CTET / PSTET

Punjab State Teacher Eligibility Test, PSTET
State Council of Educational Research & Training, Punjab holds Punjab State Teacher Eligibility Test (PSTET).

How to Apply:
STEP-1: ON-LINE REGISTRATION

The eligible candidates shall apply on-line for the PSTET-I or PSTET-II or Both, at the website www.tetpunjab.com. It is suggested to candidates to carry recent testimonials with him/her while applying on-line, so that right information may be entered. The candidates who are interested for both PSTET-I & PSTET-II, have no need to apply separately, only single registration is sufficient. The candidates are advised to fill information carefully because after successful registration the editing regarding category/test selection/optional subject in PSTET-I or PSTET-II is not possible.

STEP-2: PRINTING OF BANK CHALLAN
After successful registration the candidate will opt the bank where he/she interested to deposit the examination fee and will take the print of bank challan (three copies-one for candidate, one for SCERT & one for bank). After taking the print of challan, the candidate shall approach the concerned bank to deposit the fee.

STEP-3: CONFIRMATION OF EXAMINATION FEE
After depositing the examination fees in the bank, the candidate may confirm his/her fee status by visiting the website www.tetpunjab.com and by logging his/her account.

STEP-4: DISPATCHING OF CONFIRMATION PAGE
The candidate put his signature the Confirmation Page & paste his/her recent passport size photograph at the specified place and attach SCERT copy of Challan of the prescribed fee. The candidate must keep a photocopy of the Confirmation Page for use as reference for future correspondence. The Confirmation Page must be dispatched in an Envelope of size 10″x4″ and paste address slip on the envelope superscribing “APPLICATION FOR PSTET- 2012” at The Director, S.C.E.R.T.,  Block-2, 7th Floor, PSEB Complex, Phase-8, Ajitgarh (Punjab).

STEP-5: PRINTING OF ADMIT CARD
The candidate will take the print out of admit card for PSTET-I and PSTET-II separately, affix recent photo on it and get it attested from any Gazetted Officer, ensuring clear display of the face, on the basis of which he/she will be allowed to enter in the examination hall.

STEP-6: WRITTEN EXAMINATION
While appearing for the written examination, candidate must have the admit card separately for PSTET-I and PSTET-II (which is applicable) alongwith photo I-card in the form of Driving License/ Passport/ Voter Card/ PAN Card/ Aadhar Card, ensuring clear display of the face. During written examination, the thumb impression of candidate may be taken on OMR sheet and which may be compared at the time of issuing of certificate.

STEP-7: RESULT
Answer keys shall be made available to the candidates on the website within two days after the conducting the examination, so that the candidates can evaluate themselves. The actual result will be displayed on website as per mentioned dates. 

Minimum Educational Qualification for becoming Teacher for Classes VI-VIII (Elementary Stage):
Graduation and passed or appearing in final year of 2-year Diploma in Elementary Education (by whatever name known). OR Graduation with at least 50% marks and passed or appearing in 1-year Bachelor in Education (B.Ed). ORGraduation with at least 45% marks and passed or appearing in 1-year Bachelor in Education (B.Ed), in accordance with the NCTE (Recognition Norms and Procedure) Regulations issued from time to time in this regard.

Minimum Educational Qualifications for becoming Teacher for Classes I-V (Primary Stage):
The candidates having the following minimum educational qualification are eligible for Appearing in PSTET. Senior Secondary (or its equivalent) with at least 50% marks and passed or appearing in final year of 2- year Diploma in Elementary Education (by whatever name known). OR  Senior Secondary (or its equivalent) with at least 45% marks and passed or appearing in final year of 2-year Diploma in Elementary Education (by whatever name known), in accordance with the NCTE (Recognition Norms and Procedure), Regulations, 2002.

PSTET PATTERN
All questions in PTET will be multiple choice questions. Each carrying one mark, with four alternatives out of which one answer will be correct. There shall be no Negative marking. There shall be only one paper consisting of 150 Multiple Choice Questions 

Level of Paper I

• The test items on Child Development and Pedagogy will focus on educational psychology of teaching and learning relevant to the age group of 6-11 years. They will focus on understanding the Characteristics and needs of diverse learners, interaction with learners and the attributes and qualities of a good facilitator of learning.

• The Test items for Language-I will focus on the proficiencies related to the medium of instruction, (as chosen from list of prescribed language options in the application form).

• The Language-II will be from among the prescribed options other than Language-I. A candidate may choose any one language from the available language options and will be required to specify the same in the application form. The test items in language II will also focus on the elements of language, communication and comprehension abilities.

• The test items in Mathematics and Environmental Studies will focus on the concepts, problem solving abilities and pedagogical understanding of the subjects. In all these subject areas, the test items will be evenly distributed over different divisions of the syllabus of that subject prescribed for classes: I–V, by the Punjab State Government/SCERT.

• The questions in the tests for Paper I will be based on the topics prescribed for classes: I–V, but their difficulty standard, as well as linkages, could be up to the secondary stage.

Pattern of paper for becoming Teacher for Classes VI-VIII: Elementary Stage (TGT)
There shall be only one paper consisting of 150 Multiple Choice Questions(Time: 2hrs 30min)

 Level of Paper II

• The test items on Child Development and Pedagogy will focus on educational psychology of teaching and learning, relevant to the age group 11-14 years. They will focus on understanding the characteristics, needs and psychology of diverse learners, interaction with learners and the attributes and qualities of a good facilitator of learning.
• The test items for Language-I will focus on the proficiency related to the medium of instruction, as chosen from list of prescribed options in the application form.
• The Language-II will be a language other than Language-I. A candidate may choose any one language from among the available options and as in the specified list in the application form and attempt questions in the one indicated by the candidate in the application form by him. The test items in Language-II will also focus on the elements of language, communication and comprehension abilities.
• The test items in Mathematics and Science, and Social Studies will focus on the concepts, problem solving abilities and pedagogical understanding of these subjects. The test items of Mathematics and Science will be of 30 marks each. The test items will be evenly distributed over different divisions of the syllabus of that subject as prescribed for classes VI-VIII by the Punjab State Government/SCERT.
• The questions in the tests for Paper II will be based on the topics of the prescribed syllabus of the Punjab State for classes VI-VIII but their difficulty standard as well as linkages could be up to the senior secondary stage.

PUNJAB TET 2019 (SYLLABUS) 

Paper I (for classes I to V) Primary Stage
I. Child Development and Pedagogy: 30 Questions

a) 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. 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 (Punjabi): 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 (English): 30 Questions

a) Comprehension: 15 Questions
Two unseen prose passages (discursive or literary or narrative or scientific) with questions on comprehension, 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 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

Content 25 Questions

• Geometry
• Shapes & Spatial Understanding
• Numbers
• Addition and Subtraction
• Multiplication
• Division
• Measurement
• Weight
• Time
• Volume
• Data Handling
• Patterns
• Money
• LCM &HCF
• Decimal
• Fractions

b) Pedagogical issues: 5 Questions

• 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

V. Environmental Studies: 30 Questions
Content: 25 Questions

• Our Surroundings
• Parts of Body (internal & external)
• Natural Resources
• Our Punjab
• Solar System
• Basic needs
• Food, resources and care
• Water
• Air
• Habitats, types
• Clothes, dresses &their care
• Group songs
• Festivals (school, family & national)
• Health, good habits & personal hygiene
• Looking after the trees, plants & animals
• Living and nonliving
• Parts of plants
• Geographical features and changes
• Days and Nights
• Disposal of solid waste
• Local Bodies (Rural & urban)
• Transportation, communication and its development
• Pollution
• National property
• Weather & climate
• Community Buildings
• Diseases
• First Aid
• Disaster management

b) Pedagogical Issues: 5 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: 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 (Punjabi): 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 (English): 30 Questions

a) Comprehension: 15 Questions

Two unseen prose passages (discursive or literary or narrative or scientific) with questions 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. (a) Mathematics and Science: 60 Questions

(i) Mathematics: 30 Questions

Content: 25 Questions

• Number System
• Knowing our Numbers
• Playing with Numbers
• Whole Numbers
• Negative Numbers and Integers
• Fractions
• Exponents; surds, squares, cube, square root, cube root
• Profit & Loss
• Compound Interest
• Discount
• Algebra
• Introduction to Algebra; Algebraic identities, polynomials
• Ratio and Proportion
• Geometry
• Basic geometrical ideas (2-D)
• Understanding Elementary Shapes (2-D and 3-D)
• Symmetry: (reflection)
• Constructions (using Straight edge Scale, protractor, compasses)

Quadrilateral

Mensurations; circle, sphere, cone, cylinder, triangles
Data handling, statistics

b) Pedagogical issues: 5 Questions

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

(ii) Science: 30 Questions

a) Content: 25 Questions

• Food
• Sources of food
• Components of food
• Cleaning food
• Materials
• Materials of daily use
• Air
• Water
• Change of matter
• Structure of Atom
• Molecule
• Compounds
• Metals & Nonmetals
• Carbon
• Soil
• Acids, base, salt
• The World of the Living organisms, micro organism and diseases
• Food; production & management
• Moving Things People and Ideas
• Effect of population growth & human activities on environment
• The Universe
• Force
• Motion
• Work & Energy
• Electric current and circuits
• Magnets & magnetism
• Light
• Sound
• Natural Phenomena
• Natural Resources
• Sources of energy
• Environmental concerns; regional & national
• Pollution

 b) Pedagogical issues: 5 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: 50 Questions

(i) History: 20 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 

(ii) Geography: 15 Questions

• 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

 (iii) Social and Political Life (Civics): 15 Questions

• 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

 c) Pedagogical issues: 10 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

Central Teacher Eligibility Test(CTET)

The implementation of the Right of Children to Free and Compulsory Education (RTE) Act, 2009 requires the recruitment of a large number of teachers across the country in a time bound manner. In spite of the enormity of the task, it is desirable to ensure that quality requirement for recruitment of teachers is not diluted at any cost. It is therefore necessary to ensure that persons recruited as teachers possess the essential aptitude and ability to meet the challenges of teaching at the primary and upper primary level.In accordance with the provisions of sub-section
(1) of Section 23 of the RTE Act, the National Council for Teacher Education (NCTE) had vide Notification dated 23rd August, 2010 and 29th July, 2011 laid down the minimum qualifications for a person to be eligible for appointment as a teacher in classes I to VIII. It had been inter alia provided that one of the essential qualifications for a person to be eligible for appointment as a teacher in any of the schools referred to in clause (n) of section 2 of the RTE Act is that he/she should pass the Teacher Eligibility Test (TET) which will be conducted by the appropriate Government in accordance with the Guidelines framed by the NCTE. The rationale for including the TET as a minimum qualification for a person to be eligible for appointment as a teacher is as under: i. It would bring national standards and benchmark of teacher quality in the recruitment process; ii. It would induce teacher education institutions and students from these institutions to further improve their performance standards; iii. It would send a positive signal to all stakeholders that the Government lays special emphasis on teacher quality The Ministry of Human Resource Development, Govt. of India has entrusted the responsibility of conducting the Central Teacher Eligibility Test (CTET) to the Central Board of Secondary Education Delhi. 

Structure and Content of CTET

All questions in CTET test will be Multiple Choice Questions (MCQs), each carrying one mark, with four alternatives out of which one answer will be correct. There will be no negative marking. There will be two papers of CTET. 
(i) Paper I will be for a person who intents to be a teacher for classes I to V.
(ii) Paper II will be for a person who intents to be a teacher for classes VI to VIII. 
Note: A person who intents to be a teacher for both levels (classes I to V and classes VI to VIII) will have to appear in both the papers (Paper I and Paper II). 1.1 Paper I (for classes I to V) Primary Stage : Duration of examination-Two-and-a-half hours 
Structure and Content (All Compulsory):
(Appendix 1) (i) Child Development and Pedagogy 30 MCQs 30 Marks
(ii) Language I 30 MCQs 30 Marks
(iii) Language II 30 MCQs 30 Marks
(iv) Mathematics 30 MCQs 30 Marks
(v) Environmental Studies 30 MCQs 30 Marks 
Total 150 MCQs 150 Marks Nature and standard of questions:
• The test items on Child Development and Pedagogy will focus on educational psychology of teaching and learning relevant to the age group of 6-11 years. They will focus on understanding the characteristics and needs of diverse learners, interaction with learners and the attributes and qualities of a good facilitator of learning. • The Test items in Language I will focus on the proficiencies related to the medium of instruction. 
The Test items in language II will focus on the elements of language, communication and comprehension abilities. Language II will be a language other than Language
I. A candidate may choose any one language as Language I and other as Language II from the available language options and will be required to specify the same in the Confirmation Page. • The Test items in Mathematics and Environmental Studies will focus on the concepts, problem solving abilities and pedagogical understanding of the subjects. In all these subject areas, the test items will be evenly distributed over different divisions of the syllabus of that subject prescribed for classes I – V by the NCERT/CBSE. • The questions in the test for Paper I will be based on the topics prescribed in syllabus of the NCERT/CBSE for classes I – V but their difficulty standard as well as linkages, could be up to the Secondary stage. 
1.2 Paper II (for classes VI to VIII) Elementary Stage : Duration of examination – Two-and-a-half hours 
Structure and Content (All Compulsory): (Appendix 1)
(i) Child Development & Pedagogy(compulsory) 30 MCQs 30 Marks
(ii) Language I (compulsory) 30 MCQs 30 Marks
(iii) Language II (compulsory) 30 MCQs 30 Marks (iv) (a) For Mathematics and Science teacher : 60 MCQs 60 Marks 

Mathematics and Science
(b) For Social Studies/Social Science teacher: 60 MCQs 60 Marks Social Science
(c) For any other teacher – either (a) or (b) 
Total 150 MCQs 150 Marks Nature and standard of questions:
• The test items on Child Development and Pedagogy will focus on educational psychology of teaching and learning, relevant to the age group of 11-14 years. They will focus on understanding the characteristics, needs and psychology of diverse learners, interaction with learners and the attributes and qualities of a good facilitator of learning.
• The Test items in Language I will focus on the proficiencies related to the medium of instruction. 
The Test items in language II will focus on the elements of language, communication and comprehension abilities. Language II will be a language other than Language
I. A candidate may choose any one language as Language I and other as Language II from the available language options and will be required to specify the same in the Confirmation Page.
• The Test items in Mathematics and Science, and Social Studies/Social Science will focus on the concepts, problem solving abilities and pedagogical understanding of the subjects. The test items of Mathematics and Science will of 30 marks each. The test items will be evenly distributed over different divisions of the syllabus of that subject as prescribed for classes VI – VIII by the NCERT/CBSE. The questions in the test for Paper II will be based on the topics prescribed in syllabus of the NCERT/CBSE for classes VI – VIII but their difficulty standard as well as linkages, could be up to the Senior Secondary stage.

Structure and content of syllabus

(Paper I and Paper II)
Paper I (for classes I to V) Primary Stage:
I. Child Development and Pedagogy 30 Questions

a) 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. • 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 30 Questions

a) 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 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 

V. Environmental Studies 30 Questions

a) Content 15 Questions I. Family and Friends: 1.1 Relationships 1.2 Work and Play 1.3 Animals 1.4 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 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. (A) 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 I. Food • Sources of food • Components of food • Cleaning food II. Materials • Materials of daily use III. The World of the Living IV. Moving Things People and Ideas V. How things work 

• Electric current and circuits • Magnets VI.

Natural Phenomena VII.

a)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 Question

a) Content 40 Questions
I. 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 

II. 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 

III. 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