Problem Learners
→ Concept and types of problem learners
→ Identification: observation, case study, sociometric techniques, testing
→ Remedial measures: guidance, counselling, life-skill training
2nd Half: Assessment of the Learning System
Unit I: Infrastructural Facilities
→ Classrooms (type and number), sanitation, playground, basic facilities
Unit II: Human Resources
→ Teaching staff
→ Non-teaching staff
→ Student-related details: girls, SC/ST/OBC/Minority, children with special needs
Unit III: Organization & Record Maintenance
→ Academic committees
→ Administrative committees
→ Fee structure, timetable, periods
→ Student participation: self-government
→ Records: accounts, staff, students, curriculum-related
Unit IV: Special Services Provided
→ Mid-day meal
→ Health programmes
→ Scholarships
→ Book bank
→ Tutorials for weak students
→ Remedial teaching
→ Talent search examinations
→ Staff welfare
Unit V: School–Community Relationship
→ Community involvement in decision-making
→ Community contributions to school
→ Meetings with community members
→ School response to parents
Engagement with Field / Practicum
Any two of the following:
• Writing educational objectives and evaluation techniques
• Finding content validity
• Designing rating scales, questionnaires, schedules
• Determining objectivity of tools
• Framing different types of test items
• Preparing a blueprint
• Preparing graphs and using them for test analysis
COURSE–EPC–2 (1.2EPC2): DRAMA AND ARTS IN EDUCATION
Full Marks: 50 (Theory 25, Field 25)**
Unit I: Drama and its Fundamentals
→ Drama as a learning tool
→ Forms of drama
→ Role play and simulation
→ Drama for educational and social change (street play, dramatization)
→ Classroom drama techniques: voice, speech, mime, movement, observation, imitation
Unit II: Music (Gayan and Vadan)
→ Sur, Taal, Laya (Sargam)
→ Vocal forms: folk songs, poems, prayers
→ Singing with karaoke
→ Composition of songs, poems, prayers
→ Integration of music in education
Unit III: The Art of Dance
→ Dance forms: Bharatanatyam, Kathakali, Garba, Bhavai, Bhangra, Bihu, others
→ Integration of dance in education: action songs, Nritya-Natika
Unit IV: Drawing and Painting
→ Colours, strokes, sketching, perspectives
→ Forms of painting: Warli, fabric, Madhubani, glass
→ Use of drawing and painting in education
Unit V: Creative Arts
→ Chart and poster making
→ Model making
→ Creative writing
→ Decorative art: origami, clay modelling, puppet making, rangoli, wall painting
→ Computer graphics: CD cover, book cover, collage work
Engagement with Field / Practicum
Any one of the following:
→ Develop a lesson-based drama script
→ Street play script on girls’ education/women empowerment
→ Bhavai script on socio-political issues
→ Pictorial monograph on folk or Indian dance forms
→ Calendar chart on musical instruments
→ Audio CD of newly composed songs/poems
→ Decorative/functional models from waste materials
→ Visit to performing arts faculty and report
→ Organize a school-level art competition and report
→ Creative design for CD cover or book cover
→ Collage artwork
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We hope this post helps you easily access and understand the complete West Bengal BSAEU B.Ed 2nd Semester Syllabus 2025, making your preparation smoother and more organised for all theory, pedagogy and practicum components.