BES-123 Solved Question Paper for the June 2026 term-end exam gives you complete, examiner-style answers to every question set in the IGNOU B.Ed. Learning and Teaching paper. Two full answers are open below so you can judge the quality yourself. The remaining 9 answers sit in the full file, which you get on WhatsApp 9899436384.
BES-123 Learning and Teaching key facts, June 2026 paper
- Course code: BES-123
- Subject: Learning and Teaching
- Programme: IGNOU Bachelor of Education (B.Ed.), programme code BED, first-year core course
- Credits: 4
- Blocks and units: 4 blocks, 16 units
- Paper reference: A–1062
- Weightage: the paper prints no raw marks, only Maximum Weightage 70%, with all four questions carrying equal weightage of 17.5% each
- Duration: 3 hours
- Questions in the June 2026 paper: 4 main questions with internal choice, printing 11 question items — you actually write 7 answers
- Sample answers shown here: 2 (Q1 and Q2)
- Questions in the paid file: all 11, including the 9 not shown on this page
What the BES-123 Solved Question Paper June 2026 covers
BES-123 Learning and Teaching is a 4-credit, first-year core course of the IGNOU Bachelor of Education (B.Ed.) that explains how learners learn and how teachers plan, organise and manage teaching.
This solved file is built on the official June 2026 paper, printed reference A–1062. It has 4 questions with internal choice, which works out to 11 separate question items: two either-or pairs in Q1 and Q2, six short-note options in Q3 and one compulsory long answer in Q4. In the exam hall you write seven of those eleven.
The June 2026 paper leans heavily on the learner. Vygotsky, motivation, IQ and EQ, aptitude and disability inclusion all appear, while the teacher side comes through the counsellor role, maxims of teaching, annual planning and the inquiry approach.
Compared with the IGNOU BES-123 Question Paper of December 2025, which asked about creativity, spiritual quotient and collaborative learning strategies, June 2026 moved back to classic theory: social constructivism against behaviourism, and factors affecting learning.
Like every BES paper, this one spreads the load evenly: four questions, equal weightage, and roughly the same number of words each, because Q3's four required short notes come to about 600 words in total just as each long answer does. There is no cheap question to grab first.
Four questions × 17.5% = 70% · about 600 words per question · roughly 2,400 words in 180 minutes = about 45 minutes a question
If you are gathering papers for the whole first year, our BED Question Paper collection is the place to compare BES-123 with the other first-year B.Ed. courses.
BES-123 sample answers from the June 2026 paper
Q1 (Vygotsky's social constructivism versus behaviourism) and Q2 (factors affecting learning) are solved in full below, each written to the 600-word length the paper asks for.
Both answers were written by our team for this page, because the official paper carries questions only. Read them as a sample of how every answer in the full file is structured. Question wording follows the printed paper.
Question 1 One of two options Block 1, Units 2 and 3 17.5% weightage about 600 words Vygotsky set in 3 of 7 papers
1. Answer the following question in about 600 words: Describe Vygotsky's social constructivism. How is this approach different from behaviouristic approach to learning?
Introduction. Lev Semyonovich Vygotsky (1896–1934) was a Soviet psychologist who argued that thinking has social origins. His ideas reached English readers mainly through translations such as Thought and Language (1962) and Mind in Society (1978). His approach is called social constructivism because learners build knowledge actively, but they build it with other people and with the tools of their culture.
Main ideas of Vygotsky's social constructivism
- Learning is social before it is individual. Vygotsky held that every higher mental function appears twice: first between people (inter-psychological), then inside the child (intra-psychological). A child first counts marbles aloud with a parent and later counts silently alone.
- Zone of Proximal Development (ZPD). The ZPD is the gap between what a learner can do independently and what the learner can do with guidance from an adult or a more capable peer. Teaching works best when it targets this gap, not tasks the child has already mastered or tasks far beyond reach.
- The more knowledgeable other. Textbooks use this term for anyone who understands the task better than the learner: a teacher, parent, older sibling or classmate. In an Indian classroom, a bright peer explaining a sum in Hindi can sometimes reach a struggling child faster than the teacher.
- Scaffolding. The word was introduced by Wood, Bruner and Ross in 1976, building on Vygotsky's ideas. It means temporary support such as hints, prompts, worked examples or graphic organisers, withdrawn step by step as the learner gains control.
- Language as the main tool of thought. Vygotsky saw language as a psychological tool. Young children use private speech, talking to themselves while solving a puzzle, and this speech gradually turns into silent inner speech that guides thinking.
- Culture shapes cognition. Number systems, writing, maps and even ways of arguing are cultural tools. What a child learns, and how, depends on the community the child grows up in.
Classroom implications. A teacher following Vygotsky uses group work, peer tutoring, reciprocal teaching and classroom dialogue. Assessment looks at what the learner can do with help, not only alone. For example, while teaching photosynthesis in Class 7, the teacher first demonstrates the starch test, then lets pairs repeat it with prompts, and finally asks each pair to explain the result in their own words.
How social constructivism differs from the behaviouristic approach. Behaviourism grew from Pavlov's classical conditioning, Thorndike's laws of readiness, exercise and effect, Watson's 1913 manifesto and Skinner's operant conditioning. It treats learning as an observable change in behaviour produced by stimulus-response connections that are strengthened through reinforcement.
| Basis | Social constructivism | Behaviourism |
|---|---|---|
| Nature of learning | Active construction of meaning through social interaction | Change in observable behaviour through S–R bonds |
| Role of learner | Active participant who co-builds knowledge | Largely passive responder to stimuli |
| Role of teacher | Guide and facilitator working inside the ZPD | Controller who arranges stimuli and rewards |
| Social context | Central; culture and interaction drive learning | Mostly ignored; focus is on the individual organism |
| Language | Main tool of thinking | Treated as verbal behaviour like any other response |
| Motivation | Arises from meaningful shared activity | Comes from external reinforcement |
| Assessment | Potential level with support, process-oriented | Correct responses, product-oriented |
| Classroom example | Group project on local water sources | Drill of multiplication tables with praise for correct answers |
Conclusion. Behaviourism still helps with drill, habit formation and classroom routines, but it cannot explain how understanding is built. Vygotsky's social constructivism fills that gap by placing the teacher, peers and language at the heart of learning, which is why NCF-style classrooms favour dialogue and collaboration over rote repetition.
Question 2 One of two options Block 1, Unit 1 17.5% weightage about 600 words Factors affecting learning set in 1 of 7 papers
2. Answer the following question in about 600 words: Describe the factors affecting learning with examples.
Introduction. Learning is a relatively permanent change in behaviour or understanding that results from experience. Two students sitting in the same class rarely learn the same amount, because learning depends on many factors that interact with each other. These can be grouped into learner, teacher, content, environment and process factors.
1. Factors related to the learner
- Physical health and maturation. Hunger, poor eyesight, hearing problems or fatigue reduce attention. A child who skipped breakfast struggles in the first period, which is one reason India runs the PM POSHAN school meal scheme. Maturation also matters: a child cannot master joined handwriting before fine motor control develops.
- Intelligence and aptitude. Learners differ in general mental ability and in special abilities. A student with high numerical aptitude grasps algebra quickly but may need more time for essay writing.
- Motivation and interest. A motivated learner pays attention and persists. A Class 9 student who wants to join the Navy studies map reading far more willingly than one who sees no purpose in it.
- Readiness and previous knowledge. Thorndike's law of readiness and Ausubel's emphasis on prior knowledge both show that new learning must connect to what the learner already knows. Fractions cannot be taught well if division is weak.
- Emotional state and self-concept. Anxiety, fear of the teacher or a belief such as “I am bad at maths” block learning, while confidence supports it.
- Learning style. Some learners prefer diagrams, some discussion and some hands-on work, so a single method suits only part of the class.
2. Factors related to the teacher
- Subject mastery and methods. A teacher who knows the content deeply can use examples, analogies and activities instead of reading from the book.
- Personality and expectations. Rosenthal and Jacobson's 1968 study, known as the Pygmalion effect, showed that teacher expectations can influence student performance.
- Feedback. Quick, specific feedback on homework helps students correct errors before they become habits.
3. Factors related to the content or task. Meaningful material is learnt faster than nonsense material. Content organised from simple to complex, from known to unknown, and broken into manageable parts is easier to learn. A long list of dates is hard; the same dates placed on a timeline with causes and effects are far easier.
4. Environmental factors
- Physical environment. Light, ventilation, seating, noise and class size all affect concentration. A crowded room of 60 students next to a busy road makes listening difficult.
- Home and socio-cultural background. Parental support, books at home and the language spoken at home matter. NEP 2020 recommends the home language or mother tongue as the medium of instruction at least till Grade 5 for this reason.
- Peer group and school climate. Supportive peers and a school culture that values effort raise learning; bullying and labelling lower it.
5. Factors related to the learning process. Spaced practice works better than cramming the night before. Active participation, such as solving, discussing and teaching others, produces deeper learning than passive listening. Reinforcement and knowledge of results keep effort going, and opportunities for transfer help students use what they learnt in new situations.
Conclusion. No single factor decides learning. Health, motivation, teaching quality, content design and environment act together. Many of these factors lie within the teacher's control, so a reflective teacher who studies them can turn the same classroom into a far better place to learn.
Questions answered only in the full file
The 9 questions below are printed as they appear in the June 2026 paper; their answers are not shown on this page.
1. (Or) Discuss the role of counsellor, which a teacher is expected to perform.
2. (Or) Describe the maxims of teaching, using suitable examples.
3. Write short notes on any four of the following in about 150 words each:
(a) Role of motivation in learning
(b) Intelligence Quotient (IQ) and Emotional Quotient (EQ)
(c) Components of aptitude
(d) Annual planning
(e) Need for innovation
(f) Advantages and limitations of inquiry approach4. Discuss the role of a teacher while teaching children with different types of disabilities.
Q3 asks you to write short notes in about 150 words each on any four of the six options, so the full file solves all six and lets you pick the four you know best. Q4 is compulsory and needs about 600 words.
How the choices actually work. Q4 is the one question with no escape route, and it comes from Block 2 (Unit 7, learners with disabilities), so Block 2 has to be prepared whatever else you drop. Block 1 covers both Q1 and Q2 on its own, so a student who knows Blocks 1 and 2 well can answer Q1, Q2, Q4 and three of the four short notes needed, leaving just one note to pick up from Block 3 or Block 4. The reverse is also true: Block 4 produced only two items this session, and both were optional, so the whole teacher-as-professional block was skippable in June 2026.
BES-123 Learning and Teaching block and unit syllabus
BES-123 Learning and Teaching has 4 blocks and 16 units, moving from how learning happens to the learner, the teaching-learning process and finally the teacher as a professional.
| Block | Units | Topics specific to this block | June 2026 items from this block |
|---|---|---|---|
| Block 1: Learning: Perspectives and Approaches | Unit 1 Understanding Learning; Unit 2 Approaches to Learning; Unit 3 Learning for Construction of Knowledge; Unit 4 Learning in Various Contexts | Learning versus maturation and imprinting; behaviourist, cognitive and humanistic approaches; constructivism of Piaget and Vygotsky | Q1 (Vygotsky versus behaviourism), Q2 (factors affecting learning) — 2 items |
| Block 2: Understanding the Learner | Unit 5 Learner in Socio-cultural Context; Unit 6 Learner as an Individual-I; Unit 7 Learner as an Individual-II | Socio-cultural diversity of learners; intelligence quotients and aptitude; motivation, learning styles and learners with disabilities | Q3 (a), (b), (c) and Q4 — 4 items |
| Block 3: Teaching-Learning Process | Unit 8 Understanding Teaching; Unit 9 Planning Teaching-Learning; Unit 10 Organizing Teaching-Learning; Unit 11 Teaching-Learning Resources; Unit 12 Managing Classroom Teaching-Learning | Maxims and phases of teaching; annual, unit and lesson planning; inquiry, discovery and problem-solving methods | Q2 (Or), Q3 (d), Q3 (f) — 3 items |
| Block 4: Teacher as a Professional | Units 13 to 16 | Teaching as a profession; teacher roles such as facilitator, manager and counsellor; reflection, innovation and professional development | Q1 (Or), Q3 (e) — 2 items |
The block and unit titles above follow IGNOU's own self-learning material, which you can check on the official eGyanKosh BES-123 course page. Unit totals add up to 16: four in Block 1, three in Block 2, five in Block 3 and four in Block 4.
Block 2 alone feeds four of the eleven June 2026 items, so students who skip the learner block lose the most. Our BES-123 Study Material follows the same block order if you want notes alongside the solved paper.
BES-123 paper pattern and weightage
The BES-123 term-end paper runs for 3 hours, carries a maximum weightage of 70%, and has 4 compulsory questions of equal weightage, three of them long answers of about 600 words.
| Question | Answer type | Expected length | Choice given | Share of 70% weightage |
|---|---|---|---|---|
| Q1 | Long answer, theory of learning | About 600 words | Either-or between two questions | 17.5% |
| Q2 | Long answer, learning or teaching principle | About 600 words | Either-or between two questions | 17.5% |
| Q3 | Short notes | About 150 words each, four notes | Any four of six | 17.5% shared across four notes |
| Q4 | Long answer, application to classroom | About 600 words | No choice | 17.5% |
| You write | About 2,400 words | 7 answers in all | 70% | |
Q4 is where BES-123 usually tests application. In past papers it has asked students to develop a unit plan, plan collaborative learning or use the community as a resource. In June 2026 it shifts to inclusion, asking about teaching children with different disabilities.
Where the time cushion is. Every question is worth the same 17.5%, and each costs about the same 600 words, so there is no cheap question. The one place to gain time is Q3: four separate 150-word notes, chosen from six, are far quicker to finish inside 45 minutes than one continuous 600-word essay, and you can drop the two options you know least. Write Q3 as a block, then spend the saved minutes on Q4, which is compulsory and has no fallback.
You can compare this pattern with earlier sittings in our IGNOU Previous Year Question Paper collection. The structure of four equal questions has stayed stable from June 2021 to June 2026.
Most repeated BES-123 topics in official papers
Teacher roles and personal characteristics are the most repeated BES-123 theme, appearing in 5 of the 7 official papers we checked, followed by Vygotsky-related ideas, reflection and intelligence quotients.
We counted topics in seven official IGNOU papers: June 2021, December 2021, December 2022, June 2023, December 2023, December 2024 and December 2025. The count shows in how many of those papers a topic was asked, in any question or option.
| Topic | Sessions where it was asked | Papers (of 7) | In June 2026? |
|---|---|---|---|
| Teacher roles and personal characteristics | Dec 2021, Dec 2022, June 2023, Dec 2023, Dec 2024 | 5 | Yes, as the counsellor role |
| Reflection and reflective practice | June 2021, Dec 2021, June 2023, Dec 2024 | 4 | No |
| Vygotsky, ZPD, scaffolding and learning as a social construct | Dec 2021, Dec 2023, Dec 2025 | 3 | Yes, Q1 |
| IQ, EQ, SQ and intelligence | Dec 2022, Dec 2023, Dec 2025 | 3 | Yes, Q3 (b) |
| Motivation, Maslow and need-drive-incentive | Dec 2021, June 2023, Dec 2024 | 3 | Yes, Q3 (a) |
| Learning disabilities and differently abled learners | June 2021, Dec 2023, Dec 2024 | 3 | Yes, Q4 |
| Discovery, inquiry and problem-solving methods | Dec 2023, Dec 2024, Dec 2025 | 3 | Yes, Q3 (f) |
| Lesson and unit planning | Dec 2022, Dec 2023, Dec 2024 | 3 | Yes, as annual planning |
| Transfer of learning | June 2021, June 2023, Dec 2023 | 3 | No |
| Creativity and nurturing it | Dec 2021, Dec 2022, Dec 2025 | 3 | No |
| Behaviourism and conditioning | Dec 2022, Dec 2025 | 2 | Yes, Q1 |
| Innovation in teaching | June 2023, Dec 2024 | 2 | Yes, Q3 (e) |
| Aptitude | June 2023 | 1 | Yes, Q3 (c) |
| Maxims of teaching | Dec 2024 | 1 | Yes, Q2 (Or) |
| Factors affecting learning | Dec 2021 | 1 | Yes, Q2 |
This table earns its place: 12 of the 15 tracked topics came back in June 2026. That is an unusually high hit rate and it means past-paper counting really works on this course. Only three topics were skipped, and they make a short, clear December 2026 list:
- Reflection and reflective practice — 4 of 7 papers, the second most repeated theme on the whole table, and absent from June 2026. It sits in Block 4, which produced only two optional items this session. This is the single most likely December 2026 topic.
- Transfer of learning — 3 of 7, skipped. Last asked in December 2023.
- Creativity and how to nurture it — 3 of 7, skipped, and it was in the December 2025 paper, so a December-session return would fit its pattern.
Read together with the block count, the message is simple: Block 4 is the gap. It holds reflection, professional development and teacher roles, it gave June 2026 only two optional items, and it carries the highest-count skipped topic on the paper.
One caveat on the counts. Of the seven papers available, five are December sittings and only two (June 2021 and June 2023) are June sittings, because the June 2022, June 2024 and June 2025 papers were not available to us from IGNOU's sites. So every claim about what a June paper does rests on two June data points. Treat the counts as a minimum, not a full five-year record.
For topic lists across other courses, see our IGNOU Solved Guess Paper page, which uses the same paper-by-paper counting.
How our BES-123 Learning and Teaching answers are written
Every answer in the IGNOU BES-123 Solved Question Paper is written to the word length printed in the paper, mapped to its BES-123 block, and checked by a second reviewer before release.
Our subject team starts with the official June 2026 paper and the matching block of the IGNOU self-learning material. Long answers get an introduction, headed sections, a comparison table where the question asks for differences, and a conclusion, which is the shape IGNOU evaluators reward.
Examples are taken from Indian secondary classrooms, because BES-123 examiners expect you to apply theory to your own teaching. Names, dates and sources are checked against the original works, so the Wood, Bruner and Ross date for scaffolding, the Rosenthal and Jacobson study year and the titles of the Vygotsky translations are all verified rather than repeated from other websites.
Answers are written by Prateek Talwar, Academic Head, and reviewed by Sheetal Kirola, who checks facts, names, dates and length against the paper's instructions.
Because the past seven papers were studied first, the file also flags which June 2026 items are repeats, such as intelligence quotients and disability inclusion, so you know which answers to learn most carefully.
BES-123 solved file index for June 2026
BES-123 is a theory course with no practical record of its own, so the full file is indexed question by question: 11 items, 2 shown here and 9 in the paid file.
| Question | Topic | Length | Course block (our mapping) | Where to find the answer |
|---|---|---|---|---|
| Q1 | Vygotsky's social constructivism versus behaviourism | about 600 | Block 1, Units 2 and 3 | On this page |
| Q1 (Or) | Teacher's role as counsellor | about 600 | Block 4 | Full file only |
| Q2 | Factors affecting learning | about 600 | Block 1, Unit 1 | On this page |
| Q2 (Or) | Maxims of teaching | about 600 | Block 3, Unit 8 | Full file only |
| Q3 (a) | Role of motivation in learning | about 150 | Block 2, Units 6 and 7 | Full file only |
| Q3 (b) | IQ and EQ | about 150 | Block 2, Unit 6 | Full file only |
| Q3 (c) | Components of aptitude | about 150 | Block 2, Unit 6 | Full file only |
| Q3 (d) | Annual planning | about 150 | Block 3, Unit 9 | Full file only |
| Q3 (e) | Need for innovation | about 150 | Block 4 | Full file only |
| Q3 (f) | Inquiry approach, advantages and limitations | about 150 | Block 3, Unit 10 | Full file only |
| Q4 | Teaching children with different disabilities | about 600 | Block 2, Unit 7 | Full file only |
Total: 11 printed items, of which you write 7 in the exam — 2 answered on this page and 9 answered only in the full file. B.Ed. practicum work, such as school internship and the BESL courses, is assessed separately, so nothing in the BES-123 paper depends on a lab record.
Programmes that include BES-123 Learning and Teaching
BES-123 Learning and Teaching is a compulsory first-year core course of the IGNOU B.Ed. programme (code BED), studied alongside BES-121, BES-122, BES-124 and BES-125.
Every B.Ed. student registers for it in the first year, whatever their pedagogy subject, which is why the paper uses examples from any school subject rather than one discipline. The five first-year core courses together carry 16 credits: BES-121 Childhood and Growing Up (4), BES-122 Contemporary India and Education (4), BES-123 Learning and Teaching (4), BES-124 Language Across the Curriculum (2) and BES-125 Understanding Disciplines and Subjects (2). You can see the full course list on our IGNOU Bachelor of Education page.
BA (Education) students sometimes confuse this course with BESC-133, which also has a teaching and learning block. They are different courses with different papers, so check the code on your hall ticket before you buy a solved paper.
How to get the full BES-123 Solved Question Paper on WhatsApp
Send “BES 123 June 2026” on WhatsApp to 9899436384 and our team shares the full file with all 11 answers, including the 9 not shown on this page.
- Open WhatsApp and message 9899436384 with the course code BES 123 and the session June 2026.
- Our team confirms the file details and the price for the complete solved paper.
- After confirmation, you receive the PDF on the same WhatsApp chat.
If you are preparing other first-year courses too, mention their codes in the same message. The preview pages below come from the actual file, so you can see the layout, headings and tables before you ask for it.
BES-123 Learning and Teaching FAQs
Is the BES-123 Solved Question Paper based on the official June 2026 IGNOU paper?
Yes. Every question in our file is taken word for word from the official IGNOU BES-123 Learning and Teaching term-end paper of June 2026, printed reference A–1062. Our subject team wrote the answers after studying the course blocks and seven earlier official papers, so the file shows both what was asked and how examiners expect it to be answered in a B.Ed. paper.
How many questions are in the BES-123 June 2026 paper, and which are solved here?
The BES-123 June 2026 paper has 4 main questions with internal choice, which adds up to 11 question items, of which you write 7 in the exam. This page solves two of them in full: Q1 on Vygotsky's social constructivism versus behaviourism, and Q2 on factors affecting learning. The other 9 items, including all six short notes and the compulsory Q4, are answered only in the full file.
How do I get the full BES-123 Learning and Teaching solved file on WhatsApp?
Message WhatsApp 9899436384 with “BES 123 June 2026”. Our team confirms the details and shares the complete PDF on the same chat. The full file contains answers to all 11 question items in the paper: the 2 shown on this page and the 9 that are not, including the counsellor role, maxims of teaching and every Q3 short note.
How many questions must I attempt in the BES-123 Learning and Teaching exam?
You attempt all four questions in BES-123, but with internal choice. In Q1 and Q2 you pick one of two options, in Q3 you write any four short notes out of six, and Q4 has no choice. All four questions carry equal weightage of 17.5% each, so each is worth one quarter of the 70% weightage printed on the paper.
Which question in BES-123 should I write first?
Q3. Four separate 150-word notes, chosen from six options, are much faster to finish inside 45 minutes than a single 600-word essay, and you can drop the two options you know least. Everything else on this paper costs the same words for the same weightage, so Q3 is the only place to build a time cushion. Spend those minutes on Q4, which is compulsory and gives you no alternative.
Which block of BES-123 must I prepare and which can I skip?
Block 2 is unavoidable, because the compulsory Q4 came from it in June 2026. Block 1 covered both Q1 and Q2 on its own, so Blocks 1 and 2 together answered three of the four questions plus three of the four short notes needed. Block 4 produced only two items this session and both were optional, so it was the one block a student could skip in June 2026. That is also the reason not to skip it next session.
Which BES-123 topics repeat most often in IGNOU papers?
Across the seven official BES-123 papers we checked, from June 2021 to December 2025, teacher roles and personal characteristics appeared in five papers. Reflection appeared in four, while Vygotsky, intelligence quotients, motivation, disabilities, discovery learning, planning, transfer of learning and creativity each appeared in three. Twelve of the fifteen topics we track came back again in June 2026.
Which BES-123 topics were skipped in June 2026?
Only three: reflection and reflective practice, transfer of learning, and creativity. Reflection is the one to watch, because it appeared in four of the seven earlier papers, making it the second most repeated theme on the course, and it sits in Block 4, the block that gave June 2026 only two optional items. For December 2026, start with reflection, then transfer of learning and creativity.
Does BES-123 Learning and Teaching have a practical file?
No. BES-123 Learning and Teaching is a theory course assessed through assignments and the term-end paper, without a lab or record file of its own. B.Ed. practicum work is handled in separate courses and school internship. That is why our full file is indexed question by question, with each answer mapped to its BES-123 block and unit.
How long should BES-123 answers be in the term-end exam?
The BES-123 paper prints the expected length with each question. Q1, Q2 and Q4 ask for about 600 words each, and each Q3 short note asks for about 150 words, which comes to roughly 2,400 words across the seven answers you write. Our answers follow those lengths, because going far beyond them wastes time in a 3-hour paper while writing too little usually costs marks for depth.
Is the BES-123 June 2026 solved paper useful for the December 2026 exam?
Yes, for revision. BES-123 repeats themes often: teacher roles, intelligence quotients, motivation, disabilities and planning have all returned across sessions. Studying fully solved June 2026 answers shows you how to frame these topics at the right length. The December 2026 questions will differ, so use the file alongside the BES-123 self-learning material and your own class notes, paying extra attention to reflection, transfer of learning and creativity.
About the authors
This BES-123 solved paper was written and reviewed by the Unnati Educations education team, which has prepared IGNOU and B.Ed answer sets since 2016.
- Prateek Talwar, Academic Head, Unnati Educations. He wrote all 11 answers for this paper with the B.Ed subject team. He has worked on IGNOU B.Ed and education-stream material for over nine years and has prepared term-end answer sets across the BES and BESE series.
- Sheetal Kirola, Reviewer. She checked every answer against the eGyanKosh blocks and the seven earlier official BES-123 papers, verified the names, dates and sources cited in the Q1 and Q2 answers, and confirmed that each answer matches the word length printed on its question.
Our answers are written from the official IGNOU course material and past question papers, not copied from other websites. If you find an error on this page, message us on WhatsApp and we will correct it and reissue the file.