Download Syllabus of West Bengal Madrasah Service Commission, TET Syllabus, Syllabus for Undergraduate Post and also For Honours/Post Graduate Category
WBMSC 6th SLST, TET 2013 Syllabus
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Syllabus of TET (V-VIII) , 2013 (for Pass/Honors/PG ) :
I. Child Development and Pedagogy (30 Marks)
a) Child Development (Elementary School Child)
• Concept of development and its relationship with learning• Principles of the development of children
• Influence of Heredity & Environment & Religious thought.
• Socialization processes: Social world & children (Teacher, Parents, Peers)
• Piaget, Kohlberg and Vygotsky: constructs and critical perspectives
• Concepts of child-centered and progressive education
• Critical perspective of the construct of Intelligence
• Multi Dimensional Intelligence
• Language & Thought & Religious thought.
• Gender as a social construct; gender roles, gender-bias and educational practice
• Individual differences among learners, understanding differences based on diversity of language, caste, gender, community, religion etc.
• Distinction between Assessment for learning and assessment of learning; School-Based Assessment, Continuous & Comprehensive Evaluation: perspective and practice
• Formulating appropriate questions for assessing readiness levels of learners; for enhancing learning and critical thinking in the classroom and for assessing learner achievement.
b) Concept of Inclusive education and understanding children with special needs
• Addressing learners from diverse backgrounds including disadvantaged and deprived with reference to social backgrounds .• Addressing the needs of children with learning difficulties, 'impairment' etc
• Addressing the Talented, Creative, Specially abled Learners
c) Learning and Pedagogy Questions
• How children think and learn; how and why children 'fail' to achieve success in school Performance with reference to social factors.• Basic processes of teaching and learning; children's strategies of learning; learning as a social activity; social context of learning.
• Child as a problem solver and a 'scientific investigator' Alternative conceptions of learning in children; understanding children's 'errors' as significant steps in the learning process.
• Cognition & Emotions
• Motivation and learning with reference to religious thought.
• Factors contributing to learning personal & environmental with reference to social factors.
II. Language I. (30 Marks)
a) Language Comprehension Questions
Reading unseen passages- two passages one prose or drama and one poem with questions on comprehension, inference, grammar and verbal ability (Prose passage may be literary, scientific, narrative or discursive)
b) Pedagogy of Language Development Questions
• Learning and acquisition
• Principles of language Teaching
• Role of listening and speaking; function of language and how children use it as a tool
• Critical perspective on the role of grammar in learning a language for communicating ideas verbally and in written form;
• Challenges of teaching language in a diverse classroom; language difficulties, errors and disorders
• Language Skills Evaluating language comprehension and proficiency: speaking, listening, reading and writing
• Teaching-learning materials: Textbook, multi-media materials, multilingual resource of the classroom
• Remedial Teaching
• Principles of language Teaching
• Role of listening and speaking; function of language and how children use it as a tool
• Critical perspective on the role of grammar in learning a language for communicating ideas verbally and in written form;
• Challenges of teaching language in a diverse classroom; language difficulties, errors and disorders
• Language Skills Evaluating language comprehension and proficiency: speaking, listening, reading and writing
• Teaching-learning materials: Textbook, multi-media materials, multilingual resource of the classroom
• Remedial Teaching
III. Language- II (30 Marks)
a) Language Comprehension Questions
Reading unseen passages- two passages one prose or drama and one poem with questions on comprehension, inference, grammar and verbal ability (Prose passage may be literary, scientific, narrative or discursive)b) Pedagogy of Language Development Questions
• Learning and acquisition• Principles of language Teaching
• Role of listening and speaking; function of language and how children use it as a tool
• Critical perspective on the role of grammar in learning a language for communicating ideas verbally and in written form;
• Challenges of teaching language in a diverse classroom; language difficulties, errors and disorders
• Language Skills Evaluating language comprehension and proficiency: speaking, listening, reading and writing
• Teaching-learning materials: Textbook, multi-media materials, multilingual resource of the classroom
• Remedial Teaching
IV. Arts/Social Science Group (60 Marks)
a) Geography, History and other related Arts subjects upto class- X standard as per syllabus of WBBME, WBBSE, CBSC, ICSC board or equivalent.
IV. Mathematics/Science Group (60 Marks)
a) Mathematics, Physical Science, Life Science, and other related science subject upto class – X standard as per syllabus of WBBME, WBBSE, CBSC, ICSC board or equivalent.
Syllabus of TET,2013 (for Under Graduate category) :
I. Child Development and Pedagogy (30 Marks)
a) Child Development (Elementary School Child)
• Concept of development and its relationship with learning• Principles of the development of children
• Influence of Heredity & Environment & Religious thought.
• Socialization processes: Social world & children (Teacher, Parents, Peers)
• Piaget, Kohlberg and Vygotsky: constructs and critical perspectives
• Concepts of child-centered and progressive education
• Critical perspective of the construct of Intelligence
• Multi Dimensional Intelligence
• Language & Thought & Religious thought.
• Gender as a social construct; gender roles, gender-bias and educational practice
• Individual differences among learners, understanding differences based on diversity of language, caste, gender, community, religion etc.
• Distinction between Assessment for learning and assessment of learning; School-Based Assessment, Continuous & Comprehensive Evaluation: perspective and practice.
• Formulating appropriate questions for assessing readiness levels of learners; for enhancing learning and critical thinking in the classroom and for assessing learner achievement.
b) Concept of Inclusive education and understanding children with special needs
• Addressing learners from diverse backgrounds including disadvantaged and deprived with reference to social backgrounds .
• Addressing the needs of children with learning difficulties, 'impairment' etc
• Addressing the Talented, Creative, Specially abled Learners
• Addressing the needs of children with learning difficulties, 'impairment' etc
• Addressing the Talented, Creative, Specially abled Learners
c) Learning and Pedagogy Questions
• How children think and learn; how and why children 'fail' to achieve success in school Performance with reference to social factors.
• Basic processes of teaching and learning; children's strategies of learning; learning as a social activity; social context of learning.
• Child as a problem solver and a 'scientific investigator' Alternative conceptions of learning in children; understanding children's 'errors' as significant steps in the learning process.
• Cognition & Emotions
• Motivation and learning with reference to religious thought.
• Factors contributing to learning personal & environmental with reference to social factors.
• Basic processes of teaching and learning; children's strategies of learning; learning as a social activity; social context of learning.
• Child as a problem solver and a 'scientific investigator' Alternative conceptions of learning in children; understanding children's 'errors' as significant steps in the learning process.
• Cognition & Emotions
• Motivation and learning with reference to religious thought.
• Factors contributing to learning personal & environmental with reference to social factors.
II. Language I (30 Marks)
a) Language Comprehension Questions
Reading unseen passages- two passages one prose or drama and one poem with questions on comprehension, inference, grammar and verbal ability (Prose passage may be literary, scientific, narrative or discursive)
b) Pedagogy of Language Development Questions
• Learning and acquisition
• Principles of language Teaching
• Role of listening and speaking; function of language and how children use it as a tool
• Critical perspective on the role of grammar in learning a language for communicating ideas verbally and in written form;
• Challenges of teaching language in a diverse classroom; language difficulties, errors and disorders
• Language Skills Evaluating language comprehension and proficiency: speaking, listening, reading and writing
• Teaching-learning materials: Textbook, multi-media materials, multilingual resource of the classroom
• Remedial Teaching
• Principles of language Teaching
• Role of listening and speaking; function of language and how children use it as a tool
• Critical perspective on the role of grammar in learning a language for communicating ideas verbally and in written form;
• Challenges of teaching language in a diverse classroom; language difficulties, errors and disorders
• Language Skills Evaluating language comprehension and proficiency: speaking, listening, reading and writing
• Teaching-learning materials: Textbook, multi-media materials, multilingual resource of the classroom
• Remedial Teaching
III. Language- II (30 Marks)
a) Language Comprehension Questions
Reading unseen passages- two passages one prose or drama and one poem with questions on comprehension, inference, grammar and verbal ability (Prose passage may be literary, scientific, narrative or discursive)
b) Pedagogy of Language Development Questions
• Learning and acquisition
• Principles of language Teaching
• Role of listening and speaking; function of language and how children use it as a tool
• Critical perspective on the role of grammar in learning a language for communicating ideas verbally and in written form;
• Challenges of teaching language in a diverse classroom; language difficulties, errors and disorders
• Language Skills Evaluating language comprehension and proficiency: speaking, listening, reading and writing
• Teaching-learning materials: Textbook, multi-media materials, multilingual resource of the classroom
• Remedial Teaching
• Role of listening and speaking; function of language and how children use it as a tool
• Critical perspective on the role of grammar in learning a language for communicating ideas verbally and in written form;
• Challenges of teaching language in a diverse classroom; language difficulties, errors and disorders
• Language Skills Evaluating language comprehension and proficiency: speaking, listening, reading and writing
• Teaching-learning materials: Textbook, multi-media materials, multilingual resource of the classroom
• Remedial Teaching
IV. Mathematic(30 Marks)
Class VI to X standard (For General UG)
OR,
ARABIC (For Arabic UG)
Arabic
A. Classical Prose
1. Majaniul Adab (PP. 107-121)
Text Book prescribed : University Arabic Selection : published by Calcutta University,
third edition( 1968)
B. Modern Prose
1. Nahadatul LughatilArabiya(PP.299-318)
Text Book prescribed : B.A. Pass Arabic Selection (Prose Part.II) published by Calcutta
University, First Edition (1968)
C. Classical Poetry
1. Al-babuthThalith(PP.224-230)
Text Book prescribed : B.A. Pass Arabic Selection : published by Calcutta University, T
Third Edition (1988)
D. Modern Poetry
1. Hafiz Ibrahim (PP.231-234)
Text Book prescribed: B.A. Pass Arabic Selection (Part II Poetry) published by Calcutta
University, First Edition (1963)
E. Grammar and Composition
1. Nahu (Syntax)-Bahathul Fe'l
2. Sarf (Etymology)
Topics : i) Bahathul 'Hai ii) Bahatul Idgham iii) Bahathul Ibdal
1. Majaniul Adab (PP. 107-121)
Text Book prescribed : University Arabic Selection : published by Calcutta University,
third edition( 1968)
B. Modern Prose
1. Nahadatul LughatilArabiya(PP.299-318)
Text Book prescribed : B.A. Pass Arabic Selection (Prose Part.II) published by Calcutta
University, First Edition (1968)
C. Classical Poetry
1. Al-babuthThalith(PP.224-230)
Text Book prescribed : B.A. Pass Arabic Selection : published by Calcutta University, T
Third Edition (1988)
D. Modern Poetry
1. Hafiz Ibrahim (PP.231-234)
Text Book prescribed: B.A. Pass Arabic Selection (Part II Poetry) published by Calcutta
University, First Edition (1963)
E. Grammar and Composition
1. Nahu (Syntax)-Bahathul Fe'l
2. Sarf (Etymology)
Topics : i) Bahathul 'Hai ii) Bahatul Idgham iii) Bahathul Ibdal
Theology
1. Hadith (Tradition of the Prophet): Kitabul fitan (whole)
Text Book prescribed: Mishkatul Masabih
2. Tarikh-ul-Hadith (History of Hadith): History of Hadith Literature during the 2nd
Hijri Century
Books Recommended:
a) Tazkiratul Huffaz-part I by Shamsuddin Zahabi
b) Al Fihrist-by Ibnun Nadim
c) Bustanul Muhaddethin-by Shah Abdul Aziz
d) MeftahusSaadah-byTash Kubrih Zada
3. Tafsir:
From Surah Al-Maayedah to th e end of Surah Al-An'aam. Book
Prescribed: Tafsir-e-Jalalain
4. Tarikh-ut-Tafsir (History of Tafsir):
History of Tafsir Literature during 1st Hijri Century Books
Recommended:
a) Tabaqatul Mufassirin by Jalaluddin Suyuti
b) Meftahus Sa'adah-by Tashkubri Zada
Text Book prescribed: Mishkatul Masabih
2. Tarikh-ul-Hadith (History of Hadith): History of Hadith Literature during the 2nd
Hijri Century
Books Recommended:
a) Tazkiratul Huffaz-part I by Shamsuddin Zahabi
b) Al Fihrist-by Ibnun Nadim
c) Bustanul Muhaddethin-by Shah Abdul Aziz
d) MeftahusSaadah-byTash Kubrih Zada
3. Tafsir:
From Surah Al-Maayedah to th e end of Surah Al-An'aam. Book
Prescribed: Tafsir-e-Jalalain
4. Tarikh-ut-Tafsir (History of Tafsir):
History of Tafsir Literature during 1st Hijri Century Books
Recommended:
a) Tabaqatul Mufassirin by Jalaluddin Suyuti
b) Meftahus Sa'adah-by Tashkubri Zada
Islamic Studies
1. Fiqh (Islamic jurisprudence)
Kitabut Taharat, Salat, Saum, Kitabuz Zakat Text-Book Prescribed : Sharhul
Waqayah (Part-I & II)
2. Kalam (Meta Physics)
From beginning to the chasteness of the Prophets (i.e. Ismatul Ambia) Text Book
Prescribed : Fiqh-ul-Akbar
3. Faraid (Islamic Inheritance Law)
From Muqaddamah to the end of Fasal Fit-takharruj and Babur Rad Text Book Prescribed :
As-Siraji.
Kitabut Taharat, Salat, Saum, Kitabuz Zakat Text-Book Prescribed : Sharhul
Waqayah (Part-I & II)
2. Kalam (Meta Physics)
From beginning to the chasteness of the Prophets (i.e. Ismatul Ambia) Text Book
Prescribed : Fiqh-ul-Akbar
3. Faraid (Islamic Inheritance Law)
From Muqaddamah to the end of Fasal Fit-takharruj and Babur Rad Text Book Prescribed :
As-Siraji.
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V. Environment Studies : (Details given below ) (30 Marks)
1: The multidisciplinary nature of environmental studies
• Definition, scope and importance
• Need for public awareness
• Definition, scope and importance
• Need for public awareness
2: Natural Resources:
Natural resources and associated problems.
(a) Forest resources: Use and over-exploitation, deforestation. Timber extraction, mining, dams and their effects on forests and tribal people.
Natural resources and associated problems.
(a) Forest resources: Use and over-exploitation, deforestation. Timber extraction, mining, dams and their effects on forests and tribal people.
(b) Water resources: Use and over-utilization of surface and ground water, floods, drought, conflicts over water.
(c) Mineral resources: Use and exploitation, environmental effects of extracting and using mineral resources.
(d) Food resources: effects of modern agriculture, fertilizer-pesticide problems, water logging, salinity.
(e) Energy resources: Growing energy needs, clean Energy e.g. Solar, Wind etc. renewable and non-renewable energy sources, use of alternate energy sources, case studies.
(c) Mineral resources: Use and exploitation, environmental effects of extracting and using mineral resources.
(d) Food resources: effects of modern agriculture, fertilizer-pesticide problems, water logging, salinity.
(e) Energy resources: Growing energy needs, clean Energy e.g. Solar, Wind etc. renewable and non-renewable energy sources, use of alternate energy sources, case studies.
• Role of an individual in conservation of natural resources.
• Equitable use of resources for sustainable lifestyles.
• Equitable use of resources for sustainable lifestyles.
3: Ecosystems
• Concept of an ecosystem
• Structure and function of an ecosystem
• Producers, consumers and decomposers
• Energy flow in the ecosystem
• Ecological succession
• Food chains, food webs and ecological pyramids
• Introduction, types, characteristic features, structure and function of the following ecosystem:
• Structure and function of an ecosystem
• Producers, consumers and decomposers
• Energy flow in the ecosystem
• Ecological succession
• Food chains, food webs and ecological pyramids
• Introduction, types, characteristic features, structure and function of the following ecosystem:
a. Forest ecosystem
b. Grassland ecosystem
c. Desert ecosystem
c. Desert ecosystem
d. Aquatic ecosystems (ponds, streams, lakes, rivers, ocean estuaries)
4: Biodiversity and its conservation
• Introduction - Definition: genetic, species and ecosystem diversity
• Bio geographical classification of India
• Value of biodiversity: consumptive use, productive use, social, ethical aesthetic and option values
• Biodiversity at global, national and local levels
• India as a mega-diversity nation
• Hot- spots of biodiversity
• Threats to biodiversity: habitat loss, poaching of wildlife, man wildlife conflicts
• Endangered and endemic species of India
• Conservation of biodiversity: In- situ and Ex- situ conservation of biodiversity
• Value of biodiversity: consumptive use, productive use, social, ethical aesthetic and option values
• Biodiversity at global, national and local levels
• India as a mega-diversity nation
• Hot- spots of biodiversity
• Threats to biodiversity: habitat loss, poaching of wildlife, man wildlife conflicts
• Endangered and endemic species of India
• Conservation of biodiversity: In- situ and Ex- situ conservation of biodiversity
5: Environmental Pollution
Definition
• Causes, effects and control measures of:
a. Air pollution
b. Water pollution
c. Soil pollution
d.. Noise pollution
e. Nuclear pollution
• Causes, effects and control measures of:
a. Air pollution
b. Water pollution
c. Soil pollution
d.. Noise pollution
e. Nuclear pollution
• Solid waste management: Causes, effects and control measures of urban and industrial wastes.
• Role of an individual in prevention of pollution
• Pollution case studies
• Disaster management: floods, earthquake, cyclone and landslides
• Role of an individual in prevention of pollution
• Pollution case studies
• Disaster management: floods, earthquake, cyclone and landslides
6: Social Issues and the Environment
• Climate change, global warming, acid rain, ozone layer depletion, nuclear accidents and holocaust..
• Environmental Protection Act
• Environmental Protection Act
• Air (Prevention and Control of Pollution) Act
• Water (Prevention and control of Pollution) Act
• Wildlife Protection Act
• Forest Conservation Act
• Water (Prevention and control of Pollution) Act
• Wildlife Protection Act
• Forest Conservation Act
7: Human Population and the Environment
• Population explosion - Family Welfare Programmes
• Environment and human health
• Human Rights
• Value Education
• HIV/AIDS
• Women and Child Welfare
• Role of Information Technology in Environment and Human Health
• Environment and human health
• Human Rights
• Value Education
• HIV/AIDS
• Women and Child Welfare
• Role of Information Technology in Environment and Human Health
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