Lady Irwin College

University of Delhi
NAAC Accredation A+ | NIRF Ranking 24


First Year

Foundation and Pedagogic Courses

In the first year of the course, there shall be 7 courses in all, 5 of them carrying 100 marks each, and the remaining 2 carrying 50 marks. It is expected that the 100-mark courses will be taught for 3-4 hours per week, and the 50-mark courses for 1-2 hours per week on an average. Each paper carries a provision for 30 per cent internal assessment.

The following courses will carry 100 marks each:

  1. Education in Contemporary India
  2. Human Development, Diversity and Learning
  3. Conceptual Foundations of Education
  4. Pedagogy-I (introduction to the pedagogic challenges posed by the subjects comprising a broad disciplinary stream)
  5. Pedagogy-II (Covering the pedagogic needs of a subject within the stream chosen under Pedagogy 1, at all stages of secondary education)

The Practicum component of Pedagogy -II will be dealt with in the 2nd year of the programme. The following Courses will carry 50 marks each:

  1. Gender, School and Society
  2. Knowledge, Disciplines and School Subjects (introduction to the disciplinary basis of all subjects)

EPC Courses

The first year will also provide 2 EPC (Enhancement of Professional Capacity) courses carrying 50 marks each. These will be taught in a workshop mode and evaluation will be entirely internal. These EPCs are:

EPC 1: Art, Craft and Aesthetics (with special reference to any one of the four arts or a craft)

EPC 2: Critical Understanding of ICTs in Education


A tutorial carrying 50 marks will be held throughout the first year. It will focus on developing the student’s understanding of his or her own aims in relation to the various courses through interactive sessions. Reflective reviews of books and other readings selected by the tutor will form the basis of evaluation, apart from the student’s participation in the discussions.

Field Observation: (50 marks)

As per the NCTE framework, the first year of B.Ed. will provide an opportunity for field observation in school and other educational settings for a total period of 4 weeks (i.e. 20 working days, spread across the session). A reflective journal maintained by the student during field observation will be used for evaluation out of 50 marks.

Second Year

Foundation and Elective Courses

In the second year of B.Ed., there will be three Courses, two carrying 50 marks and one elective paper carrying 100 marks. The titles are as follows:


  1. The Inclusive School (ref. children with special needs): 50 marks
  2. Assessment for Learning: 50 marks
  3. Elective course (100 marks) on any of the options available.


EPC Courses
There will be two EPC courses. The titles are as follows

EPC 3: Understanding Communication (50 marks)

EPC 4: Yoga (module to be supplied by NCTE (50 marks)

School Experience Programme under Internship (300 marks)

A 16-week internship-mode School Experience Programme (SEP) for the practice of teaching and related school experiences will be offered in the first half of the second year (i.e., from August to December). Under internship, students will teach 4 days per week in schools, and the remaining day(s) will be used for course work and consultation with subject specialists. The detailed guidelines for this programme will be prepared later on the basis of the new NCTE course framework. It is expected that under SEP, students will participate in all aspects of school life while focusing on the teaching a subject in different classes assigned to them. An attempt will be made to create opportunities to engage with the specific challenges that teaching children with special needs involves. Students will be evaluated for SEP out of 300 marks. These marks can be distributed across different domains of school internship work to be spelt out later. Each student will regularly maintain a reflective journal consisting of observations and reflections on his/her own teaching, and observations on teaching by peers. The following pattern is recommended for evaluation:

100 marks: to be given by the subject specialist based on planning, use of resources, preparation of teaching aids, etc. These marks will be given in three instalments: 25 after 4 weeks, 25 after 8 weeks, the remaining 50 at the end of the internship programme.

100 marks: to be given by the regular supervisor on the basis of classroom teaching in the same kind of instalments as are mentioned above;

50 marks: to be given by 2 rotational supervisors.

50 marks: to be given by the regular supervisor on the basis of the reflective journal maintained by the student.

Size of Sections

It is recommended that the average number of students in a section should not exceed 25 as indicated by NCTE in the context of different subjects. This will enable the aims of the new B.Ed. programme to be pursued with due regard for the expected quality of teaching and interaction as envisaged by NCFTE-2009 on which the NCTE’s guidelines are based.


The Courses carrying 100 marks are envisaged to be taught for approximately four hours a week, i.e. once in a two-hour period and twice in one-hour periods. The Courses carrying 50 marks will be taught for two hours per week. The numbers of hours will need to be adjusted during the weeks when students go out for field observation one day (or more, if required) per week. The same will apply to the workshops for EPCs. This average allocation implies a total of 26 hours for teaching and the remaining 14 hours in a working week for other institutional activities and self-study in the first year. The second-year programme will follow a one-day time-table during internship when students go to schools for four days every working week for 16 weeks (i.e. 80 days). Hence, during internship, the teaching of courses and EPCs, and consultation with subject specialists, will be adjusted within the time available at the institute. Following the completion of internship, the normal number of periods can be allotted to the three courses and EPCs.

Scheme of Examination

The B.Ed. programme, as outlined above, will carry 1400 marks. The first year will carry 800 marks and the second year will carry 600 marks. Internal assessment will constitute 30 marks in courses carrying 100 marks and 15 marks in courses carrying 50 marks. All EPCs will be evaluated internally.

B. Ed. Two Year Course Outline

I. Foundation Courses: All courses are compulsory.

Paper Title Paper Code Marks
1 Education in Contemporary India F.1 100
2 Human Development, Diversity and Learning F.2 100
3 Conceptual Foundations of Education F.3 100
4 Gender, School and Society F.4 50
5 Knowledge, Disciplines and School Subjects F.5 50
6 The Inclusive School F.6 50
7 Assessment for Learning F.7 50

II. Pedagogy Courses

Paper Title Paper Code Marks
Pedagogy I
1 Science P.1.2 100
Pedagogy II (Teaching subject)
1 Home Science P.2.19 100

III. Elective Course: (Options available- as per availability of subject experts)

Paper Title Paper Code Marks
1 Education for Mental Health E.1 100
2 Art Education E.2 100
3 Computer and Web Technologies in Education E.3 100
4 Education and Technology E.4 100
5 Environment Education E.5 100
6 Human Rights in Education E.6 100
7 Peace Education E.7 100
8 Adolescence Education E.8 100

IV. EPCs (Enhancement of Professional Capacity)

Paper Title Paper Code Marks
1 Art, Craft and Aesthetics EPC.1 50
2 Critical Understanding of ICTs in Education EPC.2 50
3 Understanding Communication EPC.3 50
4 Yoga EPC.4 50

The B.Ed. Programme involves lectures, discussions, tutorials, school-based experiences, work experience, psychology practical’s, visual education, technology awareness programme for students and co-curricular activities including physical education. One major component of the programme is Practice-Teaching, also called School Experience Programme, which is organized in various schools of Delhi.

Medium of examination is English/Hindi for all the courses. The same medium is used by a candidate for all the examinations.

For the B.Ed. programme, NCTE and University rules require a minimum of 80% attendance in theory, practicals, tutorials and other activities and minimum 90% in the School Experience Programme (Internship in school for second year B.Ed. students)


Code Area Courses Credits
A THEORY: Core courses 5 20
B THEORY: Cross Disability & Inclusive Education courses (including optional courses) 6 12
C THEORY: Disability Specialisation Courses 5 18
D THEORY: Enhancing Professional Capacities (EPC) / Professional Development Courses 3 06
E Practical related to disability 2 12
F Field Engagement /School Internship 3 12
Total 24 80

All courses as specified in the structure include lecture, tutorials as contact hours besides assignment, field work including observation, seminar, workshop and practicum relating to the concerned course.

A1 Human Growth & Development
A2 Contemporary India and Education
A3 Learning, Teaching and Assessment
A4 Stream based Pedagogy of Teaching Any one
PART I :  Language
PART II: Social Science
PART III: Mathematics
PART IV: Science
A5 Pedagogy of Teaching (Special Reference to Disability) Any one
PART I: Hindi / Regional Language (Special Reference to Disability)
PART II: English (Special Reference to Disability)
PART III: Social Science (Special Reference to Disability)
PART IV: Mathematics (Special Reference to Disability)
PART V: Science (Special Reference to Disability)
Note:a. All student-teachers will be learning about all disabilities (theory, practical as well as field
engagement) and specialization in any one disability other than selected for Area C.b. Institutions/organizations   offering   B.Ed. Spl. Ed.   are   expected   to   decide   other   than
specialization area out of VI / HI / MR / LD / MR (ID) / ASD / MD.c. In case of student-teachers with disability; the choice of two optional courses from B-9 or B-
10 can be on case-to-case basis (e.g., Student-teachers with VI and HI may opt for courses that
are appropriate for them across/only from B9 & B10).
B6 Inclusive Education
B7 Introduction to Sensory Disabilities (VI, HI, Deaf-Blind)
B8 Introduction to Neuro Developmental Disabilities (LD, MR(ID), ASD)
B9 Introduction to Locomotor & Multiple Disabilities (CP, MD)
B10 Skill Based Optional Course (Cross Disability and Inclusion)
B11 Skill Based Optional Course (Disability Specialization)
B 10: Skill-based Optional Course (Cross Disability and Inclusion) ANY ONE
A Guidance and Counselling
B Early Childhood Care & Education
C Applied Behavioural Analysis
D Community Based Rehabilitation
E Application of ICT in Classroom
F Gender and Disability
G Braille and Assistive Devices
B11: Skill-based Optional Course (Disability Specialization) ANY ONE
A Orientation & Mobility
B Communication Options: Oralism
C Communication Options: Manual (Indian Sign Language)
D Augmentative and Alternative Communication
E Management of Learning Disability
F Vocational Rehabilitation & Transition to Job Placement
Institutions / Organizations offering B.Ed. Spl. Ed. are expected to decide on Specific Disability Area for Specialization out of MR(ID) / VI
C12 Assessment and Identification of Needs
C13 Curriculum Designing, Adaptation and Evaluation
C14 Intervention and Teaching Strategies
C15 Technology and Disability
C16 Psychosocial and Family Issues
(Wherever applicable specific reference to disability will be focused)
D17 Reading and Reflecting on Texts
D18 Drama and Art in Education
D19 Basic Research & Basic Statistic
E1 Cross disability and inclusion (Part of Area B)
E2 Disability specialization (Part of Area C)
F1 Main disability special school (Related to Area C)
F2 Other disability special school (Related to Area B)
F3 Inclusive school (Related to Area B & C
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