CTET Syllabus – Primary Level (for classes I to V)
CTET Syllabus – Primary Level (for classes I to V)

[su_note note_color=”#ffffce” text_color=”#b51615″]1. Child Development and Pedagogy – 30 Marks[/su_note] |
(A). |
Child Development (Primary School Child)
- 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 levelsof learners; for enhancing learning and critical thinking in the classroom and for assessing learner achievement.
|
(15 Marks) |
(B). |
Concept of Inclusive education and understanding children with special needs
- 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
|
(5 Marks) |
(C.) |
Learning and Pedagogy
- 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 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
|
(10 Marks) |
[su_note note_color=”#ffffce” text_color=”#b51615″]2. Mathematics – 30 Marks[/su_note] |
(A). |
Content Questions
- Geometry
- Shapes & Spatial Understanding
- Solids around Us
- Numbers
- Addition and Subtraction
- Multiplication
- Division
- Measurement
- Weight
- Time
- Volume
- Data Handling
- Patterns
- Money
|
(15 Marks) |
(B). |
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
- 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
|
(15 Marks) |
[su_note note_color=”#ffffce” text_color=”#b51615″]3. Environmental Studies – 30 Marks[/su_note] |
(A). |
Family and Friends:
- Relationships
- Work and Play
- Animals
- Plants
- Food
- Shelter
- Water
- Travel
- Things We Make and Do
|
(15 Marks) |
(B). |
Pedagogical Issues
- 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
|
(15 Marks) |
[su_note note_color=”#ffffce” text_color=”#b51615″]4. Language : 1 – 30 Marks[/su_note] |
(A). |
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) |
(15 Marks) |
(B). |
Pedagogy of Language Development
- 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
|
(15 Marks) |
[su_note note_color=”#ffffce” text_color=”#b51615″]3. Language : 2 – 30 Marks[/su_note] |
(A). |
Comprehension
Two unseen prose passages (discursive or literary or narrative or scientific) with question on comprehension, grammar and verbal ability |
(15 Marks) |
(B). |
Pedagogy of Language Development
- 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
|
(15 Marks) |
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