KARTET 2015, Exam Pattern, Syllabus

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Karnataka TET Syllabus

Karnataka Teacher Eligibility Test (KARTET) is carried out by the Centralized Admission Cell (CAC), Bangalore for applicants to be eligible for selection as a teacher for classes I to VIII. KARTET is necessary to become eligible to apply for Teacher’s Job in Government and private schools of the state.

KARTET 2015 Exam Pattern

The Karnataka TET exam is divided into two papers:

  • Paper I: Ones who want to be a teacher for class I to V (Primary Stage).
  • Paper II: Ones who want to be a teacher for classes VI to VIII (Elementary Stage).

KARTET consists of objective type multiple choice questions (MCQs). Both the papers have 150 questions each that carry one mark each. There is no negative marking for incorrect answer. The time duration is two hours and thirty minutes (150 minutes) for each paper.

KARTET 2015 Syllabus

Paper I: Primary Stage (Classes I to V)

Child Development and Pedagogy

  • Child Development (Primary School Child): 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.
  • Concept of Inclusive education and understanding children with special needs: 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
  • Learning and Pedagogy: 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

Language I

  • Language Comprehension: Unseen Passages
  • Pedagogy of Language Development: 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, multimedia materials, multilingual resource of the classroom, Remedial Teaching

Language II

  • Comprehension: Unseen Passages
  • Pedagogy of Language Development: 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, multimedia materials, multilingual resource of the classroom, Remedial Teaching

Mathematics

  • Geometry, Shapes & Spatial Understanding, Numbers, Addition and Subtraction, Multiplication, Division, Measurement, Weight, Time, Volume, Data Handling, Patterns, Money, LCM & HCF, Decimal, Fractions
  • Pedagogical issues: 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

Environmental Studies

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

Paper II: Elementary Stage (Classes VI to VIII)

Child Development and Pedagogy

  • Child Development (Elementary School Child): 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.
  • Concept of Inclusive education and understanding children with special needs: 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
  • Learning and Pedagogy: 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

Language I

  • Language Comprehension: Unseen Passages
  • Pedagogy of Language Development: 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, multimedia materials, multilingual resource of the classroom, Remedial Teaching

Language II

  • Comprehension: Unseen Passages
  • Pedagogy of Language Development: 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, multimedia materials, multilingual resource of the classroom, Remedial Teaching

Mathematics and Science

  • Mathematics: Number System, Knowing our Numbers, Playing with Numbers, Whole Numbers, Negative Numbers and Integers, Fractions, Exponents; surds, squares, cube, square root, cube root, Profit & Loss, Compound Interest, Discount, Algebra, Introduction to Algebra; Algebraic identities, polynomials, Ratio and Proportion, Geometry, Basic geometrical ideas (2-D), Understanding Elementary Shapes (2-D and 3-D), Symmetry: (reflection), Constructions, Quadrilateral, Mensuration; circle, sphere, cone, cylinder, triangles, Data handling, statistics
  • Pedagogical issues: Nature of Mathematics/Logical thinking, Place of Mathematics in Curriculum, Language of Mathematics, Community Mathematics, Evaluation, Remedial Teaching, Problems of Teaching
  • Science: 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
  • Pedagogical issues: Nature & Structure of Sciences, Natural Science/Aims & objectives, Understanding & Appreciating Science, Approaches/Integrated Approach, Observation/Experiment/Discovery, Innovation, Text Material/Aids, Evaluation- cognitive/psycho-motor/affective, Problems, Remedial Teaching

Social Studies/ Social Science

  • 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 Marginalized
  • Pedagogical issues: Concept & Nature of Social Science/Social Studies, Class Room Processes, activities and discourse, Developing Critical thinking, Inquiry/Empirical Evidence, Problems of teaching Social Science/Social Studies, Sources – Primary & secondary, Projects Work, Evaluation

For further details regarding the KARTET 2015 examination you can refer our previous article “KARTET 2015, Notification, Eligibility” or visit: www.schooleducation.kar.nic.in/

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