{"id":2759,"date":"2024-03-04T12:51:59","date_gmt":"2024-03-04T12:51:59","guid":{"rendered":"https:\/\/www.khanglobalstudies.com\/blog\/?p=2759"},"modified":"2025-01-25T12:36:14","modified_gmt":"2025-01-25T07:06:14","slug":"ctet-syllabus-and-exam-patten-2024","status":"publish","type":"post","link":"https:\/\/www.khanglobalstudies.com\/blog\/ctet-syllabus-and-exam-patten-2024\/","title":{"rendered":"CTET Syllabus and Exam Patten 2024: Paper I & Paper II"},"content":{"rendered":"\n

Central Teacher Eligibility Test (CTET) is a national-level examination conducted by the Central Board of Secondary Education (CBSE) to recruit teachers in government-aided and unaided schools. To be successful in the CTET exam, candidates must be familiar with the CTET syllabus 2024. The curriculum is based on the National Education Policy<\/a> <\/strong>(NEP), National Curriculum Framework (NCF) 2005, and covers subjects like child development, pedagogy, and language. Knowing the syllabus like Mathematics, Science, Social Studies etc. will help the candidates to plan and organize their study schedule effectively, resulting in better preparation for the exam.<\/p>\n\n\n\n

CTET Overview<\/strong><\/h2>\n\n\n\n

CTET stands for Central Teacher Eligibility Test. CTET(Central Teacher Eligibility Test) is conducted by the Central Board of Secondary Education (CBSE) twice a year. CTET eligibility is decided by the National Council for Teacher Education (NCTE) as per the limited rules. Before appearing for the exam, the candidates must be aware of the qualifying measures for the CTET exam.<\/p>\n\n\n\n

Conducting Body<\/td>CBSE (Central Board of Secondary Education)<\/td><\/tr>
Exam Name<\/td>CTET (Central Teacher Eligibility Test)<\/td><\/tr>
Exam Frequency<\/td>Twice a year or as per vacancy<\/td><\/tr>
Mode of Exam<\/td>Offline<\/td><\/tr>
Exam Time Duration<\/td>2 Hours 30 Minutes (150 Minutes)<\/td><\/tr>
Language<\/td>English and Hindi<\/td><\/tr>
Question Types<\/td>Objective (MCQs)<\/td><\/tr>
Maximum Marks<\/td>150 Marks (for each paper)<\/td><\/tr>
Negative Marking<\/td>No Negative Marking<\/td><\/tr>
Purpose of Examination<\/td>To check the eligibility of candidates for primary and upper-primary level<\/td><\/tr>
Official Website<\/td>https:\/\/ctet.nic.in\/<\/a><\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n
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\ud83d\ude80 Click here to get more information about other government exams\ud83d\udcd6 like UPSC and State PSC, SSC, Defence, Police, Banking, Teaching etc.<\/strong><\/a><\/div>\n<\/div>\n\n\n\n

CTET full-form Concept<\/strong><\/h4>\n\n\n\n

The full form of CTET is the Central Teacher Eligibility Test, which is a national-level examination conducted in India by the Central Board of Secondary Education to determine the eligibility of candidates for appointment as teachers. CTET is conducted twice a year and is for teachers who want to teach in the primary section.<\/p>\n\n\n\n

The objective of CTET<\/strong><\/h4>\n\n\n\n

The main objective of qualifying for the CTET exam is to get minimum eligibility for a central government teaching job. This is additional support for the profile. After the CTET certificate, the candidates can apply for all central government teaching jobs like KVS, NVS Army Teacher, ERDO etc.<\/p>\n\n\n\n

CTET Syllabus 2024 Subject Wise<\/strong><\/h4>\n\n\n\n

There are two papers in the CTET exam, Paper 1 and Paper 2. To become a teacher for classes 1 to 5, candidates will have to appear in Paper 1, while those aiming to teach classes 6 to 8 will have to appear in Paper 2. You can choose both options. Documents also. CTET Paper 1 syllabus<\/strong> includes the subjects of Child Development and Pedagogy, Language-I, Language-II, Mathematics and Environmental Studies<\/strong>. In contrast, the CTET Paper 2 syllabus<\/strong> includes the subjects of Child Development and Pedagogy, Language-I, Language-II, Mathematics and Science or Social Studies\/Social Sciences.<\/strong><\/p>\n\n\n\n

CTET Syllabus 2024<\/strong><\/h3>\n\n\n\n
Paper I (for classes 1 to V) Primary Stage<\/strong><\/h5>\n\n\n\n
Section<\/strong><\/td>Syllabus<\/strong><\/td>No. of Questions<\/strong><\/td><\/tr>
Child Development and Pedagogy<\/strong><\/td>(a) Child Development (Primary School Child)<\/strong>
Concept of development and its relationship with learning
Principles of the development of children
Influence of Heredity & Environment
Socialisation processes:<\/strong> Social world & children (Teacher, Parents, Peers)
Piaget, Kohlberg and Vygotsky:<\/strong> constructs and critical perspectives
Concepts of child-centred 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.The distinction between Assessment for learning and assessment of learning: School-Based Assessment, Continuous and Comprehensive Evaluation:<\/strong> perspective and practice
Formulating appropriate questions for assessing the readiness levels of learners for enhancing learning and critical thinking in the classroom and for assessing learner achievement.<\/td>		15<\/td><\/tr>
(b) Concept of Inclusive education and understanding children with special needs<\/strong>
Addressing learners from diverse backgrounds, including disadvantaged and deprived
Addressing the needs of children with learning difficulties, \u2018impairment\u2019, etc.
Addressing the Talented, Creative, Specially abled Learners<\/td>		5<\/td><\/tr>
(c) Learning and Pedagogy<\/strong>
How children think and learn; how and why children \u2018fail\u2019 to achieve success in school performance.
Basic processes of teaching and learning; children\u2019s strategies of learning; learning as a social activity; social context of learning.
Child as a problem solver and a \u2018scientific investigator\u2019Alternative conceptions of learning in children, understanding children\u2019s \u2018errors\u2019 as significant steps in the learning process.
Cognition & EmotionsMotivation and learning
Factors contributing to learning \u2013 personal & environmental<\/td>		10<\/td><\/tr>
Language I<\/strong><\/td>(a) Language Comprehension<\/strong>
Reading unseen passages \u2013 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)<\/td>		15<\/td><\/tr>
(b) Pedagogy of Language Development<\/strong>
Learning and acquisition
Principles of Language TeachingRole of listening and speaking; function of language and how children use it as a tool
A 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 disordersLanguage Skills
Evaluating language comprehension and proficiency: speaking, listening, reading and writing
Teaching-learning materials: Textbook, multimedia materials, multilingual resources of the classroom
Remedial Teaching<\/td>		15<\/td><\/tr>
Language II<\/strong><\/td>(a) Comprehension: <\/strong>Two unseen prose passages (discursive or literary or narrative or scientific) with questions on comprehension, grammar and verbal ability.<\/td>15<\/td><\/tr>
(b) Pedagogy of Language Development<\/strong>
Learning and acquisition
Principles of Language Teaching
Role of listening and speaking; function of language and how children use it as a tool
A 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 disordersLanguage Skills
Evaluating language comprehension and proficiency: speaking, listening, reading and writing
Teaching-learning materials: Textbook, multimedia materials, multilingual resources of the classroomRemedial Teaching<\/td>		15<\/td><\/tr>
Mathematics<\/strong><\/td>(a) Content<\/strong>
Geometry
Shapes & Spatial Understanding
Solids around Us
Numbers
Addition and Subtraction
Multiplication
Division
Measurement
Weight
Time
Volume
Data Handling
PatternsMoney<\/td>		15<\/td><\/tr>
(b) Pedagogical issues<\/strong>
Nature of Mathematics\/Logical thinking: understanding children\u2019s thinking and reasoning patterns and strategies for making meaning and learning
Place of Mathematics in Curriculum
Language of MathematicsCommunity Mathematics
Valuation through formal and informal methods
Problems of Teaching
Error analysis and related aspects of learning and teaching
Diagnostic and Remedial Teaching<\/td>		15<\/td><\/tr>
Environmental Studies<\/strong><\/td>(a) Content<\/strong>
Family and Friends: Relationships, Work and Play, Animals and Plants
Food
Shelter
Water
Travel
Things We Make and Do<\/td>		15<\/td><\/tr>
(b) Pedagogical Issues<\/strong>
Concept and scope of EVSSignificance of EVS, integrated EVSEnvironmental Studies & Environmental Education
Learning PrinciplesScope & relation to Science & Social Science
Approaches of presenting concepts
Activities
Experimentation\/Practical Work
Discussion
CCE
Teaching material\/Aids
Problems<\/td>		15<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n
Paper II (For Class VI to VIII) Secondary Stage<\/strong><\/h5>\n\n\n\n
Section<\/strong><\/td>Syllabus<\/strong><\/td>No. of Questions<\/strong><\/td><\/tr>
Child Development and Pedagogy<\/strong><\/td>(a) Child Development (Primary School Child)<\/strong>
Concept of development and its relationship with learning
Principles of the development of children
Influence of Heredity & Environment
Socialisation processes: Social world & children (Teacher, Parents, Peers)
Piaget, Kohlberg and Vygotsky: constructs and critical perspectives
Concepts of child-centred 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.
The distinction between Assessment for learning and assessment of learning: School-Based Assessment, Continuous and 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.<\/td>		15<\/td><\/tr>
(b) Concept of Inclusive education and understanding children with special needs<\/strong>
Addressing learners from diverse backgrounds, including disadvantaged and deprived
Addressing the needs of children with learning difficulties, \u2018impairment\u2019, etc.
Addressing the Talented, Creative, Specially abled Learners<\/td>		5<\/td><\/tr>
(c) Learning and Pedagogy<\/strong>
How children think and learn; how and why children \u2018fail\u2019 to achieve success in school performance.
Basic teaching and learning processes; children\u2019s learning strategies; learning as a social activity; social context of learning.
Child as a problem solver and a \u2018scientific investigator\u2019
Alternative conceptions of learning in children, understanding children\u2019s \u2018errors\u2019 as significant steps in the learning process.
Cognition & Emotions
Motivation and learning
Factors contributing to learning \u2013 personal & environmental<\/td>		10<\/td><\/tr>
Language I<\/strong><\/td>(a) Language Comprehension<\/strong>
Reading unseen passages \u2013 two passages, one prose or drama and one poem with questions on comprehension, inference, grammar and verbal ability.<\/td>		15<\/td><\/tr>
(b) Pedagogy of Language Development<\/strong>
Learning and acquisition
Principles of Language Teaching
Role of listening and speaking; function of language and how children use it as a tool
A 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, multimedia materials, multilingual resources of the classroom
Remedial Teaching<\/td>		15<\/td><\/tr>
Language II<\/strong><\/td>(a) Comprehension: <\/strong>Two unseen prose passages (discursive or literary or narrative or scientific) with questions on comprehension, grammar and verbal ability.<\/td>15<\/td><\/tr>
(b) Pedagogy of Language Development<\/strong>
Learning and acquisition
Principles of Language Teaching
Role of listening and speaking; function of language and how children use it as a tool
A 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, multimedia materials, multilingual resources of the classroom
Remedial Teaching<\/td>		15<\/td><\/tr>
Mathematics<\/strong><\/td>(a) Content<\/strong>
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<\/td>		15<\/td><\/tr>
(b) Pedagogical issues<\/strong>
Nature of Mathematics\/Logical Thinking
Place of Mathematics in Curriculum
Language of Mathematics
Community Mathematics
Evaluation
Remedial Teaching
Problem of Teaching<\/td>		15<\/td><\/tr>
Environmental Studies<\/strong><\/td>(a) Content<\/strong>
Food
Materials
The World of the Living
Moving Things People and Ideas
How things work
Natural Phenomena
Natural Resources<\/td>		15<\/td><\/tr>
(b) Pedagogical Issues<\/strong>
Nature & Structure of Sciences
Natural Science\/Aims & objectives Understanding & Appreciating Science
Approaches\/Integrated Approach
Observation\/Experiment\/Discovery (Method of Science)
Innovation
Text Material\/AidsEvaluation \u2013 cognitive\/psychomotor\/affective
Problems
Remedial Teaching<\/td>		15<\/td><\/tr>
Social Studies\/Social Sciences<\/strong><\/td>History
Geography
Social and Political Life
Pedagogical issues<\/td>		60<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

CTET Exam Pattern 2024<\/strong><\/h3>\n\n\n\n

Both CTET Paper I and II have a total of 150 multiple-choice questions (MCQs). 1 mark is given for correct answers and there is no negative marking for wrong answers. The paper is conducted as a pen-and-paper-based test in offline mode. \u200bPaper 1 has 5 sections while Paper 2 has 4 sections.<\/p>\n\n\n\n

Paper I (for classes 1 to V) Primary Stage<\/strong><\/h5>\n\n\n\n

CTET Paper-I exam is divided into 5 sections. The total number of questions and distribution of marks for Paper-1 is given below:<\/p>\n\n\n\n

Subjects<\/strong><\/td>No. of Questions<\/strong><\/td>Maximum Marks<\/strong><\/td>Time Duration<\/strong><\/td><\/tr>
Child Development and Pedagogy<\/td>30<\/td>30<\/td>2 Hours 30 Minutes (150 Minutes)<\/td><\/tr>
Language I (compulsory) <\/td>30<\/td>30<\/td><\/tr>
Language II (compulsory) <\/td>30<\/td>30<\/td><\/tr>
Mathematics<\/td>30<\/td>30<\/td><\/tr>
Environmental Studies<\/td>30<\/td>30<\/td><\/tr>
Total<\/strong><\/td>150<\/strong><\/td>150<\/strong><\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n
Paper II (for classes VI to VIII) Elementary Stage<\/strong><\/h5>\n\n\n\n

CTET Paper-II exam is divided into 4 sections. Candidates will have to choose between Mathematics Science and Social Studies in Paper 2. The total number of questions and marks distribution for Paper-2 is given below:<\/p>\n\n\n\n

Subjects<\/strong><\/td>No. of Questions<\/strong><\/td>Maximum Marks<\/strong><\/td>Time Duration<\/strong><\/td><\/tr>
Child Development and Pedagogy<\/td>30<\/td>30<\/td>2 Hours 30 Minutes (150 Minutes)<\/td><\/tr>
Language I (compulsory) <\/td>30<\/td>30<\/td><\/tr>
Language II (compulsory) <\/td>30<\/td>30<\/td><\/tr>
A. Mathematics & Science<\/td>30+30<\/td>60<\/td><\/tr>
B. Social Studies & Social Science<\/td>60<\/td>60<\/td><\/tr>
Total<\/strong><\/td>150<\/strong><\/td>150<\/strong><\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

CTET Eligibility Criteria 2024<\/strong><\/h3>\n\n\n\n

Take a look at the basic CTET eligibility criteria below:<\/p>\n\n\n\n