CTET Exam Structure and Content of Syllabus for Paper-II

Aspirants those who intents to teach classes VI to VIII as an elementary teacher, they all need to appear for Paper-II. It consists of 150 questions for 150 marks. 30 questions appear from Child Development and Pedagogy, 30 questions form Language I, 30 questions form Language II and 60 questions form Mathematics and Science (for Maths and Science teacher) and 60 questions from Social Studies (for Social Studies/Social science teacher.) All questions in this exam will be Multiple Choice Questions (MCQs), with four alternatives out of which one answer will be correct. Each carrying one mark and there will be no negative marking.
If anybody wants to write for any other teacher apart from Maths & Science and Social he/she should opt for either Mathematics and Science or Social Studies. Language options would be English, Hindi and Sanskrit only. Candidate may only choose any of two languages from English, Hindi and Sanskrit.

Paper II Exam Pattern

For Mathematics and Science Teacher

S.No. Subject Questions Marks Duration
1 Child Development and Pedagogy 30 30
2 Language I 30 30
3 Language – II 30 30 2.30 hours
4 Mathematics and Science 60 60
Total 150 150

For Social Studies/Social Science Teacher

S.No. Subject Questions Marks Duration
1 Child Development and Pedagogy 30 30
2 Language I 30 30
3 Language – II 30 30 2.30 hours
4 Social Studies/Social Science 60 60
Total 150 150

Detailed Syllabus

I. Child Development and Pedagogy (30 Questions)

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-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 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 (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, 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 (30 Questions)

a) Comprehension (15 Questions)
Two unseen prose passages (discursive or literary or narrative or scientific) with question 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
⦁ 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 and Science (60 Questions)

(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)
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

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 (60 Questions)
a) Content (40 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 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 I-VIII, please refer to NCERT syllabus and textbooks