K-TET KERALA TEACHER ELIGIBILITY TEST Syllabus - Category IV
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K-TET 2012
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Syllabus - Category IV
KERALA TEACHER ELIGIBILITY TEST
(K-TET) 2012
State Council of Educational Research and Training (SCERT)
KERALA
August 2012
SYLLABUS
Category IV
[For Language Teachers in Arabic, Urdu, Sanskrit, Hindi
(Up to Upper Primary Level),
Specialist Teachers & Physical Education Teachers]
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KERALA TEACHER ELIGIBILITY TEST 2012 -’13
Category IV
SYLLABUS
1. ARABIC
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This section has two parts. First part (50 MCQs) intents to text comprehension, Inference , Verbal ability,
Applied grammar and Understanding of history of classical and modern Arabic literature. The second
part (30 MCQs) tests the awareness of pedagogy of language learning and development. Each MCQ
carries one mark.
Part One
•
Arabic language¡V its history, characteristics, literature and its importance - Classical and Modern:
General overview (10 Marks)
•
Influence of Holly Quran and Hadith Shareef in Arabic literature. (5 Marks)
•
Comprehension based on one unseen passage and poem lines (10 Marks)
•
Applied Grammar, Rhetoric and Prosody (15 Marks)
•
Arabic Text books and Hand books from STD 1 to STD 8 of state schools of Kerala (10 Marks)
Part Two
•
Language learning and acquisition
•
Basic language skills - listening, speaking, reading and writing
•
Communication skills
•
Methods of Teaching Arabic - Traditional and modern
•
Teaching of grammar - modern view on the role of grammar
•
Teaching languages in diverse class rooms, differently abled children: Problems and Challenges
•
Teaching, learning materials, text books, hand books, and Multimedia
•
Evaluation: CCE, Terminal Evaluation
•
Lesson planning - its important and modalities
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2. HINDI
ÀΩ˛n˘“ {……`ˆ¨GÚ®…
¶……π…… EÚ… ∂…I…h…∂……∫j… (Pedagogy of Language development)
¶……π……V…«x… |… GÚ™…… - ¶……π…… EÚ… x…™…… {… Æ˙|…‰I™… - ∫…Ër˘…∆ i…EÚ +…v……Æ˙* - ∫…¥…«¶……π…… ¥™……EÚÆ˙h… (Universal Grammar) -
∫……®…… V…EÚ Y……x… x…î… i…¥……n˘ (Social Constructivism) - §…Ω÷˛®…÷J…“ §…÷ r˘ ∫…r˘…∆i… (Theory of Multiple Inteligence)
(3)
|……‰ HÚ{…Æ˙EÚ ∂…I…h… ∂……∫j… - EÚl……x…EÚ EÚ… ®…Ω˛i¥…*
(2)
+…J™……x… BEÚ ∂…ËI… h…EÚ ={…EÚÆ˙h… E‰Ú ∞¸{… ®… - ∫…®…‰ EÚi… n˘I…i…… - +l…«O…Ω˛h… EËÚ∫…‰ ∫…÷ x…Œ∂S…i… EÚÆÂ˙?
(2)
∫…∆∂……‰v…x… |… GÚ™…… - ∫¥… x…v……«Æ˙h…
(5)
+x™… ¶……π…… EÚ“ EÚI…… ®…Â ®……i…fi¶……π…… EÚ“ ¶…⁄ ®…EÚ…*
(1)
¥……S…x…, ±…‰J…… - S…j…“™… §……S…x… +…ËÆ˙ ±…‰J…x…, V…Ë ¥…EÚ ¥……S…x…, V…Ë ¥…EÚ ±…‰J…x…*
(3)
+v™…‰i…… +…ËÆ˙ {……`ˆ¨ - ∫……®…O…“ M… i… ¥… v… EÚ… ∫…∆§…∆v… - ¶……π……V…«x… +…ËÆ˙ ¶……π…… E‰Ú §……Ɖ˙ ®… +v™…™…x… - ∂…ËI… h…EÚ ={…EÚÆ˙h… -
¥…∂±…‰π…h……i®…EÚ |…∂x…*
(2)
+…∆EÚx… +…ËÆ˙ ®…⁄±™……∆EÚx…*
(2)
¶……π…… ∂…I…h… EÚ“ S…÷x……Ë i…™……ƒ*
(1)
EÚI…… ¥……i……¥…Æ˙h…
(1)
∂…I…h… ∫……®… O…™……ƒ - i…EÚx…“EÚ“ EÚ… ={…™……‰M…*
(2)
¶……π……<« EÚ…Ë∂…±… - ∏…¥…h…, ¶……π…h…, ¥……S…x…, ±…‰J…x… - +…∂…™…O…Ω˛h… - ∫…fiV…x……i®…EÚi……*
(5)
¥…∂…‰π… ®…n˘n˘ S……Ω˛x…‰¥……±…‰ UÙ…j…… (Children with special needs) EÚ…‰Ú +v™…™…x… - ∫…∆™……‰ V…i… +v™…™…x… (Inclusive Education)
(1)
¥…π…™… (CONTENT)
ÀΩ˛n˘“ ¶……π…… +…ËÆ˙ ±… {…
1. ÀΩ˛n˘“ EÚ“ |…®…÷J… §……‰ ±…™……ƒ- •…V…, +¥…v…“, J…c˜“§……‰±…“
(2)
2. n‰˘¥…x……M…Æ˙“ ±…{…“
(2)
ÀΩ˛n˘“ ∫…… Ω˛i™… EÚ… < i…Ω˛…∫…
3. ¥…“Æ˙M……l…… EÚ…±… - S…∆n˘§…Æ˙n˘…<«-{…fil¥…“Æ˙…V… Æ˙…∫……‰
(1)
4. ¶… HÚEÚ…±… - x…M…÷«h… EÚ…¥™…v……Æ˙…- EÚ§…“Æ˙n˘…∫…
(1)
5. ∫…M…÷h… EÚ…¥™…v……Æ˙…-∫…⁄Æ˙n˘…∫… +…ËÆ˙ i…÷±…∫…“n˘…∫… EÚ“ |…®…÷J… Æ˙S…x……Bƒ
(2)
6. Æ˙“˙ i…EÚ…±…- §…Ω˛…Æ˙“±……±…
(1)
7. n¬˘ ¥…¥…‰n˘“ ™…÷M…-+™……‰v™……À∫…Ω˛ ={……v™……™… Ω˛ Æ˙+…Ëv… - |…™… |…¥……∫…
®…Ë l…±…“ ∂…Æ˙h… M…÷{i… - {…∆S…¥…]ı“
(3)
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8. UÙ…™……¥……n˘
(5)
V…™…∂…∆EÚÆ˙ |…∫……n˘ - +…ƒ∫…⁄
∫…÷ ®…j……x…∆n˘x… {…∆i… - |…l…®… Æ˙Œ∂®…
∫…⁄™…«EÚ…∆i… j…{……`“ x…Æ˙…±…… - V…÷Ω˛“ EÚ“ EÚ±…“
®…Ω˛…n‰˘¥…“ ¥…®……« - ®…‰Æ‰˙ n˘“{…EÚ
9. |…M… i…¥……n˘ - x……M……V…÷«x…-EÚ… ±…n˘…∫…
(2)
10. |…™……‰M…¥……n˘ - +Y…‰™… -x…n˘“ E‰Ú n¬˘¥…“{…
(2)
11. ∫…®…EÚ…±…“x… EÚ ¥…i……
(2)
E÷Ú®……Æ˙ +∆§…÷V…- BEÚ +…n˘®…“ V…∆M…±… ®…Â
12. x……]ıEÚ : V…™…∂…∆EÚÆ˙ |…∫……n˘- ∫E∆Ún˘M…÷{i…
(2)
®……‰Ω˛x… Æ˙…E‰Ú∂…- +…π……g¯ EÚ… BEÚ n˘x…
(2)
13. ={…x™……∫… : |…‰®…S…∆n˘ - x…®…«±……
(2)
®…z…÷ ¶…∆b˜…Æ˙“ - +…{… EÚ… §…∆]ı“
(2)
14.EÚΩ˛…x…“ : |…‰®…S…∆n˘-{…⁄∫… EÚ“ Æ˙…i…
(1)
™…∂…{……±…- n÷˘:J…
(1)
=π…… |…™…∆¥…n˘…- ¥……{…∫…“
(1)
15. Ɖ˙J…… S…j… : - ®…Ω˛…n‰˘¥…“ ¥…®……« - M…±±…÷
(2)
16. +…i®…EÚl…… : Ω˛ Æ˙¥…∆∂…Æ˙…™… §…SS…x… EÚ“ +…i®…EÚl……
(1)
|…™……‰V…x…®…⁄±…EÚ ÀΩ˛n˘“
17. Æ˙…π]≈ı¶……π…… +…ËÆ˙ Æ˙…V…¶……π……
(3)
18. {…… Æ˙¶…… π…EÚ ∂…§n˘…¥…±…“
(2)
¥™……EÚÆ˙h…
19. ¥…h…«- ¥…S……Æ˙
(1)
20. ∫…∆Y……
(2)
21. ∫…¥…«x……®…
(2)
22. ¥…∂…‰π…h…
(2)
23. GÚ™……
(4)
24. EÚ…Æ˙EÚ
(2)
25. ={…∫…M…«, |…i™…™…
(1)
26. ¥……S™…
(2)
®…÷Ω˛…¥…Ɖ˙ B¥…∆ ±……‰EÚ…‰ HÚ™……ƒ
27. ®…÷Ω˛…¥…Æ˙…
(1)
28. ±……‰EÚ…‰ HÚ
(1)
Reference:
1. Hindi Text Books and hand books : std. V to XII
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3. SANSKRIT
A. ∂…I……∂……∫j……¥…M…®…&* §…Ω÷˛ ¥…EÚ±{…®……i…fiEÚ…|…∂x……&
(30)
(+) ¶……π……¥…M…®…&*
EÚ… x……®… ¶……π……* ¶……π……M……‰j…… h…* ¶……π……∫…÷ ∫…∆∫EfiÚi…∫™… ∫l……x…®…¬* ∏…¥…h… - ¶……π…h… - ¥……S…x… ±…‰J…x… - x…Ë{…÷h™…&* ¶……π……v…®……«&
- O…Ω˛h…®…¬ - |…EÚ]ıx…®…¬ - +…∫¥……n˘x…®…¬* ∫…∆∫EfiÚi…{…`x…∫™……‰q‰˘∂™…… x…*
(+…) ¶……π……§……‰v…x…i…i¥…… x…*
§……‰v…x… ¥… v…∫…⁄j…… h… (Maxims of Language Teaching)
(<) ∫…∆∫EfiÚi… ∂…I…h… ¥…v…™…& (Methods of teaching Sanskrit)
M…÷Ø˚E÷Ú±… - ¶…hb˜…E«ÚƬ˙ - {……`√{…÷∫i…EÚ - ∫…®…x¥…™… {…r˘i…™…&* M…t ∂…I…h…®…¬* {…t ∂…I…h…®…¬* ¥™……EÚÆ˙h… ∂…I…h…®…¬* x……]ıEÚ ∂…I…h…®…¬*
Æ˙S…x…… ∂…I…h…®…¬*
(<«) ¶……π……{…`x…∫…®…÷{…M…®…&* (Approaches of Language learning)
¥™…¥…Ω˛…Æ˙¥……n˘&* Y……x… x…î… i…¥……n˘&* ∫…®…∫™…… v…Œπ`î… {…`x…®…¬* ¥…®…∂…«x……i®…EÚ {…`x…®…¬* §…Ω÷˛®…÷J…§…÷ r˘ ∫…r˘…xi…&*
(=) ∫…R¬ÛEÚ ±…i… ∂…I……*
(>) ®…⁄±™… x…h…«™…&*
∫……®|…n˘… ™…EÚ®…⁄±™… x…h…«™…&* x…Æ˙xi…Æ˙®…⁄±™… x…h…«™…&* ∫¥…™…∆®…⁄±™… x…h…«™…&* {…Æ˙∫{…Æ˙®…⁄±™… x…h…«™…&* ¥……Ãπ…EÚ®…⁄±™… x…h…«™…&* ∏…‰h…“EÚÆ˙h…®…¬
(Grading)
Ref : 1. ∫…∆∫EfiÚi……v™……{…x…∫™… x…⁄i…x…|… ¥…v…™…& by CHLN SARMA & Fatheh Singh
2. ∫…∆∫EfiÚi……v™……{…x…®…¬ by Dr. Sahadeven
B. ¥…π…™…&* (Content) §…Ω÷˛ ¥…EÚ±{…®……i…fiEÚ…|…∂x……&
(60)
+o˘π]∆ı M…t¶……M…∆/x……]ıE∆Ú {… `… i…n¬˘M…i… - |…∂x……x……®…÷÷k…Æ˙…h……®…R¬ÛEÚx…®…¬* §…Ω÷˛ ¥…EÚ±{…®……i…fiEÚ…|…∂x……&
(5)
+o˘π]∆ı ∂±……‰E∆Ú/∫…÷¶…… π…i…∆ {… `… i…n¬˘M…i… - |…∂x……x……®…÷÷k…Æ˙…h……®…R¬ÛEÚx…®…¬* §…Ω÷˛ ¥…EÚ±{…®……i…fiEÚ…|…∂x……&
(5)
∫…∆∫EfiÚi…∂……∫j…∆ ∫…∆∫EfiÚi… ∫…… Ω˛i™…®…¬ S… (15) E‰ÚÆ˙±…“™… ∫…∆∫EfiÚi…EfiÚi…™…& (3) +…x…÷EÚ… ±…EÚ ¥…π…™……& (2)
+…Ω˛i™… 20 §…Ω÷˛ ¥…EÚ±{…®……i…fiEÚ… |…∂x……&
(20)
¥™……EÚÆ˙h…®…¬
v……i…÷{…n˘±…EÚ…Æ˙{…÷Ø˚π…¥…S…x…… x… (2)
+xi… ±…R¬ÛM… ¥…¶… HÚ¥…S…x…… x… (2)
∫…Œxv…& (5)
EÚ…Æ˙EÚ®…¬ (5)
∫…®……∫…& (2)
|…™……‰M…& (2)
∫…∆Y……|…EÚÆ˙h…®…¬ (2)
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+…Ω˛i™… 20 §…Ω÷˛ ¥…EÚ±{…®……i…fiEÚ…|…∂x……&
(20)
+±…R¬ÛEÚ…Æ˙…&
+x…÷|……∫…&, ™…®…EÚ®…¬, ∂±…‰π…&, EÚ…¥™… ±…R¬ÛM…®…¬, ={…®……, ∞¸{…EÚ®…¬, =i|…‰I……, n˘“{…EÚ®…¬, +l……«xi…Æ˙x™……∫…&, =±±…‰J…&*
+…Ωi™… 5 §…Ω÷˛ ¥…EÚ±{…®……i…fiEÚ…|…∂x……&
(5)
¥…fik…®…¬
¥…h……«x……∆ M…÷÷Ø˚±…P…÷ ¥…¥…‰S…x…∆ M…h… x…h…«™…\S…* +x…÷π]÷ı{…¬, <xp˘¥…X……, Æ˙l……‰r˘i…… {…⁄Œπ{…i……O……, ={…V…… i…&, ¥…∆∂…∫l…®…¬ ª…Mv…Æ˙…,
®…… ±…x…“, ¥…∫…xi… i…±…EÚ…, ∂……n⁄«˘˘±… ¥… GÚ b˜ıi…®…¬* +…Ω˛i™… 5 §…Ω÷˛ ¥…EÚ±{…®……i…fiEÚ…|…∂x……&*
(5)
Ref : 1. SCERT u˘…Æ˙… x…Ãn˘π]ı… x… {…\S…®…“i…& u˘…n∂…˘EÚI™……{…™…«xi…… x… {……`{…÷∫i…EÚ… x… Ω˛∫i…{…÷∫i…EÚ… x… S…* (∫…∆∫EfiÚi… ¥…t…±…™……x……∆
+CEÚ…n˘ ®…EÚ ¥…t…±…™……x……∆ S…)
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4. URDU
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I. Foundation, Philosophy and History of Physical Education
a) Definition, aims and objectives of Physical Education - Scope and nature of Physical Education-
Modern concept of Physical Education and its inter-disciplinary approach- Sports Sciences including
Sports Medicine, Biomechanics, Kinesiology, Exercise Physiology, Sports Psychology.
b) Biological Principles - Biological basis of life, Growth and development, Biped position, Individual
differences- Heredity and environment- Sex differences- Body types- Anatomical age- Physiological
age- Chronological age and mental age.
c) Philosophical Principles: Philosophy- meaning and nature- Educational philosophy applied to Physical
Education - Naturalism, idealism, pragmatism, realism, existentialism- Contribution of following
educational philosophers- Rousseau, Froebel, Dewey, Gandhiji and Tagore.
d) History: Physical Education in ancient Greece, Rome - Physical Education in ancient India- Vedic
period and epic period- National Sports Awards- SAI, NSNIS, NYK, PYKKA, TPFP- Ancient and
modern Olympics games, Asian games, Common wealth games and SAF games, Youth Olympic
Games (YOG).
II. Management of Physical Education and Sports
Meaning, Importance and scope of management - Principles and guidelines of management- Skills of
management- Management structure for Physical Education and Sports programmes (SAI, SGFI,
KSSC,IOA) - Facility management- Playfield preparation, layout and maintenance - Purchase, Care,
maintenance and repair of equipment- Planning and budgeting - Storekeeping- Stock register- Stock
verification.
III. Anatomy, Physiology, Kinesiology and Biomechanics
a) Cell, Tissue, organ and system, cell divisions - Structure and functions of blood- Classifications and
functions of bones- Structural and functional classification of muscles- Cardiac and smooth muscles-
Definition and classification of joints.
b) Physiology: Digestion, absorption and transportation of nutrients, Organs associated with excretion
and their functions- Structure of neuron- Functions of important parts of nervous system (brain and
spinal cord)- Secretions and functions of endocrine glands (Pituitary and thyroid)- Functions of
sense organs (skin, eye, nose, tongue and ear)- Cardiac output - Stroke volume - Heart rate- Venous
Return - Blood pressure - Vital capacity - Tidal volume - VO2max -BMI-BMR- Aerobic and
anaerobic activities- Oxygen debt- Second wind.
c) Kinesiology and Biomechanics: Definitions and role of Kinesiology and Biomechanics in Physical
Education and Sports- Fundamental and anatomical positions- Orientation of planes and axes of
motion- Fundamental joint movements and related muscles- Types of muscular contraction- Definition
and brief explanation of following terms: mass, weight, force, motion and its types, equilibrium,
friction and momentum, levers and its types, anatomical levers, Newton's laws of motion, speed,
velocity, acceleration, spin, water buoyancy, centrifugal and centripetal force, work, power and energy,
centre of gravity, pressure, moment of force, moment of inertia, projectiles, momentum and impulse,
impact and elasticity, air resistance and water resistance.
IV. Psychology and Sociology
a) Psychology: Definition and nature of Psychology- Branches of Psychology-Educational and Sports
psychology- Methods of Psychology- Learning- Definition, types and nature of learning- Laws of
learning- Transfer of learning- Motivation- Personality- Personality and sports performance-
Competition anxiety and its causes and ways to overcome competitive anxiety.
5. PHYSICAL EDUCATION
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b) Sociology: Nature and scope of sociology- Socialization- Social stratification- Social control- Groups,
crowds and public- Values of sports in society- Sports and mass media- Sports and politics- Role of
sports in national integration and world peace.
V. Health Education, First-Aid, Corrective and Adapted Physical Education
a) Health Education: Definitions, determinants and spectrum of health, Communicable diseases- disease
cycle, method of disease transmission- immunity- concept of hygiene- community health- Nutrition-
Classification of foods- Proximate principles - important sources and functions of vitamins and
minerals- Balanced diet- Under nutrition- Malnutrition- Lifestyle diseases: Type II diabetics,
Hypertension, osteoporosis, obesity, heart diseases.
b) First-Aid: Definition, Principles of first-aid- Wounds, types and its management- Common sports
injuries and its management- CPR- RICE- ABC of first-aid- First-aid for burns, scalds, animal bite,
snake bite, heat stroke, drowning- Electric shock- Safety at home- safety at school- Safety at sports
and Physical Education.
c) Corrective Physical Education: Definition and concept of posture- disadvantages and causes of bad
posture- Types of postural deviations and its causes- Khyphosis, lordosis, scoliosis, knock-knees,
bow-legs, flat foot- Massage and its classifications- Principles of prevention of injuries- treatment of
postural deviation through corrective excercises.
d) Adapted Physical Education: Definition of disabling conditions - Desigining Physical Education
programmes for differently abled students - Benefits of Physical Education for students with disabilities
- Recreational sports opportunities- Competition opportunities: Paralympics - Classification of disability:
Physical disabilities, Mental retardation, Visual impairment, Hearing impairment , Behavioral disorders,
Characteristics and functional limitations of the above disabilities
VI. Teaching Methodology in Physical Education
Definitions and Functions of Education - Types of Education- Formal, Informal and Non-formal education
- Principles of teaching - Teaching Methods in Physical education: Lecture Method, Command Method
, Demonstration Method, Imitation Method, Project Method, Discussion Method, Group Directed Practice
Method, Dramatisation, At Will Method, Set Drill Method , Whole Method, Part Method, Whole-Part-
Whole Method, Stage-Whole Method- Presentation Techniques : Meaning Importance and step involved
in presentation, Preparation-Personal and Technical, Command-Its types, command used in different
situations, Formation-Its types, and situations for using different formations, Class Management-Meaning
and Principles, Practice Teaching, Micro Teaching- Educational Technologies: Importance of teaching
aids, Criteria in selecting teaching aids, Information and Communication Technologies (ICT) in Physical
Education. Lesson Planning: Meaning and objectives of Lesson Plan, Principles of Lesson Plan, Types
and parts of lesson plan - Tournaments: Types of Tournaments, Types of fixtures, Organisation of
tournaments, Event Management. - Intramurals: Objectives of intramural, Organisation of Intramural
competitions, Annual sports day - Extramurals: Objectives of extramural competitions.
VII. Test & Measurements in Physical Education & Sports
a) Meaning of the terms: test, measurement and evaluation- -Need and importance of test, measurement
and evaluation in physical Education- Criteria in the selection of test - Scientific Authenticity, Validity,
Reliability , Objectivity, Norms , Administrative feasibility, Educational applications - Administration
of a testing programme- Duties before, during and after testing- Measurement of Cardio respiratory
function - Cooper's 12 minute Run/Walk test, Harvard's step test and its modifications -Measurement
of motor fitness- AAHPER physical fitness test battery, JCR test- Measurement of general motor
ability- Barrow motor ability test (Men), Scott Motor ability test (Women), Mc Cloys' general motor
ability test- Measurement of Strength -Kraus-Weber minimum muscular fitness test, Roger's physical
fitness index.
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Sport Skill Tests: Basketball: Johnson's basketball test, Knox basketball test - Football: AAHPER
football test, McDonald Soccer test- Volleyball: Brady volleyball test, AAHPER volleyball test -
Badminton: Lockhart and McPherson's test, French short-serve test - Tennis: Broer Miller test,
Dyer's test- Hockey: Friedel field hockey test- Frank-Tyson's Cricket skill tests.
b) Anthropometry: Girth measurements - Width measurements -Height and weight readings - Skinfold
measurements -Body composition and indices.
c) Statistics: Measures of Central Tendency (Mean, Median and Mode)- Measures of Variability (
Range, Quartile Deviation and Standard Deviation).
d) Rules and measurements of selected games: Track & Field- Basketball- Football- Volleyball- Hockey-
Cricket- Shuttle Badminton-Table Tennis- Handball- Kho-Kho- Kabaddi-Swimming.
VIII. General Theory and Methods of Training
a) Definitions of conditioning, training, coaching and sports training- Objectives and principles of sports
training- Training load- Load adaptation process, super compensation, overload- signs and symptoms
of overload, remedial measures and methods of overcoming overload.
b) Physical Fitness: Definition of physical fitness, health-related physical fitness - skill/performance
related physical fitness - components of physical fitness.
c) Strength: Definition of strength - Types of strength - Factors determining strength - Methods of
strength training - Endurance : Definition of endurance - Classification of endurance - Factors
determining endurance - Methods of endurance training- Basic methods of conditioning- continuous
method, interval method, repetition method- Speed: Definition of speed - Types of speed abilities -
Factors determining speed - Methods of developing speed abilities- Speed barrier - Flexibility: Definition
of flexibility - Types of flexibility- Factors determining flexibility- Methods of flexibility training-
Coordinative abilities: Definition of coordinative abilities- Importance of coordinative abilities- Types
of coordinative abilities- Methods to develop coordinative abilities
d) Technical training: Definition of technique - Importance of technique- Process of technique learning
(phases of skill acquisition) - Methods of technique training- - Concept tactics and strategy- Periodical
cycles (micro, meso and macro cycles) - Principles of Planning- Periodisation- Definition of
periodisation , Importance of periodisation, Types of periodisation.
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Syllabus - Category IV
6. Drawing
To develop an awareness of the basic principles of art in students so that they can articulate in Visual
language.
Basic Elements
Picture plane, Picture frame, line, shape, texture, Pigments, Various Media and materials, colour theory,
composition, characteristics of space, volume, dimensions, Geometrical space, perceptual space, conceptual
space, Space volume as medium of experience and expression in sculpture and perspective principles.
Principles of Basic Elements
Proportion, balance, harmony, Rhythm unity of form and composition. Art and its primitive beginnings,
prehistoric cave paintings of Europe and India.
History of Indian Art
Indus valley civilization and its sculptures and monuments. Mauryan Art:--Buddhists Stupas and pillars-
Evolution of Buddha image-Ajanta paintings. Gupta architecture and sculpture. Post-Gupta period-
Medieval Hindu Temples, Chola, Pandya, Pallava, Kerala Murals and Folk and Ritual art of Kerala.
History of World Art
Pre-historic art :-Altamira -- Paleolithic Painting & Sculpture- Neolithic Pottery -- Magico-religious
function of art
Greek Art- Roman architecture and sculpture-Early Christian Art-Byzantine art Art of the middle ages-
Gothic art. Renaissance in Italy and Northern European countries-Leonardo da vinci, Michael Angelo,
Raphael, Dutch realists of 17th Century, Romanticism, "Realism" in 19th Century
Impressionism-- Post impressionism -- Fauvism, Cubism--Expressionism-Futurism-abstraction-surrealism-
Dadaism-Pop art, post modern art -Installations- Public art practices- contemporary art scene.
Art Pedagogy
Scope, role and nature of art education in School curriculum-- the rationale for including art subject
supplementing learning process to see overall how it affect personality development.
Method of imparting the skill-
Constructive method: practical work-concept formation-Imagination
1. History of art and Ideas: ( to be narrated in story-telling style)
2. Simple introduction to some important aesthetic concepts
3. Description of great works of art stressing their significance of form-and- content relationship.
4. Arrange reproductions or electronic images of works of art and hold discussions on them -- motivate
students to look at works and encourage them to interpret the works in their own words.
5. Introduce to the students simple pieces of description about a work written by noted art-writers and
make them learn how to talk about/write about a work of painting or sculpture, stressing the form,
content and meaning of the work.
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Syllabus - Category IV
7. SEWING
Contents
Sewing Machine
•
Different types of sewing machine - Hand, treadle, electrical, over lock
•
Parts of sewing machine and functions
•
Care and maintenance
•
Common problems and remedies while sewing
•
Special attachments
Tailoring Tools and Equipments
•
Measuring, Drafting, Cutting, Stitching, Pressing
Body Measurement
•
Measurement of human body and its importance
•
Dress form
•
Eight head and ten head theory
•
Measurement chart & relation of measurement
Pattern Making
•
Precautions in making patterns, Lay out, grading, spec sheet
•
Precautions in cutting cloth - texture based and design based
Hand Stitches used for Tailoring
•
Tacking, running, hemming, back, button hole, herring bone, over casting…..
Fullness in garments
•
Seams, darts, tucks, pleats, ruffles, gathers, smocking
•
Hemmed opening, continous opening, simple placket, mitred opening, fly opening, bound opening,
shirt opening
•
Buttonholes, buttons, hooks, eyes, zip, tape loops, rouleau loops
•
Facing, Binding, Piping
Raw Materials
•
Introduction to textiles
•
Classification of fibres - Natural and manmade
•
Yarn manufacturing process, yarn particulars
•
Different types of sewing threads, properties of sewing thread
Fabric Forming
•
Features of looms - types of looms - weaving process
Fabric Particulars
•
Warp, weft, EPI, PPI selvedge, cloth width, weaving designs
Finishing Process
•
Singeing, scouring, bleaching, mercerizing, sanforising, dyeing, printing, calendaring, shrinking, weighing,
napping, glazing, embossing, moireing
•
Roller printing, screen, block, stencil, spray, direct, discharge, resist
•
Common dyes, methods and styles of dyeing
Study of cloth
•
History of clothing
•
Cotton, silk, linen, woolen, shiffon, net, rayon, polyester, nylon, velvet, canvas
•
Selection of Fabrics according to climate, age, occupation, religion, cultural, political, festival
•
Clothing care - Stains removal, laundry
•
Different Types of mending, darning, patching
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Syllabus - Category IV
Technical Terms
•
Cross back, fly, lapels etc
Knitting
•
Basic stitches, patterns, knowledge of tools
Crochet
•
Basic stitches, knowledge of tools
Embroidery
•
Hand embroidery tools
•
Stitches and usage - Out line stitches, chain stitches, border stitches, marking stitches, decorative
stitches and ornamentation stitches
•
Design Transferring - Pouncing method, carbon, direct
•
Design Enlarging and Reducing - Square method, diagonal method
•
Cut work, aplique work, shadow work, drawn thread work, mirror work, beads work, sequence
work
Fabric Painting
•
Primary colours, secondary colours, tertiary colours, warm and cool colours, colour wheel
PEDAGOGY
•
Scope, role and nature of art and craft education in school curriculum – the rationale for including
craft subject – supplementing learning process – overall personality development
•
Method of imparting the skill – constructive method – practical work – concept formation – imagination
– instructional aids – use of audio visual equipments – practical records and albums – field visit –
lesson planning – unit planning
•
Directing learner interest – approach
•
Trends and development in garment manufacturing – Socio economic considerations of fashion –
fashion designers – India and abroad
•
Publications in the craft – books and journals – national level institutes in garment manufacturing
education – NIFT – institutes involved in framing quality norms in the craft – ATIRA, NITRA
•
Evaluation – Constructing practical tests, assessing the skills.
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Syllabus - Category IV
8. MUSIC
Historical aspects of Music
Origin of music
•
Margi - Desi
•
Evaluation of Scales
•
Forms in sacred music, their evaluation
Music in Vedic Period
•
Udatha -
Anudatha - ...
•
Natya Sasthra by Bharathamuni, Bhrahdessi by Mathangamunni
•
Sangeetharatnakara - by Sarangadevan
•
Swaramelakalanidhi by Ramamathyar
•
Curriculum by Purandaradasa in mayamalavagowla Raga
Pre and post period of Trinity
•
Ashtapathy of Jayadeva
•
Bifurcation of Indian music as Hindustani and Karnatic music.
Seats of music
•
Madura, Tanjur, Mysore, Travancore
•
LIFE SKETCH
Thyagaraja, Deekshithar, Syamasasthri , Purandara dasar, Kshathrajnar,Narayanatheerthar, Jayadevar,
Arunagiri nathar, Maharaja Swathithirunal Mahakavi Kuttamath, Kuttikunnjithankachi, Eravivarman
thambi, K.C Kesava pilla, Papanasam Sivan, Neelakanda Sivan,
Technical aspects of Music
Musical Terminology
•
Naada, Swara, Sruthi, Vadi, Samvadi, Vivadi, Anuvadi, Sthayi, Gruha, Jeeva, Nyasa, Amsa, Raga,
Gamaka, Notation, ....
Musical Forms
•
Geetha, Jathiswaram, Swarajathi, Thanavarnam, Daruvarnam,Padavarnam, Krithi, Keerthanam,
Padam, Ragamalika, Javali, Thillana, Thirupukal, ......
Ragalaekshanam
•
Mayamalavagoula , Kalyani, Hamasadwani, Sankarabharanam, Hindolam, Mohanam, Saveri, Thodi,
Panthuvarali, Keeravani, Kharaharapriya, Chakravakam, Bilahari, Aarabhi, Vasantha, Abhogi, Kamboji,
Bhairavi, Poorvikalyani, Madhyamavathi
•
Sruthibhedha, 22 Sruthis, Dasavidagamagas, 72 Melakartha ragam Kadapayadi, Bhoothasankhya
Origin and development of Thala
•
Sapthathala
•
Scheme of 35 Thala, Jathi, Gathi, Angas, Shadanga, Dasaprana.
•
Desadi -Madyadi Thala
•
Chapputhala and its varities
RecentTrends and development in music
•
Light music, film songs, Patriotic songs, Festival songs, Fution music, Karokea music, Music theraphy,
Influence of Carnatic music on Kathakali music , Influence of Hinduathsni music on Carnatic Music
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Syllabus - Category IV
Musical Instruments
Classification of musical instruments
•
String
•
Wind
•
Percussion
•
Origin and development of musical instruments
•
Construction of musical instruments
•
Playing techniques
Musical Instruments
•
Thambura, Veena, violin, flute, mridangam, Chenda, Khanjira, Maddalam, Edakka, Thimila, Kombu,
Kuzhal, Gottuvadyam, Ghatam, Thavil, Nadaswram.
Folk Music, its characteristic and classification
•
Devotional song
•
Festival Song
•
Agricultural Song
•
Vanchipattu
•
Tharattupattu(Cardle Song, Lulleby )
•
Nadanpattukal
•
Traditional ritual Songs
Pedagogical aspects of Music
•
Approach to learning of music
•
Process of teaching (Methodology)
•
Teaching manual/Plan
•
Pedagogic Analysis
Information Technology (IT) And Music
•
Out line Knowledge of personal computers, laptops and note book.
•
Internet, E-mail, Blog, World wide web Music sits, MP3, DVD's,recording
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K-TET 2012
1 /18
Syllabus - Category IV
KERALA TEACHER ELIGIBILITY TEST
(K-TET) 2012
State Council of Educational Research and Training (SCERT)
KERALA
August 2012
SYLLABUS
Category IV
[For Language Teachers in Arabic, Urdu, Sanskrit, Hindi
(Up to Upper Primary Level),
Specialist Teachers & Physical Education Teachers]
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Syllabus - Category IV
KERALA TEACHER ELIGIBILITY TEST 2012 -’13
Category IV
SYLLABUS
1. ARABIC
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Syllabus - Category IV
This section has two parts. First part (50 MCQs) intents to text comprehension, Inference , Verbal ability,
Applied grammar and Understanding of history of classical and modern Arabic literature. The second
part (30 MCQs) tests the awareness of pedagogy of language learning and development. Each MCQ
carries one mark.
Part One
•
Arabic language¡V its history, characteristics, literature and its importance - Classical and Modern:
General overview (10 Marks)
•
Influence of Holly Quran and Hadith Shareef in Arabic literature. (5 Marks)
•
Comprehension based on one unseen passage and poem lines (10 Marks)
•
Applied Grammar, Rhetoric and Prosody (15 Marks)
•
Arabic Text books and Hand books from STD 1 to STD 8 of state schools of Kerala (10 Marks)
Part Two
•
Language learning and acquisition
•
Basic language skills - listening, speaking, reading and writing
•
Communication skills
•
Methods of Teaching Arabic - Traditional and modern
•
Teaching of grammar - modern view on the role of grammar
•
Teaching languages in diverse class rooms, differently abled children: Problems and Challenges
•
Teaching, learning materials, text books, hand books, and Multimedia
•
Evaluation: CCE, Terminal Evaluation
•
Lesson planning - its important and modalities
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Syllabus - Category IV
2. HINDI
ÀΩ˛n˘“ {……`ˆ¨GÚ®…
¶……π…… EÚ… ∂…I…h…∂……∫j… (Pedagogy of Language development)
¶……π……V…«x… |… GÚ™…… - ¶……π…… EÚ… x…™…… {… Æ˙|…‰I™… - ∫…Ër˘…∆ i…EÚ +…v……Æ˙* - ∫…¥…«¶……π…… ¥™……EÚÆ˙h… (Universal Grammar) -
∫……®…… V…EÚ Y……x… x…î… i…¥……n˘ (Social Constructivism) - §…Ω÷˛®…÷J…“ §…÷ r˘ ∫…r˘…∆i… (Theory of Multiple Inteligence)
(3)
|……‰ HÚ{…Æ˙EÚ ∂…I…h… ∂……∫j… - EÚl……x…EÚ EÚ… ®…Ω˛i¥…*
(2)
+…J™……x… BEÚ ∂…ËI… h…EÚ ={…EÚÆ˙h… E‰Ú ∞¸{… ®… - ∫…®…‰ EÚi… n˘I…i…… - +l…«O…Ω˛h… EËÚ∫…‰ ∫…÷ x…Œ∂S…i… EÚÆÂ˙?
(2)
∫…∆∂……‰v…x… |… GÚ™…… - ∫¥… x…v……«Æ˙h…
(5)
+x™… ¶……π…… EÚ“ EÚI…… ®…Â ®……i…fi¶……π…… EÚ“ ¶…⁄ ®…EÚ…*
(1)
¥……S…x…, ±…‰J…… - S…j…“™… §……S…x… +…ËÆ˙ ±…‰J…x…, V…Ë ¥…EÚ ¥……S…x…, V…Ë ¥…EÚ ±…‰J…x…*
(3)
+v™…‰i…… +…ËÆ˙ {……`ˆ¨ - ∫……®…O…“ M… i… ¥… v… EÚ… ∫…∆§…∆v… - ¶……π……V…«x… +…ËÆ˙ ¶……π…… E‰Ú §……Ɖ˙ ®… +v™…™…x… - ∂…ËI… h…EÚ ={…EÚÆ˙h… -
¥…∂±…‰π…h……i®…EÚ |…∂x…*
(2)
+…∆EÚx… +…ËÆ˙ ®…⁄±™……∆EÚx…*
(2)
¶……π…… ∂…I…h… EÚ“ S…÷x……Ë i…™……ƒ*
(1)
EÚI…… ¥……i……¥…Æ˙h…
(1)
∂…I…h… ∫……®… O…™……ƒ - i…EÚx…“EÚ“ EÚ… ={…™……‰M…*
(2)
¶……π……<« EÚ…Ë∂…±… - ∏…¥…h…, ¶……π…h…, ¥……S…x…, ±…‰J…x… - +…∂…™…O…Ω˛h… - ∫…fiV…x……i®…EÚi……*
(5)
¥…∂…‰π… ®…n˘n˘ S……Ω˛x…‰¥……±…‰ UÙ…j…… (Children with special needs) EÚ…‰Ú +v™…™…x… - ∫…∆™……‰ V…i… +v™…™…x… (Inclusive Education)
(1)
¥…π…™… (CONTENT)
ÀΩ˛n˘“ ¶……π…… +…ËÆ˙ ±… {…
1. ÀΩ˛n˘“ EÚ“ |…®…÷J… §……‰ ±…™……ƒ- •…V…, +¥…v…“, J…c˜“§……‰±…“
(2)
2. n‰˘¥…x……M…Æ˙“ ±…{…“
(2)
ÀΩ˛n˘“ ∫…… Ω˛i™… EÚ… < i…Ω˛…∫…
3. ¥…“Æ˙M……l…… EÚ…±… - S…∆n˘§…Æ˙n˘…<«-{…fil¥…“Æ˙…V… Æ˙…∫……‰
(1)
4. ¶… HÚEÚ…±… - x…M…÷«h… EÚ…¥™…v……Æ˙…- EÚ§…“Æ˙n˘…∫…
(1)
5. ∫…M…÷h… EÚ…¥™…v……Æ˙…-∫…⁄Æ˙n˘…∫… +…ËÆ˙ i…÷±…∫…“n˘…∫… EÚ“ |…®…÷J… Æ˙S…x……Bƒ
(2)
6. Æ˙“˙ i…EÚ…±…- §…Ω˛…Æ˙“±……±…
(1)
7. n¬˘ ¥…¥…‰n˘“ ™…÷M…-+™……‰v™……À∫…Ω˛ ={……v™……™… Ω˛ Æ˙+…Ëv… - |…™… |…¥……∫…
®…Ë l…±…“ ∂…Æ˙h… M…÷{i… - {…∆S…¥…]ı“
(3)
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Syllabus - Category IV
8. UÙ…™……¥……n˘
(5)
V…™…∂…∆EÚÆ˙ |…∫……n˘ - +…ƒ∫…⁄
∫…÷ ®…j……x…∆n˘x… {…∆i… - |…l…®… Æ˙Œ∂®…
∫…⁄™…«EÚ…∆i… j…{……`“ x…Æ˙…±…… - V…÷Ω˛“ EÚ“ EÚ±…“
®…Ω˛…n‰˘¥…“ ¥…®……« - ®…‰Æ‰˙ n˘“{…EÚ
9. |…M… i…¥……n˘ - x……M……V…÷«x…-EÚ… ±…n˘…∫…
(2)
10. |…™……‰M…¥……n˘ - +Y…‰™… -x…n˘“ E‰Ú n¬˘¥…“{…
(2)
11. ∫…®…EÚ…±…“x… EÚ ¥…i……
(2)
E÷Ú®……Æ˙ +∆§…÷V…- BEÚ +…n˘®…“ V…∆M…±… ®…Â
12. x……]ıEÚ : V…™…∂…∆EÚÆ˙ |…∫……n˘- ∫E∆Ún˘M…÷{i…
(2)
®……‰Ω˛x… Æ˙…E‰Ú∂…- +…π……g¯ EÚ… BEÚ n˘x…
(2)
13. ={…x™……∫… : |…‰®…S…∆n˘ - x…®…«±……
(2)
®…z…÷ ¶…∆b˜…Æ˙“ - +…{… EÚ… §…∆]ı“
(2)
14.EÚΩ˛…x…“ : |…‰®…S…∆n˘-{…⁄∫… EÚ“ Æ˙…i…
(1)
™…∂…{……±…- n÷˘:J…
(1)
=π…… |…™…∆¥…n˘…- ¥……{…∫…“
(1)
15. Ɖ˙J…… S…j… : - ®…Ω˛…n‰˘¥…“ ¥…®……« - M…±±…÷
(2)
16. +…i®…EÚl…… : Ω˛ Æ˙¥…∆∂…Æ˙…™… §…SS…x… EÚ“ +…i®…EÚl……
(1)
|…™……‰V…x…®…⁄±…EÚ ÀΩ˛n˘“
17. Æ˙…π]≈ı¶……π…… +…ËÆ˙ Æ˙…V…¶……π……
(3)
18. {…… Æ˙¶…… π…EÚ ∂…§n˘…¥…±…“
(2)
¥™……EÚÆ˙h…
19. ¥…h…«- ¥…S……Æ˙
(1)
20. ∫…∆Y……
(2)
21. ∫…¥…«x……®…
(2)
22. ¥…∂…‰π…h…
(2)
23. GÚ™……
(4)
24. EÚ…Æ˙EÚ
(2)
25. ={…∫…M…«, |…i™…™…
(1)
26. ¥……S™…
(2)
®…÷Ω˛…¥…Ɖ˙ B¥…∆ ±……‰EÚ…‰ HÚ™……ƒ
27. ®…÷Ω˛…¥…Æ˙…
(1)
28. ±……‰EÚ…‰ HÚ
(1)
Reference:
1. Hindi Text Books and hand books : std. V to XII
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Syllabus - Category IV
3. SANSKRIT
A. ∂…I……∂……∫j……¥…M…®…&* §…Ω÷˛ ¥…EÚ±{…®……i…fiEÚ…|…∂x……&
(30)
(+) ¶……π……¥…M…®…&*
EÚ… x……®… ¶……π……* ¶……π……M……‰j…… h…* ¶……π……∫…÷ ∫…∆∫EfiÚi…∫™… ∫l……x…®…¬* ∏…¥…h… - ¶……π…h… - ¥……S…x… ±…‰J…x… - x…Ë{…÷h™…&* ¶……π……v…®……«&
- O…Ω˛h…®…¬ - |…EÚ]ıx…®…¬ - +…∫¥……n˘x…®…¬* ∫…∆∫EfiÚi…{…`x…∫™……‰q‰˘∂™…… x…*
(+…) ¶……π……§……‰v…x…i…i¥…… x…*
§……‰v…x… ¥… v…∫…⁄j…… h… (Maxims of Language Teaching)
(<) ∫…∆∫EfiÚi… ∂…I…h… ¥…v…™…& (Methods of teaching Sanskrit)
M…÷Ø˚E÷Ú±… - ¶…hb˜…E«ÚƬ˙ - {……`√{…÷∫i…EÚ - ∫…®…x¥…™… {…r˘i…™…&* M…t ∂…I…h…®…¬* {…t ∂…I…h…®…¬* ¥™……EÚÆ˙h… ∂…I…h…®…¬* x……]ıEÚ ∂…I…h…®…¬*
Æ˙S…x…… ∂…I…h…®…¬*
(<«) ¶……π……{…`x…∫…®…÷{…M…®…&* (Approaches of Language learning)
¥™…¥…Ω˛…Æ˙¥……n˘&* Y……x… x…î… i…¥……n˘&* ∫…®…∫™…… v…Œπ`î… {…`x…®…¬* ¥…®…∂…«x……i®…EÚ {…`x…®…¬* §…Ω÷˛®…÷J…§…÷ r˘ ∫…r˘…xi…&*
(=) ∫…R¬ÛEÚ ±…i… ∂…I……*
(>) ®…⁄±™… x…h…«™…&*
∫……®|…n˘… ™…EÚ®…⁄±™… x…h…«™…&* x…Æ˙xi…Æ˙®…⁄±™… x…h…«™…&* ∫¥…™…∆®…⁄±™… x…h…«™…&* {…Æ˙∫{…Æ˙®…⁄±™… x…h…«™…&* ¥……Ãπ…EÚ®…⁄±™… x…h…«™…&* ∏…‰h…“EÚÆ˙h…®…¬
(Grading)
Ref : 1. ∫…∆∫EfiÚi……v™……{…x…∫™… x…⁄i…x…|… ¥…v…™…& by CHLN SARMA & Fatheh Singh
2. ∫…∆∫EfiÚi……v™……{…x…®…¬ by Dr. Sahadeven
B. ¥…π…™…&* (Content) §…Ω÷˛ ¥…EÚ±{…®……i…fiEÚ…|…∂x……&
(60)
+o˘π]∆ı M…t¶……M…∆/x……]ıE∆Ú {… `… i…n¬˘M…i… - |…∂x……x……®…÷÷k…Æ˙…h……®…R¬ÛEÚx…®…¬* §…Ω÷˛ ¥…EÚ±{…®……i…fiEÚ…|…∂x……&
(5)
+o˘π]∆ı ∂±……‰E∆Ú/∫…÷¶…… π…i…∆ {… `… i…n¬˘M…i… - |…∂x……x……®…÷÷k…Æ˙…h……®…R¬ÛEÚx…®…¬* §…Ω÷˛ ¥…EÚ±{…®……i…fiEÚ…|…∂x……&
(5)
∫…∆∫EfiÚi…∂……∫j…∆ ∫…∆∫EfiÚi… ∫…… Ω˛i™…®…¬ S… (15) E‰ÚÆ˙±…“™… ∫…∆∫EfiÚi…EfiÚi…™…& (3) +…x…÷EÚ… ±…EÚ ¥…π…™……& (2)
+…Ω˛i™… 20 §…Ω÷˛ ¥…EÚ±{…®……i…fiEÚ… |…∂x……&
(20)
¥™……EÚÆ˙h…®…¬
v……i…÷{…n˘±…EÚ…Æ˙{…÷Ø˚π…¥…S…x…… x… (2)
+xi… ±…R¬ÛM… ¥…¶… HÚ¥…S…x…… x… (2)
∫…Œxv…& (5)
EÚ…Æ˙EÚ®…¬ (5)
∫…®……∫…& (2)
|…™……‰M…& (2)
∫…∆Y……|…EÚÆ˙h…®…¬ (2)
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Syllabus - Category IV
+…Ω˛i™… 20 §…Ω÷˛ ¥…EÚ±{…®……i…fiEÚ…|…∂x……&
(20)
+±…R¬ÛEÚ…Æ˙…&
+x…÷|……∫…&, ™…®…EÚ®…¬, ∂±…‰π…&, EÚ…¥™… ±…R¬ÛM…®…¬, ={…®……, ∞¸{…EÚ®…¬, =i|…‰I……, n˘“{…EÚ®…¬, +l……«xi…Æ˙x™……∫…&, =±±…‰J…&*
+…Ωi™… 5 §…Ω÷˛ ¥…EÚ±{…®……i…fiEÚ…|…∂x……&
(5)
¥…fik…®…¬
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(5)
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+CEÚ…n˘ ®…EÚ ¥…t…±…™……x……∆ S…)
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4. URDU
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I. Foundation, Philosophy and History of Physical Education
a) Definition, aims and objectives of Physical Education - Scope and nature of Physical Education-
Modern concept of Physical Education and its inter-disciplinary approach- Sports Sciences including
Sports Medicine, Biomechanics, Kinesiology, Exercise Physiology, Sports Psychology.
b) Biological Principles - Biological basis of life, Growth and development, Biped position, Individual
differences- Heredity and environment- Sex differences- Body types- Anatomical age- Physiological
age- Chronological age and mental age.
c) Philosophical Principles: Philosophy- meaning and nature- Educational philosophy applied to Physical
Education - Naturalism, idealism, pragmatism, realism, existentialism- Contribution of following
educational philosophers- Rousseau, Froebel, Dewey, Gandhiji and Tagore.
d) History: Physical Education in ancient Greece, Rome - Physical Education in ancient India- Vedic
period and epic period- National Sports Awards- SAI, NSNIS, NYK, PYKKA, TPFP- Ancient and
modern Olympics games, Asian games, Common wealth games and SAF games, Youth Olympic
Games (YOG).
II. Management of Physical Education and Sports
Meaning, Importance and scope of management - Principles and guidelines of management- Skills of
management- Management structure for Physical Education and Sports programmes (SAI, SGFI,
KSSC,IOA) - Facility management- Playfield preparation, layout and maintenance - Purchase, Care,
maintenance and repair of equipment- Planning and budgeting - Storekeeping- Stock register- Stock
verification.
III. Anatomy, Physiology, Kinesiology and Biomechanics
a) Cell, Tissue, organ and system, cell divisions - Structure and functions of blood- Classifications and
functions of bones- Structural and functional classification of muscles- Cardiac and smooth muscles-
Definition and classification of joints.
b) Physiology: Digestion, absorption and transportation of nutrients, Organs associated with excretion
and their functions- Structure of neuron- Functions of important parts of nervous system (brain and
spinal cord)- Secretions and functions of endocrine glands (Pituitary and thyroid)- Functions of
sense organs (skin, eye, nose, tongue and ear)- Cardiac output - Stroke volume - Heart rate- Venous
Return - Blood pressure - Vital capacity - Tidal volume - VO2max -BMI-BMR- Aerobic and
anaerobic activities- Oxygen debt- Second wind.
c) Kinesiology and Biomechanics: Definitions and role of Kinesiology and Biomechanics in Physical
Education and Sports- Fundamental and anatomical positions- Orientation of planes and axes of
motion- Fundamental joint movements and related muscles- Types of muscular contraction- Definition
and brief explanation of following terms: mass, weight, force, motion and its types, equilibrium,
friction and momentum, levers and its types, anatomical levers, Newton's laws of motion, speed,
velocity, acceleration, spin, water buoyancy, centrifugal and centripetal force, work, power and energy,
centre of gravity, pressure, moment of force, moment of inertia, projectiles, momentum and impulse,
impact and elasticity, air resistance and water resistance.
IV. Psychology and Sociology
a) Psychology: Definition and nature of Psychology- Branches of Psychology-Educational and Sports
psychology- Methods of Psychology- Learning- Definition, types and nature of learning- Laws of
learning- Transfer of learning- Motivation- Personality- Personality and sports performance-
Competition anxiety and its causes and ways to overcome competitive anxiety.
5. PHYSICAL EDUCATION
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b) Sociology: Nature and scope of sociology- Socialization- Social stratification- Social control- Groups,
crowds and public- Values of sports in society- Sports and mass media- Sports and politics- Role of
sports in national integration and world peace.
V. Health Education, First-Aid, Corrective and Adapted Physical Education
a) Health Education: Definitions, determinants and spectrum of health, Communicable diseases- disease
cycle, method of disease transmission- immunity- concept of hygiene- community health- Nutrition-
Classification of foods- Proximate principles - important sources and functions of vitamins and
minerals- Balanced diet- Under nutrition- Malnutrition- Lifestyle diseases: Type II diabetics,
Hypertension, osteoporosis, obesity, heart diseases.
b) First-Aid: Definition, Principles of first-aid- Wounds, types and its management- Common sports
injuries and its management- CPR- RICE- ABC of first-aid- First-aid for burns, scalds, animal bite,
snake bite, heat stroke, drowning- Electric shock- Safety at home- safety at school- Safety at sports
and Physical Education.
c) Corrective Physical Education: Definition and concept of posture- disadvantages and causes of bad
posture- Types of postural deviations and its causes- Khyphosis, lordosis, scoliosis, knock-knees,
bow-legs, flat foot- Massage and its classifications- Principles of prevention of injuries- treatment of
postural deviation through corrective excercises.
d) Adapted Physical Education: Definition of disabling conditions - Desigining Physical Education
programmes for differently abled students - Benefits of Physical Education for students with disabilities
- Recreational sports opportunities- Competition opportunities: Paralympics - Classification of disability:
Physical disabilities, Mental retardation, Visual impairment, Hearing impairment , Behavioral disorders,
Characteristics and functional limitations of the above disabilities
VI. Teaching Methodology in Physical Education
Definitions and Functions of Education - Types of Education- Formal, Informal and Non-formal education
- Principles of teaching - Teaching Methods in Physical education: Lecture Method, Command Method
, Demonstration Method, Imitation Method, Project Method, Discussion Method, Group Directed Practice
Method, Dramatisation, At Will Method, Set Drill Method , Whole Method, Part Method, Whole-Part-
Whole Method, Stage-Whole Method- Presentation Techniques : Meaning Importance and step involved
in presentation, Preparation-Personal and Technical, Command-Its types, command used in different
situations, Formation-Its types, and situations for using different formations, Class Management-Meaning
and Principles, Practice Teaching, Micro Teaching- Educational Technologies: Importance of teaching
aids, Criteria in selecting teaching aids, Information and Communication Technologies (ICT) in Physical
Education. Lesson Planning: Meaning and objectives of Lesson Plan, Principles of Lesson Plan, Types
and parts of lesson plan - Tournaments: Types of Tournaments, Types of fixtures, Organisation of
tournaments, Event Management. - Intramurals: Objectives of intramural, Organisation of Intramural
competitions, Annual sports day - Extramurals: Objectives of extramural competitions.
VII. Test & Measurements in Physical Education & Sports
a) Meaning of the terms: test, measurement and evaluation- -Need and importance of test, measurement
and evaluation in physical Education- Criteria in the selection of test - Scientific Authenticity, Validity,
Reliability , Objectivity, Norms , Administrative feasibility, Educational applications - Administration
of a testing programme- Duties before, during and after testing- Measurement of Cardio respiratory
function - Cooper's 12 minute Run/Walk test, Harvard's step test and its modifications -Measurement
of motor fitness- AAHPER physical fitness test battery, JCR test- Measurement of general motor
ability- Barrow motor ability test (Men), Scott Motor ability test (Women), Mc Cloys' general motor
ability test- Measurement of Strength -Kraus-Weber minimum muscular fitness test, Roger's physical
fitness index.
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Sport Skill Tests: Basketball: Johnson's basketball test, Knox basketball test - Football: AAHPER
football test, McDonald Soccer test- Volleyball: Brady volleyball test, AAHPER volleyball test -
Badminton: Lockhart and McPherson's test, French short-serve test - Tennis: Broer Miller test,
Dyer's test- Hockey: Friedel field hockey test- Frank-Tyson's Cricket skill tests.
b) Anthropometry: Girth measurements - Width measurements -Height and weight readings - Skinfold
measurements -Body composition and indices.
c) Statistics: Measures of Central Tendency (Mean, Median and Mode)- Measures of Variability (
Range, Quartile Deviation and Standard Deviation).
d) Rules and measurements of selected games: Track & Field- Basketball- Football- Volleyball- Hockey-
Cricket- Shuttle Badminton-Table Tennis- Handball- Kho-Kho- Kabaddi-Swimming.
VIII. General Theory and Methods of Training
a) Definitions of conditioning, training, coaching and sports training- Objectives and principles of sports
training- Training load- Load adaptation process, super compensation, overload- signs and symptoms
of overload, remedial measures and methods of overcoming overload.
b) Physical Fitness: Definition of physical fitness, health-related physical fitness - skill/performance
related physical fitness - components of physical fitness.
c) Strength: Definition of strength - Types of strength - Factors determining strength - Methods of
strength training - Endurance : Definition of endurance - Classification of endurance - Factors
determining endurance - Methods of endurance training- Basic methods of conditioning- continuous
method, interval method, repetition method- Speed: Definition of speed - Types of speed abilities -
Factors determining speed - Methods of developing speed abilities- Speed barrier - Flexibility: Definition
of flexibility - Types of flexibility- Factors determining flexibility- Methods of flexibility training-
Coordinative abilities: Definition of coordinative abilities- Importance of coordinative abilities- Types
of coordinative abilities- Methods to develop coordinative abilities
d) Technical training: Definition of technique - Importance of technique- Process of technique learning
(phases of skill acquisition) - Methods of technique training- - Concept tactics and strategy- Periodical
cycles (micro, meso and macro cycles) - Principles of Planning- Periodisation- Definition of
periodisation , Importance of periodisation, Types of periodisation.
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6. Drawing
To develop an awareness of the basic principles of art in students so that they can articulate in Visual
language.
Basic Elements
Picture plane, Picture frame, line, shape, texture, Pigments, Various Media and materials, colour theory,
composition, characteristics of space, volume, dimensions, Geometrical space, perceptual space, conceptual
space, Space volume as medium of experience and expression in sculpture and perspective principles.
Principles of Basic Elements
Proportion, balance, harmony, Rhythm unity of form and composition. Art and its primitive beginnings,
prehistoric cave paintings of Europe and India.
History of Indian Art
Indus valley civilization and its sculptures and monuments. Mauryan Art:--Buddhists Stupas and pillars-
Evolution of Buddha image-Ajanta paintings. Gupta architecture and sculpture. Post-Gupta period-
Medieval Hindu Temples, Chola, Pandya, Pallava, Kerala Murals and Folk and Ritual art of Kerala.
History of World Art
Pre-historic art :-Altamira -- Paleolithic Painting & Sculpture- Neolithic Pottery -- Magico-religious
function of art
Greek Art- Roman architecture and sculpture-Early Christian Art-Byzantine art Art of the middle ages-
Gothic art. Renaissance in Italy and Northern European countries-Leonardo da vinci, Michael Angelo,
Raphael, Dutch realists of 17th Century, Romanticism, "Realism" in 19th Century
Impressionism-- Post impressionism -- Fauvism, Cubism--Expressionism-Futurism-abstraction-surrealism-
Dadaism-Pop art, post modern art -Installations- Public art practices- contemporary art scene.
Art Pedagogy
Scope, role and nature of art education in School curriculum-- the rationale for including art subject
supplementing learning process to see overall how it affect personality development.
Method of imparting the skill-
Constructive method: practical work-concept formation-Imagination
1. History of art and Ideas: ( to be narrated in story-telling style)
2. Simple introduction to some important aesthetic concepts
3. Description of great works of art stressing their significance of form-and- content relationship.
4. Arrange reproductions or electronic images of works of art and hold discussions on them -- motivate
students to look at works and encourage them to interpret the works in their own words.
5. Introduce to the students simple pieces of description about a work written by noted art-writers and
make them learn how to talk about/write about a work of painting or sculpture, stressing the form,
content and meaning of the work.
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7. SEWING
Contents
Sewing Machine
•
Different types of sewing machine - Hand, treadle, electrical, over lock
•
Parts of sewing machine and functions
•
Care and maintenance
•
Common problems and remedies while sewing
•
Special attachments
Tailoring Tools and Equipments
•
Measuring, Drafting, Cutting, Stitching, Pressing
Body Measurement
•
Measurement of human body and its importance
•
Dress form
•
Eight head and ten head theory
•
Measurement chart & relation of measurement
Pattern Making
•
Precautions in making patterns, Lay out, grading, spec sheet
•
Precautions in cutting cloth - texture based and design based
Hand Stitches used for Tailoring
•
Tacking, running, hemming, back, button hole, herring bone, over casting…..
Fullness in garments
•
Seams, darts, tucks, pleats, ruffles, gathers, smocking
•
Hemmed opening, continous opening, simple placket, mitred opening, fly opening, bound opening,
shirt opening
•
Buttonholes, buttons, hooks, eyes, zip, tape loops, rouleau loops
•
Facing, Binding, Piping
Raw Materials
•
Introduction to textiles
•
Classification of fibres - Natural and manmade
•
Yarn manufacturing process, yarn particulars
•
Different types of sewing threads, properties of sewing thread
Fabric Forming
•
Features of looms - types of looms - weaving process
Fabric Particulars
•
Warp, weft, EPI, PPI selvedge, cloth width, weaving designs
Finishing Process
•
Singeing, scouring, bleaching, mercerizing, sanforising, dyeing, printing, calendaring, shrinking, weighing,
napping, glazing, embossing, moireing
•
Roller printing, screen, block, stencil, spray, direct, discharge, resist
•
Common dyes, methods and styles of dyeing
Study of cloth
•
History of clothing
•
Cotton, silk, linen, woolen, shiffon, net, rayon, polyester, nylon, velvet, canvas
•
Selection of Fabrics according to climate, age, occupation, religion, cultural, political, festival
•
Clothing care - Stains removal, laundry
•
Different Types of mending, darning, patching
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Technical Terms
•
Cross back, fly, lapels etc
Knitting
•
Basic stitches, patterns, knowledge of tools
Crochet
•
Basic stitches, knowledge of tools
Embroidery
•
Hand embroidery tools
•
Stitches and usage - Out line stitches, chain stitches, border stitches, marking stitches, decorative
stitches and ornamentation stitches
•
Design Transferring - Pouncing method, carbon, direct
•
Design Enlarging and Reducing - Square method, diagonal method
•
Cut work, aplique work, shadow work, drawn thread work, mirror work, beads work, sequence
work
Fabric Painting
•
Primary colours, secondary colours, tertiary colours, warm and cool colours, colour wheel
PEDAGOGY
•
Scope, role and nature of art and craft education in school curriculum – the rationale for including
craft subject – supplementing learning process – overall personality development
•
Method of imparting the skill – constructive method – practical work – concept formation – imagination
– instructional aids – use of audio visual equipments – practical records and albums – field visit –
lesson planning – unit planning
•
Directing learner interest – approach
•
Trends and development in garment manufacturing – Socio economic considerations of fashion –
fashion designers – India and abroad
•
Publications in the craft – books and journals – national level institutes in garment manufacturing
education – NIFT – institutes involved in framing quality norms in the craft – ATIRA, NITRA
•
Evaluation – Constructing practical tests, assessing the skills.
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8. MUSIC
Historical aspects of Music
Origin of music
•
Margi - Desi
•
Evaluation of Scales
•
Forms in sacred music, their evaluation
Music in Vedic Period
•
Udatha -
Anudatha - ...
•
Natya Sasthra by Bharathamuni, Bhrahdessi by Mathangamunni
•
Sangeetharatnakara - by Sarangadevan
•
Swaramelakalanidhi by Ramamathyar
•
Curriculum by Purandaradasa in mayamalavagowla Raga
Pre and post period of Trinity
•
Ashtapathy of Jayadeva
•
Bifurcation of Indian music as Hindustani and Karnatic music.
Seats of music
•
Madura, Tanjur, Mysore, Travancore
•
LIFE SKETCH
Thyagaraja, Deekshithar, Syamasasthri , Purandara dasar, Kshathrajnar,Narayanatheerthar, Jayadevar,
Arunagiri nathar, Maharaja Swathithirunal Mahakavi Kuttamath, Kuttikunnjithankachi, Eravivarman
thambi, K.C Kesava pilla, Papanasam Sivan, Neelakanda Sivan,
Technical aspects of Music
Musical Terminology
•
Naada, Swara, Sruthi, Vadi, Samvadi, Vivadi, Anuvadi, Sthayi, Gruha, Jeeva, Nyasa, Amsa, Raga,
Gamaka, Notation, ....
Musical Forms
•
Geetha, Jathiswaram, Swarajathi, Thanavarnam, Daruvarnam,Padavarnam, Krithi, Keerthanam,
Padam, Ragamalika, Javali, Thillana, Thirupukal, ......
Ragalaekshanam
•
Mayamalavagoula , Kalyani, Hamasadwani, Sankarabharanam, Hindolam, Mohanam, Saveri, Thodi,
Panthuvarali, Keeravani, Kharaharapriya, Chakravakam, Bilahari, Aarabhi, Vasantha, Abhogi, Kamboji,
Bhairavi, Poorvikalyani, Madhyamavathi
•
Sruthibhedha, 22 Sruthis, Dasavidagamagas, 72 Melakartha ragam Kadapayadi, Bhoothasankhya
Origin and development of Thala
•
Sapthathala
•
Scheme of 35 Thala, Jathi, Gathi, Angas, Shadanga, Dasaprana.
•
Desadi -Madyadi Thala
•
Chapputhala and its varities
RecentTrends and development in music
•
Light music, film songs, Patriotic songs, Festival songs, Fution music, Karokea music, Music theraphy,
Influence of Carnatic music on Kathakali music , Influence of Hinduathsni music on Carnatic Music
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Musical Instruments
Classification of musical instruments
•
String
•
Wind
•
Percussion
•
Origin and development of musical instruments
•
Construction of musical instruments
•
Playing techniques
Musical Instruments
•
Thambura, Veena, violin, flute, mridangam, Chenda, Khanjira, Maddalam, Edakka, Thimila, Kombu,
Kuzhal, Gottuvadyam, Ghatam, Thavil, Nadaswram.
Folk Music, its characteristic and classification
•
Devotional song
•
Festival Song
•
Agricultural Song
•
Vanchipattu
•
Tharattupattu(Cardle Song, Lulleby )
•
Nadanpattukal
•
Traditional ritual Songs
Pedagogical aspects of Music
•
Approach to learning of music
•
Process of teaching (Methodology)
•
Teaching manual/Plan
•
Pedagogic Analysis
Information Technology (IT) And Music
•
Out line Knowledge of personal computers, laptops and note book.
•
Internet, E-mail, Blog, World wide web Music sits, MP3, DVD's,recording
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