CTET Exam Pattern 2025, Central TET Syllabus 2024 Download Every year, the Central Teacher Eligibility Test is held twice, giving thousands of aspirants the chance to start their careers as teachers. A well-thought-out preparation plan is essential for achieving high scores on the CTET Exam.
The first step in starting the preparation is to have up-to-date information of the syllabus. The whole exam schedule and syllabus for the CTET 2024 exam are covered in this page.
CTET Exam Pattern and Syllabus 2024 Overview
| CTET Syllabus 2024- Highlights | |
| Organisation | Central Board of Secondary Education (CBSE) |
| Name of Examination | CTET 2024 July Exam |
| CTET Exam Date 2025 | July 2024 |
| Duration of CTET Exam | 2.5 hours (for each paper) |
| Language of Exam | 20 languages |
| Maximum Marks | 150 marks (for each paper) |
| Type of Questions | Multiple Choice Questions |
| Mode of Exam | Offline (OMR Based) |
| Marking Scheme | 1 mark for each correct answer |
| Negative Marking | No negative marking for wrong answers |
Together with the CTET 2024 Notification, the Central Board of Secondary Education (CBSE) has announced the CTET Syllabus 2024. In order to hire teachers for both government-aided and independent schools, the Central Teacher Eligibility Test (CTET) is a national exam administered by the CBSE. The two Papers of the CTET test, Paper I and Paper II, are administered to applicants who want to teach in classes I through V and classes VI through VIII, respectively. We shall give a thorough rundown of the CTET Syllabus 2024 that was given in the announcement here.
CTET Exam Pattern 2025
CTET Exam Pattern paper 1
| CTET Paper 1 Syllabus 2024 | ||
|---|---|---|
| Subjects/ Topics | Questions | Marks |
| I. Child Development and Pedagogy | 30 | 30 |
| II. Language – I | 30 | 30 |
| III. Language – II | 30 | 30 |
| IV. Mathematics | 30 | 30 |
| V. Environmental Studies | 30 | 30 |
CTET Exam Pattern paper 2
| CTET Paper 2 Syllabus 2024 | ||
| Subjects/ Topics | Questions | Marks |
| I. Child Development and Pedagogy | 30 | 30 |
| II. Language I (compulsory) | 30 | 30 |
| III. Language II (compulsory) | 30 | 30 |
| IV. A. Mathematics & Science or B. Social Studies & Social Science | 30 + 30 | 60 |
| 60 | 60 | |
The CTET Exam is administered twice a year by the Central Board of Secondary Education (CBSE) to ascertain a candidate’s eligibility for teaching positions in government schools. Understanding the courses and themes that one needs to study for the exam is made easier by familiarizing oneself with the CBSE CTET curriculum. Therefore, it is imperative that you thoroughly review the required CTET Syllabus before beginning your exam preparation.
Central TET Syllabus 2024
For teaching positions, the CTET Exam is an eligibility test that is administered in two stages, Paper 1 and Paper 2. Paper I will be administered to candidates who want to teach in Classes I through V, and Paper II to candidates who want to teach in Classes VI through VIII. The CTET 2024 Exam Pattern and Syllabus have not changed, and the comprehensive syllabus is covered here. The CTET 2024 July notice pdf was also released in March 2024.
CTET Syllabus 2024 for Paper 1
| CTET Syllabus 2024 for Paper 1 | ||
| Sections | Syllabus | Number of Questions |
| Child Development and Pedagogy | (a) Child Development (Primary School Child)Concept of development and its relationship with learningPrinciples of the development of childrenInfluence of Heredity & EnvironmentSocialisation processes: Social world & children (Teacher, Parents, Peers)Piaget, Kohlberg and Vygotsky: constructs and critical perspectivesConcepts of child-centred and progressive educationCritical perspective of the construct of IntelligenceMulti-Dimensional IntelligenceLanguage & ThoughtGender as a social construct; gender roles, gender bias and educational practiceIndividual 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 practiceFormulating appropriate questions for assessing readiness levels of learners for enhancing learning and critical thinking in the classroom and for assessing learner achievement. | 15 |
| (b) Concept of Inclusive education and understanding children with special needsAddressing learners from diverse backgrounds, including disadvantaged and deprivedAddressing the needs of children with learning difficulties, ‘impairment’, etc.Addressing the Talented, Creative, Specially abled Learners | 5 | |
| (c) Learning and PedagogyHow 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 & EmotionsMotivation and learningFactors contributing to learning – personal & environmental | 10 | |
| Language I | (a) Language Comprehension Reading 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) | 15 |
| (b) Pedagogy of Language DevelopmentLearning and acquisitionPrinciples of Language TeachingRole of listening and speaking; function of language and how children use it as a toolA critical perspective on the role of grammar in learning a language for communicating ideas verbally and in written formChallenges of teaching language in a diverse classroom; language difficulties, errors and disordersLanguage SkillsEvaluating language comprehension and proficiency: speaking, listening, reading and writingTeaching-learning materials: Textbook, multimedia materials, multilingual resources of the classroomRemedial Teaching | 15 | |
| Language II | (a) Comprehension: Two unseen prose passages (discursive or literary or narrative or scientific) with questions on comprehension, grammar and verbal ability. | 15 |
| (b) Pedagogy of Language DevelopmentLearning and acquisitionPrinciples of Language TeachingRole of listening and speaking; function of language and how children use it as a toolA 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 SkillsEvaluating language comprehension and proficiency: speaking, listening, reading and writingTeaching-learning materials: Textbook, multimedia materials, multilingual resources of the classroomRemedial Teaching | 15 | |
| Mathematics | (a) ContentGeometryShapes & Spatial UnderstandingSolids around UsNumbersAddition and SubtractionMultiplicationDivisionMeasurementWeightTimeVolumeData HandlingPatternsMoney | 15 |
| (b) Pedagogical issuesNature of Mathematics/Logical thinking: understanding children’s thinking and reasoning patterns and strategies of making meaning and learningPlace of Mathematics in CurriculumLanguage of MathematicsCommunity MathematicsValuation through formal and informal methodsProblems of TeachingError analysis and related aspects of learning and teachingDiagnostic and Remedial Teaching | 15 | |
| Environmental Studies | (a) ContentFamily and Friends: Relationships, Work and Play, Animals and PlantsFoodShelterWaterTravelThings We Make and Do | 15 |
| (b) Pedagogical IssuesConcept and scope of EVSSignificance of EVS, integrated EVSEnvironmental Studies & Environmental EducationLearning PrinciplesScope & relation to Science & Social ScienceApproaches of presenting conceptsActivitiesExperimentation/Practical WorkDiscussionCCETeaching material/AidsProblems | 15 | |
CTET Syllabus 2024 for Paper 2
| CTET Syllabus 2024 for Paper 2 | ||
| Sections | Syllabus | Number of Questions |
| Child Development and Pedagogy | (a) Child Development (Elementary School Child)Concept of development and its relationship with learningPrinciples of the development of childrenInfluence of Heredity & EnvironmentSocialisation processes: Social world & children (Teacher, Parents, Peers)Piaget, Kohlberg and Vygotsky: constructs and critical perspectivesConcepts of child-centred and progressive educationCritical perspective of the construct of IntelligenceMulti-Dimensional IntelligenceLanguage & ThoughtGender as a social construct; gender roles, gender bias and educational practiceIndividual 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 practiceFormulating appropriate questions for assessing readiness levels of learners for enhancing learning and critical thinking in the classroom and for assessing learner achievement. | 15 |
| (b) Concept of Inclusive education and understanding children with special needsAddressing learners from diverse backgrounds, including disadvantaged and deprivedAddressing the needs of children with learning difficulties, ‘impairment’, etc.Addressing the Talented, Creative, Specially abled Learners | 5 | |
| (c) Learning and PedagogyHow children think and learn; how and why children ‘fail’ to achieve success in school performance.Basic teaching and learning processes; children’s learning strategies; 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 & EmotionsMotivation and learningFactors contributing to learning – personal & environmental | 10 | |
| Language I | (a) Language Comprehension: Reading unseen passages – two passages, one prose or drama and one poem with questions on comprehension, inference, grammar and verbal ability. | 15 |
| (b)Pedagogy of Language DevelopmentLearning and acquisitionPrinciples of Language TeachingRole of listening and speaking; function of language and how children use it as a toolA 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 SkillsEvaluating language comprehension and proficiency: speaking, listening, reading and writingTeaching-learning materials: Textbook, multimedia materials, multilingual resources of the classroomRemedial Teaching | 15 | |
| Language II | (a) Comprehension: Two unseen prose passages (discursive or literary or narrative or scientific) with questions on comprehension, grammar and verbal ability | 15 |
| (b) Pedagogy of Language DevelopmentLearning and acquisitionPrinciples of Language TeachingRole of listening and speaking; function of language and how children use it as a toolA 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 SkillsEvaluating language comprehension and proficiency: speaking, listening, reading and writingTeaching-learning materials: Textbook, multimedia materials, multilingual resources of the classroomRemedial Teaching | 15 | |
| Mathematics | (a) ContentNumber SystemKnowing our NumbersPlaying with NumbersWhole NumbersNegative Numbers and IntegersFractionsAlgebraIntroduction to AlgebraRatio and ProportionGeometryBasic geometrical ideas (2-D)Understanding Elementary Shapes (2-D and 3-D)Symmetry: (reflection)Construction (using Straight edge Scale, protractor, compasses)MensurationData handling | 20 |
| (b) Pedagogical issuesNature of Mathematics/Logical ThinkingPlace of Mathematics in CurriculumLanguage of MathematicsCommunity MathematicsEvaluationRemedial TeachingProblem of Teaching | 10 | |
| Science | (a) ContentFoodMaterialsThe World of the LivingMoving Things People and IdeasHow things workNatural PhenomenaNatural Resources | 20 |
| (b) Pedagogical issuesNature & Structure of SciencesNatural Science/Aims & objectives Understanding & Appreciating ScienceApproaches/Integrated ApproachObservation/Experiment/Discovery (Method of Science)InnovationText Material/AidsEvaluation – cognitive/psychomotor/affectiveProblemsRemedial Teaching | 10 | |
| Social Studies/Social Sciences | HistoryGeographySocial and Political LifePedagogical issues | 60 |