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CTET 2019 Syllabus – Detailed Topics for Paper I and Paper II

The Central Teacher Eligibility Test (CTET) 2018 (11th Edition) got over recently with the declaration of result on 4th January 2019. The Central Board of Secondary Education (CBSE) has also released the date for CTET 2019 exam – 7th July 2019 (Sunday). The official notification states,

“The next examination of CTET will be conducted on 07-07-2019. The notification will be issued soon.”

This means, the exam will not be transferred to the National Testing Agency and will be conducted by the Central Board of Secondary Education for the year 2019. Changes, if any, will be updated here.

CBSE conducts the exam for B.Ed. degree holders to determine the eligibility for recruitment at teaching posts in government schools under the administration of central government, state government, and Union Territory.

Now that the exam date for 2019 exam is announced, candidates must start their preparation. Here is the detailed syllabus for CTET 2019 exam on the basis of 2018 notification. The 2019 notification is yet to be released. Any changes in the CTET 2019 syllabus will be updated here. Taking a look at the exam pattern first will help in knowing the number of questions from each section.

CTET 2019 Exam Pattern

The CTET exam consists of two papers conducted for teaching at different levels:

  • Paper-I for Primary classes (I to V).
  • Paper-II for Elementary classes (VI to VIII).

Multiple choice questions are asked in each topic. 1 mark is allotted to each question with no provision for negative marking. Candidates can also appear for both the papers if they are eligible for teaching at both the levels. Here is the distribution of questions for each section of both the papers:

Distribution of Questions

Paper-I

  • Duration of paper – 2 Hours and 30 Minutes
Subjects/Sections (All Compulsory) Number of Questions
Language-I 30
Language-II 30
Mathematics 30
Environmental Studies 30
Child Development and Pedagogy 30
TOTAL 150

Paper-II

  • Duration of paper – 2 Hours and 30 Minutes
Subjects/Sections Number of Questions
Language-I (compulsory) 30
Language-II (compulsory) 30
Child Development and Pedagogy (compulsory) 30
Science and Mathematics (for Science/Mathematics teachers) 60
Social Studies/Social Science (for Social Science/Social Studies teachers) 60
TOTAL 150

For teachers of subjects other than Mathematics, Science, and Social Science, any one of the last two options are open.

Now that you have an idea about the number of questions from each section, here is the detailed syllabus for CTET 2019 exam.

CTET 2019 Syllabus

Paper I for Primary Stage Teachers (Classes I to V)

Child Development and Pedagogy

Child Development (Primary School Child)

  • The concept of development and its relationship with learning
  • Influence of Heredity & Environment
  • Principles of the development of children
  • Socialization processes: Social world & children (Teacher, Parents, Peers)
  • Critical perspective of the construct of Intelligence
  • Piaget, Kohlberg and Vygotsky: constructs and critical perspectives
  • Concepts of child-centred and progressive education
  • Language & Thought
  • Multi-Dimensional Intelligence
  • 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.
  • Formulating appropriate questions for assessing readiness levels of learners; for enhancing learning and critical thinking in the classroom and for assessing learner achievement.
  • Distinction between Assessment for learning and assessment of learning; School-Based Assessment, Continuous & Comprehensive Evaluation: perspective and practice

The Concept of Inclusive education and understanding children with special needs

  • Addressing the Talented, Creative, Specially abled Learners
  • Addressing the needs of children with learning difficulties, ‘impairment’ etc.
  • Addressing learners from diverse backgrounds including disadvantaged and deprived

Learning and Pedagogy

  • Basic processes of teaching and learning; children’s strategies of learning; learning as a social activity; social context of learning.
  • How children think and learn; how and why children ‘fail’ to achieve success in school performance.
  • Child as a problem solver and a ‘scientific investigator’
  • Factors contributing to learning – personal & environmental
  • Alternative conceptions of learning in children, understanding children’s ‘errors’ as significant steps in the learning process.
  • Cognition & Emotions
  • Motivation and learning

Language I

Language Comprehension

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)

Pedagogy of Language Development

  • Learning and acquisition
  • Principles of Language Teaching
  • Language Skills
  • Role of listening and speaking; function of the language and how children use it as a tool
  • Challenges of teaching language in a diverse classroom; language difficulties, errors and disorders
  • A critical perspective on the role of grammar in learning a language for communicating ideas verbally and in written form
  • Teaching-learning materials: Textbook, multi-media materials, multilingual resource of the classroom
  • Evaluating language comprehension and proficiency: speaking, listening, reading and writing
  • Remedial Teaching

Language – II

Comprehension

Two unseen prose passages (discursive or literary or narrative or scientific) with questions on comprehension, grammar and verbal ability

Pedagogy of Language Development

  • Learning and acquisition
  • Principles of Language Teaching
  • Language Skills
  • Role of listening and speaking; the function of language and how children use it as a tool
  • A critical perspective on the role of grammar in learning a language for communicating ideas verbally and in written form;
  • Teaching–learning materials: Textbook, multi-media materials, multilingual resource of the classroom
  • Evaluating language comprehension and proficiency: speaking, listening, reading and writing
  • Challenges of teaching language in a diverse classroom; language difficulties, errors and disorders
  • Remedial Teaching

Mathematics

  • Geometry
  • Shapes & Spatial Understanding
  • Solids around Us
  • Numbers
  • Addition and Subtraction
  • Division
  • Multiplication
  • Data Handling
  • Measurement
  • Weight
  • Volume
  • Time
  • Money
  • Patterns

Pedagogical Issues

  • Nature of Mathematics/Logical thinking; understanding children’s thinking and reasoning patterns and strategies of making meaning and learning
  • Place of Mathematics in Curriculum
  • Community Mathematics
  • Language of Mathematics
  • Problems of Teaching
  • Error analysis and related aspects of learning and teaching
  • Evaluation through formal and informal methods
  • Diagnostic and Remedial Teaching

Environmental Studies

  • Family and Friends – Relationships, Work and Play, Plants, and Animals
  • Food
  • Water
  • Shelter
  • Travel
  • Things We Make and Do

Pedagogical Issues

  • Concept and scope of EVS
  • The significance of EVS/integrated EVS
  • Learning Principles
  • Environmental Studies & Environmental Education
  • Scope & relation to Science & Social Science
  • Activities
  • Approaches of presenting concepts
  • Discussion
  • CCE
  • Experimentation/Practical Work
  • Teaching Material/Aids Problems

Paper II for Elementary Stage Teachers (Classes VI to VIII)

Child Development and Pedagogy

Child Development (Elementary School Child)

  • The concept of development and its relationship with learning
  • Principles of the development of children
  • Socialization processes: Social world & children (Teacher, Parents, Peers)
  • Piaget, Kohlberg and Vygotsky: constructs and critical perspectives
  • Influence of Heredity & Environment
  • Critical perspective of the construct of Intelligence
  • Concepts of child-centred and progressive education
  • Language & Thought
  • Multi-Dimensional Intelligence
  • Gender as a social construct; gender roles, gender-bias and educational practice
  • Distinction between Assessment for learning and assessment of learning; School-Based Assessment, Continuous & Comprehensive Evaluation: perspective and practice
  • Individual differences among learners, understanding differences based on diversity of language, caste, gender, community, religion etc.
  • Formulating appropriate questions for assessing readiness levels of learners; for enhancing learning and critical thinking in the classroom and for assessing learner achievement.

The Concept of Inclusive education and understanding children with special needs

  • Addressing the needs of children with learning difficulties, ‘impairment’ etc.
  • Addressing learners from diverse backgrounds including disadvantaged and deprived
  • Addressing the Talented, Creative, Specially abled Learners

Learning and Pedagogy

  • 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.
  • How children think and learn; how and why children ‘fail’ to achieve success in school performance.
  • Motivation and learning
  • Cognition & Emotions
  • Factors contributing to learning – personal & environmental

Language I

Language Comprehension

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)

Pedagogy of Language Development

  • Principles of Language Teaching
  • Learning and acquisition
  • Role of listening and speaking; the function of language and how children use it as a tool
  • Challenges of teaching language in a diverse classroom; language difficulties, errors and disorders
  • A critical perspective on the role of grammar in learning a language for communicating ideas verbally and in written form
  • Evaluating language comprehension and proficiency: speaking, listening, reading and writing
  • Teaching-learning materials: Textbook, multi-media materials, multilingual resource of the classroom
  • Language Skills
  • Remedial Teaching

Language – II

Comprehension

Two unseen prose passages (discursive or literary or narrative or scientific) with questions on comprehension, grammar and verbal ability

Pedagogy of Language Development

  • Learning and acquisition
  • Principles of Language Teaching
  • Role of listening and speaking; the function of language and how children use it as a tool
  • A 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

Mathematics and Science

Mathematics

  • Number System – Knowing our numbers, Playing with Numbers, Whole Numbers, Negative Numbers and Integers, and Fractions
  • Algebra – Introduction to Algebra and Ratio & Proportion
  • Geometry – Understanding Elementary Shapes (2-D and 3-D), Basic geometrical ideas (2-D), Symmetry: (reflection), Construction (using Straight edge Scale, protractor, compasses)
  • Data handling
  • Mensuration

Pedagogical issues

  • Place of Mathematics in Curriculum
  • Nature of Mathematics/Logical thinking
  • Language of Mathematics
  • Community Mathematics
  • Remedial Teaching
  • Problem of Teaching
  • Evaluation

Science

  • Food – Sources of food, Components of food, and Cleaning food
  • Materials – Materials of daily use
  • Moving Things People and Ideas
  • The World of the Living
  • How things work – Electric current & circuits and Magnets
  • Natural Resources
  • Natural Phenomena

Pedagogical issues

  • Natural Science/Aims & objectives
  • Nature & Structure of Sciences
  • Approaches/Integrated Approach
  • Understanding & Appreciating Science
  • Observation/Experiment/Discovery (Method of Science)
  • Evaluation – cognitive/psychomotor/effective
  • Remedial Teaching
  • Text Material/Aids
  • Innovation
  • Problems

Social Studies/Social Sciences

  • History – When, Where and How, The Earliest Societies, The First Farmers and Herders, The First Cities, Early States, New Ideas, The First Empire, Contacts with Distant lands, Political Developments, Culture and Science, New Kings and Kingdoms, Sultans of Delhi, Architecture, Creation of an Empire, Social Change, Regional Cultures, the Establishment of Company Power, Rural Life and Society, Colonialism and Tribal Societies, the Revolt of 1857-58, Women and reform, Challenging the Caste System, the Nationalist Movement, and India After Independence
  • Geography – Geography as a social study and as a science, Planet: Earth in the solar system, Globe, Environment in its totality: natural and human environment, Air, Water, Human Environment: settlement, transport and communication, Resources: Types-Natural and Human, and Agriculture
  • Social and Political Life – Diversity, Government, Local Government, Making a Living, Democracy, State Government, Understanding Media, Unpacking Gender, the Constitution, Parliamentary Government, the Judiciary, Social Justice and the Marginalised

Pedagogical issues

  • Concept& Nature of Social Science/Social Studies
  • Developing Critical thinking
  • Enquiry/Empirical Evidence
  • Sources – Primary& Secondary
  • Class Room Processes, activities and discourse
  • Problems of teaching Social Science/Social Studies
  • Projects Work
  • Evaluation

Official CTET 2019 syllabus is available at the CTET website. Candidates can download the same a take a print-out for reference. NCERT books are the best to clear the basic concepts of each topic. You can also refer to some other preparation books available in the market.

Updated: January 23, 2019 — 4:53 am

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