CTET Syllabus Paper 1 And Paper 2, Eligibility Criteria 2023-2024
Central Teacher Eligibility Test is conducted twice every year by Central Board of Secondary Education Delhi. Before beginning with the preparation, the candidate must be aware of everything about CTET Syllabus and we have provided the details in this article.
Table of Contents
CTET Syllabus :
Structure And Content of CTET :
All questions in CTET will be Multiple Choice Questions (MCQs), with four alternatives out of which one answer will be most appropriate. Each carrying one mark and there will be no negative marking.
There will be two papers of CTET :
- Paper I will be for a person who intends to be a teacher for classes I to V.
- Paper II will be for a person who intends to be a teacher for classes VI toVIII.
Note: A person who intends 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):
CTET Paper 1 Syllabus 2023 (Classes I to V)
| CTET Paper 1 Syllabus 2023 | ||
|---|---|---|
| Subjects/ Topics | Questions/Marks | |
| I. Child Development and Pedagogy | 30 | |
| II. Language – I | 30 | |
| III. Language – II | 30 | |
| IV. Mathematics | 30 | |
| V. Environmental Studies | 30 | |
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 asocial
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, errorsanddisorders
- Language Skills
- Evaluating language comprehension and proficiency: speaking, listening, reading andwriting
- Teaching- learning materials: Textbook, multi-media materials, multilingual resource of the classroom
- Remedial Teaching.
III. Language II Syllabus- 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: 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
- A 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 Syllabus- 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
- Valuation through formal and informal methods
- Problems of Teaching
- Error analysis and related aspects of learning and teaching
- Diagnostic and Remedial Teaching
V. Environmental Studies Syllabus- 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
Educational Psychology MCQ for CTET
CTET Paper 2 Syllabus 2023 (For Classes VI to VIII) Elementary Stage
Paper II (for Classes VI to VIII) Elementary Stage: Duration of examination – Two-and-a-half hours Structure and Content (All Compulsory):
| Subjects/ Topics | Questions | Marks |
| I. Child Development and Pedagogy | 30 | 30 |
| II. Language I (compulsory) | 30 | 30 |
| III. Language II (compulsory) | 30 | 30 |
| IV. A. Mathematics & Science or B. Social Studies & Social Science | 30 + 30 | 60 |
| 60 | 60 |
The questions in the test for Paper II will be based on the topics prescribed in syllabus of the NCERT for classes VI – VIII but their difficulty standard as well as linkages, could be upto the Senior Secondary stage.
I. Child Development and Pedagogy Syllabus- 30 Questions
This topic is common in Paper-1 and Paper-2 which is compulsory to be attempted. Through this section, the candidate’s knowledge about Child development and Concept of Inclusive education will be covered. Go through the topics below to understand the syllabus in a clear manner.
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-centred 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.
- The 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 Syllabus- 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
- A 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 Syllabus- 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: 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
- A 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 Syllabus- 60 Questions
The candidates can check the topics to be covered in Mathematics and Science section. The questions of Maths should be attempted with tricks and accuracy. There will be 30 questions from Maths and 30 from Science subject.
(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
I. Food
- Sources of food
- 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
V. Social Studies/Social Sciences Syllabus- 60 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
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 – Primary & Secondary
- Projects Work
- Evaluation
Validity Period of CTET Certificate :
The Validity Period of CTET qualifying certificate for appointment will be for life time for all categories. 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.
CTET Eligibility Criteria :
The details of the minimum qualifications required to apply for CTET as per the NCTE notification are given below:
Minimum Educational Qualifications to be eligible for CTET are:
I. CTET Eligibility Criteria: I-V
Senior Secondary (or its equivalent) with at least 50% marks and passed or appearing in the final year of 2-year Diploma in Elementary Education (by whatever name known). OR
Senior Secondary (or its equivalent) with at least 45% marks and passed or appearing in the final year of 2-year Diploma in Elementary Education (by whatever name known), by the NCTE (Recognition Norms and Procedure), Regulations, 2002. OR
Senior Secondary (or its equivalent) with at least 50% marks and passing or appearing in the final year of 4- year Bachelor of Elementary Education (B.El.Ed). OR
Senior Secondary (or its equivalent) with at least 50% marks and passed or appearing in the final year of 2- year Diploma in Education (Special Education). OR
Graduation with at least 50% marks and Bachelor of Education (B.Ed). OR
Post-Graduation with a minimum 55% marks or equivalent grade and three-year integrated B.Ed.-M.Ed
II. CTET Eligibility Criteria: VI-VIII
Graduation, and passed or appearing in the final year of a 2-year Diploma in Elementary Education (by whatever name known). OR
Graduation with at least 50% marks and passed or appearing in 1-year Bachelor in Education (B.Ed) OR
Graduation with at least 45% marks and passed or appearing in 1-year Bachelor in Education (B.Ed), by the NCTE (Recognition Norms and Procedure) Regulations issued from time to time in this regard. OR
Senior Secondary (or its equivalent) with at least 50% marks and passed or appearing in the final year of 4-year Bachelor in Elementary Education (B.El.Ed). OR
Senior Secondary (or its equivalent) with at least 50% marks and passed or appearing in the final year of 4-year B.A/B. Sc. Ed or B.A.Ed/ B. Sc. Ed. OR
Graduation with at least 50% marks and passed or appearing in 1-year B.Ed. (Special Education) OR
Post-Graduation with a minimum 55% marks or equivalent grade and three-year integrated B.Ed.-M.Ed.
Age Limit:
There is no upper age limit for candidates who want to apply for CTET examination.
CTET Syllabus Paper 1 And Paper 2, Eligibility Criteria 2023-2024
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