CBSE CTET 2015: Check the syllabus in detail

The Central Board of Secondary Education (CBSE) has published the admit card for the Central Teacher Eligibility Test (CTET) 2015. The candidates can download the admit card from the official wesbite, the link for which is ctet.nic.in. The exam is slated to be held on September 20. The exam will be conducted in two parts. Paper II will be conducted from 9:30 am to 12 pm and Paper I will be conducted from 2 pm to 4:30 pm.
The Central Teaching Eligibility Test (CTET) September 2015 Paper I and Paper II updated syllabus is given below:
Paper I (for classes I to V) Primary Stage:
1. Child Development and Pedagogy
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

• 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

II. Language I.
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

Paper II (for classes VI to VIII) Elementary Stage:
I. Child Development and Pedagogy
a) Child Development (Elementary School Child)

• Concept of development and its relationship with learning

• Principles of the development of children

• Influence of Heredity & Environment

• Socialisation 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

II. Language I.
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

III. Language-II
a)ComprehensionTwo  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

(A) Mathematics and Science:
(i)Mathematicsa)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

Pedagogical issues

• Nature of Mathematics/Logical thinking

• Place of Mathematics in Curriculum

• Language of Mathematics

• Community Mathematics

• Evaluation

• Remedial Teaching

• Problem of Teaching

(ii)Sciencea)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)Page24

• Innovation

• Text Material/Aids

• Evaluation-cognitive/psychomotor/affective

• Problems

• Remedial Teaching

Social Studies/Social Sciencesa)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