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Syllabus

Syllabus of West Bengal Primary Exam 2015.

NEW SYLLABUS OF WEST BENGAL PRIMARY TEACHERS ELIGIBILITY TEST IS SAME AS CTET SYLLABUS.

DOWNLOAD CTET SYLLABUS:   CTET_syllabus.pdf

STRUCTURE AND CONTENT OF  CTET SYLLABUS

(Paper I and Paper II)

Paper I (for classes I to V) Primary Stage: I.

Child Development and Pedagogy                30 Questions

a) Child Development (Primary School Child) 15 Questions

 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 5 Questions

 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 10 Questions

 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. 30 Questions

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 may be literary, scientific, narrative or discursive)

b) Pedagogy of Language Development 15 Questions

 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 30 Questions

a) Comprehension 15 Questions

Two unseen prose passages (discursive or literary or narrative or scientific) with question on comprehension, grammar and verbal ability b) Pedagogy of Language Development 15 Questions

 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

IV. Mathematics 30 Questions a) Content 15 Questions

 Geometry

 Shapes & Spatial Understanding

 Solids around Us

 Numbers

 Addition and Subtraction

 Multiplication

 Division

 Measurement

 Weight

 Time

 Volume

 Data Handling

 Patterns

 Money

b) Pedagogical issues 15 Questions

 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

V. Environmental Studies 30 Questions a) Content 15 Questions

I. Family and Friends:

1.1 Relationships

1.2 Work and Play

1.3 Animals

1.4 Plants II. Food III. Shelter IV. Water V. Travel VI. Things We Make and Do

b) Pedagogical Issues 15 Questions

 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

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

I. Child Development and Pedagogy 30 Questions

a) Child Development (Elementary School Child) 15 Questions

 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 5 Questions

 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 10 Questions

 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. 30 Questions

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 may be literary, scientific, narrative or discursive)

b) Pedagogy of Language Development 15 Questions

 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 30 Questions

a) Comprehension 15 Questions Two unseen prose passages (discursive or literary or narrative or scientific) with question on comprehension, grammar and verbal ability

b) Pedagogy of Language Development 15 Questions

 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

IV. (A) Mathematics and Science:60 Questions

(i) Mathematics 30 Questions

a) Content 20 Questions

 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 10 Questions

 Nature of Mathematics/Logical thinking

 Place of Mathematics in Curriculum

 Language of Mathematics

 Community Mathematics

 Evaluation

 Remedial Teaching

 Problem of Teaching

(ii) Science 30 Questions

a) Content 20 Questions

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 10 Questions

 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 V. Social Studies/Social Sciences 60 Questions a) Content 40 Questions 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 20 Questions

 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 syllabus of classes I-VIII, please refer to NCERT syllabus and textbooks

CTET SYLLABUS:   CTET_syllabus.pdf


15 Comments

  1. prasenjit roy says:

    Is tha best system of tet exam 2015

  2. Biswajit Debnath says:

    The syllabus is too much tough.

  3. solanki Chowdhury says:

    Exam is on 30th Aug.????

  4. BIKAS CH. DAS says:

    I HAD SUBMITTED FILLUP FORM IN 2012 & IHAVE ADMIT CAD WITH ME . I HAD NOT GIVEN EXAMS. 2012 . IS MY ADMIT VALUABLE FOR THE EXAMS. IN 2015 .

  5. MANAS MANDAL says:

    We heard from various palace that there will going a new 3rd phase list for 2012 by giving some extra marks , is going to be out in July, is it true or not ? When the next 3rd list will be out ??

  6. srabanti says:

    huge syllabus

  7. srabanti says:

    which books are appropriate for this job

  8. MD ABADUR RAHAMAN says:

    I also give tet exam of 2012but not pass .so I am eligible for tet exam for2015 .I also take acknowledgement of2014

  9. tanmoy panja says:

    i am a 2012 tet candidate form 24 parganas south but in 2015 i apply from Kolkata district as a Tet candidate ………. may i face any problem in future ………..

  10. denzil says:

    I want to know that is hindi students are also prepare bangali paper in language exam. In exam on 30 August 2015.

  11. denzil says:

    For your kind information. I want to know that the candidates those who are appearing for TET exam 2015 is it compulsory for the Hindi candidates to appear for Bengala paper also.

  12. Pravas Chandra Dutta says:

    2015 Primary Tet Exam is first & last chance for some students

  13. Sneha says:

    I got some suggested question here with answer. What u suggest?

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