CTET Syllabus 2024 and Exam Pattern for Paper 1 and 2

Contents Show Table of Contents

CTET–JANUARY,2024 Candidates can apply for CTET–JANUARY, 2024 ONLINE through

CTET websitehttps://ctet.nic.in 03.11.2023 to 23.11.2023 (Before 11:59 PM)

The candidate applying for CTET is required:-

i) To go through the Information Bulletin carefully with the entire requirement therein.
ii) To satisfy eligibility to appear in the examination.
iii) To submit On-line application by giving full particulars by accessing the CTET official websitehttps://ctet.nic.in.
iv) To write complete mailing address with Postal PIN Code at the time of applying.
v) Before submission of application form, decide the mode of payment of fee.
vi) To keep the Confirmation Page along.
vii) If a candidate submits on-line more than one application, his/her candidature shall Believable to

be cancelled and the candidate may also be debarred for future examination(s).No communication will be sent in this regard.

SCHEDULE AND MODE OF EXAMINATION

THE SCHEDULE OF CTET- January, 2024 IS GIVEN BELOW:

ELIGIBILITY

The minimum qualifications for appearing in the CTET are as notified by NCTE. The candidates are advised to visit the website of NCTE https://ncte.gov.into ascertain their eligibility.
The minimum qualifications for the teaching staff should be in accordance with the following:

1. National Council for Teacher Education (Determination of Minimum Qualifications for Persons to be recruited as Education Teachers and Physical Education Teachers in Pre-Primary, Primary, Upper Primary, Secondary, Senior Secondary or Intermediate Schools or Colleges) Regulations as amended and notified from time to time.

2. Minimum qualifications laid down in the Recruitment Rules for the teachers by the Appropriate Government where the school is situated or the Recruitment Rules for the teachers of Kendra Vidyalaya Sang than or Navodaya Vidyalaya Samiti.

3. The candidate should satisfy his/her eligibility before applying and shall be personally responsible in case he/she is not eligible to apply as per the given eligibility criteria. It is to be noted that if a candidate has been allowed to appear in the Central Teacher Eligibility Test it does not imply that the candidate’s eligibility has been verified. It does not vest any right with the candidate for appointment. The eligibility shall be finally verified, by the concerned recruiting agency / appointing authority.

Note: As notified by NCTE, relaxation up to 5% in the qualifying marks in the minimum Educational Qualification for eligibility shall be allowed to the candidates belonging to reserved categories, such as SC/ST/ OBC/Differently-abled.

STRUCTURE AND CONTENT OF CTET

All questions in CTET will be Multiple Choice Questions (MCQs), with four alternatives out of whichever answer will be most appropriate. 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 intends to be a teacher for classes I to V.
(ii) Paper II will be for a person who intends to be a teacher for classes VI to VIII.

Note: A person who intends to be a teacher for both levels (classes I to V and classes VI to VIII) will have toappear 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)

CTET – JANUARY, 2024

STRUCTURE AND CONTENT OF SYLLABUS (Paper I and Paper II)

Paper I (forclasses1toV) Primary Stage

I. Child Development and Pedagogy 30Questionsa) Child Development(Primary School Child) 15Questions• 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-BasedAssessment, Continuous & Comprehensive Evaluation: perspective and practice• Formulating appropriate questions for assessing readiness levels of learners; for enhancinglearning 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 back grounds including disadvantaged and deprived• Addressing the needs of children with learning difficulties, “impairment” etc. • Addressing the Talented, Creative, Specially baled Learners
c) Learning and Pedagogy 10Questions• 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 socialactivity; social context of learning. • Child as a problem solver and a“ scientific investigator” • Alternative conceptions of learning in children, understanding children’s “errors” as significantsteps in the learning process. • Cognition & Emotions
Motivation and learning
Factors contributing to learning-personal& environmental

II. Language I 30Questionsa) Language Comprehension 15Questions• Reading unseen passages – two passages one prose or drama and one poem with questionson comprehension, inference, grammar and verbal ability (Prose passage may be literary,scientific, narrative or discursive)

b) Pedagogy of Language Development 15Questions• 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 ideasverbally and in written form
Challenges of teaching language in a diverse classroom; language difficulties, errors anddisorders
Language Skills
Evaluating language comprehension and proficiency: speaking, listening, reading and writing• Teaching-learning materials:Textbook,multi-media materials,multi lingual resource of theclassroom
Remedial Teaching
III. Language-II 30 Questionsa) Comprehension 15 Questions• Two unseen prose passages (discursive or literary or narrative or scientific) with question oncomprehension, grammar and verbal ability
b) Pedagogy of Language Development 15Questions• 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 ideasverbally and in written form; • Challenges of teaching language in a diverse classroom; language difficulties, errors anddisorders
Language Skills
Evaluating language comprehension and proficiency: speaking, listening, reading and writing• Teaching – learning materials: Textbook, multi-media materials, multilingual resource of theclassroom
Remedial Teaching

IV Mathematics 30 Questionsa) 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 thinkingand 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 Questionsa) Content 15 Questionsi. 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

Paper II (for classes VI to VIII) Elementary Stage

I. Child Development and Pedagogy 30Questionsa) Child Development(Elementary School Child) 15Questions• 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-BasedAssessment, Continuous & Comprehensive Evaluation: perspective and practice• Formulating appropriate questions for assessing readiness levels of learners; for enhancinglearning and critical thinking in the classroom and for assessing learner achievement.
b) Concept of Inclusive education and understanding children with special needs5 Questions• Addressing learners from diverse back grounds 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 10Questions• 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 socialactivity; social context of learning.
Child as a problem solve rand a “scientific investigator‟ • Alternative conceptions of learning in children, understanding children’s “errors‟ as significantsteps in the learning process.
Cognition & Emotions
Motivation and learning
Factors contributing to learning-personal & environmental
II. Language 30 Questions) Language Comprehension 15 QuestionsReading unseen passages-two passages one prose or drama and one poem with questions incomprehension, 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 ideasverbally and in written form; • Challenges of teaching language in a diverse classroom; language difficulties, errors anddisorders
Language Skills
Evaluating language comprehension and proficiency: speaking, listening, reading and writing• Teaching-learning materials:Textbook,multi-media materials,multi lingual resource of theclassroom
Remedial Teaching

IV. Mathematics and Science
(i) Mathematics
a) Content
Number System

Knowing our Numbers
Playing with Numbers
Whole Numbers
Negative Numbers and Integers
Fractions
 Introduction to Algebra
 Ratio and Proportion

V.
a)
Social Studies/Social Sciences
Content
 History
60Questions40 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
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
Note: For Detailed syllabus of classes l-VIII, please refer to NCERT syllabus and text books

Child Development and Pedagogy Handwritten Notes /2024

Bal Vikas Notes

Hindi Grammar Handwritten Notes