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) |
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• 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 |
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• Addressing the needs of children with learning difficulties, ‘impairment’etc. |
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• 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. |
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• 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. |
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• 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 |
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• 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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