KTET Syllabus 2023 and Exam Pattern for Category 1, 2, 3, & 4

Language II- English/Arabic*

*for those who intend to become Arabic Teachers

1. Methods of studying child behaviour – observation, case study, Interview, Psychological tests etc.
2. Concept of development
3. Principles of growth and development
4. Influence of heredity and environment on human development
5. Concept of learning
6. Basic theories of learning: Conditioning (Pavlov, Skinner); Insight learning (Gestalt); cognitive learning (Piaget, Bruner and Vygotsky)
7. Relation between development and learning: learner readiness of maturation
8. Piaget, Kohlberg and Vygotsky: Constructs and critical perspectives.
9. Concept of child-centred and progressive education – Activity-based method of Teaching and Learning, Problem Based Learning
10. Critical perspectives of the construct of intelligence (Theories of Spearman, Guilford, Thurstone and Gardner).
11. Language and Thought (Basic perspectives of Piaget, Chomsky and Vygotsky).
12. Gender as a social construct: Gender roles, gender bias and educational practice
13. Individual differences among learners, understanding differences based on diversity of language, caste, gender, community, religion etc.,
14. Distinction between – Assessment for learning and Assessment of learning – school-based Assessment (Internal assessment)
15. Continuous and comprehensive evaluation: Perspectives and practice
16. Assessing learner achievement – grading
17. Personality development – the concept of personality and basic approaches to personality (Psychoanalytic and Trait) – Adjustment mechanisms

1. Concept of exceptional children
2. Concept of children with special needs (CWSN)
3. Addressing learners from diverse backgrounds including disadvantaged and deprived
4. Concept of learning disability (LD) – Addressing the needs of children with learning disabilities
5. Addressing the Talented, creative, specially-abled children

1. How children think and learn: how and why children fail to achieve success in school performance
2. Different factors influencing learning and achievement
3. Basic process of teaching and learning: Children’s strategies of learning – Learning as a social activity – social context of learning
4. Child as a problem solver and ‘scientific investigator’ (concept of the nature of child by Piaget, Bruner and Vygotsky)
5. Alternative concepts of Learning in children: Understanding children’s ‘errors’ as significant steps in the learning process (Self – corrective nature of the child)
6. Cognition and Emotions – Emotion – Basic Emotions – characteristics of childhood emotionality. Emotional Development (Bridge’s)- cognition (Thinking, Reasoning, Problems solving and Investigation)
7. Motivation and learning – How does motivation influence learning – Maslow’s theory of motivation
8. Factors contributing to learning – Personal and environmental Note:
9. Emphasis should be given to questions related to classroom contexts,
10. Classroom context should be primary level.

1. Family – Relationships, job and duties of family members
2. Water – Water sources, conservation of water, water pollution, prevention of water pollution
3. Agriculture – Different types of agriculture, tools of agriculture, agricultural product, herbal garden
4. Vehicles – Types of vehicles used
5. Soil – Different soils, soil pollution. Prevention of soil pollution, soil erosion
6. Earth – Ecosystem, environmental protection, impact of pollution on earth,
7. remedial measures
8. Shelters -Types of shelters, characteristics of animal shelters
9. Diseases – Different types of diseases, causes, remedial measures, healthy habits
10. Food – Types of food – natural and artificial foods, their merits and demerits
11. Jobs – Types of jobs, different types of tools
12. Public Institute – Services of people by public institute
13. Energy – Types of energy, conservation of energy
14. Animal world – Varieties of animals, movement, food habits, uses of animals
15. Plants – Variety of plants – uses – herbal garden, photosynthesis
16. First aid – Different types of first aid, need for first aid box
17. Solar system – Plants, stars, sky, water
18. Air – Importance of nature, air pollution, remediation
19. Light – Eye, protection of eye, sources of light. reflection of light, shadow.

1. Science → Scope, meaning, history of science, role of science in human development
2. Aims of learning science → Cognitive area, process skill area, scientific attitude, application area, scientific creativity
3. Supplementary activities for enhancing science learning → Bulletin board, science club, wall magazine, day celebrations, quiz etc
4. Scientific process → Steps in scientific process
5. Different process skills → Its developmental strategies
6. Characteristics of science teaching
7. Approaches of science teaching → Nature of learning activities, evaluation process etc
8. Integrated approach in environmental science
9. Evaluation strategy in science classes → Grading
10. Different strategies in science teaching – learning process → Projects, seminars, debates, experiments, field trips etc
11. Role of science teacher
12. Learning aids → need, scope
13. Unit analysis → Comprehensive planning – teaching manual
14. Pedagogic analysis
15. Analysis of primary science curriculum
16. Action Research
17. Evaluation system → Grading – continuous evaluation – preparation and administration of evaluation tools

1. Comprehension of theme
2. Interpretation
3. Inference

1. Comprehension of themes
2. Poetic images
3. Interpretation

1. Principles of Language Learning
2. Classroom practices
3. Inclusion of differently abled children
4. Methodology of curriculum Transaction

1. Books and Authors
2. Functional Grammar
3. Proverbs
4. Forms of Literature
5. Tamil Festivals

1. Comprehension of Theme
2. Interpretation
3. Inference

1. Comprehension of Theme
2. Poetic images

1. Principles of Language learning
2. Classroom Practices
3. Inclusion of differently abled children
4. Methodology of curriculum transaction

1. Idioms, Phrases and usages
2. Functional grammar
3. Proverbs
4. Rhythms

Grammar : Language elements included in the Course books of standard I to V. Such as :

1. Article
2. Concord
3. Interrogatives
4. Yes / No Questions
5. ‘wh’ – Questions
6. Question tags
7. Prepositions
8. Tense and Time
9. Determiners
10. Phrasal verbs
11. Gerunds
12. Reflexive Pronouns
13. Linkers
14. Auxiliaries

1. Vocabulary
2. Inflexions
3. Affixes- Prefix & Suffix
4. Antonyms, Synonyms
5. Idioms and Phrases

1. Language Acquisition and Learning
2. Learning vs acquisition – Major schools of thought .
3. Principles of Language Learninga
4. Constructivism – Social Constructivism – Critical Pedagogy – Error Treatment – Cognitivism
5. Language and Thought
6. Different views of Whorf, Piaget, Vygotsky and Chomsky – Relationship between language and thought.
7. Objectives of Teaching English
8. Relevance of English – Curricular Objectives.
9. Language skills and communication skills
10. Ways of improving language / communication skills – classroom activities – tools.
11. ICT based aids in language teaching
12. Modern Strategies
13. Nurturing multiple intelligence
14. Instruction to cater individual differences – Teaching learners with special needs.
15. Evaluation
16. continuous and comprehensive evaluation – assessment of skills and products.

1. Growth and Development
2. Stages of development
3. Infancy
4. Child hood
5. Adolescence
6. Maturation
7. Relationship between development, Maturation and learning.

1. Major principles of growth and development
2. Implication of learning

1. Role of Heredity and Environment on the development of child
2. Teacher’s role

1. Concept of Socialization
2. Social world and children
3. Role of family, peers, teachers in the process of socialization
4. Pattern of social development
5. Erick Erikson’s theory of psychosocial development

1. Cognitive development theory of Piaget, Kohlberg’s theory of moral development
2. Vygotsky’s theory of social constructivism
3. Educational Implications.

1. Concept of child centeredness
2. Individual difference
3. Methods of teaching and learning
4. Activity methods
5. Concept of progressive education
6. Role of teacher.

1. Concept of Intelligence
2. Theories of intelligence
3. Factor theories
4. S -I model of Intellect
5. Multiple Intelligences
6. Concept of IQ
7. Intelligence Tests (Examples)
8. Sternberg’s Information processing theory

Language development –

1. Stages
2. Theories – Piaget, Vygotsky, Chomsky
3. Relationship between language and thought
4. Approaches to language learning and teaching

1. Gender Roles
2. Bias
3. Educational practices
4. Gender equality
5. Teacher’s role

1. Understanding differences based on diversity of language, caste, gender, community, religion etc
2. Individual difference
3. Socio cultural determinants

1. (CCE) Concept
2. Assessment to learning
3. Strategies
4. Cumulative records
5. Anecdotal records
6. Portfolios Assessment Techniques

1. Readiness for learning
2. Strategies for assessment
3. Encouraging critical thinking
4. Teacher’s role

1. Creating Learning situations
2. Criteria of learning experiences
3. Different modes of learning
4. Social learning (Bandura)
5. Co-operative and collaborative learning
6. Group discussion
7. Role of Teacher

1. Perception
2. Concept formation
3. Thinking
4. Imagination
5. Reasoning
6. Inductive and deductive
7. Problem-solving
8. Memory
9. Emotional development – characteristics
10. Emotional maturity
11. Emotional Intelligence
12. Emotional Quittance (EQ)

1. Learning
2. Factors affecting Learning
3. Theories of Learning
4. Pavlov, Thorndike, Skinner, Gagne’s hierarchy of learning, Insightful learning (Kohler)
5. Constructivism
6. Piaget, Bruner, Vygotsky, Ausubel
7. Educational Implications. Motivation
8. Concept, types – Importance to learning
9. Theories of motivation
10. Abraham Maslow, McClelland

1. Concept
2. Approaches
3. Type, Trait
4. Allport
5. Measurement of personality
6. Projective and Non projective techniques
7. Adjustment Mechanisms

1. Addressing learners from diverse back grounds
2. Including disadvantaged and deprived
3. LD, MR, OPH, Sensorily deprived
4. Socially and culturally deprived
5. Educational Implications/ Addressing the needs of LD. Exceptional children
6. Gifted, creative, specially abled children
7. Educational provision – Needs, characteristics
8. Identification and Remedial measures

Adolescent Psychology (10 marks)

• Adolescence
• Problems of adolescence
• Developmental theories

Theories of Learning (15 marks)

• Theories of learning
• Children with special needs
• Nature and concept of Learning
• Factors affecting learning
• Creativity

Teaching Aptitude (15 marks)

• Teaching
• Teacher Roles
• Personality of the Teacher
• Understanding teaching and learning
• Methods and Techniques of Teaching
• Classroom Management

• Malayalam
• English
• Tamil
• Kannada
• Hindi
• Arabic
• Urdu
• Sanskrit
• Physical Science
• Natural Science
• Mathematics
• Social Science

Note: The Language test (Malayalam/ English/ Tamil/ Kannada) will focus on the proficiency related to the medium of instruction. Aspirants can choose from one of the above.

The subject-specific areas test will focus on the pedagogical understanding, concepts and problem solving abilities in these subjects. The test is evenly distributed over different divisions of the syllabus of that subject as prescribed for classes 1 to 8 by SCERT Kerala. Candidates can choose the subject from one of the the following:

• Physical Education
• Drawing
• Music
• Sewing
• Hindi
• Arabic
• Urdu
• Sanskrit