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 |