UTET

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

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

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

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)

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

Two unseen prose passages (discursive or literary or narrative or scientific) with question on comprehension, grammar and verbal ability

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

Geometry; Shapes & Spatial Understanding; Solids around Us; Numbers; Addition and Subtraction; Multiplication; Division; Measurement; Weight; Time; Volume; Data Handling; Patterns; Money

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

Family and Friends: Relationships, Work and Play, Animals, Plants; Food; Shelter; Water; Travel; Things We Make and Do

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

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

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

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

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)

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

Two unseen prose passages (discursive or literary or narrative or scientific) with question on comprehension, grammar and verbal ability

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

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

Nature of Mathematics/Logical thinking; Place of Mathematics in Curriculum; Language of Mathematics; Community Mathematics; Evaluation; Remedial Teaching; Problem of Teaching

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

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

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 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

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

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