Download CTET Syllabus 2020 CTET July 2020

(CBSE-CTET)

(Central Board of Secondary Education, Delhi-Central Teacher Eligibility Test)

CTET Syllabus July 2020 (CTET Syllabus Full Details)

Download CTET Syllabus 2020

CBSE CTET Syllabus 2020

 

Time Schedule

Paper-I

Paper-II

Date of Examination

05/07/2020

05/07/2020

Entry in the Examination Center

8.00 AM

12.30 PM

Checking of Admit Cards

9.00 AM to 9.15 AM

1.30 PM to 1.45 PM

Distribution of Test Booklet

9.15 AM

1.45 PM

Seal of the Test Booklet to be Broken/Opened to take out the Answer Sheet

9.25 AM

1.55 PM

Last Entry in the Examination Center

9.30 AM

2.00 PM

Test Commences

9.30 AM

2.00 PM

Test Concludes

12.00 Noon

4.30 PM

 

Schedule of Examination- CTET July 2020

Sr.No.

Date of Exam

Day of Exam

Paper

Timing

Duration

1.

05/07/2020

Sunday

Paper-I

9.30 AM to 12 Noon

2.30 Hours

2.

05/07/2020

Sunday

Paper-II

2.00 PM to 4.30 PM

2.30 Hours

(Paper-I Will be Held in the morning session and Paper-II in the evening session)

 

Structure and Content of CTET

All question in CTET will be multiple choice question (MCQs), with four alternatives out of which one answer will be most appropriate. Each carrying one mark and there will be no negative marking.

There will be two paper of CTET

(1.) Paper-I will be for a person who intents to be a teacher for classes I to V.

(2.) 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)

 

Paper-I for Classes I to V (Primary Stage) Duration of examination two and a half hours Structure and Content (All Compulsory)-

Sr.No.

Subjects

Questions

Marks

1.

Child Development and Pedagogy (Compulsory)

30

30

2.

Language I (Compulsory)

30

30

3.

Language II (Compulsory)

30

30

4.

Mathematics

30

30

5.

Environmental Studies

30

30

Total

150

150

 

Paper-II for Classes VI to VIII (Elementary Stage) Duration of examination two and a half hours Structure and Content (All Compulsory)-

Sr.No.

Subjects

Questions

Marks

1.

Child Development and Pedagogy (Compulsory)

30

30

2.

Language I (Compulsory)

30

30

3.

Language II (Compulsory)

30

30

4.

Mathematics and Science (for Mathematics and Science Teacher)

OR

60

60

5.

Social Studies/Social Science (for Social Studies/Social Science Teacher)

For any other teacher- either (IV) or (V)

60

60

Total

150

150

 

Language of the question paper-

Main question paper shall be Billngual (English/Hindi).

 

Qualifying Marks and Award of CTET Certificate

A person who scores 60% or more in the TET exam will be considered as TET pass.

(a) 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.

(b) 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.

 

Validity Period of CTET Certificate

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

(b) There is no restriction on the number of attempts a person can take for acquiring a CTET Certificate. A person who has qualified CTET may also appear again for improving his/her score.

 

CTET Syllabus for Paper-I (Classes I to V) Primary Stage-

1. Child Development and Pedagogy

Topic

Questions

Marks

(a)

Child Development (Primary School Child)

15

15

(b)

Concept of Inclusive education and understanding children with special needs

5

5

(c)

Learning and Pedagogy

10

10

Total

30

30

(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

2. Language-I

Topic

Questions

Marks

(a)

Language Comprehension

15

15

(b)

Pedagogy of Language Development

15

15

Total

30

30

(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

3. Language-II

Topic

Questions

Marks

(a)

Comprehension

15

15

(b)

Pedagogy of Language Development

15

15

Total

30

30

(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

4. Mathematics

Topic

Questions

Marks

(a)

Content

15

15

(b)

Pedagogical issues

15

15

Total

30

30

(a) Content

  • 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

5. Environmental Studies

Topic

Questions

Marks

(a)

Content

15

15

(b)

Pedagogical Issues

15

15

Total

30

30

(a) Content

  • Family and Friends: (Relationships, Work and Play, Animals, 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/Aids

  • Problems

 

CTET Syllabus for Paper-II (Classes VI to VIII) Elementary Stage

1. Child Development and Pedagogy

Topic

Questions

Marks

(a)

Child Development (Elementary School Child)

15

15

(b)

Concept of Inclusive education and understanding children with special needs

5

5

(c)

Learning and Pedagogy

10

10

Total

30

30

(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

2. Language I

Topic

Questions

Marks

(a)

Language Comprehension

15

15

(b)

Pedagogy of Language Development

15

15

Total

30

30

(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

3. Language-II

Topic

Questions

Marks

(a)

Comprehension

15

15

(b)

Pedagogy of Language Development

15

15

Total

30

30

(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

4. Mathematics and Science

Mathematics

Topic

Questions

Marks

(a)

Content

20

20

(b)

Pedagogical issues

10

10

Total

30

30

(a) Content

(I) Number System

  • Knowing our Numbers

  • Playing with Numbers

  • Whole Numbers

  • Negative Numbers and Integers

  • Fractions

(II) Algebra

  • Introduction to Algebra

  • Ratio and Proportion

(III) 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

  • Nature of Mathematics/Logical thinking

  • Place of Mathematics in Curriculum

  • Language of Mathematics

  • Community Mathematics

  • Evaluation

  • Remedial Teaching

  • Problem of Teaching

Science

Topic

Questions

Marks

(a)

Content

20

20

(b)

Pedagogical Issues

10

10

Total

30

30

(a) Content

(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) Natural Resources

(b) Pedagogical issues

  • 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

5. Social Studies/Social Science

Topic

Questions

Marks

(a)

Content

40

40

(b)

Pedagogical Issues

20

20

Total

60

60

(a) Content

(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

  • 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 l-VIII, please refer to NCERT syllabus and textbooks

 

Important Links

CTET July 2020 Application Form

Click Here

Official Website

Click Here

Leave a Comment

Your email address will not be published. Required fields are marked *

Scroll to Top