CTET Syllabus – Upper Primary Level (for classes VI to VIII)
CTET Syllabus – Upper Primary Level (for classes VI to VIII)

[su_note note_color=”#ffffce” text_color=”#b51615″]1. Child Development and Pedagogy – 30 Marks[/su_note] |
(A). |
Child Development (Elementary 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 levels of 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; 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 â personal & environmental
|
(10 Marks) |
[su_note note_color=”#ffffce” text_color=”#b51615″]2. Mathematics & Science – 30 Marks[/su_note] |
(A). |
Mathematics
- 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
- 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
|
(30 Marks) |
(B). |
Science
- Content – 10 Questions
- Food
- Sources of food
- Components of food
- Cleaning food
- Materials
- The World of the Living
- Moving Things People and Ideas
- How things work
- Electric current and circuits
- Magnets
- Natural Phenomena
- Natural Resources
- 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 â cognitive/psychomotor/affective
- Problems
- Remedial Teaching
|
(30 Marks) |
[su_note note_color=”#ffffce” text_color=”#b51615″]3. Social Studies / Social Science – 60 Marks[/su_note] |
(A). |
Content – 60 Questions
- History – 40 Questions
- 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
|
(40 Marks) |
(B). |
Pedagogical Issues
- 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 â Primary & Secondary
- Projects Work
- Evaluation
|
(20 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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