CTET Syllabus 2020 Subject Wise Syllabus for Paper 1 & 2 Download CTET 2020 Syllabus & Exam Pattern Pdf. There are two Papers in CTET 2020 with different Syllabus, Exam Pattern & difficulty level.
Candidates aspiring to serve as teachers for Classes 1st to 5th (Primary Stage) need to appear for CTET Paper 1 and candidates aspiring to serve as teachers for Classes 6th to 8th need to appear for CTET Paper 2.Candidates scoring a minimum of 60% marks will be issued Eligibility Certificate by the board.
Complete details about Exam Pattern and CTET Syllabus 2020 (Paper 1 and Paper 2) are given below:
Paper-I is for classes I to V.
Paper-II is for classes VI to VIII.
Primary Stage: (Exam Duration – 2.30 hours)
Structure and Content (All Compulsory):
| Subject | Questions | Marks |
| Child Development and Pedagogy | 30 MCQs | 30 Marks |
| Language I (Compulsory) | 30 MCQs | 30 Marks |
| Language II (Compulsory) | 30 MCQs | 30 Marks |
| Mathematics | 30 MCQs | 30 Marks |
| Environmental Studies | 30 MCQs | 30 Marks |
| Total | 150 MCQs | 150 Marks |
Detailed CTET Syllabus Subject Wise Paper I (for classes I to V)
| 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 | 5 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 |
| 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 |
| 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 |
| 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: Relationships, Work and Play, Animals, 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 |
CTET Syllabus 2020 Paper II: Exam Pattern (for Classes VI to VIII)
Elementary Stage: (Exam Duration – Two and half hours)
Structure and Content (All Compulsory):
| Subject | Question | Marks |
| 1. Child Development & Pedagogy (compulsory) | 30 MCQs | 30 Marks |
| 2. Language I (compulsory) | 30 MCQs | 30 Marks |
| 3. Language II (compulsory) | 30 MCQs | 30 Marks |
| 4. Mathematics and Science (for Mathematics and Science teacher) or 5. Social Studies/Social Science (for Social Studies/Social Science teacher) | 60 MCQs | 60 Marks |
| Total | 150 MCQs | 150 Marks |
*For any other teacher – either (IV) or (V)
UPPCL Account Clerk Recruitment 2020
Detailed CTET Syllabus Subject Wise Paper II (for classes VI to VIII)
| 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; • 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 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 |
