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BOARD OF SECONDARY EDUCATION, ODISHA, CUTTACK
ODISHA TEACHER ELIGIBILITY TEST (OTET) – 2018
SYLLABUS STRUCTURE
(Paper – I)
| Area | No. of Questions | Mark | Remark |
| Child Development & Pedagogy | 30 | 30 | 30 question on Child Development & Pedagogy |
| Language-I, Odia/ Urdu/ Hindi/ Telugu/ Bengali | 30 | 30 | In each subject area 20 questions will be set form contents & 10 questions from Pedagogy. All 150 questions shall be of multiple choice type with four choices. Only one answer is to be chosen by the candidate. |
| Language-II (English) | 30 | 30 | |
| Mathematics | 30 | 30 | |
| Environment Studies | 30 | 30 | |
(Paper – II) Compulsory
| Area | No. of Questions | Mark | Remark |
| Child Development & Pedagogy | 30 | 30 | 30 question on Child Development & Pedagogy |
| Language-I, Odia/ Urdu/ Hindi/ Telugu/ Bengali | 30 | 30 | In each subject area, 20 questions will be set from contents & 10 questions from Pedagogy. All 150 questions shall be of multiple choice type with four choices. Only one answer is to be chosen by the candidate. |
| Language-II (English) | 30 | 30 |
OPTIONAL
Either A or B
| Area | No. of Questions | Mark | Remark |
| A- Mathematics & Science | 60 (30 questions from Mathematics and 30 questions from Science) | 60 | In each subject area 20 questions will be set from contents & 10 questions from Pedagogy. |
| B - Social Studies. | 60 (30 questions from History & Political Science & 30 questions from Geography). | 60 | In each subject area, 20 questions will be set from contents & 10 questions from Pedagogy. |
IMPORTANT
· All the questions will be Multiple Choice Questions, each carrying one mark, with four alternatives out of which one answer will be correct. Questions will be set to assess the candidate’s ability to analyze, interpret and apply the subjectmatter.
· There will be no negative marking.
DETAILED SYLLABUS FOR OTET
PAPER - I
SECTION – A : CHILD DEVELOPMENT AND PEDAGOGY
Unit – 1 :- Understanding Child Development during Childhood (focus on children at primary level)
§ Concept, principles and stages of child development
§ Characteristics of physical, cognitive, social, emotional, and moral development in childhood
§ Influence of heredity and environment in understanding thechild
Unit – 2:- Understanding Learning Process and Learners
§ Learning – concept, nature, and individual differences inlearning
§ Understanding how the child learns – learning through observation,limitation
§ Understanding how the child learns – various methods of learning
§ Basic conditions of learning and promotion of learning through motivation, classroom learning environment and teacher behavior
§ Development of creative thinking
Unit – 3 :- Concept of Inclusive Education and Understanding Children with special needs
§ Concept of inclusive education
§ Addressing the needs of diverse group of learning in the inclusive classroom (CWSN, girls, SC / ST)
§ Addressing the talented, creative learning
Unit – 4:- Approaches to teaching and learning
§ Teacher-centred, learner-centered and learning-centered approach
§ Competency-based and activity-based approach
§ TLM – its importance, use, and preparation for the classroomtransaction
§ Teaching competency to handle mono-grade and multi-grade situation
Unit – 5 :- Assessment
§ Continuous and comprehensive assessment
§ Purpose of assessment
§ Assessing scholastic and other scholastic areas
§ Sharing of assessment outcomes and follow up
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SECTION B: LANGUAGE (ODIA/URDU/HINDI/TELUGU/BENGALI)
GROUP – A : (PEDAGOGY)
Unit – 1 :- Learning Odia / Urdu / Hindi / Telugu / Bengali at elementary level
§ Aims and objectives of teaching Odia / Urdu / Hindi / Telugu / Bengali as mother tongue
§ Principles of language teaching
§ Acquisition of four-fold language skills in Odia / Urdu / Hindi / Telugu / Bengali viz., listening, speaking, reading and writing
§ Interdependence of four language skills
§ Objectives and strategies of transacting integrated text for the beginners
Unit – 2:- Teaching, Reading and Writing Skills
§ Technique of developing intensive and extensive reading skills
§ Teaching-learning composition and creative writing
§ A critical perspective on the role of grammar in learning the language for communicating ideas in written form
§ Challenges of teaching language in a diverse classroom, language difficulties anderrors
GROUP – B : (CONTENT)
Unit – 3:- Assessment of learning Odia / Urdu / Hindi / Telugu / Bengali
§ Assessment language comprehensive and proficiency: speaking, listening, reading, writing – construction of different types of test items
§ Remedial teaching
Unit – 4:- Language items
§ Part of speech – Noun, Pronoun, Verb, Adverb, Adjectives, Conjunction
§ Formation of words – using prefix and suffix
§ Synonyms and antonyms
§ Phrases and idioms
Unit – 5:- Language Comprehension
§ Reading two unseen passages – one the passage from prose and one poem with questions on comprehension, drama, inference, grammar, and verbal ability (prose passage may be literary, scientific, narrative, or discursive)
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SECTION C: LANGUAGE (ENGLISH)
GROUP – A : (PEDAGOGY)
Unit – 1:- Learning English at the Elementary Level
§ Importance of learning English
§ Objectives of learning English (in terms of content and competence specifications)
Unit – 2:- Language Learning
§ Principles of language teaching
§ Challenges of teaching language in a diverse classroom
Unit – 3:- Skills in learning English
§ Four-fold basic skills of learning viz., listening, speaking, reading and writing: interdependence of skills
§ Techniques and activities for developing listening and speaking skills (recitation, storytelling, dialogue)
§ Development of reading skills : reading for comprehension, techniques, and strategies for teaching, reading (phonic, alphabet, word, sentence, and story)
§ Development of writing skill – teaching composition
Unit – 4:- Assessment of English
§ Assessing language comprehension and proficiency: listening, speaking, reading, writing
GROUP – B : (CONTENT)
Unit – 5:- Comprehension
§ Two unseen prose passage (discursive or literary or narrative or scientific) with questions on comprehension, grammar, and verbal ability
Unit – 6:- Language items
§ Nouns, Adverbs, Verbs, Tense and Time, Preposition, Articles, Adjectives, Prepositions, Punctuation
Section D: Mathematics
GROUP – A : (PEDAGOGY)
Unit – 1:- Mathematics Education in Schools
§ Nature of Mathematics (exactness, systematic, patterns,preciseness)
§ Aims and objectives of teaching Mathematics
§ Specific objectives of teaching Mathematics
Unit – 2:- Methods and Approaches to Teaching-Learning Mathematics
§ Methods : Inductive, deductive, analysis, synthesis, play-way
§ Approaches : Constructivist and Activity-based
Unit – 3:- Assessment in Mathematics
§ Assessment in Mathematics
§ Formal and informal assessment
§ Different types of test items
§ Planning for remedial and enrichment programme in Mathematics
GROUP – B : (CONTENT)
Unit – 4 :- Number System and Operation in Numbers
§ Number system (natural, whole, rational, real)
§ Fundamental operation on numbers
§ Fractional numbers and decimals – operations in fractional numbers and decimals
§ Factors and multiples – NCF and LCM
§ Percentage and its application
Unit – 5 :- Measurement
§ Measurement of length, weight, capacity
§ Measurement of area and perimeter of rectangle and square
§ Measurement of time (the concept of am, pm, and time interval)
Unit – 6:- Shapes and spatial Relationship
§ Basic geometrical concepts (point, line segment, ray, straight line, angles)
§ Geometry of triangles, quadrilaterals, and circles
§ Symmetry
§ Geometrical slides (cube, cuboid, sphere, cylinder cone)
Unit – 7:- Data Handling and Patterns
§ Pictography, bar graph, histogram, pie chart
§ Interpretation of these graphs
§ Patterns in numbers and figures
SECTION E: ENVIRONMENTAL STUDIES (EVS)
GROUP – A : (PEDAGOGY)
Unit – 1:- Concept
§ Concept and Significance
§ Integration of Science and Social Science
§ Aims and objectives of teaching and learning EVS
Unit – 2: - Methods and Approaches
§ Basic principles of teaching EVS
§ Methods: Survey, Practical Work, discussion, observation, project
§ Approaches : Activity-based, theme-based
Unit – 3:- Evaluation in EVS
§ Tools and techniques for evaluating learning in EVS
§ Diagnostic assessment in EVS
GROUP – B : (CONTENT)
Unit – 4:- Governance
§ Local-self, Government – State and Central
§ Judiciary
Unit – 5:- Physical Features of Odisha and India
§ Landscape
§ Climate
§ Natural resources
§ Agriculture and industry
Unit – 6:- History of Freedom Struggle in India and Odisha
Unit – 7:- Health and Diseases
§ Nutritional, elements, balanced diet
§ Nutritional, deficiency and diseases
§ Waste materials and disposal
§ First-aid
§ Air and water pollution
Unit – 8:- Internal Systems of Human Body
§ Respiratory, circulatory, digestive and excretory system – structure and parts of plant – structure, and function
Unit – 9 :- Matter, Force, and Energy
§ Matter and its properties
§ Earth and sky, effect of rotation and revolution of the earth
§ Work and energy
PAPER – 2
SECTION A : CHILD DEVELOPMENT AND PEDAGOGY - 30 MARKS
Unit – I :- Child Development (Focus on Upper Primary School Children)
§ Features of Physical, Cognitive, Social, Emotional & Moral development during pre-adolescence and adolescence
§ Effect of Heredity and Environment on development
§ Needs and problems of adolescents
§ Individual differences among learners
Unit – II:- Learning
§ Learning as meaning-making knowledge and construction
§ How children learn – observation, initiation, trial, error,experience
§ Learning as social activity
§ Rote learning and meaningful learning
§ Factors affecting learning
§ Strategies for promoting lessons
§ Addressing learners from diverse background including disadvantaged and deprived
§ Addressing the needs of children with learning difficulties and impairment
§ Addressing the talented, creative, and specially-abled learners
Unit – III:- Curriculum Teaching – Learning Approaches and Evaluation
§ Teacher-centred, learner-centered and learning-centered approaches
§ Principles of curriculum organization
§ Teaching-learning aids
§ Continuous comprehensive assessment of learning, planning, and designing achievement tests, rating scale, checklist
§ Test reliability and validity
§ Date representation – mean, mode and median and standard deviation Section B : Language 1 (Odia / Urdu / Hindi / Telugu / Bengali)
30 marks
GROUP A (PEDAGOGY)
Unit – 1:- Learning Odia / Urdu / Hindi / Telugu / Bengali at Upper Primary Level
§ Aims and objectives of learning Odia / Urdu / Hindi / Telugu / Bengali as first language
§ Principles of teaching mother tongue
§ Development of language skills (speaking, reading, writing, and listening)
Unit – 2 :- Teaching Language
§ Intensive and Extensive reading skills at upper primary level
§ Teaching of non-detailed and detailed texts (prose, poetry)
§ Teaching of composition and creative writing
§ Teaching of grammar
§ Challenges of teaching Odia / Urdu / Hindi / Telugu / Bengali in multi-lingual context
Unit – 3:- Assessment of Language
§ Assessment of learning Odia / Urdu / Hindi / Telugu / Bengali language – listening, speaking, reading, and writing
§ Planning and designing achievement tests and other tools for assessment
GROUP B (CONTENT)
Unit – 4:- Elements of Odia / Urdu / Hindi / Telugu / Bengali Language
§ Comprehension of two unseen passages (one from prose/drama and other from the poem) with test items on comprehension, vocabulary, and grammar.
Unit – 5 :- Language Items
§ Parts of speech (noun, pronoun, verb, adverb, adjectives, conjunction)
§ Formation of words (pre-fix and suffix)
§ Vocabulary (spelling and meaning of synonym and antonym)
§ Phrases and idioms
Unit – 6 :- Contribution of famous literates for development of Odia / Urdu / Hindi / Telugu / Bengali language
§ Odia-Fakir Mohan Senapati, Gangadhar Meher, Radhanath Ray, Surendra Mohanty, Gopinath Mohanty
§ Urdu – Altaf Hussain Hali, Niaz Fatehpur, Ali Sardar Jafri, Amir Khusroo, Majrooh Sultanpuri
§ Hindi – Bharatendu Harischandra, Mahavir Prasad Dwivedy, Prem Chand, Jayashankar Prasad, Suryakanta Tripathy Nirala
§ Bengali – Rabindra Nath Tagore, Sarat Chandra Chattopadhyay, Tarasankar Bandopadhyay, Kazi Nazrul Islam, Bibhuti Bhusan Bandopadhyay
§ Telugu – Srinanthadu, Gurajuda Appa Rao, Kandukuri Veeresalingam, Arudra, C. Narayan Reddy
Section C: Language II (English) 30 marks
GROUP A (PEDAGOGY)
Unit – 1 :- Learning English at Upper Primary Level
§ Importance of learning English
§ Objective of learning English
Unit – 2 :- Development of English Language Skills
§ Basic skills of language (listening, speaking, reading, writing), interdependence of skills
§ Teaching of prose, poetry, and composition
§ Teaching of creative writing
§ Principles of language teaching
§ Challenges of teaching English as a second language at the upper primary level
Unit – 3 :- Assessment of learning the English Language
§ Assessment of comprehension and language skills (listening, speaking, reading, and writing)
GROUP B (CONTENT)
Unit – 4 :- Comprehension
§ Two unseen passages (one from prose / drama and another from the poem) with questions on comprehension, grammar)
Unit – 5 :- Language Items
§ Parts of speech, tense, voice change and change of narration, use of the article, use of punctuation mark
§ Vocabulary – meaning and spelling
Section D : Mathematics (only for Mathematics and Science Teacher)
GROUP A (PEDAGOGY)
Unit – 1 :- Mathematics at Upper Primary Stage
30 marks
§ Nature of Mathematics – logical, systematic, abstractions, pattern, mathematical language
§ Aims and objectives of teaching Mathematics
§ Specific objectives of teaching Mathematics
Unit – 2 :- Methods and Approaches to Teaching-Learning Mathematics
§ Methods : induction, deduction, analysis and synthesis
§ Approaches : Constructivist and activity-based
Unit – 3 :- Evaluation in Mathematics
§ Formal and informal evaluation
§ Error analysis
§ Remedial and enrichment programs
GROUP B (CONTENT)
Unit – 4 :- Number System
§ Number System (focus on real and rational numbers)
§ Properties in different number systems
Unit – 5 :- Algebra
§ Basic concepts : terms, co-efficient, powers
§ Algebraic equations and their applications (with one variable)
§ Polynomials – operations in polynomials
§ Laws of indices
§ Identities
Unit – 6 :- Commercial Arithmetic
§ Percentage and its application (profit and loss, simple and compound, interest, banking, rebate)
§ Ratio and proportion
§ Variation and its application
§ Square, square root, cube, cube root of natural numbers
Unit – 7 :- Shapes and Spatial Relationship
§ Triangles and Quadrilaterals
§ Angles, complementary and supplementary angles, opposite angles, exterior angles of the triangle
§ Angle sum property
§ Parallel lines and properties relating to parallel lines
§ Congruency and similarities
§ Menstruations (area and circumference of a circle, higher-order problems relating to the area of a square, triangle, rectangle, parallelogram, trapezium, Pythagorean theorem)
Section E: Science (only for Mathematics and Science Teacher)
Unit – 1 :- Nature of Science
GROUP A (PEDAGOGY)
30 marks
§ Aims and objectives of teaching-learning science at the upper primary stage
Unit – 2 :- Methods and Approaches
§ Methods: Observation, Experimentation, Discovery, Project, and Problem- solving
§ Approaches: An integrated approach, constructivists approach
Unit – 3 :- Evaluation in Science
§ Tools and techniques for assessing learning in Science
GROUP B (CONTENT)
Unit – 4 :- Physical Science
§ Metal, non-metal and metalloid
§ Elements and compounds
§ Symbol, valence and chemical equation
§ Acid, base, and salt
§ Physical and a chemical change in matters
§ Force, motion, friction, pressure in solid, liquid,s and gases
§ Electricity and current chemical effects of electric current
§ Refraction and reflection of light
§ Solar system and planets
Unit – 5 :- Life Science
§ Biological adaptation among living beings
§ Respiration and transpiration
§ Soil and forest resource
§ Cell structure and function of cell organelle
§ Micro-organisms
§ Adolescence in human being
Section F: Social Study (only for Social Study Teacher)
GROUP A (PEDAGOGY)
Unit – 1 :- Aims and Objectives of Teaching Social Studies
30 marks
§ Importance of teaching-learning Social Sciences at the upper primary stage
§ Aims and objectives of teaching-learning Social Sciences
§ Specific objectives of teaching-learning Social Science
Unit – 2 :- Methods and Approaches
§ Methods: Survey, fieldwork/trips, project, group work
§ Approaches : Activity-based, theme-based
Unit – 3 :- Evaluation in Social Science
§ Tools and the technique for assessment of learning in SocialScience
§ Diagnostic assessment and remedial teaching
OTET Syllabus Paper 2 PDF Download
GROUP B (CONTENT)
Unit – 4 :- History and Political Science
§ Methods of historical studies, social, economic, and political conditions of the sultanate, Moghul, and British period
§ Slave, Khiligi, Tughlaq, Lodi Dynasty
§ East India Company, British Crown, Impact of British rules, Ancient period, Kharabela, Ashoka
§ Soma, Garganga, Surya, fall of Odisha, Odisha under Moghuls
§ Nationalist movement in India
§ Development of Nationalism and Europe
Unit – 5 :- Political Science
§ Indian Constitution
§ Human Rights
§ Governance at Central, State and Local level
§ Political Parties and pressure group
Unit – 6 :- Geography
§ Odisha Geography – physical features, climate, agriculture andindustry
§ Natural resources (land, water, forest and wild animals, minerals)
§ Atmosphere, biosphere and hydrosphere
§ Earth – crust, internal structure, landscape (hills and mountains, plateau, plains, rivers)
§ Temperature zones of earth
Related- OTET Preparation Book and Guide PDF
Important Instruction :
Please note that as per the NCTE guide line, the questions in the paper-I will be based on the topics of the Prescribed syllabus of the state for class I to V but their difficultly standard, as well as linkages, could be up to the secondary stage.
The questions in the paper-II will be based on the topics of the prescribed syllabus of the state for Class VI to VIII but their difficulty standard, as well as linkages, could be up to senior secondary/ higher secondary /+2 stage.
The guidelines prescribed by the competent authority do not indicate any specific Text or author for OTET Examination.
The OTET-2012 syllabus as developed by the TE & SCERT, Odisha as per the guidelines of the NCTE, shall be applicable for the OTET-2018. The detailed syllabus of OTET is also available in www.bseodisha.ac.in at the link “OTET Syllabus” & www.scertorissa.org.
OMR Answer Sheets of OTET-2018 along with scoring keys shall be uploaded soon after the examination is over in the Board of Secondary Education, Odisha website www.bseodisha.ac.in, and inviting objections in respect of questions or answers, if any. The objection shall be submitted to the Board within the period specified from the date of publication of Questions & Scoring keys on the website. No objection shall be entertained after the due date.
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Qualifying Marks :
· A candidate who scores 60% or more in the TET Examination will be considered as a TET pass.
· Candidates belonging to SC, ST, SEBC/ OBC, Physically Handicapped securing scores 50% may be considered as TET pass.
· The TET score will be given weightage in the recruitment process.
