STRUCTURE AND CONTENT OF CTET
All questions in CTET will be Multiple Choice Questions (MCQs), with four alternatives out of whichone answer will be most appropriate. Each carrying one mark and there will be no negative marking.
There will be two papers of CTET:-
(i) Paper I will be for a person who intends to be a teacher for classes I to V.
(ii) Paper II will be for a person who intends to be a teacher for classes VI to VIII
Note: A person who intends to be a teacher for both levels (classes I to V and classes VI to VIII) will have toappear in both the papers (Paper I and Paper II).
CTET EXAM PATTERN 2024
CTET Paper I and Paper II Question Format:
- Both Paper I & II of CTET comprise 150 multiple-choice questions (MCQs) each.
Scoring System:
- Candidates receive 1 mark for every correct answer.
No Negative Marking:
- There is no penalty for incorrect answers.
Examination Format:
- The CTET paper is conducted in offline mode as a pen-and-paper-based test.
Exam Pattern :-Paper I (for Classes I to V) Primary Stage
- CTET Paper-I exam is divided into 5 sections.
- The total number of questions and marks distributions for Paper-1 are as follows:
| CTET Exam Pattern for Paper-I | |||
| SUBJECTS | Total Number of Questions | Total Number of Marks | TIME DURATION |
| Child Development and Pedagogy | Â 30 | Â 30 | 2:30 HOURS |
| Language I (compulsory)Â | Â 30 | Â 30 | |
| Language II (compulsory)Â | Â 30 | Â 30 | |
| Mathematics | Â 30 | Â 30 | |
| Environmental Studies | Â 30 | Â 30 | |
| TOTAL | Â 150 | Â 150 | |
Exam Pattern :-Paper II (for Classes VI to VIII) )
- CTET Paper-I exam is divided into 4 sections.
- In Paper 2, candidates have the option to choose between Mathematics & Science and Social Studies.
- The total number of questions and marks distributions for Paper-2 are as follows:
| CTET Exam Pattern for Paper-II | |||
| SUBJECTS | Total Number of Questions | Total Number of Marks | TIME DURATION |
| Child Development and Pedagogy | Â 30 | Â 30 | 2:30 HOURS |
| Language I (compulsory)Â | Â 30 | Â 30 | |
| Language II (compulsory)Â | Â 30 | Â 30 | |
| (A) Mathematics & SCIENCE | Â 30+30 | Â 60 | |
| (OR) (B)Social Studies/Social Science | Â 30+30 | Â 60 | |
| TOTAL | Â 150 | Â 150 | |
CTET Qualifying Marks for General/ SC/ ST/ OBC/ PwD
Passing the CTET 2023 examination is determined by achieving or surpassing the specified cutoff marks. General category candidates need to attain an aggregate score of at least 60 percent, while reserved category candidates must achieve an aggregate score of at least 55 percent to qualify for CTET. The minimum qualifying marks for the CTET exam are outlined below
| Category | Minimum Qualiying Marks (Out of 150) | Minimum Qualiying Percentage (in %) |
| General | 90 | 60 |
| Scheduled Caste (SC)/Scheduled Tribe (ST)/ Other Backward Class (OBC)/ PwD | 82 | 55 |
VALIDITY PERIOD OF CTET CERTIFICATE
The Validity Period of CTET qualifying certificate for appointment will be for life time for allcategories. There is no restriction on the number of attempts a person can take for acquiring aCTET Certificate. A person who has qualified CTET may also appear again for improving his/herscore.
STRUCTURE AND CONTENT OF SYLLABUS
(PAPER-I & PAPER-II)
Paper I (for classes 1 to V) Primary Stage
(1) 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-BasedAssessment, Continuous & Comprehensive Evaluation: perspective and practice
•Formulating appropriate questions for assessing readiness levels of learners; for enhancinglearning and critical thinking in the classroom and for assessing learner achievement.
(b) Concept of Inclusive education and understanding children with special needs5 Questions)- 05 Questions
• Addressing learners from diverse back grounds 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 socialactivity; social context of learning.
• Child as a problem solve rand a “scientific investigator‟
• Alternative conceptions of learning in children, understanding children’s “errors‟ as significantsteps in the learning process.
• Cognition & Emotions
• Motivation and learning
• Factors contributing to learning-personal & environment
(II) Language (30 Questions)
a) Language Comprehension 15 Questions
Reading unseen passages-two passages one prose or drama and one poem with questions oncomprehension, 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 ideasverbally and in written form;
• Challenges of teaching language in a diverse classroom; language difficulties, errors anddisorders
• Language Skills
• Evaluating language comprehension and proficiency: speaking, listening, reading and writing
Teaching-learning materials:Textbook,multi-media materials,multi lingual resource of theclassroom
• 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 ideasverbally and in written form;
• Challenges of teaching language in a diverse classroom; language difficulties, errors anddisorders
• Language Skills
• Evaluating language comprehension and proficiency: speaking, listening, reading and writing
Teaching-learning materials:Textbook,multi-media materials,multi lingual resource of theclassroom
• Remedial Teaching
IV. Mathematics (30 Questions)
(a) Content (15 Marks)
• Shapes & Spatial Understanding
• Solids around Us
• Numbers
• Addition and Subtraction
• Multiplication
• Division
• MeasurementÂ
• Volume
• Data Handling
• Patterns
• Money
• Time
• weight
b) Pedagogical issues (15 Questions)
• 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)
Relationships
Work and Play
Animals
Plants
 Shelter
 Water
Travel
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-Syllabus
I. Child Development and Pedagogy (30 Questions)
a) Child Development(Elementary School Child) (15 Questions)
• 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
language, caste, gender, community, religion etc.
b) Concept of Inclusive education and understanding children with special needs (5 Questions)
• Addressing the Talented, Creative, Specially abled Learners
c) Learning and Pedagogy (10 Questions)
performance.
• Child as a problem solve rand a “scientific investigator‟
• Cognition & Emotions
• Motivation and learning
• Factors contributing to learning-personal & environmental
(II) Language (30 Questions)
a) Language Comprehension 15 Questions
Reading unseen passages-two passages one prose or drama and one poem with questions oncomprehension, 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 ideasverbally and in written form;
• Challenges of teaching language in a diverse classroom; language difficulties, errors anddisorders
• Language Skills
• Evaluating language comprehension and proficiency: speaking, listening, reading and writing
Teaching-learning materials:Textbook,multi-media materials,multi lingual resource of theclassroom
• 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 ideasverbally and in written form;
• Challenges of teaching language in a diverse classroom; language difficulties, errors anddisorders
• Language Skills
• Evaluating language comprehension and proficiency: speaking, listening, reading and writing
Teaching-learning materials:Textbook,multi-media materials,multi lingual resource of theclassroom
• Remedial Teaching
IV. Mathematics and Science (30+30)
(i) Mathematics (30 Questions)
(a) Content (20 Questions)
• Knowing our Numbers
• Playing with Numbers
• Whole Numbers
• Negative Numbers and Integers
• Fractions
• Introduction to Algebra
• Ratio and Proportion
• Basic geometrical ideas(2-D)
•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)
 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
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/psycho-motor/affective
• Problems
• Remedial Teaching
V. Social Studies/Social Sciences (60 Questions)
(a) Content (40 Questions)
• 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 as a social study and as a science
• Planet: Earth in the solar system
• Globe
• Environment in its totality: natural and human environment
• Resources: Types-Natural and Human
• Agriculture
• Diversity
• Government
• Making a Living
• Democracy
• State Government
• Unpacking Gender
• Parliamentary Government
• 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 l-VIII, please refer to NCERT syllabus and text books