(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 |
