Delhi TET Syllabus 2021-22 | Download DTET Exam Syllabus Pdf
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Delhi TET Syllabus

Delhi TET Syllabus 2021-22:

There will be two papers i.e. paper-1 and paper-2 in the Delhi TET Exam. Each paper will be organized separately. In both papers, there will be 150 MCQs. Each question will have four options and out of these four options, only one will be correct. 

For every correct answer, you will be awarded 1 mark. There will be no negative marking for the wrong answer. The candidate has to solve each paper in 2 hours and 30 minutes. Details of paper-1 and paper-2 are given below-

Paper-1: This paper is made compulsory for those candidates, who want to teach for primary classes (1-5) in Delhi government schools.

Paper-2: This paper is only for upper primary teaching posts. An upper primary teacher teaches for classes 6-8.

If any candidate wants to be a teacher for both levels then he/she need to qualify for both papers to attain the Delhi TET qualifying certificate. Let us move onto the Delhi TET 2019 exam pattern and Delhi TET Syllabus in details-

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Delhi TET Syllabus Paper-1 Exam Pattern for teaching Classes 1-5:

Exam Pattern of Delhi TET Paper-1

Section

Subject

No. of Questions

Marks

Total Duration

(i)

Child development and Pedagogy

30 MCQs

30 Marks

2 Hours and 30 Minutes

(ii)

Language I

30 MCQs

30 Marks

(iii)

Language II

30 MCQs

30 Marks

(iv)

Mathematics

30 MCQs

30 Marks

(v)

Environmental Studies

30 MCQs

30 Marks

 

Total

150 MCQs

150 Marks

 

The subjects provide above are compulsory and must be prepared by the candidates who are going to appear in Paper-1

Exam Pattern of Delhi TET Paper-2

Section

Subject

No. of Questions

Marks

Total Duration

(i)

Child Development and Pedagogy (compulsory)

30 MCQs

30 Marks

2 Hours and 30 Minutes

(ii)

Language I (compulsory)

30 MCQs

30 Marks

(iii)

Language II (compulsory)

30 MCQs

30 Marks

(iv)

(a)For Mathematics & Science Teacher: Mathematics and Science

                          Or,

(b) social Science/  Social Studies teacher:- Social Science

60 MCQs

60 Marks

 

Total

150 MCQs

150 Marks

 

DTET Syllabus 2021-22:

1. Child Development and Pedagogy – 30 Questions:

(a) Child Development (Primary School Child):

  • Concept of development and its relationship with learning
  • 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
  • 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
  • Individual differences among learners, understanding differences based on diversity of language, caste, gender, community, religion, etc.
  • A 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) The 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

(c) Learning and Pedagogy

  • 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
  • How children think and learn; how and why children ‘fail’ to achieve success in school performance.
  • Factors contributing to learning – personal & environmental

II. Language I – 30 Questions:

(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).

(b) Pedagogy of Language Development:

  • Learning and acquisition
  • Language Skills
  • Evaluating language comprehension and proficiency: speaking, listening, reading and writing
  • Principles of language Teaching
  • Role of listening and speaking; function of language and how children use it as a tool
  • A 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
  • Teaching-learning materials: Textbook, multi-media materials, multilingual resource of the classroom
  • Remedial Teaching

III. Language – II – 30 Questions:

(a) Comprehension:

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

(b) Pedagogy of Language Development:

  • Learning and acquisition
  • Principles of language Teaching
  • Language Skills
  • Evaluating language comprehension and proficiency: speaking, listening, reading and writing
  • Role of listening and speaking; function of language and how children use it as a tool
  • A 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
  • Teaching-learning materials: Textbook, multi-media materials, multilingual resource of the classroom
  • Remedial Teaching

IV. Mathematics – 30 Questions:

  • Nature of Mathematics/Logical thinking; understanding children’s thinking and reasoning patterns and strategies of making meaning and learning
  • Evaluation through formal and informal methods
  • Problems of Teaching
  • Place of Mathematics in Curriculum
  • Language of Mathematics
  • Community Mathematics
  • Error analysis and related aspects of learning and teaching
  • Diagnostic and Remedial Teaching

V. Environmental Studies – 30 Questions:

  • Concept and scope of EVS
  • Approaches to presenting concepts
  • Activities
  • Experimentation/Practical Work
  • Significance of EVS integrated EVS
  • Environmental Studies & Environmental Education
  • Learning Principles
  • Scope & relation to Science & Social Science
  • Discussion
  • CCE
  • Teaching material/Aids
  • Problems

Delhi TET syllabus Paper-II 2021:

Paper-II (for classes 6 to 8) Upper Primary Classes:

1. Child Development and Pedagogy- 30 Questions:

  • Critical perspective of the construct of Intelligence
  • Multi-Dimensional Intelligence
  • Language & ThoughtConcept of development and its relationship with learning
  • Principles of the development of children
  • Gender as a social construct; gender roles, gender-bias and educational practice
  • Concepts of child-centered and progressive education
  • The 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.
  • Individual differences among learners, understanding differences based on diversity of language, caste, gender, community, religion, etc.
  • Influence of Heredity & Environment
  • Socialization processes: Social world & children (Teacher, Parents, Peers)
  • Piaget, Kohlberg, and Vygotsky: constructs and critical perspectives

(b) Concept of Inclusive education and understanding children with special needs – 5 Questions:

  • Addressing the needs of children with learning difficulties, ‘impairment’ etc.
  • Addressing the Talented, Creative, Specially abled Learners
  • Addressing learners from diverse backgrounds including disadvantaged and deprived

(c) 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.
  • Motivation and learning
  • Factors contributing to learning – personal & environmental
  • 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

II. Language I – 30 Questions:

(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)

(b) Pedagogy of Language Development:

  • Learning and acquisition
  • Principles of language Teaching
  • Challenges of teaching language in a diverse classroom; language difficulties, errors, and disorders
  • Language Skills
  • A critical perspective on the role of grammar in learning a language for communicating ideas verbally and in written form;
  • Teaching-learning materials: Textbook, multi-media materials multilingual resource of the classroom
  • Remedial Teaching
  • Evaluating language comprehension and proficiency: speaking, listening, reading and writing
  • Role of listening and speaking; function of language and how children use it as a tool

III. Language  II – 30 Questions:

(a) Comprehension:

Two unseen prose passages with the question on grammar, comprehension, and verbal ability.

(b) Pedagogy of Language Development:

  • Learning and acquisition
  • Principles of language Teaching
  • Challenges of teaching language in a diverse classroom; language difficulties, errors, and disorders
  • Language Skills
  • Role of listening and speaking; function of language and how children use it as a tool
  • A critical perspective on the role of grammar in learning a language for communicating ideas verbally and in written form;
  • Evaluating language comprehension and proficiency: speaking, listening, reading and writing
  • Teaching-learning materials: Textbook, multi-media materials, multilingual resource of the classroom
  • Remedial Teaching

(i) Mathematics:

  • Number System
  • Knowing our Numbers
  • Ratio and Proportion
  • Geometry
  • Basic geometrical ideas (2-D)
  • Understanding Elementary Shapes (2-D and 3-D)
  • Playing with Numbers
  • Whole Numbers
  • Negative Numbers and Integers
  • Fractions
  • Algebra
  • Introduction to Algebra
  • Symmetry: (reflection)
  • Construction (using Straight edge Scale, protractor, compasses)
  • Mensuration
  • Data handling

b) Pedagogical issues – 10 Questions:

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

(ii) Science – 30 Questions:

(a) Content:

  • Food
  • Sources of food
  • Moving Things People and Ideas
  • How things work
  • Electric current and circuits
  • Components of food
  • Cleaning food
  • Materials
  • Materials of daily use
  • The World of the Living
  • Magnets
  • Natural Phenomena
  • Natural Resources

(b) Pedagogical issues:

  • Nature & Structure of Sciences
  • Innovation
  • Text Material/Aids
  • Evaluation – cognitive/psychomotor/affective
  • Natural Science/Aims & objectives
  • Understanding & Appreciating Science
  • Approaches/Integrated Approach
  • Observation/Experiment/Discovery (Method of Science)
  • Problems
  • Remedial Teaching

(ii) Science – 30 Questions:

  • Food
  • Sources of food
  • How things work
  • Electric current and circuits
  • Magnets
  • Components of food
  • Cleaning food
  • Materials
  • Materials of daily use
  • The World of the Living
  • Moving Things People and Ideas
  • Natural Phenomena
  • Natural Resources

IV. Social Studies/Social Sciences – 60 Questions:

History:

  • When, Where, and How
  • Rural Life and Society
  • Colonialism and Tribal Societies
  • The Revolt of 1857-58
  • Women and reform
  • Challenging the Caste System
  • The Earliest Societies
  • Contacts with Distant lands
  • Political Developments
  • Culture and Science
  • New Kings and Kingdoms
  • Sultans of Delhi
  • Architecture
  • Creation of an Empire
  • The First Farmers and Herders
  • The First Cities
  • Early States
  • New Ideas
  • The First Empire
  • Social Change
  • Regional Cultures
  • The Establishment of Company Power
  • The Nationalist Movement
  • India After Independence

Geography:

  • Geography as a social study and as a science
  • Air
  • Water
  • Human Environment: settlement, transport, and communication

Planet: Earth in the solar system

  • Globe
  • Environment in its totality: natural and human environment

Resources: Types-Natural and Human

  • Agriculture
  • Social and Political Life
  • Diversity
  • State Government
  • Understanding Media
  • Unpacking Gender
  • The Constitution
  • Government
  • Local Government
  • Making a Living
  • Democracy
  • Parliamentary Government
  • The Judiciary
  • Social Justice and the Marginalised

(b) Pedagogical issues:

  • Concept & Nature of Social Science/Social Studies
  • Problems of teaching Social Science/Social Studies
  • Sources – Primary & Secondary
  • Classroom Processes, activities, and discourse
  • Developing Critical thinking
  • Inquiry/Empirical Evidence
  • Projects Work
  • Evaluation

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