CTET Syllabus and Exam Pattern 2016 (Paper 1 and Paper 2)

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CTET-Syllabus-Exam-Pattern-2016

In this article, we will talk about CTET Syllabus Exam Pattern 2016 in detail. The Central Teacher Eligibility Test will be held on 21 February 2016 for recruitment of teachers. Hence, if candidates are not familiar with CTET Syllabus and Exam Pattern 2016 for Paper 1 and Paper 2, there is no way of cracking CTET 2016.

So, let us not waste any more time and just jump into action. We will first talk about CTET Exam Pattern and Marking Scheme for both papers. After that, CTET Exam Syllabus 2016 will be discussed.

 

CTET 2016 Exam Pattern & Marking Scheme

Most candidates must be familiar with this by now. If not, here are a few points you need to know about CTET Exam Pattern 2016.

There are 2 Papers conducted for CTET 2016. Paper 1 is for Primary Stage while Paper 2 is for Elementary Stage.

  • Paper 1 will be attempted by the one who intend to teach Classes I to V
  • Paper 2 will be attempted by the one who intend to teach Classes VI to VIII

There are a few similarities in CTET Paper 1 and Paper 2

  • Objective MCQs
  • A total number of 150 Questions
  • Total Marks awarded are 150
  • Total Time Duration is 2.5 Hours i.e. 150 Minutes

Marking Scheme (Paper 1 and Paper 2): For every right answer, +1 is awarded. Luckily, there is no negative marking for wrong answers. This makes CTET 2016 more competitive. Please refer to the tables below to know about various sections in both CTET Paper 1 and 2.

CTET Exam Pattern 2016 (Paper 1)

 Name of the Section Number of Questions  Marks Allotted 
 Child Development and Pedagogy  30  30
 Language I  30  30
 Language II  30  30
 Mathematics  30  30
 Environmental Studies  30  30
 Total 150 150

CTET Exam Pattern 2016 (Paper 2)

 Name of the Section Number of Questions  Marks Allotted 
 Child Development and Pedagogy  30  30
 Language I  30  30
 Language II  30  30
For Mathematics and Science teacher:
Mathematics and Science
For Social Studies/Social Science teacher:
Social Science
 60 60
Total 150 150

To understand the exam pattern better, compare it with CTET Syllabus for Paper 1 and Paper 2. We are presenting it in an exhaustive format.

 

CTET Syllabus 2016 (Paper 1)

There will be 5 major sections. Each Section has equal weightage but the difficulty level may be variable. Attempt questions according to your understanding. For Child Development and Pedagogy, the focus will be upon the child psychology of age group 6-11 years.

 

Child Development and Pedagogy

a.) Child Development (Primary School Child)

  • 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

  • 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

  • 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

 

Language I

a.) Language Comprehension

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

  • 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

 

Language II

a.) Comprehension

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

b.) Pedagogy of Language Development

  • 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

 

Mathematics

a.) Major Subjects

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

b.) 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
  • 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

 

Environmental Studies

a.) Major Subjects

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

b.) Pedagogical Issues

  • 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

 

CTET Syllabus 2016 (Paper 2)

There will be 4 major sections in CTET Paper 2. Each Section has equal weightage but the difficulty level may be variable. Attempt questions according to your understanding. The last section has to be selected by the candidate, Mathematics or Science.

 

Child Development and Pedagogy

a.) Child Development (Elementary School Child)

  • 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

  • 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

  • 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

 

Language I

a.) Language Comprehension

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

  • 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 

    Language II

 

a.) Comprehension

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

b.) Pedagogy of Language Development

  • 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

 

Mathematics

a.) Major Subjects

  • Number System
  • Algebra
  • Geometry
  • Mensuration
  • Data Handling

b.) Pedagogical issues

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

Science

a.) Major Subjects

  • Sources of food
  • Components of food
  • Cleaning food
  • 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

  • Nature & Structure of Sciences
  • Natural Science or 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

a.) Major Subjects

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

  • 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

We hope this will help you in understanding the CTET Exam Syllabus for Paper 1 and Paper 2 in a better way. And if you are already well-informed about it, have a look at a few preparation tips to crack CTET 2016.

Stay connected for more information regarding CTET Recruitment 2016. To excel in Teaching Exams, download the Best Teaching Exam Preparation App for free.

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