Bihar Head Master Syllabus 2022, BPSC Headmaster Exam Pattern & Syllabus PDF

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

There will be a negative marking of 1/4 marks

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