Syllabus for CTET 2011 paper-2 (Elementary Classes)

Paper II (for classes VI to VIII): Duration of examination – one-and-a-half hours

Structure of the syllabus:

(I)	Child Development and 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: Mathematics and Science	60 MCQs	60 Marks
	(b) For Social Studies/Social Science Teacher: Social Science
	(c) For any other teacher  either (a) or (b)
	Total	150 MCQs	150 Marks

Paper II (for classes VI to VIII) Elementary Stage

(1) 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

(2) 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

(3) Language- II (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

(4) (A) Mathematics and Science or (B) Social Studies/ Social Sciences (60 Questions)

(A) Mathematics and Science:  (60 Questions)

(a) Mathematics (30 Questions)

(I) Content (20 Questions)

(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)
Constructions (using Straight edge Scale, protractor, compasses)

(iv) Mensuration
(v) Data handling

(II) Pedagogical issues (10 Questions)

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

(b) Science (30 Questions)

(I) 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) Natural Resources

(II) 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

(B) Social Studies/ Social Sciences (60 Questions)

(I) 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 Marginalized

(II) 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

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