SYLLABUS & SCHEME OF EXAM
In accordance with the provisions of sub-section (1) of Section 23 of the RTE Act, the National Council for Teacher Education (NCTE) had vide Notification dated 23rd August, 2010 laid down the
minimum qualifications for a person to be eligible for appointment as a teacher in classes I to VIII. It had been inter alia provided that one of the essential qualifications for a person to be eligible for appointment as a teacher in any of the schools referred to in clause (n) of section 2 of the RTE Act is that he/ she should pass the Teacher Eligibility Test (TET) which will be conducted by the appropriate Government in accordance with the Guidelines framed by the NCTE
The Ministry of Human Resource Development, Govt. of India has entrusted the responsibility of conducting the Central Teacher Eligibility Test (CTET) to the Central Board of Secondary Education which shall be held on 26.6.2011.
Kediya Vidyalaya Sanghthan (KVS) also implementer CTET requitrement for its TGT recruitment.
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In accordance with the provisions of sub-section (1) of Section 23 of the RTE Act, the National Council for Teacher Education (NCTE) had vide Notification dated 23rd August, 2010 laid down the
minimum qualifications for a person to be eligible for appointment as a teacher in classes I to VIII. It had been inter alia provided that one of the essential qualifications for a person to be eligible for appointment as a teacher in any of the schools referred to in clause (n) of section 2 of the RTE Act is that he/ she should pass the Teacher Eligibility Test (TET) which will be conducted by the appropriate Government in accordance with the Guidelines framed by the NCTE
The Ministry of Human Resource Development, Govt. of India has entrusted the responsibility of conducting the Central Teacher Eligibility Test (CTET) to the Central Board of Secondary Education which shall be held on 26.6.2011.
Kediya Vidyalaya Sanghthan (KVS) also implementer CTET requitrement for its TGT recruitment.
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Important Dates -
Sale of CTET Information Bulletin with Application Form at Designated branches of Syndicate Bank,Institutions against Cash Payment only - 15.04.2011 to 10.05.2011
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Online submission of application and Fee through credit/ debit card on website http://www.cbse.nic.in/ -
08.04.2011 to 10.05.201 -------
Receipt of request for Information Bulletin and Application Form by Post at CTET Unit, CBSE, Shiksha Sadan, 17, Rouse Avenue, New Delhi-110002. - 15.04.2011 to 30.04.2011
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Issue of Admit Card - 11.06.2011 to 17.06.2011
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Date of Examination- 26th June, 2011 (Paper-I 0930-1100 hrs* , Paper-II 1230-1400 hrs* )
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Declaration of Results - By 26th July, 2011
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Dispatch of CTET Certificates/Mark Sheet - By 26th August, 2011
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CTET Exam is just like/similar to UGC-NET exam. Where UGC NET exam is conducted for Degree College Teachers for eligibility. And CBSE-CTET exam is conducted to test eligibility for Class I to VIII teacher.
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SYLLABUS - CBSE CTET Exam
Structure and Content of CTET
All questions in CTET test will be Multiple Choice Questions (MCQs), each carrying one mark, with four alternatives out of which
one answer will be correct. There will be no negative marking.
There will be two papers of CTET.
(i) Paper I will be for a person who intents to be a teacher for classes I to V.
(ii) Paper II will be for a person who intents to be a teacher for classes VI to VIII.
Note: A person who intents to be a teacher for both levels (classes I to V and classes VI to VIII) will have to appear in both the papers
(Paper I and Paper II).
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Paper I (for classes I to V): Duration of examination - one-and-a-half hours Structure and Content (All Compulsory): (Appendix 1)
(i) Child Development and Pedagogy 30 MCQs 30 Marks
(ii) Language I 30 MCQs 30 Marks
(iii) Language II 30 MCQs 30 Marks
(iv) Mathematics 30 MCQs 30 Marks
(v) Environmental Studies 30 MCQs 30 Marks
Total 150 MCQs 150 Marks
Nature and standard of questions:
• The test items on Child Development and Pedagogy will focus on educational psychology of teaching and learning relevant to the age group of 6-11 years. They will focus on understanding the characteristics and needs of diverse learners, interaction with learners and the attributes and qualities of a good facilitator of learning.
• The Test items for Language I will focus on the proficiencies related to the medium of instruction, (as chosen from list of prescribed language options in the application form).
• The Language II will be from among the prescribed options other than Language I. A candidate may choose any one language from the available language options and will be required to specify the same in the application form. The test items in language II will also focus on the elements of language, communication and comprehension abilities.
• The test items in Mathematics and Environmental Studies will focus on the concepts, problem solving abilities and pedagogical understanding of the subjects. In all these subject areas, the test items will be evenly distributed over different divisions of the syllabus of that subject prescribed for classes’ I–V, by the NCERT/CBSE.
• The questions in the tests for Paper I will be based on the topics prescribed for classes’ I–V, but their difficulty standard, as well as linkages, could be up to the secondary stage.
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(B) Paper II (for classes VI to VIII): Duration of examination - one-and-a-half hours
Structure and Content: (Appendix 1)
(i) Child Development & Pedagogy (compulsory) 30 MCQs 30Marks
(ii) Language I (compulsory) 30 MCQs 30Marks
(iii) Language II (compulsory) 30 MCQs 30Marks
(iv)(a) For Mathematics and Science teacher: Mathematics and Science – 60 MCQs 60 marks
(b) For Social studies/Social Science Teacher: Social Science – 60 MCQs 60 marks
(c) For any other teacher – either (a) or (b)
Nature and standard of questions:
• The test items on Child Development and Pedagogy will focus on educational psychology of teaching and learning, relevant to the age group 11-14 years. They will focus on understanding the characteristics, needs and psychology of diverse learners, interaction with learners and the attributes and qualities of a good facilitator of learning.
• The test items for Language I will focus on the proficiency related to the medium of instruction, as chosen from list of prescribed options in the application form.
• The Language II will be a language other than Language I. A candidate may choose any one language from among the available options and as in the specified list in the application form and attempt questions in the one indicated by the candidate in the application form by him. The Test items in Language II will also focus on the elements of language, communication and comprehension abilities.
The test items in Mathematics and Science, and Social Studies/Social Science will focus on the concepts, problem solving abilities and pedagogical understanding of these subjects. The test items of Mathematics and Science will be of 30 marks each.
The test items will be evenly distributed over different divisions of the syllabus of that subject as prescribed for classes VI-VIII by the NCERT/CBSE.
• The questions in the tests for Paper II will be based on the topics of the prescribed syllabus of the NCERT/CBSE for classes VIVIII but their difficulty standard as well as linkages could be up to the senior secondary stage
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LANGUAGE OF THE QUESTION PAPER:
The question paper shall be either in English or in Hindi.
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Qualifying marks and Award of CTET Certificate -
The candidates appearing in CTET will be issued marks statement by CBSE. The candidates securing 60% and above marks will be issued CTET Certificate.Qualifying the CTET would not confer a right on any person for recruitment/employment as it is only one of the eligibility criteria for appointment.
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Applicability
i. The CTET shall apply to schools of the Central Government (KVS, NVS, Tibetan Schools, etc) and schools under the administrative control of UT of Chandigarh and Andaman & Nicobar Islands.
ii. CTET may also apply to the unaided private schools, who may exercise the option of considering the CTET.
iii. Schools owned and managed by the State Government/local bodies and aided schools shall consider the TET conducted by the State Government. However, a State Government can also consider the CTET if it decides not to conduct the
State TET.
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L. Frequency of conduct of CTET and validity period of CTET certificate:
L.1. The CTET is presently being conducted annually. The Validity Period of CTET qualifying certificate for appointment will be seven years for all categories.
L.2 There is no restriction on the number of attempts a person can take for acquiring a CTET Certificate. A person who has qualified CTET may also appear again for improving his/her score.
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STRUCTURE AND CONTENT OF SYLLABUS
(Paper I and Paper II)
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Paper I (for classes I to V) Primary Stage
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I. Child Development and Pedagogy 30 Questions
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a) Child Development (Primary School Child) 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)
• Piaget, Kohlberg and Vygotsky: constructs and critical perspectives
• 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.
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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
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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
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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)
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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 tool
• 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
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III. Language- II 30 Questions
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a) Comprehension 15 Questions
Two unseen prose passages (discursive or literary or narrative or scientific) with questions on
comprehension, grammar and verbal ability
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b) Pedagogy of Language Development 15Questions
• Learning and acquisition
• Principles of language Teaching
• Role of listening and speaking; function of language and how children use it as a tool
• 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
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IV. Mathematics 30 Questions
a) Content 15 Questions
• Geometry
• Shapes & Spatial Understanding
• Solids around Us
• Numbers
• Addition and Subtraction
• Multiplication
• Division
• 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
• Place of Mathematics in Curriculum
• 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
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V. Environmental Studies 30 Questions
a) Content 15 Questions
1. Family and Friends:
1.1 Relationships;
1.2 Work and Play;
1.3 Animals;
1.4 Plants
2. Food
3. Shelter
4. Water
5. Travel
6. 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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Paper II (for classes VI to VIII) Elementary Stage
I. Child Development and Pedagogy 30 Questions
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a) Child Development (Elementary School Child) 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)
• Piaget, Kohlberg and Vygotsky: constructs and critical perspectives
• 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 tool
• 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) Comprehension 15 Questions
Two unseen prose passages (discursive or literary or narrative or scientific) with questions on
comprehension, grammar and verbal ability
b) Pedagogy of Language Development 15Questions
• Learning and acquisition
14
• Principles of language Teaching
• Role of listening and speaking; function of language and how children use it as a tool
• 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. (A) Mathematics and Science: 60 Questions
(i) Mathematics 30 Questions
a) Content 20 Questions
• Number System
Knowing our Numbers
Playing with Numbers
Whole Numbers
Negative Numbers and Integers
Fractions
• Algebra
Introduction to Algebra
Ratio and Proportion
• Geometry
Basic geometrical ideas (2-D)
Understanding Elementary Shapes (2-D and 3-D)
Symmetry: (reflection)
Constructions (using Straight edge Scale, protractor, compasses)
• Mensuration
• Data handling
b) Pedagogical issues 10 Questions
• Nature of Mathematics/Logical thinking
• Place of Mathematics in Curriculum
• Language of Mathematics
• Community Mathematics
• Evaluation
• Remedial Teaching
• Problems of Teaching
(ii) Science 30 Questions
a) Content 20 Questions
I. Food
• Sources of food
15
• Components of food
• Cleaning food
II. Materials
• Materials of daily use
III. The World of the Living
IV. Moving Things People and Ideas
V. How things work
• Electric current and circuits
• Magnets
VI. Natural Phenomena
VII. Natural Resources
b) Pedagogical issues 10 Questions
• Nature & Structure of Sciences
• Natural Science/Aims & objectives
• Understanding & Appreciating Science
• Approaches/Integrated Approach
• Observation/Experiment/Discovery(Method of Science)
• Innovation
• Text Material/Aids
• Evaluation- cognitive/psychomotor/affective
• Problems
• Remedial Teaching
16
V. Social Studies/ Social Sciences 60 Questions
a) Content 40 Questions
(i) 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
• India After Independence
(ii) 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
• Agriculture
(iii) 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
17
c) Pedagogical issues 20 Questions
• Concept & Nature of Social Science/Social Studies
• Class Room Processes, activities and discourse
• Developing Critical thinking
• Enquiry/Empirical Evidence
• Problems of teaching Social Science/Social Studies
• Sources – Primary & secondary
• Projects Work
• Evaluation
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Note: For Detailed syllabus of classes I-VIII, please refer to NCERT syllabus and textbooks
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INSTRUCTIONS FOR USE OF TEST BOOKLET AND ANSWER SHEET
1. The candidates will find the Answer Sheet placed inside the sealed Test Booklet. The seal will be broken/ opened by the
candidates on the announcement by the invigilator and the Answer Sheet shall be taken out. Do not open/break the seal before
the announcement.
2. Side –2 of each Answer Sheet will have a pre-printed Test Booklet Code like A, B, C or D. The candidates are required to check that
the Test Booklet Code pre-printed on Side-2 of the Answer Sheet is the same as printed on the Test Booklet.
3. The Answer Sheet used will be of special type which will be scanned on Optical Scanner. There will be two sides of the Answer
Sheet.
Side 1 This side of the Answer Sheet contains the following columns which are to be filled in neatly and accurately by the
candidate with Blue/Black ball point pen only. Use of pencil is strictly prohibited.
i) Roll Number
ii) Name of the candidate
iii) Father’s Name
iv) Centre Number
v) Name of the Examination Centre
vi) Signature of the candidate
Side 2 This side of the Answer Sheet contains the following columns which are also to be filled in by the candidate with
Blue/Black Ball Point Pen only. Use of pencil is strictly prohibited.
i) Roll Number
ii) Centre Number
iii) Test Booklet Number
WRITING OF PARTICULARS AND RESPONSES ON SIDE –2 WITH BLUE/BLACK BALL POINT PEN ONLY WILL BE FILLED UP AS FOLLOWS.
For Details, Visit -
http://www.cbse.nic.in/
Dholpur House, Shahjahan Road, New Delhi - 110-069