CTET 2018 Syllabus, Exam Pattern, Exam prepration Guide

CTET Syllabus 2018: The central board of secondary education (CBSE) is going to conduct the CTET 2018 (Central Teacher Eligibility Test) in February 2018. Huge number of candidates are preparing for this exam to get vacancies in teaching fields. Therefore we are updating CTET 2018 Syllabus, Exam Pattern here to giving news ideas and preparing tips for central teacher eligibility test. The CTET will be held for two parts like as first part will be held for 1 to 5 class teacher and second will be held for 6 to 8 class. For details, you get from website www.ctet.nic.in.

About CTET: The Central Board of Secondary Education or CBSE will be organized the CTET 2018 in February 2018 in which large numbers of candidates will appear. The exam is taken to allow candidates who want to make their career in teaching field to fulfil their dream of teaching. The Central Board of Secondary Education is the central board of education in India which is located at the New Delhi, India. It is established to control and owns the education system in the affiliated schools. It grants affiliation to the schools across the country and conducts the exam and provides certificate to the qualified candidates.CTET 2018 Syllabus

CTET Syllabus 2018:

The CBSE going to conduct the CTET Exam in February month. Aspirants who are going to participate in this exam can check here the CTET Syllabus 2018. By syllabus and exam pattern you can make the good study of the syllabus. You can download CTET 2018 Syllabus pdf here and its official website of the organisation. It a national level exam and you need to make the hard study of the syllabus for achieving the high rank in the exam.

CTET 2018 Syllabus & Exam Pattern:

Candidates should know that exam will be conducted in two parts i.e. Paper-I & Paper-2. The total questions in each paper will be 150 and each question carry equal marks. The time duration will be 2:30 hr. The questions in first paper consist from Child development and Pedagogy, Language I & II, Mathematics and Environmental studies subjects. We have mentioned below the CTET 2018 Syllabus.

The questions in Paper –II will consist from Child development and pedagogy, Language-I Hindi, II English, science and mathematics. The question paper will be in Bilingual ie. Hindi and English both.

Exam Syllabus for Paper-I (for class I to V) Primary Stage 

Subject name No. of questions Total marks
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 2018 Exam Syllabus for Paper-II (for class VI to VIII) Elementary Stage

Subject name No. of questions Total marks
Child development and pedagogy 30 30
Language –I (Compulsory) 30 30
Language – II (Compulsory) 30 30
For Mathematics and science 60 60
For Social Science 60 60
For any other Teacher Either (IV) or (V)
Total 150 150

Note: The minimum qualifying marks will be 60% or more and validity of the score card will be 7 years from date of publication of result.

CTET 2018 Syllabus, How to Prepare for CTET 2018:

Candidates who are going to give the CTET they must read the daily news paper. Candidates should write down the notes from all subjects and read it. From official website of the organisation you get syllabus topics and purchase the book for every subject.

CTET 2018 Syllabus for Paper I (for class I to V) Primary Stage:

Child Development and Pedagogy

  1. a) Child Development (Primary School Child)  
  • Concept of development and its relationship with learning
  • Influence of Heredity & Environment
  • Principles of the development of children
  • 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
  • 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.
  • Gender as a social construct; gender roles, gender-bias and
  • educational practice
  1. b) Concept of Inclusive education and understanding children with special needs
  • Addressing the needs of children with learning difficulties,
  • ‘impairment’ etc.
  • Addressing learners from diverse backgrounds including
  • disadvantaged and deprived
  • Addressing the Talented, Creative, Specially abled Learners
  1. c) Learning and Pedagogy
  • How children think and learn; how and why children ‘fail’ to achieve
  • success in school performance.
  • 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
  • Basic processes of teaching and learning; children’s strategies of
  • learning; learning as a social activity; social context of learning.
  • Factors contributing to learning – personal & environmental
  • Motivation and learning
  1. Language I.
  2. 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 can be literary, scientific, narrative or discursive)

  1. b) Pedagogy of Language Development
  • Learning and acquisition
  • Role of listening and speaking; function of language and how
  • children use it as a tool
  • Principles of language 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
  • Teaching- learning materials: Textbook, multi-media materials,
  • multilingual resource of the classroom
  • Evaluating language comprehension and proficiency: speaking,
  • listening, reading and writing
  • Remedial Teaching

III. Language

  1. a) Comprehension

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

  1. b) Pedagogy of Language Development
  • Learning and acquisition
  • Role of listening and speaking; function of language and how
  • children use it as a tool
  • Principles of language 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
  • Evaluating language comprehension and proficiency: speaking,
  • listening, reading and writing
  • Language Skills
  • Teaching – learning materials: Textbook, multi-media materials,
  • multilingual resource of the classroom
  • Remedial Teaching
  1. Mathematics
  2. a) Content
  • Geometry
  • Shapes & Spatial Understanding
  • Solids around Us
  • Numbers
  • Addition and Subtraction
  • Multiplication
  • Division
  • Measurement
  • Weight
  • Time
  • Volume
  • Data Handling
  • Patterns
  • Money
  1. b) Pedagogical issues
  • Nature of Mathematics/Logical thinking; understanding children’s
  • thinking and reasoning patterns and strategies of making meaning
  • and learning
  • Language of Mathematics
  • Place of Mathematics in Curriculum
  • Community Mathematics
  • Evaluation through formal and informal methods
  • Error analysis and related aspects of learning and teaching
  • Problems of Teaching
  • Diagnostic and Remedial Teaching
  1. Environmental Studies
  2. a) Content 15 Questions
  3. Family and Friends:
  • 1.1 Relationships
  • 1.2 Work and Play
  • 1.3 Animals
  • 1.4 Plants
  1. Food

III. Shelter

  1. Water
  2. Travel
  3. Things We Make and Do
  1. b) Pedagogical Issues
  • Concept and scope of EVS
  • Significance of EVS, integrated EVS
  • Environmental Studies & Environmental Education
  • Learning Principles
  • Approaches of presenting concepts
  • Activities
  • Experimentation/Practical Work
  • Discussion
  • Scope & relation to Science & Social Science
  • Teaching material/Aids
  • CCE
  • Problems

CTET 2018 Syllabus for Paper II (for classes VI to VIII) Elementary Stage:

  1. Child Development and Pedagogy
  2. 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.
  1. 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
  1. 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
  1. Language I
  2. 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 can be literary, scientific, narrative or discursive)

  1. 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

III. Language – II

  1. a) Comprehension

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

  1. 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
  1. (A) Mathematics and Science:

(i) Mathematics

  1. a) Content

Number System

  • Knowing our Numbers
  • Playing with Numbers
  • Whole Numbers
  • Negative Numbers and Integers
  • Fractions

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)  

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

(ii) Science

  1. a) Content
  2. Food
  • Sources of food
  • Components of food
  • Cleaning food
  1. Materials

III. The World of the Living

  1. Moving Things People and Ideas
  2. How things work
  • Electric current and circuits
  • Magnets
  1. Natural Phenomena

VII. Natural Resources

  1. 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
  1. Social Studies/Social Sciences
  2. a) Content
  3. 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
  1. 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
  1. 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

CTET Exam Syllabus & Pattern 2018 Download:

Candidates can follow the below process for downloading the syllabus from official website of the organisation. We are giving some steps for check their exam syllabus.

  • Candidates can visit on the site ctet.nic.in.
  • On page you can select the Syllabus section.
  • You open link and read it or download for future use.

Click here – Check CTET Syllabus  <——-

CTET Syllabus 2018:

Candidates who are going to write the CTET 2018 they can able to check their CTET 2018 Syllabus & Exam Pattern from here. We have given whole details here about CTET exam pattern and syllabus. However you are facing any doubt then you can visit on the website www.ctet.nic.in. Candidate can check CTET 2018 Application Form for apply online.

Leave a Reply

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