CBSE CTET 2018 Official Syllabus - Know the Exam Pattern and Download the Syllabus

Published on : 30th March 2018
CTET Exam

The Central Board of Secondary Education (CBSE) conducts the Central Teacher Eligibility Test (CTET). It is a national-level test for candidates with B.Ed. degree or Diploma in Elementary Education from a recognized college/institute. CTET is the eligibility requirement for recruitment of teachers in government schools under Centre, State or Union Territory administration. The CTET certificate remains valid till seven years from the result declaration date. Candidates who have already qualified the exam can also re-appear for it in order to improve their score.

The official notification for the 11th edition of the CTET examination has been released and the application process is going on. The last date to apply for the exam is 27th August 2018. The application correction window will remain open from 6th to 10th September 2018. However, there is no information on the admit card release date and exam date.

Read the article for CTET 2018 Exam Pattern and official syllabus.

CTET Previous 5 Years Solved Papers (Paper 1 & Paper 2) Get it Now 

CTET 2018 Exam Pattern

The CTET exam consists of Multiple Choice Questions (MCQs) in both the papers. Each question carries 1 mark with no negative marking. There are two papers in CTET:

  • Paper I: For teaching primary classes; I to V.
  • Paper II:  For teaching Elementary classes; VI to VIII

Those who are interested in teaching at both the levels will have to appear in both the papers. The detailed structure of both the papers is mentioned below:

CTET 2018: Paper I Pattern

This paper is for those interested in primary stage (classes I to V) teaching. The duration of the paper is Two-and-a-half hours. All sections of the paper are compulsory.

Subjects

Number of Questions

Marks

Language-I

30

30

Language-II

30

30

Mathematics

30

30

Environmental Studies

30

30

Child Development and Pedagogy

30

30

Total

150

150

Scroll left or right to view full table

CTET 2018: Paper II Pattern

This paper is for those interested in elementary stage (classes VI to VIII) teaching. The duration of the paper is Two-and-a-half hours.

Subjects

Number of Questions

Marks

Language-I (compulsory)

30

30

Language-II (compulsory)

30

30

Child Development and Pedagogy (compulsory)

30

30

Science and Mathematics (for Science/Mathematics teachers)

60

60

Social Studies/Social Science (for social science/social studies teachers)

60

60

Total

150

150

Scroll left or right to view full table

Teachers for subjects other than Mathematics, Science, and Social Science can opt for any of the last two options.

Now let’s move on to the syllabus for all the subjects. CTET syllabus provided here is as per the latest official updates.

Syllabus for Paper I: Primary Stage (Classes I to V)

Child Development and Pedagogy (30 Questions)

Child Development (Primary School Child)

  • The concept of development and its relationship with learning
  • Influence of Heredity & Environment
  • Principles of the development of children
  • Piaget, Kohlberg and Vygotsky: constructs and critical perspectives
  • Socialization processes: Social world & children (Teacher, Parents, Peers)
  • Critical perspective of the construct of Intelligence
  • Concepts of child-centered and progressive education
  • Language & Thought
  • Multi-Dimensional Intelligence
  • Gender as a social construct; gender roles, gender-bias and educational practice
  • The distinction between Assessment for learning and assessment of learning; School-Based Assessment, Continuous & Comprehensive Evaluation: perspective and practice
  • Individual differences among learners, understanding differences based on the diversity of language, caste, gender, community, religion etc.
  • Formulating appropriate questions for assessing readiness levels of learners; for enhancing learning and critical thinking in the classroom and for assessing learner achievement.

The concept of Inclusive education and understanding children with special needs

  • Addressing the needs of children with learning difficulties, ‘impairment’ etc.
  • Addressing learners from diverse backgrounds including disadvantaged and deprived
  • Addressing the Talented, Creative, Specially abled Learners

Learning and Pedagogy

  • Basic processes of teaching and learning; children’s strategies of learning; learning as a social activity; social context of learning.
  • How children think and learn; how and why children ‘fail’ to achieve success in school performance.
  • Alternative conceptions of learning in children, understanding children’s ‘errors’ as significant steps in the learning process.
  • Child as a problem solver and a ‘scientific investigator’
  • Motivation and learning
  • Cognition & Emotions
  • Factors contributing to learning – personal & environmental

Language I (30 Questions)

Language Comprehension

Reading unseen passages – two passages one prose/drama and one poem with questions on comprehension, grammar, inference, and verbal ability (Prose passage may be literary, narrative, scientific or discursive)

 Pedagogy of Language Development

  • Learning and acquisition
  • Principles of Language Teaching
  • The critical perspective on the role of grammar in learning a language for communicating ideas verbally and in written form
  • Role of listening and speaking; the function of language and how children use it as a tool
  • Challenges of teaching language in a diverse classroom; language difficulties, errors and disorders
  • Teaching-learning materials: Textbook, multi-media materials, multilingual resource of the classroom
  • Evaluating language comprehension and proficiency: speaking, listening, reading and writing
  • Language Skills
  • Remedial Teaching

Language – II (30 Questions)

Comprehension

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

Pedagogy of Language Development

  • Principles of Language Teaching
  • Learning and acquisition
  • Role of listening and speaking; the function of language and how children use it as a tool
  • Challenges of teaching language in a diverse classroom; language difficulties, errors and disorders
  • The critical perspective on the role of grammar in learning a language for communicating ideas verbally and in written form;
  • Language Skills
  • Teaching-learning materials: Textbook, multi-media materials, multilingual resource of the classroom
  • Evaluating language comprehension and proficiency: speaking, listening, reading and writing
  • Remedial Teaching

Mathematics (30 Questions)

Content

  • Geometry
  • Shapes & Spatial Understanding
  • Numbers
  • Solids around Us
  • Addition and Subtraction
  • Division
  • Multiplication
  • Measurement
  • Weight
  • Volume
  • Time
  • Patterns
  • Money
  • Data Handling

Pedagogical issues

  • Nature of Mathematics/Logical thinking; understanding children’s thinking and reasoning patterns and strategies of making meaning and learning
  • Place of Mathematics in Curriculum
  • Community Mathematics
  • Language of Mathematics
  • Problems of Teaching
  • Error analysis and related aspects of learning and teaching
  • Evaluation through formal and informal methods
  • Diagnostic and Remedial Teaching

Environmental Studies (30 Questions)

Content

  • Family and Friends – Work and Play, Relationships, Animals, and Plants.
  • Food
  • Water
  • Travel
  • Shelter
  • Things We Make and Do

Pedagogical Issues

  • Concept and scope of EVS
  • Environmental Studies & Environmental Education
  • The significance of EVS integrated EVS
  • Approaches of presenting concepts
  • Scope & relation to Science & Social Science
  • Experimentation/Practical Work
  • Learning Principles
  • CCE
  • Activities
  • Problems
  • Discussion
  • Teaching material/Aids

Syllabus for Paper II: Elementary Stage (Classes VI to VIII)

Child Development and Pedagogy (30 Questions)

Child Development (Elementary School Child)

  • The concept of development and its relationship with learning
  • Influence of Heredity & Environment
  • Principles of the development of children
  • Piaget, Kohlberg and Vygotsky: constructs and critical perspectives
  • Socialization processes: Social world & children (Teacher, Parents, Peers)
  • Critical perspective of the construct of Intelligence
  • Concepts of child-centered and progressive education
  • Language & Thought
  • Multi-Dimensional Intelligence
  • Gender as a social construct; gender roles, gender-bias and educational practice
  • The distinction between Assessment for learning and assessment of learning; School-Based Assessment, Continuous & Comprehensive Evaluation: perspective and practice
  • Individual differences among learners, understanding differences based on diversity of caste, language, community, gender, religion etc.
  • Formulating appropriate questions for assessing readiness levels of learners; for enhancing learning and critical thinking in the classroom and for assessing learner achievement.

The concept of Inclusive education and understanding children with special needs

  • Addressing learners from diverse backgrounds including disadvantaged and deprived
  • Addressing the Talented, Creative, Specially abled Learners
  • Addressing the needs of children with learning difficulties, ‘impairment’ etc.

Learning and Pedagogy

  • Basic processes of teaching and learning; children’s strategies of learning; learning as a social activity; social context of learning.
  • How children think and learn; how and why children ‘fail’ to achieve success in school performance.
  • Alternative conceptions of learning in children, understanding children’s ‘errors’ as significant steps in the learning process.
  • Child as a problem solver and a ‘scientific investigator’
  • Factors contributing to learning – personal & environmental
  • Motivation and learning
  • Cognition & Emotions

Language I (30 Questions)

Language Comprehension

Reading unseen passages – two passages; one prose/drama and one poem with questions on grammar, comprehension, inference, and verbal ability (Prose passage may be narrative, literary, scientific, or discursive)

 Pedagogy of Language Development

  • Principles of Language Teaching
  • Learning and acquisition
  • The critical perspective on the role of grammar in learning a language for communicating ideas verbally and in written form
  • Role of listening and speaking; the function of language and how children use it as a tool
  • Challenges of teaching language in a diverse classroom; language difficulties, errors and disorders
  • Teaching-learning materials: Textbook, multi-media materials, multilingual resource of the classroom
  • Evaluating language comprehension and proficiency: speaking, listening, reading and writing
  • Language Skills
  • Remedial Teaching

Language – II (30 Questions)

Comprehension

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

Pedagogy of Language Development

  • Principles of Language Teaching
  • Learning and acquisition
  • The critical perspective on the role of grammar in learning a language for communicating ideas verbally and in written form;
  • Role of listening and speaking; the function of language and how children use it as a tool
  • Challenges of teaching language in a diverse classroom; language difficulties, errors and disorders
  • Teaching-learning materials: Textbook, multi-media materials, multilingual resource of the classroom
  • Evaluating language comprehension and proficiency: speaking, listening, reading and writing
  • Language Skills
  • Remedial Teaching

Mathematics and Science (60 Questions)

Mathematics

  • Number System – Playing with numbers, Knowing our Numbers, Whole Numbers, Fractions, Negative Numbers and Integers.
  • Geometry – Basic geometrical ideas (2-D), Understanding Elementary Shapes (2-D and 3-D), Construction (using Straight edge Scale, protractor, compasses), and Symmetry: (reflection)
  • Algebra – Introduction to Algebra and Ratio & Proportion
  • Mensuration
  • Data handling

Pedagogical issues

  • Place of Mathematics in Curriculum
  • Nature of Mathematics/Logical thinking
  • Community Mathematics
  • Language of Mathematics
  • Evaluation
  • Problem of Teaching
  • Remedial Teaching

Science (30 Questions)

  • Food – Sources of food, cleaning food, and Components of food
  • Materials – Materials of daily use
  • Moving Things People and Ideas
  • The World of the Living
  • How things work – Magnets, Electric current and circuits
  • Natural Resources
  • Natural Phenomena

Pedagogical issues

  • Nature & Structure of Sciences
  • Natural Science/Aims & objectives
  • Observation/Experiment/Discovery (Method of Science)
  • Understanding & Appreciating Science
  • Approaches/Integrated Approach
  • Evaluation – cognitive/psychomotor/effective
  • Innovation
  • Problems
  • Text Material/Aids
  • Remedial Teaching

Social Studies/Social Sciences (60 Questions)

  • History – the Earliest Societies, When, Where and How, the First Cities, the First Farmers and Herders, Early States, New Ideas, the First Empire, New Kings and Kingdoms, Political Developments, Contacts with Distant Lands, Culture and Science, Sultans of Delhi, Creation of an Empire, Architecture, Regional Cultures, Social Change, the Establishment of Company Power, Colonialism and Tribal Societies, Rural Life and Society, the Revolt of 1857-58, Challenging the Caste System, Women and Reform, the Nationalist Movement, and India after Independence.
  • Geography – Geography as a social study and as a science, Planet: Earth in the solar system, Environment in its totality: natural and human environment, Air, Water, Globe, Resources: Types-Natural and Human, Human Environment: settlement, transport and communication, and Agriculture.
  • Social and Political Life – Diversity, Democracy, Government, Parliamentary Government, State Government, Local Government, The Constitution, The Judiciary, Making a Living, Unpacking Gender, Understanding Media, Social Justice and the Marginalised.

Pedagogical issues

  • Concept & Nature of Social Science/Social Studies
  • Developing Critical thinking
  • Enquiry/Empirical Evidence
  • Class Room Processes, activities and discourse
  • Problems of teaching Social Science/Social Studies
  • Sources – Primary& Secondary
  • Projects Work
  • Evaluation

Candidates can refer to NCERT books for CTET preparation. They can also download the complete CTET syllabus from the official website.


CTET Exam Previous Years Solved Papers


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