CTET 2019 Complete Syllabus For Paper I & Paper II

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Syllabus of CTET 2019 
All questions in CTET will be Multiple Choice Questions (MCQs), with four alternatives out of which one answer will be correct. Each carrying one mark and 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).

Paper I (for Classes I to V) Primary Stage :
Duration of examination-Two-and-a-half hours

Structure and Content (All Compulsory): (Appendix I)
(i) Child Development and Pedagogy    30 MCQs       30 Marks
(ii) Language I (compulsory)                  30 MCQs       30 Marks
(iii) Language II (compulsory)                30 MCQs       30 Marks
(iv) Mathematics                                    30 MCQs       30 Marks
(v) Environmental Studies                     30 MCQs       30 Marks
                                             Total 150 MCQs     150 Marks






Paper II (for Classes VI to VIII) Elementary Stage :
Duration of examination – Two-and-a-half hours
Structure and Content (All Compulsory): (Appendix I)
(i) Child Development & 
Pedagogy(compulsory)                30 MCQs      30 Marks
(ii) Language I (compulsory)        30 MCQs      30 Marks
(iii) Language II (compulsory)      30 MCQs      30 Marks
(iv) Mathematics and Science      60 MCQs     60 Marks
(for Mathematics and Science teacher)
(v) Social Studies/Social Science 60 MCQs     60 Marks
(for Social Studies/Social Science teacher)
*For any other teacher – either (IV) or (V)
                                    Total 150 MCQs   150 Marks

Paper I (for classes I to V) Primary Stage

I. Child Development and Pedagogy 30 Questions 
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.
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 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 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 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
V. Environmental Studies 30 Questions 
a) Content 15 Questions
i. Family and Friends:
1.1 Relationships
1.2 Work and Play
1.3 Animals
1.4 Plants
ii. Food
iii. Shelter
iv. Water
v. Travel
vi. 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

Paper II (for classes VI to VIII) Elementary Stage 

I. Child Development and Pedagogy 30 Questions
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.


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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 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 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 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. 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)
 Construction (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
 Problem of Teaching
(ii) Science 30 Questions
a) Content 20 Questions
 Food
 Sources of food
 Components of food
 Cleaning food
 Materials
 Materials of daily use
 The World of the Living
 Moving Things People and Ideas
 How things work
 Electric current and circuits
 Magnets
 Natural Phenomena
 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

V. Social Studies/Social Sciences 60 Questions
a) Content 40 Questions
 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
 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
 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
b) 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




INSTRUCTIONS FOR USE OF TEST BOOKLET AND OMR SHEET
1. The candidates will find the OMR Sheet placed inside the sealed Test Booklet. The seal will be broken/ opened by the candidates after the announcement by the invigilator and the OMR Sheet shall be taken out from the Test Booklet. Do not open/break the seal before the

announcement.

2. Code like A, B, C or D printed on OMR sheet will be same as mentioned on Test Booklet
3. The OMR Sheet used will be of special type which will be scanned on Optical Scanner. The candidates should ensure that the OMR Sheet is not folded. Do not make any stray marks on the OMR Sheet. Do not write your Roll No. Anywhere else except in the specified space in
the OMR Sheet Side 1 The side 1 of OMR Sheet contains the following columns which are to be filled in neatly and accurately by the candidate with their own Ball Point Pen (Black/Blue). 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) Subject offered for Paper-II(Only in case of Paper-II)
Side 2 The side 2 of OMR Sheet contains the following columns which are also to
be filled by the candidate with their own Ball Point Pen (Black/Blue). Use of pencil is strictly prohibited.
i) Roll Number
ii) Main Test Booklet Number
iii) Language Supplement Booklet Number
iv) Language Supplement Booklet Code
v) Subject offered for Paper-II(Only in case of Paper-II)
vi) Language in which you have attempted the questions
vii) Signature of the candidate

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