CTET Syllabus 2024: The Central Board of Secondary Education (CBSE) conducts the CTET test twice a year to assess the eligibility of candidates to be considered for teaching positions at Government Schools. This CTET (CTET) exam will be held for two stages: Paper 1 and Paper 2. It is expected that the CTET application process began on the 7th of April and the deadline was 05 April 2024.
The test will be held on the 07th of July in 2024 at various centres that have been approved across different states. A lot of candidates have were interested in taking the CTET exam, and they are awaiting to take part in the exam. In order to pass the test, candidates should be aware of the pattern for the exam and the exam syllabus.
CTET Syllabus 2024
| Organization Name | Central Board of Secondary Education (CBSE) |
| Examination Name | Central Teacher Eligibility Test (CTET) |
| Application Dates | 7 March to 5 April 2024 |
| Exam Date | 07 JULY 2024 |
| Exam Time | Paper I: 2:00 pm to 4:30 pm, Paper II: 9:30 am to 12:00 noon |
| Selection Process | Written examination, Document Verification |
| Official Website | ctet.nic.in |
The CTET exam is comprised of two parts: Paper 1 and Paper 2. It is the CTET Paper 1 will be given to 1st-5th class teachers. Paper 2 is for 6th to 8th grade teachers.
CTET Selection Process
The CTET selection procedure is comprised of two steps as described below.
- Written Examination
- Document Verification
CTET Exam Pattern
- The test will be conducted online.
- The CTET examination consists of two parts Paper 1 and Paper 2.
- It is expected that CTET Paper 1 will be conducted for 1st-5th class teachers. Paper 2 will be held for 6th-8th grade teachers.
- Paper 1 is comprised of five topics with 150 questions.
- Paper 2 contains five subjects, and provides the possibility of social science as well as mathematics and science.
- There are no negative marks on either paper.
CTET Exam Pattern – Paper I
| Subjects | Total Number of Questions | Total Number of Marks | Duration |
|---|---|---|---|
| Child Development and Pedagogy | 30 | 30 | 2.5 hours |
| Language I (compulsory) | 30 | 30 | |
| Language II (compulsory) | 30 | 30 | |
| Mathematics | 30 | 30 | |
| Environmental Studies | 30 | 30 | |
| Total | 150 | 150 |
CTET Exam Pattern – Paper II
| Subjects | Total Number of Questions | Total Number of Marks | Duration |
|---|---|---|---|
| Child Development and Pedagogy | 30 | 30 | 2.5 hours |
| Language I (compulsory) | 30 | 30 | |
| Language II (compulsory) | 30 | 30 | |
| A. Mathematics & Science | 30 + 30 | 60 | |
| B. Social Studies & Social Science | 60 | 60 | |
| Total | 150 | 150 |
CTET Examination Syllabus 2024
CTET Syllabus for Child Development and Pedagogy
| CTET Subjects/Units | Topics |
|---|---|
| Child Development (Primary School Child) (15 MCQs) | The concept of growth and the relation with learning * The fundamentals of development of children * Influence of Heredity & Environment * Socialization processes: Social world & children (Teacher, Parents, Peers) * Piaget, Kohlberg, and Vygotsky Concepts and Critical perspectives * Concepts of child-centered and the concept of progressive education * Critical view of the notion of Intelligence * Multi-Dimensional Intelligence * Language & Thought “Gender is a construct of society stereotypes of gender, gender biases, and the educational process * Individual differences between learners learning styles, and differences in understanding based on the variety of language gender, caste and community, religion, etc. * The distinction between assessment for learning and learning “School-Based Assessment, Continuous and Comprehensive Evaluation: perspectives and application * Formulating relevant questions to determine the level of readiness of learners; improving the learning process and critical thinking skills in the classroom as well as assessing student performance. |
| Concept of inclusive education and understanding the special needs of children. (5 MCQs) | * For learners of diverse backgrounds, including the most the most disadvantaged and marginalized * addressing those needs for children who have difficulty in learning, impairment etc. * Affecting the Creative, Talented Learning, Specially abled learners |
| Learning and Pedagogy (10 MCQs) | * What children learn and think about What causes children to are unable to succeed in their school work. * The fundamental methods of learning and teaching Children’s strategies for learning and learning as a shared activity the social context of learning. A child as problem-solver and a “scientific researcher” • Alternative views of learning for children, taking children’s mistakes into account as important stages in the process of learning. * Cognition & Emotions • Motivation, learning and motivation * Factors that contribute to learning – both environmental and personal |
CTET Syllabus for Language-I Section
| CTET Subjects/Units | Topics |
|---|---|
| Language Comprehension (15 MCQs) | Reading unread passages two passages, one drama or prose, and a poem Questions will come based on comprehension, inference, syntax, or verbal abilities (Prose passages could be scientific, literary or narrative. It could also be discursive.) |
| Pedagogy of Language Development (15 MCQs) | * Acquisition and learning * The Principles of Language Teaching * The importance of speaking and listening the function of language, and how children utilize it to learn * Critical view of the importance of grammar in learning a language that allows us to communicate ideas in writing and verbally form * The challenges of teaching languages in a multilingual classroom, language challenges as well as errors and disorder * Language Skills Evaluation of the proficiency of a person’s language skills in listening, speaking and reading * Materials for teaching and learning including textbooks, multimedia materials, multilingual resources for the classroom * Remedial Teaching |
CTET Syllabus for Language-II Section
| CTET Subjects/Units | Topics |
|---|---|
| Language Comprehension (15 MCQs) | Two prose fragments that are not seen (discursive literary (either narrative or scientific) Questions about grammar, comprehension, as well as the ability to speak |
| Pedagogy of Language Development (15 MCQs) | * Acquisition and learning * Principles of Teaching Language * The role of speaking and listening Language’s function and how children utilize it to learn Critical view of the importance of grammar in the development of a language that allows communication ideas both verbally and in written form. • Challenges in teaching languages in a multilingual class; language problems or errors * Language Skills Evaluation of proficiency in the use of language in listening, speaking, writing, and reading * Teaching and learning materials such as textbooks, multimedia materials, multilingual resources for the classroom * Remedial Teaching |
CTET Syllabus for Mathematics Section
| CTET Subjects/Units | Topics |
|---|---|
| Content (15 MCQs) | * Geometry * Shapes & Spatial Understanding * Solids Around Us * Numbers * Addition and Subtraction * Multiplication * Division * Measurement * Weight * Time * Volume * Data Handling * Patterns * Money |
| Pedagogical Issues (15 MCQs) | * The nature of mathematics/Logical thinking understanding children’s thinking; reasoning patterns and strategies for creating meaning and learning * Place of Mathematics in Curriculum * Language of Mathematics * Community Mathematics * Evaluation via informal and formal methods * Problems of Teaching * Error analysis, and related aspects of teaching and learning * Diagnostic and Remedial Teaching |
CTET Syllabus for Environmental Studies Section
| CTET Subjects/Units | Topics |
|---|---|
| Content (15 MCQs) | * Family and Friends: Relationships, Work and Play, Animals, Plants * Food * Shelter * Water * Travel * Things We Make and Do |
| Pedagogical Issues (15 MCQs) | The concept and the scope EVS The significance of EVS and integrated EVS * Environmental Studies & Environmental Education * Learning Principles * Scope and relationship with Science & Social Science * Methods for explaining concepts * Activities * Experimentation/Practical Work * Discussion * CCE * Teaching materials/Aids * Problems |
CTET Syllabus 2024: Paper 2
CTET Syllabus for Child Development and Pedagogy Section
| CTET Subjects/Units | Topics |
|---|---|
| Child Development (Elementary School Child) (15 MCQs) | The concept of growth and the relation with learning * The principles of development of children * Influence of Heredity & Environment * Socialization processes: Social world & children (Teacher, Parents, Peers) * Piaget, Kohlberg, and Vygotsky as constructs and critique perspectives * Concepts of child-centered and educational progress Critical view of the construction of Intelligence * Multi-Dimensional Intelligence * Language & Thought The social construction of gender stereotypes of gender, gender biases and educational practices * Individual differences between learners, and differences in understanding in relation to diversity of language gender, caste or community, religion etc. * The distinction between assessments for learning and assessments of learning * School-Based Assessment, Continuous & Comprehensive Evaluation; * Assessing the readiness levels of learners; improving the ability to learn and develop critical thinking skills in the classroom, and assessing student performance. |
| Concept of inclusive education and understanding children with special needs. (5 MCQs) | * Providing learners with different backgrounds, including the most the most disadvantaged and marginalized The needs of kids suffering from disabilities in learning, impairments to their development etc. * Addressing the gifted and creative students with special abilities. |
| Learning and Pedagogy (10 MCQs) | * What children learn and think about How and why children fail to be successful in school. * Fundamental methods of learning and teaching Strategies for children’s learning and learning as a social process; the social context of learning. The child is a problem-solver and a “scientific investigator” * Different conceptions of learning in children taking children’s mistakes into account as important elements of the learning process. * Cognition & Emotions • Motivation, learning and motivation Factors that contribute to learning – both environmental and personal |
CTET Syllabus for Language-I Section
| CTET Subjects/Units | Topics |
|---|---|
| Language Comprehension (15 MCQs) | Reading unread passages Two passages, one drama or prose, and one poem Questions will come from understanding grammar, inference, and the ability to speak. (Prose passages could be scientific, literary narrative, or even discursive.) |
| Pedagogy of Language Development (15 MCQs) | * Acquisition and learning * Principles of Teaching Language * The role of speaking and listening Language’s function and how children utilize it to learn Critical view of the importance of grammar when the development of a language to communicate ideas both verbally and in written form • Challenges in teaching languages in a multilingual classroom, language challenges or errors * Language Skills Evaluation of the proficiency of a person’s language skills in listening, speaking reading, writing, and speaking * Teaching-learning materials including textbooks, multi-media materials, multi-lingual resources for the classroom * Remedial Teaching |
CTET Syllabus for Language-II Section
| CTET Subjects/Units | Topics |
|---|---|
| Language Comprehension (15 MCQs) | Two prose passages that are not seen (discursive historical narrative or science) Questions about comprehension grammar, the ability to speak |
| Pedagogy of Language Development (15 MCQs) | * Acquisition and learning * The Principles of Language Teaching * The importance of speaking and listening the function of language, and the way children use it to learn * A critical view of the role of grammar when the development of a language that allows communication ideas both verbally and in written form. • Challenges in teaching languages in a multilingual class; language problems or errors * Language Skills Evaluation of the level of proficiency and comprehension in language including listening, speaking, writing, and reading * Learning materials for teaching and learning such as textbooks, multimedia materials, multilingual resources for the classroom * Remedial Teaching |
CTET Syllabus for Mathematics Section
| CTET Subjects/Units | Topics |
|---|---|
| Content (20 MCQs) | * 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 concepts (2-D) * Understanding Elementary Shapes (2-D and 3-D) * Symmetry: (reflection) * Construction (using Straight edge Scale, protractor, compasses) * Mensuration * Data handling |
| Pedagogical Issues (10 MCQs) | * The nature of mathematics/logical thinking * Place of Mathematics in Curriculum * Language of Mathematics * Community Mathematics * Evaluation Remedial Teaching Problem of Teaching |
CTET Syllabus for Science Section
| CTET Subjects/Units | Topics |
|---|---|
| Content (20 MCQs) | * Food * Food sources * Food components * Food that needs to be cleaned * Materials * Materials for daily use * The World of the Living * Moving Things People and Ideas * How you can make things work * Circuits and electric current * Magnets * Natural Phenomena * Natural Resources |
| Problems with teaching (10 MCQs) | * Nature & Structure of Sciences * Natural Science/Aims and Objectives * Understanding & Appreciating Science * Approaches/Integrated Approach * Observation/Experiment/Discovery (Method of Science) * Innovation * Text Material/Aids * Evaluation – cognitive/psychomotor/affective * Problems * Remedial Teaching |
CTET Syllabus for Social Studies/ Social Sciences Section
| CTET Subjects/Units | Topics |
|---|---|
| Content (40 MCQs) | 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 land * 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, reform and women * Challenging the Caste System * The Nationalist Movement * India After Independence Geography Geography as a social science and as science * Planet: Earth in the solar system. * Globe * The environment in all its aspects The natural and human environment * Air * Water The Human Environment Settlement, transportation 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 |
| Problems with teaching (20 MCQs) | * Concept & Nature of Social Science/Social Studies Classes Room Procedures, Activities and discussions * Enhancing Critical thinking * Enquiry/Empirical Evidence * The challenges of Teaching Social Science and Studies * Sources – Primary & Secondary * Projects Work * Evaluation |