Bihar Head Master Syllabus 2022, BPSC Headmaster Exam Pattern & Syllabus PDF: When you’re studying for your exams, it can be hard to know what you should and shouldn’t do. After all, there are many different methods and materials out there – should you use a textbook or study guide? If so, which one is the best? Should you take notes or just read the article? The Bihar Head Master Syllabus takes the confusion out of studying for your BPSC Bihar Headmaster exams!
Bihar Head Master Syllabus 2022 Overview
The Bihar Head Master Syllabus is a detailed outline for the headmaster post. It covers all the topics in-depth and has a specific focus. The syllabus provides an overview of what to expect from various disciplines and how they fit together with each other. The overview of the BPSC Headmaster Syllabus 2022 for Bihar BPSC Headmaster Recruitment 2022 is discussed below.
| Organization | Bihar Public Service Commission |
| Exam Name | Bihar BPSC Head Master Recruitment 2022 |
| Mode of Exam | Offline |
| Category | Syllabus |
| SIDBI Exam Date | Yet to be declare |
| Negative Marking | ¼th mark |
| Selection Process | Written Test |
| Official website | http://www.bpsc.bih.nic.in |
Bihar BPSC Headmaster Exam Pattern
The BPSC Headmaster Exam 2022 consists of a Written Test. You can check more details below.
| Subject | Marks |
|---|---|
| General Study | 100 |
| Concerned Study | 50 |
| Total | 150 |
BPSC Bihar Head Master Syllabus
Candidates fulfilling the legibility criteria must know the BPSC Bihar Head Master Syllabus to gather higher marks in the exams. The BPSC Bihar Head Master Syllabus 2022 consists of 03 subjects including General Study and Concerned Study.
BPSC Bihar Head Master Syllabus Of Reasoning Ability
The following are the topics for the BPSC Bihar Head Master Syllabus Of Reasoning Ability.
- Analogies,
- Similarities and Difference,
- Analyst,
- Judgment,
- Relationship,
- Concepts,
- Arithmetic,
- Reasoning,
- Number Series.
BPSC Bihar Head Master Syllabus Of Arithmetical
The following are the topics for the BPSC Bihar Head Master Syllabus Of Arithmetical.
- LCM,
- HCF,
- Ratio and Proportion,
- Profit & Loss,
- Time & Work,
- Distance and more.
BPSC Bihar Head Master Syllabus Of General Study
The following are the topics for the BPSC Bihar Head Master Syllabus Of General Study.
- Bihar, Indian and World history with special emphasis on bihar culture and Indian National
- Movement
- Current events of national and international importance.
- Indian Polity, Indian Economics with special emphasis on bihar
- Use of Computers and Information Technology in Teaching
- Bihar, India, World Geography
- General Science
UNIT.1
- Understanding Childhood : Developmental Perspective
- children and their childhood: The contextual Realities of Bihar
- Dimensions of individual development: physical, cognitive, language, social and moral
their interrelationships and implications for teachers (with reference to PiagetErickson and Kohlberg) - Adolescence : assumptions, stereotypes and need of a holistic understanding
- Factors affecting adolescence: social, cultural, political and economic
- The contextual reality of adolescence in Bihar
UNIT 2
- Socialization and the context of school : impact of entry to School,- school as a social
institution and its notions in Bihar, value formation in the context of schooling’ - Inequalities and resistances in society: issues of access, retention and exclusion’
- Difference in learners based on socio-cultural contexts : impact of home languages of
learners and language of instruction, impact of differential cultural capital of learners - understanding of differently-abled learners: slow learners and dyslexic learners
- Methods of assessing individual differences: tests, observation, rating scales’ self Report
UNIT 3
- understanding’ Identity Formation: emergence of multiple identities in the- formation
of a person placed in various social and institutional contexts; the need for inner
coherence; managing’conflicting’ identities - School as a site of identity formation in teachers and students; school, culture and
ethos, teaching-learning practices and teacher discourse in the classroom’ evaluation
practices; value system and hidden curriculum in school - concept : Meaning and definitions of education, Processes of education-schooling
Instruction, Training and Indoctrination, Modes of education-Formal’ Informal and
Non-Formal - constitutional provisions on education that reflect National ideals: Democracy’
equality, liberty, secularism and social iustice - Education for National development: Education commission (1964-66)
UNIT 4
- Philosophy and Education : Meaning and definitions of philosophy, Branches of
philosophy andtheir relationship with educational problems and issues - ehilosoptrical systms: Schools of philosophy, Idealism, Naturalism, Pragmatism’
- Marxism and Humanism with special reference to their concepts of reality, knowledge
and values, and their educational implications for aims’ Curriculum, methods of
teaching and disciPline - Indian Thinkers : RN. Tagore, M.K. Gandhi, swami vivekananda, Aurobindo Ghose,
jiddu Krishnamurthi and Giiiubhai Badheka - Western Thinkers : Plato, Rousseau, Dewey,
UNIT 5
- Meaningof equality and constitutional provisions
- prevailing nature and forms of Inequality, including dominant and minor gyqups and
related ilsues - lnequality in schooling : Public-private schools, rural-urban schools, single teacher
schools and many other forms of inequalities in school system 3nq 1tr” processes
leading to disParities - Differential quality in schooling : variations in school quality
- Right to Education : Bill and its provisions.
UNIT 6
- Iearning principru ui learning problem solvinf
- Basic Assumptions and analysis of the relevance of Learning Theories
- Social, Cognitive & Humanistic learning theories
- Learning as a process of construction of Knowledge-Constructivist
Behavioural, Approach to learning - Relationship of learning with school performance and ability of the learner
- Concept of Motivation; types, techniques of enhancing motivation
- Forgetting classroom learning-meaning and its causes; strategies for improving
retention oflearning - Meaning of learningto learn skills; ways of developing self-study
UNIT 7
- An analysis of teacher’s roles and functions, skills and competencies in the Pre-active phase
– visualizing, decision-making on outcomes, preparing and organization; Interactive phase –
facilitating and managing leaming; Post-active phase – assessment of learning outcomes’
reflecting on pre-active, interactive and post-active processes - Characteristics associated with effective teachers; Teacher’s professional identity –
- what does it entail?
- Visualizing: The learner and learning readiness characteristics, the subject matter
- content and their inter-linkages, the learning resources, approaches/srategies’
- Decision maBing on outcomes: Establishing general instructional goals, specification of objectives and standards for learning allocation of instructional time for various
- activities/tasks-instructional time as a variable in learning
- preparing for instruction: Identiffing selecting available learning resources or
- developing required learning resource.
- Preparation of a plan : Unit plan and Lesson plan’
UNIT 8
- Motivating the learners and sustaining their attention-importance of stimulus
variation and reinforcement as skills. - euestioning Illustration and explanation as teacher competencies influencing studentIearning in the classroom;
- Strategy of Teaching –
- Expository Strategy as approac
- LA-teaching for understanding: Presentation – discussion – demonstration, the Advance Organizer tiiodel; O) inquiry Strategy as approach to teaching’thinking skillsand construction of lmowledge : Concept attainment/ Concept formation, Inductive thinHng Problem– basedlearning/Project Based Learning.
- Approaches to Small Group and Whole group Instruction : Cooperative and
Collaborative approaches to learning. Brain storming Role play and Dramatization,
Group discussion, simulation and Games, Debate, Quiz aid seminar.
UNIT 9
- Social and cultural context of language : Language and Gender, LangUage and Identity’
language and Power,language and Class (Society) - Political context of language; Multilingual perspective of India and Bihar’
Constitutional provisions related to languages in India - Language and construction of knowledge; understanding the objectives of learning
I anguages ; ima gination, creativity, sensitivity, skill development - Critical review of Medium of Instruction; Different school subiects as registers;
- Position of Languages in India; articles 343-351, 350A;
What are Academic Disciplines? Need/Perspectives of the classification of Human
lmowledge into disciplines & Subjects; - The Philosophical Perspective: Unity and plurality
- The Anthropological Perspective: Culture and Tribes
- The Sociological Perspective: Professionalization and Division of Labour
- The Historical Perspective: Evolution and Discontinuity
- The Management Perspective: Market and organization
- The educational Perspective: Teaching and Learning
UNIT 1O
- Research in subiect/discipline: Methods of data collection in the subiecL Drawing
conclusion, generalization and theory development Preparin& reference’ notes and
bibliography - What is Interdisciplinary learning? Interdisciplinary learning-a dialectical process
- What criteria can be used for quality assurance of interdisciplinary subiects?
UNIT 11
- Equity and equality in relation with caste, class, religion, ethnicity, disability and
region - Paradigm shift from women’s studies to gender studies
- Hislo-fical background : Some landmarks from social reform movements of the
nineteenth and twentieth centuries with focris on women’s?xperiences of education - Gender, culture and institution : Intersection of class 1 to 9, religion and region
- Teacher as an agentbfchange
- Methods, Inductive deductive, lecture, discussion, multilingual, source method
‘observation method, laboratory method, project and problem solving method and
their advantages and limitation & comparisons’
UNIT 12
- Determinants of curriculum at the nation or state -wide level;
- (i) social-politicalculture-geographical-economic diversity;
- (ii) socio-political aspirations, including ideologies and educational vision;
- (iii) economic necessities ;
- (iv) technological possibilities;
- (v) cultural orientations;
- (vi) national priorities ;
- (vii) system of ior”*”n.” and power relations; and
- (vii) international contexts
- concept of test, measurement, examination, appraisal ,evaluation and their inter
relationshiPs. - Purpose and objectives of assessment-for placemen! providing feedbacks’ grading
promotion, certifi cation, diagnostic of learning difficulties - Reporting students’performance- progress rePorts, cumulative records’ profiles and
their uses, Porffolios. - concept of an inclusive school-infrastmcture and accessibility, human resources’
attitudes to disabilig whole school approach, community-based education’ - concept of health, importance, dimensions and determinants of health; Health needs of
children and adolescents, including differently-abled children - Understanding peace as a Dynamic Social Reality’
- Developing Resources in Schools for Guidance
BPSC Bihar Head Master Syllabus FAQs:
Is there any negative marking in Bihar BPSC Headmaster Exam?
Yes, there is a negative marking of 0.25 marks for each wrong answer.
What is the syllabus for BPSC Bihar Headmaster Exam 2022?
We have discussed the BPSC Bihar Head Master Syllabus above in the article.