OTET Syllabus 2025, Check Exam Pattern For Paper 1 and Paper 2, Download PDF

Odisha TET Syllabus 2025

The Odisha Teacher Eligibility Test (OTET) syllabus encompasses a wide array of subjects crucial for aspiring teachers in Odisha. It is divided into several sections, including Child Development and Pedagogy, Language (Odia/Urdu/Hindi/Telugu/Bengali), English, Mathematics, and Environmental Studies. Each section is meticulously designed to ensure candidates gain a comprehensive understanding of educational principles, teaching methodologies, and subject-specific knowledge essential for successful classroom instruction.

SECTION – A: CHILD DEVELOPMENT AND PEDAGOGY

Unit – 1: – Understanding Child Development during Childhood (focus on children at the primary level)

• Concepts, principles, and Stages of child development
• Characteristics of Physical, cognitive, social, emotiona,l and moral development in Childhood
• Influence of Heredity and Environment in Understanding the Child

Unit – 2: – Understanding Learning Process and Learners

• Learning – concept, natur,e and individual differences in learning
• Understanding how a child learns – learning through observation, imitation
• The understanding low child learns – various methods of learning
• Basic conditions of learning and promotion of learning through motivation, classroom learning environment, and teacher behaviour
• Development of creative thinking

Unit – 3: – Concept of Inclusive Education and Understanding Children with Special needs

• Concept of inclusive education
• Addressing the needs of a diverse group of learning in the inclusive classrooms (CWSN, girls, SC / ST)
• Addressing the talented, creative learning

Unit – 4: Approaches to Teaching and Learning

• Teacher-centred, learner-centred, and learning-centred approach
• A competency-based and activity-based approach
• TLM – its importance, us,e and preparation for classroom transaction
• Teaching competency to handle mono-grade and multi-grade situations

Unit – 5: – Assessment

• Continuous and comprehensive assessment
• Purpose of assessment
• Assessing scholastic and other scholastic areas
• Sharing of assessment outcomes and follow-up

Section Language B (ODIA/ URDU/ HINDI/ TELUGU/ BENGALI)

GROUP – A : (PEDAGOGY)

Unit – 1: Learning Odia / Urdu / Hindi / Telugu / Bengali at the elementary level

• Aims and objectives of teaching Odia / Urdu / Hindi / Telugu / Bengali as mother tongue
• Principles of language teaching
• Acquisition of four-fold language skills in Odia / Urdu / Hindi / Telugu / Bengali, viz., listening, speaking, reading, and writing
• Interdependence of four language skills
• Objectives and strategies for transacting integrated text for beginners

Unit – 2: – Teaching, Reading, and Writing Skills

• The technique of developing intensive and extensive reading skills
• Teaching – learning composition and creative writing
• A critical perspective on the role of grammar in learning the language for communicating ideas in written form
• Challenges of teaching language in a diverse classroom, language difficulties, and errors

GROUP – B : (CONTENT)

Unit – 3: – Assessment of learning Odia / Urdu / Hindi / Telugu / Bengali

• Assessment of language comprehension and proficiency: speaking, listening, reading, writing – construction of different types of test items
• Remedial teaching

Unit – 4: – Language items

• Part of speech – Noun, Pronoun, Verb, Adverb, Adjective, Conjunction
• Formation of words – using prefix and suffix
• Synonyms and antonyms
• Phrases and idioms

Unit – 5: – Language Comprehension

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

SECTION C: LANGUAGE (ENGLISH

GROUP – A : (PEDAGOGY)

Unit – 1: Learning English at the Elementary Level

• Importance of learning English
• Objectives of learning English (in terms of content and competence specifications)

Unit – 2: – Language Learning

• Principles of language teaching
• Challenges of teaching language in a diverse classroom

Unit – 3: Skills in Learning English

• Four-fold basic skills of learning, viz., listening, speaking, readin,g and writing: interdependence of skills
• Techniques and activities for developing listening and speaking skills (recitation, storytelling, dialogue)
• Development of reading skills: reading for comprehension, techniques and strategies for teaching, reading (phonics, alphabet, word, sentence and story)
• Development of writing skills – teaching composition

Unit – 4: – Assessment of English

• Assessing language comprehension and proficiency: listening, speaking, reading, writing

GROUP – B : (CONTENT)

Unit – 5: – Comprehension

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

Unit – 6: – Language items

• Nouns, Adverbs, Verbs, Tense and Time, Prepositions, Articles, Adjectives, Prepositions, Punctuation

Section D: Mathematics

GROUP – A : (PEDAGOGY)

Unit – 1: – Mathematics Education in Schools

• Nature of Mathematics (exactness, systematic, patterns, preciseness)
• Aims and Objectives of Teaching Mathematics
• Specific Objectives of Teaching Mathematics

Unit – 2: – Methods and Approaches to Teaching – Learning Mathematics

• Methods: Inductive, deductive, analysis, synthesis, play-way
• Approaches: Constructivist and Activity-based

Unit – 3: – Assessment in Mathematics

• Assessment in Mathematics
• Formal and informal assessment
• Different types of test items
• Planning for a remedial and enrichment programme in Mathematics

GROUP – B : (CONTENT)

Unit – 4: Number System and Operations on Numbers

• Number system (natural, whole, rational, real)
• Fundamental operation on numbers
• Fractional numbers and decimals – operations in fractional numbers and decimals
• Factors and multiples – HCF and LCM
• Percentage and its application

Unit – 5: – Measurement

• Measurement of length, weight, and capacity
• Measurement of the area and perimeter of a rectangle and a square
• Measurement of time (concept of am, pm, and time interval)

Unit – 6: Shapes and Spatial Relationship

• Basic geometrical concepts (point, line segment, ray, straight line, angles)
• The geometry of triangles, quadrilaterals, and circles
• Symmetry
• Geometrical slides (cube, cuboid, sphere, cylinder, cone)

Unit – 7: – Data Handling and Patterns

• Pictography, bar graph, histogram, pie chart
• Interpretation of these graphs
• Patterns in numbers and figures

SECTION E: Environmental Studies (EVS)

GROUP – A : (PEDAGOGY)

Unit – 1: Concept

• Concept and Significance
• Integration of Science and Social Science
• Aims and objectives of teaching and learning EVS

Unit – 2: – Methods and Approaches

• Basic principles of teaching EVS
• Methods: Survey, Practical Work, discussion, observation, and project
• Approaches: Activity-based, theme-based

Unit – 3: – Evaluation in EVS

• Tools and techniques for evaluation learning in EVS
• Diagnostic assessment in EVS

GROUP – B: (CONTENT)

Unit – 4: – Governance

• Local – self, Government – State and Central
• Judiciary

Unit – 5: Physical Features of Odisha and India

• Landscape
• Climate
• Natural resources
• Agriculture and industry

Unit – 6: – History of Freedom Struggle in India and Odisha

Unit – 7: – Health and Diseases

• Nutritional elements, balanced diet
• Nutritional deficiencies and diseases
• Waste materials and disposal
• First-aid
• Air and water pollution

Unit – 8: – Internal Systems of the Human Body

• Respiratory, circulatory, digestive, and excretory system – structure and parts of the plant – structure and function

Unit – 9: – Matter, Force and Energy

• Matter and its properties
• Earth and sky, the effect of the rotation and revolution of the Earth
• Work and energy

OTET Paper 2 Syllabus

OTET Paper II is tailored for candidates seeking to qualify for teaching positions in secondary schools (classes VI to VIII) in Odisha. The syllabus includes a diverse range of subjects and topics crucial for effective teaching at this level, such as Child Development & Pedagogy, Language I (Odia/Urdu/Hindi/Telugu/Bengali), Language II (English), Mathematics, Science, and Social Studies. Each section focuses on various aspects of teaching methodology, curriculum, and subject-specific knowledge essential for prospective teachers.

Child Development And Pedagogy – 30 Marks

Unit – I: – Child Development (Focus on Upper Primary School Children)

• Features of Physical, Cognitive, Social, Emotional & Moral Development during Pre-adolescence and Adolescence
• Effect of Heredity and Environment on Development
• Needs and Problems of Adolescents
• Individual differences among learners

Unit – II: Learning

• Learning as meaning-making, knowledge and construction
• How children learn – observation, initiation, trial, error, experience
• Learning as a social activity
• Rote learning and meaningful learning
• Factors affecting learning
• Strategies for promoting lessons
• Addressing learners from diverse backgrounds, including disadvantaged and deprived
• Addressing the needs of children with learning difficulties and impairment
• Addressing the talented, creative and specially-abled learners

Unit – III: Curriculum Teaching-Learning Approaches and Evaluation

• Teacher-centred, learner-centred, and learning-centred approaches
• Principles of curriculum organization
• Teaching learning aids
• Continuous comprehensive assessment of learning, planning, and designing achievement tests, rating scales, and checklists
• Test reliability and validity
• Date representation – mean, mode and median, and standard deviation

Language 1 (Odia / Urdu / Hindi / Telugu / Bengali)

30 marks

GROUP A (PEDAGOGY)

Unit – 1: – Learning Odia / Urdu / Hindi / Telugu / Bengali at Upper Primary Level

• Aims and objectives of learning Odia / Urdu / Hindi / Telugu / Bengali as a first language
• Principles of teaching mother tongue
• Development of language skills (speaking, reading, writing, and listening)

Unit – 2: – Teaching Language

• Intensive and Extensive reading skills at the upper primary level
• The teaching of non-detailed and detailed texts (prose, poetry)
• The teaching of composition and creative writing
• Teaching of grammar
• Challenges of teaching Odia / Urdu / Hindi / Telugu / Bengali in a  multilingual context

Unit – 3: – Assessment of Language

• Assessment of learning Odia / Urdu / Hindi / Telugu / Bengali language – listening, speaking, reading, and writing
• Planning and designing achievement tests and other tools for assessment

GROUP B (CONTENT)

Unit – 4: – Elements of Odia / Urdu / Hindi / Telugu / Bengali Language

• Comprehension of two unseen passages (one from prose/drama and the other from the poem) with test items on comprehension, vocabulary, and grammar.

Unit – 5: – Language Items

• Parts of speech (noun, pronoun, verb, adverb, adjective, conjunction)
• Formation of words (prefix and suffix)
• Vocabulary (spelling and meaning of synonyms and antonyms)
• Phrases and idioms

Unit – 6: – Contribution of famous literati for the development of Odia / Urdu / Hindi / Telugu / Bengali language

• Odia – Fakir Mohan Senapati, Gangadhar Meher, Radhanath Ray, Surendra Mohanty, Gopinath Mohanty
• Urdu – Altaf Hussain Hali, Niaz Fatepuri, Ali Sardar Jafri, Amir Khusroo, Majrooh Sultanpuri
• Hindi – Bharatendu Harischandra, Mahavir Prasad Dwivedi, Prem Chand, Jayashankar Prasad, Suryakanta Tripathy Nirala
• Bengali – Rabindra Nath Tagore, Sarat Chandra Chattopadhyay, Tarasankar Bandopadhyay, Kazi Nazrul Islam, Bibhuti Bhusan Bandopadhyay
• Telugu – Srinanthadu, Gurajuda Appa Rao, Kandukuri Veeresalingam, Arudra, C. Narayan Reddy

Language II (English) 30 Marks

GROUP A (PEDAGOGY)

Unit – 1: Learning English at Upper Primary Level

• Importance of learning English
• The objective of learning English

Unit – 2: – Development of English Language Skills

• Basic skills of language (listening, speaking, reading, writing), and the interdependence of skills
• The teaching of prose, poetry, and composition
• The teaching of creative writing
• Principles of language teaching
• Challenges of teaching English as a second language at the upper primary level

Unit – 3: Assessment of Learning the English Language

• Assessment of comprehension and language skills (listening, speaking, reading, and writing)

GROUP B (CONTENT)

Unit – 4: – Comprehension

• Two unseen passages (one from prose/drama and another from a poem) with questions on comprehension, grammar)

Unit – 5: – Language Items

• Parts of speech, tense, voice change and change of narration, use of an article, use of a punctuation mark
• Vocabulary – meaning and spelling

Mathematics (Only For Mathematics And Science Teachers)

GROUP A (PEDAGOGY)

Unit – 1: – Mathematics at Upper Primary Stage

• Nature of Mathematics – logical, systematic, abstractions, pattern, mathematical language
• Aims and Objectives of teaching Mathematics
• Specific objectives of Teaching Mathematics

Unit – 2: – Methods and Approaches to Teaching – Learning Mathematics

• Methods: induction, deduction, analysis, and synthesis
• Approaches: Constructivist and activity-based

Unit – 3: – Evaluation in Mathematics

• Formal and informal evaluation
• Error analysis
• Remedial and enrichment programmes

GROUP B (CONTENT)

Unit – 4: Number System

• Number System (focus on real and rational numbers)
• Properties in different number systems

Unit – 5: Algebra

• Basic concepts: terms, coefficient, powers
• Algebraic equations and their applications (with one variable)
• Polynomials – operations in polynomials
• Laws of indices
• Identities

Unit – 6: – Commercial Arithmetic

• Percentage and its application (profit and loss, simple and compound, interest, banking, rebate)
• Ratio and proportion
• Variation and its application
• Square, square root, cube, cube root of natural numbers

Unit – 7: Shapes and Spatial Relationship

• Triangles and Quadrilaterals
• Angles, complementary and supplementary angles, opposite angles, exterior angles of the triangle
• Angle sum property
• Parallel lines and properties relating to parallel lines
• Congruency and similarities
• Menstruations (area and circumference of circle, higher-order problems relating to area of square, triangle, rectangle, parallelogram, trapezium, Pythagorean theorem)

Science

GROUP A (PEDAGOGY)

Unit – 1: – Nature of Science

• Aims and objectives of teaching-learning science at the upper primary stage

Unit – 2: – Methods and Approaches

• Methods: Observation, Experimentation, Discovery, Project, and Problem-solving
• Approaches: Integrated approach, constructivist approach

Unit – 3: – Evaluation in Science

• Tools and Techniques for assessing learning in Science

GROUP B (CONTENT)

Unit – 4: – Physical Science

• Metal, non-metal, and metalloid
• Elements and compounds
• Symbol, valence, and chemical equation
• Acid, base, and salt
• The physical and chemical changes in matter
• Force, motion, friction, and pressure in solids, liquids and gases
• Electricity and the current chemical effects of electric current
• Refraction and reflection of light
• Solar system and planets

Unit – 5: – Life Science

• Biological adaptation among living beings
• Respiration and transpiration
• Soil and forest resources
• Cell structure and function of the cell organelle
• Micro-organisms
• Adolescence in human beings

Social Study (Only For Social Study Teacher)

GROUP A (PEDAGOGY)

Unit – 1: Aims and Objectives of Teaching Social Studies

• Importance of teaching-learning Social Sciences at the upper primary stage
• Aims and Objectives of teaching-learning Social Sciences
• Specific Objectives of teaching-learning Social Science

Unit – 2: – Methods and Approaches

• Methods: Survey, fieldwork/trips, project, group work
• Approaches: Activity-based, theme-based

Unit – 3: – Evaluation in Social Science

• Tools and techniques for the Assessment of learning in Social Science
• Diagnostic assessment and remedial teaching

GROUP B (CONTENT)

Unit – 4: – History and Political Science

• Methods of historical studies, social, economic, and political conditions of the sultanate, the Mughal and British period
• Slave, Khiligi, Tughlaq, Lodi Dynasty
• East India Company, British Crown, Impact of British rules, Ancient period, Kharabela, Ashoka
• Soma, Garganga, Surya, fall of Odisha, Odisha under Mughals
• The nationalist movement in India
• Development of Nationalism and Europe

Unit – 5: Political Science

• Indian Constitution
• Human Rights
• Governance at the Central, State, and Local levels
• Political Parties and pressure groups

Unit – 6: – Geography

• Odisha Geography – physical features, climate, agriculture, and industry
• Natural resources (land, water, forest and wild animals, minerals)
• Atmosphere, biospher,e and hydrosphere
• Earth – crust, internal structure, landscape (hills and mountains, plateau, plains, rivers)
• Temperature zones of the Earth

OTET Syllabus PDF Download Link

The OTET Syllabus PDF can be downloaded using the link provided below. Candidates can click on the OTET Syllabus Downlink to access the complete Odisha TET Syllabus PDF. Simply click on the download link below to access the complete Odisha TET Syllabus in PDF format. This resource is essential for candidates who want to understand the exam’s scope and prepare effectively.

Download OTET Syllabus PDF