STRUCTURE AND CONTENT OF CTET SYLLABUS Paper I (for classes 1 to V) Primary Stage

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, and 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 back grounds including disadvantaged and deprived
Addressing the needs of children with learning difficulties, “impairment” etc.
Addressing the Talented, Creative, Specially baled Learners

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

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)

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, multi lingual resource of the classroom
Remedial Teaching

III. Language-II 30 Questions

Two unseen prose passages (discursive or literary or narrative or scientific) with question on comprehension, grammar and verbal ability

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

IV Mathematics 30 Questions

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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