HP TET Syllabus: HP Teacher Eligibility Entrance Exam Syllabus & Marking Pattern

HP TET Syllabus

Himachal Pradesh Board Of School Education (HPBOSE), Shimla has going to conduct Teacher Eligibility Test for Teacher Post. HPTET is an OMR based exam comprising multiple-choice questions. The question paper is set by HPBOSE. The syllabus and difficulty level of HPTET will be primarily based on the 10+2 curriculum of the state education board.

The Question paper for HP TET 2020 Recruitment will be divided according to the subject for which a candidate applies. In offline written Exam, objective type questions will be asked where each question will carry one mark and there will be no marks deduction in case of a wrong answer.

– Paper Mode: Offline OMR Based Written Exam
– Total number of questions: 150
– The Total time allotted: 150 minutes
– Negative Marking: No Negative Marking
– Minimum marks for qualifying the exam: 90 (60% of the total marks, 150)

The following table shows the subject-wise HPTET Syllabus 2020:

Subject Section Topics
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 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)
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, multi media materials, multilingual resource of the classroom
Remedial Teaching
Language – II Comprehension Two unseen prose passages (discursive or literary or narrative or scientific) with question on comprehension, grammar and verbal ability
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, multi-media materials, multilingual resource of the classroom
Remedial Teaching
Mathematics Content Geometry
Shapes & Spatial Understanding
Solids around Us
Numbers
Addition and Subtraction etc.
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
Environmental Studies Content 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
Social Studies Content History
Geography
Social and Political Life
Pedagogical issues 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