CTET Syllabus 2020: Paper 1 & Paper 2 Syllabus in Hindi, English

Good knowledge of CTET Syllabus is an important help to the candidates, who are appearing for the exam. The topics in Syllabus are designed to test the understanding of the candidate and hold on to their specialized topics. CTET refers to Central Teacher Eligibility Test, a national-level examination for recruiting teachers for Elementary and Primary Classes in schools across the country. For ease of candidates, the detailed information on the syllabus in Hindi as well as in English is provided below, which will be a complete help.

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CTET Syllabus (सिलेबस)

CTET Syllabus covers subject knowledge, awareness of concepts/subjects with their criteria of marks. CTET Exam is conducted in two stages, Primary Stage or Paper 1 and Elementary stage. One can appear in both Paper 1 and 2 if you have selected the option in the CTET online form. The qualification of both papers will make the candidate eligible for the elementary class teaching, that is V to VIII. Syllabus for Paper 1 and 2 is given separately and topic-wise. Go through the same from the subsequent paragraphs.

CTET Syllabus for Paper 1 & 2

The following table depicts a brief of CTET Syllabus for Paper 1 and Paper 2:

Paper 1 Syllabus Paper 2 Syllabus
Child Development and Pedagogy Child Development and Pedagogy
Language 1 Language 1
Language 2 Language 2
Mathematics Mathematics and Science
Environmental Science Social Science

CTET Syllabus Paper 1

(CTET सिलेबस 2020 Hindi & English)

CTET Syllabus Paper 1 covers the general topics under the subjects of Class I to V. These are more or less the primary stage subjects with topics of basic mathematics, science, child development and theoretical concepts.

CTET Paper I Syllabus Topics

I. Child Development and Pedagogy

a) Child Development (Primary School Child)- 10 Questions (क)बाल विकास प्राथमिक विद्यालय के शिक्षक के लिए
Concept of development and its relationship with learning विकास की अवधारणा तथा अधिगम के साथ उसका सम्बन्ध।
Principles of the development of children बालक विकास के सिद्धांत।
Influence of Heredity & Environment आनुवांशिकता और पर्यावरण का बालक पर प्रभाव।
Socialization processes: Social world & children (Teacher, Parents, Peers) सामाजीकरण की प्रक्रिया- विश्व समाज और बालक (शिक्षक, अभिभावक एवं समाज के अन्य सदस्यगण)।
Piaget, Kohlberg and Vygotsky: constructs and critical perspectives पियाजे, कोहल्बर्ग और वायगोइस्की के सिद्धांत।
Concepts of child-centred and progressive education बाल-केन्द्रित और परगामी शिक्षा की अवधारना।
Critical perspective of the construct of Intelligence बौद्धिकता निर्माण संबंधी विवेचित संदर्श।
Multi-Dimensional Intelligence भाषा और चिंतन।
Language & Thought समाज निर्माण के रूप में लिंगः लैंगिक भूमिकाएं, पूर्वाग्रह और शैक्षणिक व्यवहार संबंधी प्रश्न।
Gender as a social construct; gender roles, gender-bias and educational practice शिक्षार्थियों के बीच व्यक्तिगत विभेद, भाषा, जाति, लिंग, समुदाय और धर्म विषय पर विभेदों का मनन।
Individual differences among learners, understanding differences based on diversity of language, caste, gender, community, religion etc. अधिगम के लिए मूल्यांकन और अधिगम का मूल्यांकन के बीच अंतरः विद्यालय आधारित मूल्यांकन
The distinction between Assessment for learning and assessment of learning; School-Based Assessment, Continuous & Comprehensive Evaluation: perspective and practice शिक्षार्थियों की तैयारीः कक्षा में शिक्षण और विवेचित चिंतन तथा शिक्षार्थी की उपलब्धि के लिए उपयुक्त प्रश्न पत्र की तैयारी।
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) (ख) समावेशी शिक्षा की अवधारणा तथा विशेष आवशकयता वाले बालकों को समझना (5 प्रश्न)
Addressing learners from diverse backgrounds including disadvantaged and deprived गैर-लाभप्रद और अवसर से वंचित शिक्षार्थियों सहित विभिन्न प्रष्ठभूमि से आए शिक्षार्थी की आवशकताओं को समझना।
Addressing the needs of children with learning difficulties, ‘impairment’ etc. अधिगम सम्बन्धी समस्याएं, कठिनाई वाले बालकों की आवश्यकताओं को समझना।
Addressing the Talented, Creative, Specially-abled Learners मेधावी, सृजनशील, विशिष्ट प्रतिभावान शिक्षार्थी की आवशयकताओं को समझना।

c) Learning and Pedagogy 10 Questions

c) Learning and Pedagogy (ग) सिखाना एवं अध्यापन (10 प्रश्न)
How children think and learn; how and why children ‘fail’ to achieve success in school performance. बालक किस प्रकार सीखते और सोचते है? बालक विद्यालय प्रदर्शन में सफलता प्राप्त करने में कैसे और क्यों असफल होते है?
Basic processes of teaching and learning; children’s strategies of learning; learning as a social activity; social context of learning. अधिगम और अध्यापन की बुनियादी प्रक्रियाएं, बालकों की अधिगम कार्य नीतियां, सामाजिक क्रिया कलाप के रूप में अधिगम, अधिगम में सामाजिक सन्दर्भ।
Child as a problem solver and a ‘scientific investigator’ एक समस्या समाधानकर्ता और एक वैज्ञानिक अन्वेषक के रूप में बालक।
Alternative conceptions of learning in children, understanding children’s ‘errors’ as significant steps in the learning process. बोध एवं संवेदनाएं।
Cognition & Emotions प्रेरणा एवं अधिगम।
Motivation and learning बालकों में अधिगम की वैकल्पिक संकल्पना, अधिगम प्रक्रिया में महत्वपूर्ण चरणों के रूप में बालक की त्रुटियों को समझना।
Factors contributing to learning – personal & environmental

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II. Language I- 30 Questions

a) Language Comprehension – 15 Questions (क) भाषा बोधगम्यता (15 प्रश्न)
Reading unseen passages – two passages one prose or drama and one poem with questions on comprehension अनदेखे अनुच्छेदों को पढ़ना- दो अनुच्छेदों, एक गद्य अथवा नाटक और एक कविता, जिसमें बोधगम्यता, निष्कर्ष, व्याकरण और मौखिक योग्यता से सम्बंधित प्रशन पूछे जाते हैं।
inference शिक्षण पर आधारित भाषा विकास।
grammar and verbal ability (Prose passage may be literary, scientific, narrative or discursive) सीखना और ज्ञान अर्जित करना।
विवरणात्मक भाषा शिक्षण।
सुनने और बोलने की भूमिका : भाषा का कार्य तथा बालक इसे किस प्रकार उपयोग में लेते है?

b) Pedagogy of Language Development- 15 Questions

b) Pedagogy of Language Development- 15 Questions (ग) भाषा विकास का अध्यापन (15 प्रश्न)
Learning and acquisition अधिगम और अर्जन।
Principles of language Teaching भाषा अध्यापन के सिद्धांत.
Role of listening and speaking; function of language and how children use it as a tool सुनने और बोलने की भूमिकाः भाषा का कार्य तथा बालक इसे किस प्रकार एक उपकरण के रूप में प्रयोग करते हैं?
Critical perspective on the role of grammar in learning a language for communicating ideas verbally and in written form मौखिक और लिखित रूप में विचारों के संप्रेषण के लिए किसी भाषा के अधिगम में व्याकरण की भूमिका पर निर्णायक संदर्श।
Challenges of teaching language in a diverse classroom; language difficulties, errors and disorders एक भिन्न कक्षा में भाषा पढ़ाने की चुनौतियां- भाषा की कठिनाइयां, त्रुटियां और विकार।
Language Skills भाषा कौशल।
भाषा बोधगम्यता और प्रवीणता का मूल्यांकन करनाः बोलन, सुनना, पढ़ना और लिखना।
अध्यापन- अधिगम सामग्रियां- पाठ्यपु स्तक, मल्टी मीडिया सामग्री, कक्षा का बहुभाषायी संसाधन।
उपचारात्मक अध्यापन

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

(क)  बोध्यगम्यता (15 प्रश्न)

दो अनोखे गद्य अनुच्छेद (तर्क मूलक अथवा साहित्यिक अथवा वर्णनात्मक अथवा वैज्ञानिक) जिनमें बोध्यगम्यता, निष्कर्ष, व्याकरण और मौखिक योग्यता से संबंधित प्रश्न पूछे जाते हैं।

b) Pedagogy of Language Development- 15 Questions (ख) भाषा विकास का अध्यापन (15 प्रश्न)
Learning and acquisition अधिगम और अर्जन।
Principles of language Teaching भाषा अध्यापन के सिद्धांत.
Role of listening and speaking; function of language and how children use it as a tool सुनने और बोलने की भूमिकाः भाषा का कार्य तथा बालक इसे किस प्रकार एक उपकरण के रूप में प्रयोग करते हैं?
Critical perspective on the role of grammar in learning a language for communicating ideas verbally and in written form; मौखिक और लिखित रूप में विचारों के संप्रेषण के लिए किसी भाषा के अधिगम में व्याकरण की भूमिका पर निर्णायक संदर्श।
Challenges of teaching language in a diverse classroom; language difficulties, errors and disorders एक भिन्न कक्षा में भाषा पढ़ाने की चुनौतियां- भाषा की कठिनाइयां, त्रुटियां और विकार।
Language Skills भाषा कौशल।
Evaluating language comprehension and proficiency: speaking, listening, reading and writing भाषा बोधगम्यता और प्रवीणता का मूल्यांकन करनाः बोलन, सुनना, पढ़ना और लिखना।
Teaching – learning materials: Textbook, multi-media materials, multilingual resource of the classroom अध्यापन- अधिगम सामग्रियां- पाठ्यपु स्तक, मल्टी मीडिया सामग्री, कक्षा का बहुभाषायी संसाधन।
Remedial Teaching उपचारात्मक अध्यापन

a) Content 15 Questions गणित (30 प्रश्न)

  • Solids around Us, Numbers, Addition and Subtraction, Multiplication, Division, Measurement, Weight, Time, Volume, Data Handling, Patterns, Money
  • Geometry (क) विषय-वस्तु (15 प्रश्न)
    Shapes & Spatial Understanding ज्यामिति, आकार और स्थानिक समझ, हमारे चारों ओर विद्यमान ठोस पदार्थ, संख्याएं, जोड़ना और घटाना, गुणा करना, विभाजन, मापन, भार, समय, परिमाण, आंकड़ा प्रबंधन, पैटर्न, राशि।

IV. Mathematics 30 Questions

b) Pedagogical issues 15 Questions (ख) अध्यापन संबंधी मुद्दे (15 प्रश्न)
Nature of Mathematics/Logical thinking; understanding children’s thinking and reasoning patterns and strategies of making meaning and learning गणितीय/तार्किक चिंतन की प्रकृतिः बालक के चिंतन एवं तर्कशक्ति पैटर्नों तथा अर्थ निकालने और अधिगम की कार्यनीतियों को समझना।
Place of Mathematics in Curriculum पाठ्यचर्या में गणित का स्थान।
Language of Mathematics गणित की भाषा।
Community Mathematics सामुदायिक गणित।
Evaluation through formal and informal methods औपचारिक एवं अनौपचारिक पद्धतियोंके माध्यम से मूल्यांकन।
Problems of Teaching शिक्षण की समस्याएं।
Error analysis and related aspects of learning and teaching त्रुटि विश्लेषण तथा अधिगम एवं अध्यापन के प्रांसगिक पहलू।
Diagnostic and Remedial Teaching नैदानिक एवं उपचारात्मक शिक्षण।

V. Environmental Studies 30 Questions

a) Content 15 Questions

      • Family and Friends: Relationships; Work and Play; Animals; Plants
      • Food
      • Shelter
      • Water
      • Travel
      • Things We Make and Do

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(क) विषय वस्तु (15 प्रश्न)

परिवार और मित्र, संबंध, कार्य और खेल, पशु, पौधे, भोजन, आश्रय, पानी, भ्रमण, वे चीजें जो हम बनाते और करते हैं।

b) Pedagogical Issues 15 Questions (ग) अध्यापन संबंधी मुद्दे (15 प्रश्न)
Concept and scope of EVS ई.वी.एस. की अवधारणा और व्याप्ति
Significance of EVS, integrated EVS ई.वी.एस. का महत्व, एकीकृत ई.वी.एस.
Environmental Studies & Environmental Education पर्यावरणीय अध्ययन एवं पर्यावरणीय शिक्षा
Learning Principles अधिगम सिद्धांत
Scope & relation to Science & Social Science विज्ञा और सामाजिक विज्ञान की व्याप्ति और संबंध
Approaches of presenting concepts अवधारणा प्रस्तुत करने के दृष्टिकोण
Activities क्रियाकलाप
Experimentation/Practical Work प्रयोग/व्यवहारिक कार्य
Discussion चर्चा
CCE सी.सी.ई.
Teaching material/Aids शिक्षण सामग्री/उपकरण
Problems समस्याएं

CTET comes as a great opportunity as well as an excuse to prepare for the teaching jobs, such as the State TET exams.

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CTET Syllabus Paper II

CTET Syllabus Paper 2 covers a higher level of topics, where candidates will be tested on the basis of their learning ability, their evaluation ability and the specialised subject. Given are the topics for the second paper of CTET.

CTET Paper 2 Syllabus Topics

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-centred 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 too
      • 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

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

CTET Negative Marking or Not?

      • All questions in CTET will be Multiple Choice Questions (MCQs) with four alternatives provided. One correct answer is to be chosen.
      • Each correct answer carries one mark and there will be no negative marking in CTET
      • This marking scheme will be helpful to calculate/predict scores while the CTET answer key is available.

CTET Qualifying Marks

Candidates appearing for CTET are considered CTET qualified only when they clear the paper 1 OR both paper 1 and 2. A minimum score is needed for CTET Qualification.

The qualifying score is 60% for General category candidates, while it is relaxed for the reserved category.

CTET Qualifying Marks for SC/ ST category is 55%.

The official notification clearly mentions:

“Relaxation up to 5% in the qualifying marks in the minimum Educational Qualification for eligibility shall be allowed to the candidates belonging to reserved categories, such as
SC/ST/OBC/Differently abled”

Note: Candidates who qualify Paper 1 despite appearing for both paper 1 and paper 2 will also be considered CTET qualified.

Also, as per CTET Rules,

      • School managements (Government, local bodies, government-aided and unaided) may consider giving concessions to person belonging to SC/ST, OBC, differently-abled persons, etc., in accordance with their extant reservation policy.
      • Should give weightage to the CTET scores in the recruitment process, however, qualifying the CTET would not confer a right on any person for recruitment/employment as it is only one of the eligibility criteria for appointment

CTET Validity

The Validity Period of CTET qualifying certificate for appointment will be seven years from the date of declaration of its result for all categories

How many attempts are there in CTET Exam?

A candidate may appear for n number of times for the CTET Exam. There is no limit to the number of attempts. A candidate may keep appearing in the exam to improve their score/ performance.

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