APTET Exam Syllabus 2020:

APTET Exam Syllabus 2020 covers the entire topic which is needed to qualify the exam. It helps you to study all those topics which help you to teach better in the class when you will become a teacher. The syllabus for Paper I, Paper II A, and II B differs. But you can make your concepts clear by studying the topics. Paper I is for the candidates who want to become a lower primary teacher (from class I to V) and Paper II A and II B are for the candidates who want to become an upper primary teacher (from class VI to VIII).

APTET Exam Syllabus 2020 for Paper I

Child Development and Pedagogy

  • Development, Growth & Maturation - Concept and Nature
  • Principles of Development and their Education Implication
  • Factors Influencing Development - Biological, Psychological, Sociological, Emotional
  • Dimensions of Development and their Inter-relationships - physical & motor, cognitive, emotional, social, moral, language related to infancy, early childhood, late childhood, adolescence
  • Understanding Development - Piaget, Kohlberg, Chomsky, Carl Rogers, Erikson
  • Individual Differences: Infra & Inter Individual differences in the areas of attitudes, aptitude, interest, habits, intelligence and their assessment
  • Development of Personality - concept, factors affecting the development of personality
  • Adjustment, behavioral problems, mental health, a defence mechanism
  • Methods and Approaches of Child Development- Introspection, observation, interview, case study, experimental, cross-sectional and longitudinal
  • Developmental tasks and hazards

Understanding learning

  • Concept, Nature of learning- Input- Process- Output
  • Factors of Learning
  • Dimensions of Learning - cognitive, affective and performance
  • Motivation and Sustenance - its role in learning
  • Memory & forgetting
  • Transfer of learning

Pedagogical Concerns

  • Teaching and its relationship with learning and learner. Learners in Contexts: Situating learner in the socio-political and cultural context. Children from diverse contexts- Children With Special Needs(CWSN), inclusive education
  • Understanding of Pedagogic Methods- Enquiry based learning, Project-based learning, survey, observation and activity-based learning, cooperative and collaborative learning 
  • Individual and Group Learning: Issues and concerns with respect to organizing learning in the classroom like study habits, self-learning and learn to learn skills
  • Organizing learning in heterogeneous classroom groups: Socio-economic background, abilities, and interest
  • Paradigms of organizing learning- teacher-centric, the subject-centered and learner-centric theory of instruction- Bruner
  • Teaching as a planned activity- Elements of planning
  • Phases of teaching- Pre-active, interactive and post active
  • General and subject-related skills, competencies required in teaching and attributes of a good facilitator
  • Learning resources- Self, home, school, community, technology
  • Classroom management- Role of a student, teacher, the leadership style of the teacher, creation of non-threatening learning environment, managing behavior problems, guidance and counseling, punishment and its legal implications, rights of a child, time management
  • The distinction between assessment for learning & assessment of learning, school-based assessment, continuous and comprehensive evaluation: perspective and practice
  • Understanding teaching and learning in the context of NCF, 2005 & Right to education act, 2009

Language I (Hindi)

  • रचनाकार/ रचनाएँ विषयवस्तु, चरित्र-चित्रण, भाषा शैलीआदि |
  • साहित्यिक विधाएँ और उनकी विशेषताएँ
  • भाषा तत्त्व और व्याकरण (i) शब्द विचार: उपसर्ग- प्रत्यय (ii) शब्द भेद (iii) लिंग, वचन, कारक, काल (iv) शब्द रूपान्तर (v) शब्द- अर्थ, भिन्न- भिन्न अर्थ, पर्यावाची शब्द और विलोम शब्द (vi) शब्द परिचय- तत्सम, तदभव, देशज और विदेशी (vii) वाक्य संरचना, भेद (viii) वाच्य- समास (ix) मुहावरे- लोक्पतियाँ, कहावतें

Language II (English)

  • Parts of Speech
  • Tenses
  • Active Voice and Passive Voice
  • Preposition and Articles
  • Degrees of Comparison
  • Clauses
  • Verbs – Main Verbs – Auxiliary Verbs – Phrasal Verbs
  • Adverbs – Types of adverbs
  • Conjunction – Coordinating conjunction – Subordinating conjunction
  • Direct and Indirect Speech
  • Questions and Question Tags
  • Types of Sentences – Simple, Compound and Complex – Synthesis of Sentences
  • Phrases – Use of phrases
  • Composition – Letter Writing, Precis Writing
  • Reading comprehension
  • Vocabulary- Antonyms, Synonyms, and Spellings
  • Correction of Sentences

English (Methodology)

  • Aspects of English: (a) English language – history, nature, importance, principles of English as the second language (b) Problems of teaching/ learning English
  • Objectives of teaching English
  • Development of Language Skills: (a)Listening, Speaking, Reading and Writing (LSRW) (b) Communication Skills- Imparting values through communication
  • Approaches, methods, techniques of teaching English: (a) Introduction, definition, and types of approaches, methods, and techniques of teaching English (b) Remedial teaching
  • Teaching-learning materials in English
  • Lesson Planning
  • Curriculum & Textbooks – Importance and its need
  • Evaluation in the English language

Mathematics

  • Number System
  • Fractions
  • Arithmetic
  • Geometry
  • Measurements
  • Data Applications
  • Algebra

Mathematics (Methodology)

  • Meaning and nature of mathematics
  • Correlation with other school subjects and daily life
  • Aims, values and instructional objectives of teaching mathematics
  • Child-centered and activity-based approaches in teaching mathematics
  • Methods of teaching and remedial measures in mathematics
  • Instructional material, TLM and resource utilization in the mathematics
  • Curriculum, textbook and instructional planning
  • Evaluation, tools of evaluation, continuous and comprehensive evaluation (CCE)

Environmental Studies

  • My Family
  • Work and Play
  • Plants and Animals
  • Our Food
  • Shelter
  • Air
  • Energy
  • Our Body
  • Our Body: Health and Cleanliness
  • Mapping
  • History and Culture of India
  • Our Country (India)
  • Our State
  • Indian Constitution
  • Safety and Security

Pedagogy

  • Concept and scope of Environmental Studies
  • Aims and objectives of teaching Environmental Studies
  • Relation to Science and Social Studies
  • Curriculum and its transactional process- teaching methodology
  • Teaching Learning Material (TLM)
  • Evaluation procedure: CCE

APTET Exam Syllabus 2020 for Paper II

Child Development and Pedagogy

  • Development, Growth, and Maturation- Concept & nature
  • Principles of development and their educational implication
  • Factors influencing development- Biological, psychological, sociological, emotional
  • Dimensions of development and their inter-relationships: Physical & motor, cognitive, emotional, social, moral, language related to infancy, early childhood, late childhood, adolescence
  • Understanding development- Piaget, Kohlberg, Chomsky, Carl Rogers, Erikson
  • Individual differences- Infra & Inter-individual differences in the areas of attitude, aptitude, interest, habits, intelligence and their assessment
  • Development of personality- Concept, factors affecting the development of personality, self-concept
  • Adjustment, behavioral problems, mental health and defence mechanism
  • Methods and approaches of child development- Introspection, observation, interview, case study, experimental, cross-sectional and longitudinal
  • Developmental tasks and hazards

Understanding and Learning

  • Concept, nature of learning: Input – Process – Outcome
  • Factors of learning – personal and environmental
  • Approaches to learning and their applicability – Behaviourism (Skinner, Pavlov, Thorndike), constructivism(Piaget, Vygotsky), Gestalt(Kohler, Koffka) and observational(Bandura)
  • Dimensions of learning – Cognitive, affective and performance
  • Motivation and sustenance- its role in learning
  • Memory and forgetting
  • Transfer of learning

Pedagogical Concerns

  • Teaching and its relationship with learner and learning
  • Learners in Contexts: Situating learner in the socio-political and cultural context
  • Children from diverse contexts- Children With Special Needs(CWSN), inclusive education
  • Understanding of pedagogic methods - Enquiry based learning, project-based learning, survey, observation, and activity-based learning, cooperative and collaborative learning.
  • Individual and group learning: Issues and concerns with respect to organizing learning in the classroom like study habits, self-learning, and learning to learn skills.
  • Organizing learning in heterogeneous classroom groups — Socio-economic background, abilities, and interest.
  • Paradigms of organizing learning- Teacher centric, subject centric, and learner-centric.
  • Theory of instruction – Bruner
  • Teaching as a planned activity — Elements of planning
  • Phases of teaching — Pre-active, interactive and post-active
  • General and Subject related skills, competencies required in teaching and attributes of a good facilitator
  • Learning resources — Self, home, school, community, technology
  • Classroom management: Role of a student, teacher, the leadership style of the teacher, creation of non-threatening learning environment, managing behavior problems, guidance & counseling, punishment and its legal implications, rights of a child, time management
  • The distinction between assessment for learning & assessment of learning, school-based assessment, continuous & comprehensive evaluation: Perspective & practice
  • Understanding teaching & learning in the context of NCF, 2005 & Right to education act, 2009

Language I (Hindi)

  • अवबोध (Comprehension) (i) अपठित गद्य (ii) अपठित पद्य
  • कवि, काव्य- रचनाकार (लेखक) रचनाएँ
  • अकर्मक- सकर्मक क्रियाएँ वाक्य- वाक्य भेद, कर्मवाच्य, कृत्वाच्या, भाव वाच्य, वाक्य और प्रयोग, वाक्य क्रम, घटना क्रम
  • वर्णमाला, शब्द भेद, वाचन, लिंग, कारक,काल, विराम चिह्न, संधि, समास, विलोम शब्द, सामान अर्थ वाले शब्द,भिन्नार्थ, मुहावरे, कहावतें, लोकोत्तियां
  • भारतीय काव्य शास्त्र- काव्य लक्षण, रस, छंद, अलंकर

Language II (English)

  • Parts of Speech 
  • Tenses
  • Active voice & Passive voice 
  • Prepositions and Articles 
  • Degrees of comparison 
  • Clauses 
  • Verbs — Main verbs — Auxiliary verbs – Presale verbs
  • Adverbs — Types of Adverbs 
  • Conjunction — coordinating conjunction — subordinating conjunction
  • Direct and Indirect speech 
  • Questions and question tags
  • Types of sentences — simple, compound and complex — synthesis of sentences
  • Phrases — uses of phrases
  • Composition — letter writing —precis writing
  • Reading comprehension
  • Vocabulary — Antonyms, synonyms and spellings
  • Correction of sentences
  • Idiomatic expression
  • Sequencing of the sentences in the paragraph

English (Methodology)

  • Aspects of English:- (a) English language — History, nature, importance, principles of English as a second language. (b) Problems of teaching / learning English
  • Objectives of teaching English
  • Phonetics / transcription
  • Development of language skills:- (a) Listening, Speaking, Reading & Writing (LSRW). (b) Communicative skills — imparting values through Communication. 
  • Approaches, methods, techniques of teaching English:- (a) Introduction, definition & types of approaches, methods & techniques of teaching English (b) Remedial teaching
  • Teaching-learning materials in English
  • Lesson planning
  • Curriculum & textbooks — Importance and its need
  • Evaluation in the English language

Mathematics & Science

  • Number System
  • Arithmetic
  • Algebra
  • Sets
  • Geometry
  • Coordinate Geometry
  • Mensuration
  • Data Handling (Statistics and Probability)
  • Trigonometry

Pedagogy

  • Definition and nature of mathematics, history of mathematics
  • Aims, values, instructional objectives of teaching mathematics
  • Methods of teaching mathematics 
  • Instructional material in mathematics – TLM in mathematics, Use of ICT in teaching mathematics 
  • Instructional planning 
  • Continuous Comprehensive Evaluation (CCE) – formative assessment, summative assessment -processes and procedure
  • Designing, administration, analysis of Scholastic Achievement Test (SAT)
  • Diagnostic and remedial teaching 
  • The mathematics teacher
  • Resource utilization 
  • Curriculum and textbook

Science

  • Natural Resources- Air & Water
  • Our Universe
  • Natural Phenomenon
  • Mechanics: kinematics, dynamics
  • Magnetism and Electricity
  • Matter Around Us
  • Laws of Chemical Combination and Chemical Calculations
  • Atomic Structure
  • Periodic classification and chemical bonding
  • Metallurgy
  • Biology
  • Living World
  • Plant World
  • Animal World
  • Microbes
  • Our Environment
  • Recent trends in biology

Pedagogy

  • Definition, nature, structure, and history of science
  • Aims, values, instructional objectives of teaching science and academic standards in science 
  • Methods of teaching science
  • Teaching-learning material in the teaching of science – TLM in science – Use of ICT 
  • Instructional planning 
  • Science laboratory 
  • Science teacher – changing roles 
  • Science curriculum and its transaction, NCF-2005, SCF-2011
  • Science textbooks
  • Evaluation – CCE – formative assessment, summative assessment – Designing and administration- Analysis of Scholastic Achievement Test (SAT)

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