CTET Exam Pattern 2017

CTET Exam Pattern 2017CTET Exam Pattern 2017 - The Central Board of Secondary Education (CBSE) will conduct CTET 2017 in February for accessing candidates’ aptitude and eligibility for appointment as a teacher for class 1 to 8 in central government school. Candidates who will appear for this exam are advised to read the CTET exam pattern 2017 so that they can prepare and perform well in the exam. As per the exam pattern of CTET 2017 there will be separate exam and syllabus for primary and elementary level. The detailed information given below related to CTET exam pattern 2017 like number of questions asked in the paper I & II, subjects, marking scheme and exam duration. 

 

CTET 2017 is national level exam aims to ensure minimum standards of qualification and aptitude required for candidates to become teachers for class 1 to 8 in central government schools like Navodaya Vidyalaya Samiti (NVS), Kendriya Vidyalaya Sangathan (KVS) and Tibetan School etc. CTET 2017 will be conducted two times in a year - February and September. Candidates can appear for any of the session.

 

CTET Exam Pattern 2017 for Primary Stage (Classes I to V):

  • CTET 2017 Exam Day & Time – CTET 2017 will be conducted in February. The exam time of CTET 2017 Paper I 2017 is 02:00 PM to 04:30 PM

  • Exam Duration: 02:30 Hours

  • Exam Mode Offline: Pen and Paper based exam. Candidates have to be answer in the specially designed machine-gradable OMR sheet.

  • Language of Paper English/Hindi– CTET 2017 question booklet will be a bilingual paper i.e. English and Hindi

  • Types of question (MCQ) – The question will be of multiple choices. Candidates have to choose correct response from the given four options. Question of CTET 2017 will be from the syllabus as prescribed by examination authority

  • Number of questions (150) - The CTET 2017 questions booklet of Paper I will have a total of 150 questions from Child Development and Pedagogy, Language, Mathematics and Environmental Studies

  • Marking Scheme - Each question will be of 1 mark

  • Negative Marking -  There is no negative marking for incorrect answer

Paper Pattern of CTET 2017 Paper I:

Sr. No.

Subjects

No. Of Questions

Marks

 1

Child Development and Pedagogy

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 MCQs

150 Marks

CTET Exam Pattern 2017 for Elementary Stage (Classes VI to VIII):

CTET Exam Pattern for Paper II

Particulars

CTET 2017 Exam Date

February, 2017

Exam Timing

09:30 AM to 12:00 PM

Duration

02:30 Hours

Exam Mode

Paper based exam

Language of Paper

Bilingual paper i.e. English and Hindi

Marking Scheme

  • Correct answer – 1 mark

  • Incorrect answer – No Negative marking

Paper Pattern of CTET 2017 Paper II

Sr. No.

Subjects

No. Of Questions

Marks

 1

Child Development and Pedagogy

30

30

 2

Language I (compulsory)

30

30

 3

Language II (compulsory)

30

30

 4

Mathematics and Science

(for Mathematics and Science teacher)

60

30

 5

Social Studies/Social Science

(for Social Studies/Social Science teacher)

60

30

 6

For any other teacher – either paper IV  or V

 

 

 

Total

150 MCQs

150 Marks

CTET 2017 Paper I & II Nature and standard of questions:

  • Questions on Child Development and Pedagogy will focus on educational psychology of teaching and learning relevant to the age group of 6-11 years for Primary and 11 -14 years for elementary teachers. The questions will based on understanding the characteristics and needs of diverse learners, interaction with learners and the attributes and qualities of a good facilitator of learning

  • The Test items in Language I will focus on the proficiencies related to the medium of instruction

  • The Test items in Language II will focus on the elements of language, communication and comprehension abilities

  • Language II will be a language other than Language I. A candidate may choose any one language as Language I and other as Language II from the available language options and will be required to specify the same in the Confirmation Page

  • The Test items in Mathematics and Environmental Studies will be based on the concepts, problem solving abilities and pedagogical understanding of the subjects. In all these subject areas, the test items will be evenly distributed over different divisions of the syllabus of that subject prescribed for classes I - VIII by the NCERT

  • The questions in the test for Paper I will be based on the topics prescribed in syllabus of the NCERT for classes 1 to 8 but their difficulty standard as well as linkages, could be up to the Secondary stage.

CTET Syllabus of Paper I - Primary Stage for classes I to V

 

Child Development and Pedagogy

  • 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

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)

  • 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

  • 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

Mathematics

  • Geometry

  • Shapes & Spatial Understanding

  • Solids around Us

  • Numbers

  • Addition and Subtraction

  • Multiplication

  • Division

  • Measurement

  • Weight

  • Time

  • Volume

  • Data Handling

  • Patterns

  • Money

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

Environmental Studies

  • Family and Friends

  • Relationships

  • Work and Play

  • Animals

  • Plants 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

CTET Syllabus for Paper II Elementary Stage for classes VI to VIII

  • 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

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'

Child Development and Pedagogy

  • Child Development (Elementary School Child)

  • 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

 

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

  • 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

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

  • Food

  • Sources of food

  • Components of food

  • Cleaning food

  • Materials

  • Materials of daily use

  • The World of the Living

  • Moving Things People and Ideas

  • How things work

  • Electric current and circuits

  • Magnets

  • Natural Phenomena

  • Natural Resources

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

Social Studies/Social Sciences

  • 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

  • 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

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

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

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