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B-ED in Teaching Of Social Science at Amity Institute of Education
Gautam Buddha Nagar, Uttar Pradesh
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About the Specialization
What is Teaching of Social Science at Amity Institute of Education Gautam Buddha Nagar?
This Teaching of Social Science program at Amity Institute of Education, South Delhi, focuses on equipping future educators with pedagogical skills and in-depth subject knowledge for teaching Social Science subjects in Indian schools. The curriculum emphasizes understanding contemporary educational practices, curriculum development, and effective teaching methodologies relevant to the diverse Indian context. It prepares graduates to foster critical thinking and social awareness in students.
Who Should Apply?
This program is ideal for fresh graduates with a background in History, Geography, Political Science, Economics, or Sociology, who aspire to become effective Social Science teachers. It also suits working professionals, particularly those with a passion for education seeking to transition into the teaching profession, and individuals looking to upskill their pedagogical approaches in this crucial subject area.
Why Choose This Course?
Graduates of this program can expect to pursue rewarding career paths as Social Science teachers in private or government schools across India. Entry-level salaries typically range from INR 2.5 to 4.5 LPA, with significant growth potential reaching INR 7-10 LPA or more for experienced educators, department heads, or academic coordinators. The program also aligns with requirements for various state and national teacher eligibility tests.
Student Success Practices
Foundation Stage
Build Strong Foundational Pedagogical Concepts- (Semester 1-2)
Focus diligently on core education theories like child development, learning psychology, and contemporary education issues. Actively participate in classroom discussions and complete assignments that require critical thinking about educational philosophies.
Tools & Resources
GGSIPU prescribed textbooks, NCERT education psychology books, online academic journals, peer study groups
Career Connection
A solid theoretical base is essential for effective teaching practice and understanding diverse student needs, crucial for initial teaching roles.
Master Basic ICT and Art Integration in Teaching- (Semester 1-2)
Gain proficiency in using educational technology tools for creating engaging content and integrating art forms into lesson plans. Experiment with multimedia presentations, educational software, and simple art projects.
Tools & Resources
Microsoft Office Suite, Google Workspace, Canva, basic video editing tools, school art supplies
Career Connection
Modern teaching increasingly requires tech-savvy educators and creative approaches, enhancing employability in schools seeking innovative teachers.
Cultivate Reflective Practice through Journaling and Observation- (Semester 1-2)
Maintain a reflective journal to document observations of classrooms (if available through initial exposure), lectures, and personal learning experiences. Analyze teaching styles and student interactions critically.
Tools & Resources
Personal journal, observation checklists, educational documentaries, discussions with senior teachers
Career Connection
Developing reflective habits early is crucial for continuous professional development and refining one''''s teaching methodology, leading to better classroom outcomes.
Intermediate Stage
Deep Dive into Social Science Pedagogy- (Semester 3)
Extensively research and understand subject-specific teaching methods for Social Science. Develop detailed lesson plans, gather relevant teaching materials, and prepare for teaching demonstrations focusing on historical events, geographical concepts, and civic principles.
Tools & Resources
NCERT Social Science textbooks (Class VI-X), online resources from CBSE/NIOS, pedagogical books specific to Social Science, peer teaching sessions
Career Connection
Strong subject-specific pedagogy is a primary requirement for Social Science teacher roles, enabling effective knowledge transfer and student engagement.
Maximize School Internship Learning Experience- (Semester 3)
Actively participate in all aspects of the school internship. Seek opportunities to teach various topics, observe experienced teachers, assist in co-curricular activities, and engage with students and parents.
Tools & Resources
School mentors, internship supervisor, lesson plan templates, feedback forms, teaching aids
Career Connection
The internship is vital for practical experience and networking, often serving as a gateway to permanent positions or strong recommendations for future employment.
Develop Curriculum Analysis and Design Skills- (Semester 3)
Analyze existing Social Science curricula (CBSE, ICSE, State Boards) for structure, objectives, and content. Practice adapting and designing curriculum units that address specific learning outcomes and cater to diverse learners.
Tools & Resources
Official curriculum documents, educational research papers, curriculum development guidelines, group projects
Career Connection
These skills are valuable for curriculum developers, academic coordinators, and teachers who wish to contribute to educational policy and innovation.
Advanced Stage
Specialize in an Educational Elective & Its Application- (Semester 4)
Choose an elective (e.g., Environmental Education, Guidance & Counselling) strategically and delve deeper into its practical application within a school setting. Integrate the chosen elective''''s principles into broader teaching philosophy and practice.
Tools & Resources
Elective-specific texts, case studies, workshops, guest lectures from specialists, relevant NGOs
Career Connection
Specialization can open doors to roles beyond general teaching, such as school counselor, environmental coordinator, or career guide, enhancing versatility.
Refine Assessment and Feedback Mechanisms- (Semester 4)
Practice designing and implementing various assessment tools for Social Science, including formative, summative, and continuous assessment. Focus on providing constructive feedback that promotes student learning and self-reflection.
Tools & Resources
Rubrics, question banks, online assessment platforms, peer review exercises, workshops on assessment techniques
Career Connection
Proficiency in assessment and feedback is crucial for effective teaching and is highly valued by schools seeking to improve learning outcomes and student progress.
Prepare for Teacher Eligibility Tests and Interviews- (Semester 4)
Begin systematic preparation for CTET, STETs (like DSSSB, UPTET), and other teaching recruitment exams. Practice mock interviews, refine communication skills, and articulate teaching philosophies.
Tools & Resources
Previous year question papers, coaching materials, online test series, career guidance cell, mock interview panels
Career Connection
Success in these tests and interviews is a direct pathway to securing teaching positions in government and private schools across India.
Program Structure and Curriculum
Eligibility:
- Minimum 50% marks in Graduation/ Post-Graduation in Science/ Social Science/ Humanities/ Commerce with minimum 50% marks in aggregate or minimum 55% marks in BE/B.Tech. with specialization in Science & Mathematics (as per Amity AIE official website).
Duration: 2 years (4 semesters)
Credits: 74 Credits
Assessment: Internal: 25% (for theory papers), External: 75% (for theory papers)
Semester-wise Curriculum Table
Semester 1
| Subject Code | Subject Name | Subject Type | Credits | Key Topics |
|---|---|---|---|---|
| B.Ed.101 | Childhood and Growing Up | Core | 4 | Childhood and adolescence, Stages of human development, Individual differences and learning, Theories of development, Role of heredity and environment |
| B.Ed.103 | Contemporary India and Education | Core | 4 | Education in post-independence India, Constitutional provisions on education, Major education commissions and policies, Challenges of social diversity, Education for national development |
| B.Ed.105 | Language Across the Curriculum | Core (Theory cum Practical) | 2 | Nature of language and language acquisition, Multilingualism in education, Language skills development, Role of language in thinking, Listening, speaking, reading, writing |
| B.Ed.107 | Understanding ICT and its Application | Core (Theory cum Practical) | 2 | Basics of Information and Communication Technology, Computer hardware and software, Educational applications of ICT, Internet and digital resources, Multimedia in teaching-learning |
| B.Ed.109 | Art in Education | Core (Theory cum Practical) | 2 | Importance of art in education, Forms of art and aesthetic development, Integrating art in curriculum, Teaching methods for art education, Practical art activities |
| B.Ed.111 | Health and Physical Education | Core (Theory cum Practical) | 2 | Concept of health and wellness, Physical fitness and exercise, Importance of yoga, Common diseases and first aid, Sports and games |
| B.Ed.113 | Reading and Reflecting on Texts | Core (Practical) | 2 | Developing reading comprehension, Critical analysis of diverse texts, Reflective practices in reading, Text interpretation and summarization, Improving academic reading skills |
| B.Ed.115 | Yoga Education | Core (Practical) | 2 | Introduction to Yoga and its philosophy, Various Yoga Asanas and their benefits, Pranayama techniques, Meditation and relaxation practices, Therapeutic aspects of Yoga |
Semester 2
| Subject Code | Subject Name | Subject Type | Credits | Key Topics |
|---|---|---|---|---|
| B.Ed.201 | Learning and Teaching | Core | 4 | Theories of learning, Models of teaching, Classroom management strategies, Motivation and learning, Individual differences in learning |
| B.Ed.203 | Knowledge and Curriculum | Core | 4 | Nature and forms of knowledge, Curriculum approaches and design, Curriculum transaction strategies, Curriculum evaluation, Role of teacher in curriculum development |
| B.Ed.205 | Assessment for Learning | Core | 4 | Concept and principles of assessment, Types and tools of assessment, Techniques of assessment, Providing effective feedback, Reporting student progress |
| B.Ed.207 | Creating an Inclusive School | Core | 2 | Concept and principles of inclusive education, Children with special needs, Barriers to inclusion, Strategies for inclusive classroom, Policy and legal frameworks for inclusion |
| B.Ed.209 | Critical Understanding of ICT | Core (Theory cum Practical) | 2 | Role of ICT in transforming education, E-learning and blended learning, Online resources for teaching-learning, Digital citizenship and ethics, ICT integration in classroom practices |
| B.Ed.211 | Drama and Art in Education | Core (Theory cum Practical) | 2 | Role of drama in personality development, Creative expression through art, Integrating performing arts in curriculum, Teaching strategies using drama and art, Organizing cultural and artistic activities |
| B.Ed.213 | Engagement with the Field | Core (Practical) | 2 | Community engagement activities, Field visits and observations, Understanding social issues, Project work related to educational challenges, Reflecting on field experiences |
| B.Ed.215 | Gender, School and Society | Core | 2 | Gender identity and socialization, Gender stereotypes and discrimination, Promoting gender equality in schools, Education for women''''s empowerment, Role of school in addressing gender issues |
Semester 3
| Subject Code | Subject Name | Subject Type | Credits | Key Topics |
|---|---|---|---|---|
| B.Ed.301 | Pedagogy of School Subject – I (Teaching of Social Science) | Specialization | 4 | Nature and scope of Social Science, Aims and objectives of teaching Social Science, Curriculum analysis of Social Science, Methods and approaches of teaching Social Science, Designing instructional material and assessment |
| B.Ed.303 | Pedagogy of School Subject – II | Core/Elective | 4 | Principles of pedagogy for a second school subject, Subject-specific teaching strategies, Lesson planning and unit construction, Utilizing resources and teaching aids, Evaluation and diagnostic testing |
| B.Ed.305 | School Internship | Core (Practical) | 10 | Classroom observation and participation, Lesson planning and delivery, Teaching practice across various grades, Engaging in school activities and administration, Reflective journaling and feedback sessions |
Semester 4
| Subject Code | Subject Name | Subject Type | Credits | Key Topics |
|---|---|---|---|---|
| B.Ed.401 | Elective Course | Elective | 4 | Work Education, Peace Education, Guidance & Counselling, Environmental Education |
| B.Ed.403 | Enhancing Professional Capacities – I (Assessment and Learning) | Core (Practical) | 2 | Diagnostic and remedial assessment, Portfolio assessment and peer assessment, Designing effective assessment tools, Analyzing assessment data, Improving learning through assessment |
| B.Ed.405 | Enhancing Professional Capacities – II (Creating an Inclusive School) | Core (Practical) | 2 | Developing inclusive classroom practices, Use of assistive technologies, Individualized education plans (IEPs), Collaboration with parents and specialists, Adapting curriculum for diverse learners |
| B.Ed.407 | Enhancing Professional Capacities – III (Learning and Teaching) | Core (Practical) | 2 | Advanced teaching strategies and micro-teaching, Simulated teaching and peer teaching, Developing critical thinking skills in students, Problem-solving and inquiry-based learning, Reflective teaching and self-assessment |
| B.Ed.409 | Enhancing Professional Capacities – IV (Knowledge and Curriculum) | Core (Practical) | 2 | Curriculum reforms and innovations, Action research in education, Developing innovative curriculum materials, Community resources for curriculum enrichment, Ethical considerations in curriculum development |
