CTET (Central Teacher Eligibility Test) Latest Syllabus and Exam Pattern & Eligibility Criteria 2021
CTET (Central Teacher Eligibility Test) Latest Syllabus and Exam Pattern 2021
The following details are related to the latest Exam Pattern and Syllabus and Eligibility Criteria for CTET – Central Teacher Eligibility Test 2021.
CTET 2021 Paper 1: Exam Pattern and Latest Syllabus
Paper I (for Classes I to V) Primary Stage: (Exam Duration – 2.5 hours)
Candidates who intend to teach Classes I to V need to appear for Paper I. The CTET 2021 exam pattern for Paper-I is:
| Subject | Number of Questions (MCQs) | Marks |
| Child Development and Pedagogy (Compulsory) | 30 | 30 |
| Language I (Compulsory) | 30 | 30 |
| Language II (Compulsory) | 30 | 30 |
| Mathematics | 30 | 30 |
| Environmental Studies | 30 | 30 |
| Total | 150 | 150 |
Nature and Standard of Questions (Paper I)
| The test items on Child Development and Pedagogy will focus on educational psychology of teaching and learning relevant to the age group of 6-11 years. They will focus on understanding the characteristics and needs of diverse learners, interaction with learners and the attributes and qualities of a good facilitator of learning. |
| The Test items in Language I will focus on the proficiencies related to the medium of instruction. |
| The Test items in Language II will focus on the elements of language, communication and comprehension abilities. |
| Language II will be a language other than Language I. A candidate may choose any one language as Language I and other as Language II from the available language options and will be required to specify the same in the Confirmation Page.
Language options would be English, Hindi and Sanskrit only. Candidate may choose only two languages from English, Hindi and Sanskrit only. |
| The Test items in Mathematics and Environmental Studies will focus on the concepts, problem solving abilities and pedagogical understanding of the subjects. In all these subject areas, the test items will be evenly distributed over different divisions of the syllabus of that subject prescribed for classes I – V by the NCERT |
| The questions in the test for Paper I will be based on the topics prescribed in syllabus of the NCERT for classes I – V but their difficulty standard as well as linkages, could be up to the Secondary stage. |
After learning about exam pattern of CTET Paper I, lest’s learn syllabus for CTET Paper I
The CTET Syllabus 2021 for Paper I (for classes I to V – Primary Stage) is:
(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 – 5 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 |
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(a) Language Comprehension – 15 QuestionsReading 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 |
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(a) Comprehension – 15 QuestionsTwo 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 |
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(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 |
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(a) Content – 15 Questionsi. Family and Friends: Relationships, Work and Play, Animals, 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 |
Download CTET Syllabus 2021 Paper I in PDF format
Paper II (for Classes VI to VIII) Elementary Stage: (Exam Duration – 2.5 hours) Paper II will be for candidates who intend to teach Classes VI to VIII. The CTET 2021 exam pattern for Paper-II is:
| Subject | Number of Questions (MCQs) | Marks |
| Child Development and Pedagogy (Compulsory) | 30 | 30 |
| Language I (Compulsory) | 30 | 30 |
| Language II (Compulsory) | 30 | 30 |
| Mathematics and Science
(for Mathematics and Science teacher) |
60 | 60 |
| Social Studies/Social Science
(for Social Studies/Social Science teacher) |
60 | 60 |
| Total | 150 | 150 |
| Note: For any other teacher, it is compulsory to attempt either of the last two sections. | ||
Nature and Standard of Questions (Paper II)
| The test items on Child Development and Pedagogy will focus on educational psychology of teaching and learning, relevant to the age group of 11-14 years. They will focus on understanding the characteristics, needs and psychology of diverse learners, interaction with learners and the attributes and qualities of a good facilitator of learning. |
| The Test items in Language I will focus on the proficiencies related to the medium of instruction |
| The Test items in Language II will focus on the elements of language, communication and comprehension abilities. |
| Language II will be a language other than Language I. A candidate may choose any one language as Language I and other as Language II from the available language options and will be required to specify the same in the Confirmation Page. Language options would be English, Hindi and Sanskrit only. |
| The Test items in Mathematics and Science, and Social Studies/Social Science will focus on the concepts, problem solving abilities and pedagogical understanding of the subjects. The test items of Mathematics and Science will be of 30 marks each. The test items will be evenly distributed over different divisions of the syllabus of that subject as prescribed for classes VI -VIII by the NCERT. |
| The questions in the test for Paper II will be based on the topics prescribed in syllabus of the NCERT for classes VI – VIII but their difficulty standard as well as linkages, could be up to the Senior Secondary stage. |
After understanding the exam pattern, let’s learn syllabus and eligibility Criteria of CTET Paper II
The CTET Syllabus 2021 and eligibility Criteria for Paper II (for classes VI to VIII – Elementary Stage) is:
(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; • 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 |
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(a) Language Comprehension – 15 QuestionsReading 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 |
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(a) Comprehension – 15 QuestionsTwo 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 |
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(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• 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/psychomotor/affective • Problems • Remedial Teaching |
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(a) Content 40 Questions 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 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 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 |
Eligibility Criteria for CTET 2021
Here are the minimum qualifications and eligibility Criteria for becoming appearing in Paper I & Paper II:
Senior Secondary (or its equivalent) with at least 50% marks and passed or appearing in final year of 2- year Diploma in Elementary Education (by whatever name known) |
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| Senior Secondary (or its equivalent) with at least 45% marks and passed or appearing in final year of 2- year Diploma in Elementary Education (by whatever name known), in accordance with the NCTE (Recognition Norms and Procedure), Regulations, 2002. | |
| Senior Secondary (or its equivalent) with at least 50% marks and passed or appearing in final year of 4- year Bachelor of Elementary Education (B.El.Ed). | |
| Senior Secondary (or its equivalent) with at least 50% marks and passed or appearing in final year of 2- year Diploma in Education (Special Education)*. | |
| Graduation with at least 50% marks and Bachelor of Education (B.Ed) | |
Graduation and passed or appearing in final year of 2-year Diploma in Elementary Education (by whatever name known). |
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| Graduation with at least 50% marks and passed or appearing in 1-year Bachelor in Education (B.Ed). | |
| Graduation with at least 45% marks and passed or appearing in 1-year Bachelor in Education (B.Ed), in accordance with the NCTE (Recognition Norms and Procedure) Regulations issued from time to time in this regard. | |
| Senior Secondary (or its equivalent) with at least 50% marks and passed or appearing in final year of 4- year Bachelor in Elementary Education (B.El.Ed). | |
| Senior Secondary (or its equivalent) with at least 50% marks and passed or appearing in final year of 4- year B.A/B.Sc.Ed or B.A.Ed/B.Sc.Ed. | |
| Graduation with at least 50% marks and passed or appearing in 1-year B.Ed (Special Education) | |
| Any candidate having qualified B.Ed. Programme recognized by the NCTE is eligible to appear in TET/CTET. Moreover, as per the existing TET guidelines circulated vide NCTE letter dated 11-02-2011, a person who is pursuing any of the teacher education courses (recognized by the NCTE or the RCI, as the case may be) specified in the NCTE Notification dated 23rd August 2010 is also qualified to appear in the |
