CTET Syllabus and Exam Pattern: To ace the CTET January 2024 Exam, you must first understand the exam structure and curriculum. This will assist you in properly preparing for the CTET Exam.
Let us go over the CTE Exam Pattern and Syllabus 2024 one by one. The CTET Exam will consist of Multiple Choice Questions. CTET 2024 Exam will consist of two papers.
CTET: Overview
| Exam Name | Central Teacher Eligibility Test (CTET) |
| Conducting Body | Central Board of Secondary Education (CBSE) |
| Exam Level | National |
| Mode Of Exam | Offline |
| Language / Medium Of Exam | English and Hindi |
| Exam Duration | 150 Minutes |
| Total Questions | 150 Minutes |
| Exam Date | 21 January 2024 |
| Official Website | https://ctet.nic.in |
CTET Exam Pattern
Paper I
| Subject | No. of Questions | Total Marks | Time Duration |
| Child Development and Pedagogy | 30 | 30 | 2.5 Hour |
| Language I (Compulsory) | 30 | 30 | |
| Language II (Compulsory) | 30 | 30 | |
| Mathematics | 30 | 30 | |
| Environmental Studies | 30 | 30 | |
| Total | 150 | 150 |
Paper – II
| Subject | No. of Questions | Total Marks | Time Duration |
| Child Development and Pedagogy | 30 | 30 | 2.5 Hour |
| Language I (Compulsory) | 30 | 30 | |
| Language II (Compulsory) | 30 | 30 | |
| A. Mathematics & Science | 30 + 30 | 60 | |
| B. Social Studies & Social Science | 60 | 60 | |
| Total | 150 | 150 |
CTET Exam Syllabus
Paper I
Child Development and Pedagogy – 30 Questions | |
| 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. ● 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. |
| 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 |
| 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 |
Language I (Compulsory) – 30 Questions | |
| Language Comprehension – 15 Questions | ● Reading unseen passages – two passages, one prose or drama and one poem, with comprehension, inference, grammar, and verbal ability problems (Prose passage may be literary, scientific, narrative, or discursive). |
| 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, multimedia materials, multilingual resource of the classroom ● Remedial Teaching |
Language II (Compulsory) – 30 Questions | |
| Language Comprehension – 15 Questions | ● Two unseen prose passages (discursive or literary or narrative or scientific) with questions on comprehension, grammar and verbal ability |
| 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, multimedia materials, multilingual resource of the classroom ● Remedial Teaching |
Mathematics – 30 Questions | |
| Content – 15 Questions | ● Geometry ● Shapes & Spatial Understanding ● Solids around Us ● Numbers ● Addition and Subtraction ● Multiplication ● Division ● Measurement ● Weight ● Time ● Volume ● Data Handling ● Patterns ● Money |
| Pedagogical – 15 Questions | ● 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 |
Environmental Studies – 30 Questions | |
| Content – 15 Questions | ● Family and Friends: – Relationships – Work and Play – Animals – Plants ● Food ● Shelter ● Water ● Travel ● Things We Make and Do |
| 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
Child Development and Pedagogy – 30 Questions | |
| 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. ● 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. |
| 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 |
| 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 |
Language I (Compulsory) – 30 Questions | |
| Language Comprehension – 15 Questions | ● Reading unseen passages – two passages, one prose or drama and one poem, with comprehension, inference, grammar, and verbal ability problems (Prose passage may be literary, scientific, narrative, or discursive). |
| 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, multimedia materials, multilingual resource of the classroom ● Remedial Teaching |
Language II (Compulsory) – 30 Questions | |
| Language Comprehension – 15 Questions | ● Two unseen prose passages (discursive or literary or narrative or scientific) with questions on comprehension, grammar and verbal ability |
| 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, multimedia materials, multilingual resource of the classroom ● Remedial Teaching |
Mathematics & Science – 60 Questions | ||
| 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 | |
| Science | ● 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 |
| ● 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 | |
Social Studies & Social Science – 60 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 & Political Life | ● Diversity ● Government ● Local Government ● Making a Living ● Democracy ● State Government ● Understanding Media ● Unpacking Gender ● The Constitution ● Parliamentary Government ● The Judiciary |
| 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 |
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