CTET Syllabus 2020 – Get Complete Syllabus Here

CTET Syllabus 2020: It is essential for a candidate to understand the elaborate syllabus and pattern of CTET 2020. The next most important step within the preparation is going to be finding your areas of focus and improvement. Start the preparation according to the syllabus given on this page. If there’ll be any official notice concerning it, the syllabus are going to be updated on this page. The candidates are suggested to check the syllabus and begin preparation accordingly.

CTET Syllabus 2020 has been released by the Central Board of Secondary Education (CBSE) on the official web site of the examination. The CTET examination includes queries from subjects like Child Development and Pedagogy, Language I (compulsory), Language II (compulsory), Mathematics, Environmental Studies, Science, and Social Studies/ Social Sciences.

Candidates got to appear for CTET 2020 so as to be appointed as teachers from class I to class VIII. CTET examination includes 2 papers – Paper-I and Paper-II. Aspirants got to appear for CTET Paper-I if they require to be appointed as teachers for classes I to V. Paper-II of the examination has to be given by candidates who decide to teach classes VI to VIII. The candidates can get elaborate information related to CTET 2020 Syllabus from this page.

CTET Syllabus

CTET 2020 Syllabus:

There will be 2 papers in CTET. Paper-I are going to be for the candidates who need to teach from class-I to V and Paper-II are going to be for class VI to VIII teachers. The syllabus for Paper-I and II are going to be completely different. That the candidates are suggested to check the syllabus according to their paper.

CTET Syllabus 2020 (Paper-1) Subject-Wise:

The five sections of Paper I are as under:

  1. Child Development and Pedagogy
  2. Language I
  3. Language II
  4. Mathematics
  5. Environmental Studies

A) Child Development (Primary School Child):

  • Social World & Children
  • Continuous & Comprehensive Evaluation
  • Understanding Differences Based on Diversity of Language
  • Piaget, Kohlberg, and Vygotsky: Constructs and Critical Perspectives
  • 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
  • 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
  • Individual Differences Among Learners, Caste, Gender, Community, Religion
  • Distinction between Assessment for Learning and Assessment of Learning: School-Based
  • Assessment: 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
  • Educational Practice
  • Gender-Bias
  • Concept of Development and its Relationship with Learning
  • Principles of the Development of Children.
  • Influence of Heredity & Environment
  • Socialization Processes: (Teacher, Parents, Peers)
  • 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
  • Learning and Pedagogy
  • How Children Think and Learn; How and Why Children ‘Fail’ to Achieve Success in School
  • Performance
  • Factors Contributing to Learning-Personal & Environmental

B) Language I:

Language Comprehension Reading Unseen Passages – Two passages one prose or drama and one poem consisting of questions on comprehension, inference, grammar and verbal ability (Prose passage may beliterary, scientific, narrative or discursive).

  • Pedagogy of Language Development
    Learning and Acquisition
  • Principles of Language Teaching
  • Language Skills
  • Evaluating Language Comprehension and Proficiency; Speaking, Listening, Reading and
  • Writing
  • Teaching-Learning Materials: Textbook, Multi-Media Materials, Multilingual Resource of
  • 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.
  • the Classroom
  • Remedial Teaching

C) Language II:

Comprehension
Two Unseen Prose Passage (Discursive or Literary or Narrative or Scientific) with Questions on Comprehension, Grammar, and Verbal Ability

  • Pedagogy of Language Development
  • Challenges of Teaching Language in a Diverse Classroom; Language Difficulties, Errors
  • and Disorders
  • Language Skills
  • Evaluating Language Comprehension and Proficiency: Speaking, Listening, Reading and
  • 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
  • Writing
  • Teaching-Learning Materials: Textbook, Multi-Media, Materials, Multilingual Resource
  • of the Classroom
  • Remedial Teaching

D) Mathematics:

  • Geometry
  • Shapes & Spatial Understanding
  • Solids Around Us
  • Measurement
  • Weight
  • Time
  • Place of Mathematics in the Curriculum
  • Language of Mathematics
  • Community Mathematics
  • Evaluation through Formal and Informal Methods
  • Volume
  • Data Handling
  • Patterns
  • Numbers
  • Addition and Subtraction
  • Multiplication
  • Division
  • Money
  • Pedagogical Issues
  • Nature of Mathematics/Logical Thinking; Understanding Children’s Thinking and
  • Reasoning Patterns and Strategies of Making Meaning and Learning
  • Problems of Teaching
  • Error Analysis and Related Aspects of Learning and Teaching
  • Diagnostic and Remedial Teaching

E) Environmental Studies:

  • Family and Friends: Relationships, Work and Play, Animals, Plants
  • Food
  • Shelter
  • Water
  • Learning Principles
  • Scope & Relation to Science & Social Science
  • Approaches of Presenting Concepts
  • Activities
  • Experimentation/Practical Work
  • Discussion
  • Travel
  • Things We Make and Do
  • Pedagogical Issues
  • Concept and Scope of EVS
  • Significance of EVS, Integrated EVS
  • Environmental Studies & Environmental Education
  • CCE
  • Teaching Material/Aids
  • Problems

CTET Syllabus 2020 (Paper-2) Subject-Wise:

The five sections of Paper II are as under:

  1. Child Development and Pedagogy
  2. Language I
  3. Language II
  4. Mathematics
  5. Environmental Studies

A) Child Development (Elementary School Child) – 15 Questions:

  • Concept of development and its relationship with learning
  • Principles of the development of children
  • 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.
  • 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
  • Distinction between Assessment for learning and assessment of learning;
  • School-Based Assessment, Continuous & Comprehensive Evaluation;
  • Formulating appropriate questions for assessing readiness levels of learners; for enhancing learning and critical thinking in the classroom and for assessing learner achievement.
    (I) 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.
    (II) Learning and Pedagogy 10 Questions:
  • 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.
  • 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.
  • Cognition & Emotions
  • Motivation and learning
  • Factors contributing to learning – personal & environmental

B) Language I – 30 Questions:

(I) 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)
(II) Pedagogy of Language Development – 15 Questions

  • Learning and acquisition
  • Principles of language Teaching
  • Evaluating language comprehension and proficiency: speaking, listening, reading and writing
  • 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
  • Teaching- learning materials: Textbook, multi-media materials multilingual resource of the classroom
  • Remedial Teaching

C) 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 tool
  • Teaching – learning materials: Textbook, multi-media materials, multilingual resource of the classroom.
  • Remedial Teaching
  • 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

D) Mathematics – 30 Questions:

  • Number System
  • 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)
  • Knowing our Numbers
  • Playing with Numbers
  • Whole Numbers
  • Negative Numbers and Integers
  • Fractions
  • Mensuration
  • Data handling
    (I) 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
  • Science
  • Food
  • Materials of daily use
  • The World of the Living
  • Moving Things People and Ideas
  • How things work
  • Electric current and circuits
  • Sources of food
  • Components of food
  • Cleaning food
  • Materials
  • Magnets
  • Natural Phenomena
  • Natural Resources
  • (II) Pedagogical issues – 10 Questions
  • Nature & Structure of Sciences
  • Observation/Experiment/Discovery (Method of Science)
  • Innovation
  • Text Material/Aids
  • Evaluation – cognitive/psychomotor/affective
  • Problems
  • Natural Science/Aims & objectives
  • Understanding & Appreciating Science
  • Approaches/Integrated Approach
  • Remedial Teaching

ALSO READ: CTET EXAM PATTERN 2020.

E) Social Studies/Social Sciences – 60 Questions:

  • (I) History
  • When, Where and How
  • The Earliest Societies
  • The First Farmers and Herders
  • Contacts with Distant lands
  • Political Developments
  • Culture and Science
  • New Kings and Kingdoms
  • Sultans of Delhi
  • Architecture
  • The First Cities
  • Early States
  • New Ideas
  • The First Empire
  • 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
  • Democracy
  • State Government
  • Understanding Media
  • Local Government
  • Making a Living
  • Unpacking Gender
  • The Constitution
  • Parliamentary Government
  • The Judiciary
  • Social Justice and the Marginalised
    (IV) Pedagogical issues
  • Developing Critical thinking
  • Enquiry/Empirical Evidence
  • Problems of teaching Social Science/Social Studies
  • Sources – Primary & Secondary
  • Concept & Nature of Social Science/Social Studies
  • Class Room Processes, activities and discourse
  • Projects Work
  • Evaluation

Aftab Dawa

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