CTET Paper 2 syllabus

Development & learning

• Development in upper-primary age; identity and peer influence
• Piaget, Vygotsky — upper-primary applications
• Inclusion; diversity; special needs

Development & socialization — depth

• Concept of development and its relationship with learning
• Principles of the development of children
• Influence of Heredity and Environment
• Socialization processes — Teacher, Parents, Peers
• Kohlberg — moral development: constructs and critical perspectives
• Concepts of child-centered and progressive education
• Critical perspective of the construct of Intelligence
• Multi-Dimensional Intelligence
• Language and Thought
• Gender as a social construct; roles, bias and educational practice
• Formulating appropriate questions for readiness, critical thinking and achievement

Learning & teaching

• Subject-based learning; concept formation
• Motivation; assessment; formative/summative
• Classroom management; positive discipline

Learning & pedagogy — depth

• How children think and learn; why children fail in school
• Basic processes of teaching and learning; learning as a social activity
• Child as a problem solver and scientific investigator
• Alternative conceptions; children's errors as steps in learning
• Cognition and Emotions
• Factors contributing to learning — personal and environmental
• Assessment for learning vs of learning; School-Based Assessment; CCE perspective
• Addressing talented, creative, specially abled learners
• Addressing learners from diverse and disadvantaged backgrounds
• Addressing needs of children with learning difficulties and impairments

Language I focuses

• Unseen prose / poetry (upper-primary level)
• Language skills and teaching methods
• Language assessment

Language I pedagogy — depth

• Learning and acquisition
• Principles of language Teaching
• Role of listening and speaking; language as a tool
• Critical perspective on the role of grammar for communication
• Challenges of teaching language in a diverse classroom; errors and disorders
• Evaluating language proficiency — speaking, listening, reading, writing
• Teaching-learning materials; multi-media; multilingual classroom resources
• Remedial Teaching in Language I

Language II focuses

• Unseen prose comprehension
• Grammar and vocabulary
• L2 pedagogy

Language II pedagogy — depth

• Two unseen prose passages — discursive, literary, narrative or scientific
• L2 learning and acquisition
• L2 principles of language teaching
• L2 listening-speaking and language as a tool
• Critical perspective on grammar in L2 communication
• Challenges of L2 teaching in a diverse classroom
• Evaluating L2 comprehension and proficiency — four skills
• L2 teaching-learning materials and remedial teaching

Sanskrit — upper-primary language paper

• Sanskrit unseen prose / poetry (Classes VI–VIII level, CTET hardness)
• Sanskrit grammar & vocabulary — sandhi, samasa, vibhakti, dhatu forms (in context)
• Sanskrit language skills and teaching methods (upper-primary classroom)
• Sanskrit language assessment and remedial teaching
• Sanskrit pedagogy — learning/acquisition, multilingual classroom, errors

Urdu — upper-primary language paper

• Urdu unseen prose / poetry (Classes VI–VIII level, CTET hardness)
• Urdu grammar & vocabulary — morphology/syntax, spelling, synonyms/antonyms (in context)
• Urdu language skills and teaching methods (upper-primary classroom)
• Urdu language assessment and remedial teaching
• Urdu pedagogy — learning/acquisition, multilingual classroom, errors

Mathematics content

• Number system; algebra basics; ratio
• Geometry, mensuration; data
• Mathematics pedagogy

Mathematics content — NCERT Classes VI–VIII

• Knowing our Numbers; Playing with Numbers
• Whole Numbers; Negative Numbers and Integers; Fractions
• Introduction to Algebra
• Ratio and Proportion
• Basic geometrical ideas (2-D); Understanding Elementary Shapes (2-D and 3-D)
• Symmetry (reflection); Construction (scale, protractor, compasses)
• Data handling
• Nature of Mathematics / Logical thinking; Place in Curriculum
• Language of Mathematics; Community Mathematics
• Mathematics Evaluation; Problem of Teaching; Remedial Teaching

Science content

• Food, materials, motion force energy basics
• Living world; natural phenomena
• Science pedagogy

Science content — NCERT Classes VI–VIII

• Sources of food; Components of food; Cleaning food
• Materials of daily use
• The World of the Living — deeper themes
• Moving Things, People and Ideas
• Electric current and circuits; Magnets
• Natural Phenomena — deeper themes
• Natural Resources
• Nature and Structure of Sciences; Aims and objectives
• Integrated Approach; Observation, Experiment, Discovery methods
• Innovation; Text materials; cognitive/affective/psychomotor evaluation; Remedial Teaching

Content

• History: selected themes ancient–modern (upper primary)
• Geography: earth, resources, India basics
• Social & political life; economics basics

Social Studies pedagogy

• Source method; map skills; assessment

History themes — NCERT Classes VI–VIII

• When, Where and How; The Earliest Societies
• First Farmers and Herders; 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
• Company Power; Rural Life and Society; Colonialism and Tribal Societies
• Revolt of 1857-58; Women and reform; Challenging the Caste System
• The Nationalist Movement; India After Independence

Geography themes

• Geography as a social study and as a science
• Planet: Earth in the solar system; Globe
• Environment in its totality — natural and human
• 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

SST pedagogy — depth

• Concept and 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 and Secondary
• Projects Work; Evaluation in SST