Syllabus of TET/CTET (Paper I )
STRUCTURE AND CONTENT OF SYLLABUS (Paper I )
| Paper I (for classes 1 to V) Primary Stage |
पेपर – I (FOR CLASS I – V ) Primary Stage
| Section | Number of Questions | Marks |
| Child Development and Pedagogy |
30 | 30 |
| Language I (Compulsory) |
30 | 30 |
| Language II (Compulsory) |
30 | 30 |
| Mathematics | 30 | 30 |
| Environmental Studies |
30 | 30 |
| Total | 150 | 150 |
| I. | Child Development and Pedagogy | 30 Questions **** |
| a) (Primary School Child Child Development) | 15 Questions |
| •Concept of development and its relationship with learning | |
| • Principles of the development of children | |
| • Influence of Heredity & Environment | |
| • Socialization processes: Social world & children (Teacher, Parents, Peers) |
|
| • Concepts of child-centered and progressive education | |
| • Critical perspective of the construct of Intelligence | |
| • Multi-Dimensional Intelligence | |
| • Language & Thought | |
| • Gender as a social construct; gender roles, gender-bias and educational practice |
|
| • Individual differences among learners, understanding differences based on diversity of language, caste, gender, community, religion etc. |
|
| • Distinction between Assessment for learning and assessment of learning; School-Based Assessment, Continuous & Comprehensive Evaluation: perspective and practice |
|
| • Formulating appropriate questions for assessing readiness levels of learners; for enhancing learning and critical thinking in the classroom and for assessing learner achievement. |
| b) Concept of Inclusive education and understanding children with special needs | 5 Questions |
| • Addressing learners from diverse backgrounds including disadvantaged and deprived |
|
| • Addressing the needs of children with learning difficulties, ‘impairment’etc. |
|
| • Addressing the Talented, Creative, Specially abled Learners |
| c ) Learning and Pedagogy | 10 Questions |
| • How children think and learn; how and why children ‘fail’ to achieve success in school performance. |
|
| • Basic processes of teaching and learning; children’s strategies of learning; learning as a social activity; social context of learning. |
|
| • Child as a problem solver and a ‘scientific investigator’ | |
| • Alternative conceptions of learning in children, understanding children’s ‘errors’ as significant steps in the learning process. |
|
| • Cognition & Emotions | |
| • Motivation and learning | |
| • Factors contributing to learning – personal & environmental |
| II. | Language I | 30 Questions **** |
| a) Language Comprehension | 15 Questions |
| • Reading unseen passages – two passages one prose or drama and one poem with questions on comprehension, inference, grammar and verbal ability (Prose passage may be literary, scientific, narrative or discursive) |
| b) Pedagogy of Language Development | 15 Questions |
| • Learning and acquisition. | |
| •Principles of language Teaching | |
| • Role of listening and speaking; function of language and how children use it as a too |
|
| • Critical perspective on the role of grammar in learning a language for communicating ideas verbally and in written form |
|
| • Challenges of teaching language in a diverse classroom; language difficulties, errors and disorders |
|
| • Language Skills | |
| • Evaluating language comprehension and proficiency: speaking, listening, reading and writing |
|
| •Teaching- learning materials: Textbook, multi-media materials, multilingual resource of the classroom |
|
| • Remedial Teaching |
| III. | Language – II | 30 Questions **** |
| a) Language Comprehension | 15 Questions |
| Two unseen prose passages (discursive or literary or narrative or scientific) with question on comprehension, grammar and verbal ability |
| b) Pedagogy of Language Development | 15 Questions |
| • Learning and acquisition. | |
| •Principles of language Teaching | |
| • Role of listening and speaking; function of language and how children use it as a too |
|
| • Critical perspective on the role of grammar in learning a language for communicating ideas verbally and in written form |
|
| • Challenges of teaching language in a diverse classroom; language difficulties, errors and disorders |
|
| • Language Skills | |
| • Evaluating language comprehension and proficiency: speaking, listening, reading and writing |
|
| •Teaching- learning materials: Textbook, multi-media materials, multilingual resource of the classroom |
|
| • Remedial Teaching |
| IV | Mathematics | 30 Questions **** |
| a) Content | 15 Questions |
| • Geometry | |
| • Shapes & Spatial Understanding | |
| • Solids around Us | |
| • Numbers | |
| • Addition and Subtraction | |
| • Multiplication | |
| • Division | |
| • Language & Thought | |
| • Measurement | |
| • Weight | |
| • Time | |
| • Volume . | |
| • Data Handling | |
| • Patterns | |
| • Money |
| b) Pedagogical issues | 15 Questions |
| • Nature of Mathematics/Logical thinking; understanding children’s thinking and reasoning patterns and strategies of making meaning and learning |
|
| • Language of Mathematics | |
| • Community Mathematics | |
| • Evaluation through formal and informal methods | |
| • Problems of Teaching | |
| • Error analysis and related aspects of learning and teaching | |
| • Diagnostic and Remedial Teaching |
| V | Environmental Studies |
30 Questions **** |
| a) Content | 15 Questions |
| • Family and Friends: – 1.1 Relationships – 1.2 Work and Play – 1.3 Animals – 1.4 Plants |
|
| • Food | |
| • Shelter | |
| • Water | |
| • Travel | |
| • Things We Make and Do |
| b) Pedagogical issues | 15 Questions |
| • Concept and scope of EVS | |
| • Significance of EVS, integrated EVS | |
| • Environmental Studies & Environmental Education | |
| • Learning Principles | |
| • Scope & relation to Science & Social Science | |
| • Approaches of presenting concepts | |
| • Activities | |
| •Experimentation/Practical Work | |
| • Discussion | |
| • CCE | |
| • Teaching material/Aids | |
| • Problems |
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