Latest CTET Examination 2018 Syllabus | Exam Pattern in PDF Format

CTET 2018 Examination Pattern (Paper-2, Class 6 to 8, Elementary).

CTET 2018 Examination Pattern (Paper-2, Class 6 to 8, Elementary Stage).
S. No.SubjectsNo. of QuestionsTotal Marks
1Child Development and Pedagogy.30 MCQ's30 Marks
2Language 130 MCQ's30 Marks
3Language 230 MCQ's30 Marks
4Mathematics and Science60 MCQ's60 Marks
5Social Studies/Social Sciences60 MCQ's60 Marks
Total150 MCQ's - Select subject (4) or (5)150 Marks - Select subject (4) or (5)

Latest CTET 2018 Examination Syllabus (Paper-2, Class 6 to 8, Elementary).

1)- 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.
  • 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 1.

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 2.

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.

4.1)- Mathematics.

a)- Number System.

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

b)- Algebra.

  • Introduction to Algebra.
  • Ratio and Proportion.

c)- Geometry.

  • Basic geometrical ideas (2-D).
  • Understanding Elementary Shapes (2-D and 3-D).
  • Symmetry: (reflection).
  • Construction (using Straight edge Scale, protractor, compasses).

d)- Mensuration.

e)- Data handling.

f)- Pedagogical issues.

  • Nature of Mathematics/Logical thinking.
  • Place of Mathematics in Curriculum.
  • Language of Mathematics.
  • Community Mathematics.
  • Evaluation.
  • Remedial Teaching.
  • Problem of Teaching.

4.2)- Science.

a)- Food.

  • Sources of food.
  • Components of food.
  • Cleaning food.

b)- Materials.

  • Materials of daily use.

c)- The World of the Living.

d)- Moving Things People and Ideas.

e)- How things work.

  • Electric current and circuits.
  • Magnets.

f)- Natural Phenomena.

g)- Natural Resources.

h)- 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.

OR

5)- Social Studies/Social Sciences.

a)- 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.

b)- 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.

c)- 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.

d)- 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 coverage of the CTET 2018 syllabus of classes I-VIII, please refer to NCERT textbooks. Visit Page no 1 for Latest CTET 2018 Exam Syllabus (Paper-1, class 1 to 5, Primary Stage).

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