CTET Syllabus 2017
Candidates looking for CTET Exam Pattern For Paper I & II are now suggested to download it for the internet gateway. The complete CTET Syllabus 2017 is now available online. Hence, users who applied or are interested in applying can get the Curriculum from the regular website.
Central Teacher Eligibility Test is the competitive examination. This contest is conducted among the candidates who want themselves shine in the teaching profession. Every year a number of participants attempt this examination as a necessary part of their assessment. After the selection, they get appointed for the teachers’ posts for standard 1st to 8th.
Latest Update: Candidates who want to start their preparation with correct and updated study material can download the Syllabus in PDF file from the link given below and the detailed exam syllabus and exam pattern are also provided here. The complete CTET Paper I & II Exam Pattern is now available to download from the authorized website.
Download CTET Syllabus 2017 In PDF
| Examination Authority | Central Board of Secondary Education |
| Declaration Type | CTET Syllabus 2017 |
| Exam Date | Second Week of February 2017 |
| Status | Available |
CTET Paper I & II Exam Pattern PDF 2017
Pattern for Paper-I
| Subjects | No. of Questions | Positive Marks |
| Child Development and Pedagogy | 30 MCQs | 30 Marks |
| Language I | 30 MCQs | 30 Marks |
| Language II | 30 MCQs | 30 Marks |
| Mathematics | 30 MCQs | 30 Marks |
| Environmental Studies | 30 MCQs | 30 Marks |
| Total | 150 questions | 150 Marks |
Pattern for Paper-II
| Subjects | No. of Questions | Marks |
| Child Development and Pedagogy (compulsory) | 30 MCQs | 30 Marks |
| Language I (compulsory) | 30 MCQs | 30 Marks |
| Language II (compulsory) | 30 MCQs | 30 Marks |
| For Mathematics and Science teacher | 60 MCQs | 60 Marks |
| For Social Science teacher: | 60 MCQs | 60 Marks |
| For any other teacher – either (a) or (b) | ||
| Total | 150 questions | 150 Marks |
CBSE CTET Exam Syllabus
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 |
| 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. |
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. |
| 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 |
Language I.
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) |
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 |
Language – II
Comprehension
| Two unseen prose passages (discursive or literary or narrative or scientific) with question on comprehension, grammar and verbal ability |
Pedagogy of Language Development
| Learning and acquisition |
| Principles of language Teaching |
| Evaluating language comprehension and proficiency: speaking, listening, reading and writing |
| Teaching – learning materials: Textbook, multi-media materials, multilingual resource of the classroom |
| Remedial 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 |
Mathematics
Content Questions
| Geometry |
| Shapes & Spatial Understanding |
| Solids around Us |
| Time |
| Volume |
| Data Handling |
| Patterns |
| Money |
| Numbers |
| Addition and Subtraction |
| Multiplication |
| Division |
| Measurement |
| Weight |
Pedagogical issues
| Nature of Mathematics/Logical thinking; understanding children’s thinking and reasoning patterns and strategies of making meaning and learning |
| Error analysis and related aspects of learning and teaching |
| Diagnostic and Remedial Teaching |
| Place of Mathematics in Curriculum |
| Language of Mathematics |
| Community Mathematics |
| Evaluation through formal and informal methods |
| Problems of Teaching |
Environmental Studies
Content Questions
| Food |
| Shelter |
| Water |
| Travel |
| Things We Make and Do |
| 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 |
Important Links
Dear Users Download CTET Paper-I and Paper-II Syllabus here.
Users are requested to follow this Official Notification.
Basreher etawah