Showing posts with label syllabus. Show all posts
Showing posts with label syllabus. Show all posts

Sunday, December 28, 2014

K-TET KERALA TEACHER ELIGIBILITY TEST Syllabus - Category IV

K-TET KERALA TEACHER ELIGIBILITY TEST  Syllabus - Category IV
 

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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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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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Syllabus - Category IV
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



K-TET KERALA TEACHER ELIGIBILITY TEST SYLLABUS - Category III

K-TET KERALA TEACHER ELIGIBILITY TEST  SYLLABUS - Category III




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Category III - Paper III
(For classes VIII to X)
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Syllabus - Category III
I. ADOLESCENT PSYCHOLOGY, THEORIES OF LEARNING &
TEACHING APTITUDE
40 Questions
A. Adolescent Psychology
(10 marks)
a. Adolescence – Nature and Characteristics- Methods of studying Adolescents - Principles of
development – Role of Heredity and Environment on development – Developmental needs –
Physiological, Intellectual, Language, Emotional and Social. Developmental tasks.
b. Problems of adolescence – Identity crisis, Underachievement, Peer Pressure, Substance Abuse,
Delinquency, Health Problems, Adjustment Mechanisms - Challenges and Remedies.
c. Developmental theories – Piaget, Bruner, Freud, Erikson, Kohlberg – Special reference to adolescence
- Classroom implications.
B. Theories of Learning
(15 marks)
a. Nature and concept of Learning - Maturation and learning - characteristics of learning - Transfer of
learning - Classroom implications.
b. Factors affecting learning - Motivation, Intelligence, Interest, Attention, Attitude, Anxiety, Level of
aspiration, Memory, Learning Context, Content of Learning, Learner Characteristics- Teacher’s
role.
c. Creativity - concept, nature, process, measurement, characteristics of creative children, relationship
between creativity and achievement - Fostering creativity.
d. Theories of learning : Principles of learning, contributions of Thorndike, Pavlov, Skinner, Kurt Lewin,
Piaget, Bruner, Vygotsky, Ausubel, Gagne, Gestalt Psychology, Constructivist approach in learning -
Classroom implications.
e. Children with special needs : Gifted, Backward, Mentally challenged, Physically Challenged, Learning
disabled - Problems and Challenges - Inclusive Education- Educational provisions.
C. Teaching Aptitude
(15 marks)
a. Teaching - Nature & Objectives - Steps in Teaching, Factors affecting Teaching. Teacher
characteristics, Identification of learner needs, creating appropriate learning situations, effective
teacher, progressive teacher, teaching styles.
b. Teacher Roles - Motivator, Facilitator, Democratic leader, Guide, Counsellor, Mentor, Social Engineer-
Classroom Implications.
c. Methods and Techniques of Teaching: Learner Centered Teaching Strategies, Projects, Group
Discussion, Activity, Co-operative Learning, Seminars, Debates etc. Effective use of ICT, AV Aids,
Improvisation, Tools and Techniques of Evaluation, Concept of CCE and Assessment
d. Classroom Management, Skills in Planning and Implementation, Decision Making, Positive Feedback.
e. Personality of the Teacher - Emotional Maturity, Balanced Personality, Attitude, Values and
Professional Ethics.
f. Understanding teaching and learning in the context of NCF 2005, KCF 2007 and right to education
act 2009
KERALA TEACHER ELIGIBILITY TEST (K-TET) 2012
Category III - Paper III (For classes VIII to X)
SYLLABUS
Page 3
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Syllabus - Category III
II. LANGUAGE I - MALAYALAM/ENGLISH/TAMIL/KANNADA
A. MALAYALAM
30 Questions
1. Ah-[m-cWw (KZ-yw)
(A©v _lp-hn-I-ev]- tNm-Zy-߃°v 5 am¿°v)
$ tI{μm-ibw Is≠-ج
$ hni-I-e\w sNø¬
$ hym-J-ym-\n-°¬
$ Bi-b-ß-fpsS ]c-kv]c_‘w Is≠-ج
$ kw{K-ln-°¬
2. Ah-[m-cWw (]Z-yw)
(A©v _lp-hn-I-ev]- tNm-Zy-߃°v 5 am¿°v)
$ tI{μmibw Is≠-ج
$ hni-I-e\w sNø¬
$ hym-J-ym-\n-°¬
$ Bi-b-ß-fpsS ]c-kv]c_‘w Is≠-ج
$ Bk-zm-Z-\mw-i-߃ Is≠-ج
3. Bibhn\n-abw
(]Øvv _lp-hn-I-ev]- tNm-Zy-߃°v 10 am¿°v)
$ hmIyip≤n
$ A¿∞t_m[-tØm-sS-bp≈ ]Z-{]-tbmKw
$ ]Z-t_m[w
$ kmμ¿`n-I-ambpw sX‰p-Iq-SmsXbpw `mj {]tbm-Kn-°m-\p≈ Ignhv
4. `mjm-⁄m\w
(]Øvv _lp-hn-I-ev]- tNm-Zy-߃°v 10 am¿°v)
$ ssien-Iƒ, ]g-s©m-√p-Iƒ, {]mtbm-K-߃ F∂nh A¿∞-t_m-[-tØmsS DNn-X-ambn
{]tbmKn°m\p≈ Ign-hv.
$ {]mtbm-Kn-I-hym-I-cWw
B. ENGLISH
30 Questions
1.
Comprehension
10 Marks
2.
Elements of Language
10 Marks
3.
Communication
10 Marks
1. Comprehension
a) Two passages - discursive/literary/narrative/scientific, with questions on testing comprehension
b) Elements of Language
1. Vocabulary
Antonym, Synonym, foreign words, confused words, one word substitution - spelling
2. Grammar
Sentence structure - Phrases - Clause - Transformation of Sentences - Tense - Concord -
Prepositions - passivisation - Reporting
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Syllabus - Category III
3. Communicative functions:
Asking for something, seeking permission etc.,
Dialogue writing - Contracted forms: I’d, I’ll, we’ll etc.,
Spoken and written forms of communication
C. TAMIL
30 Questions
1. Reading Comprehension (Prose)
5 Questions
a. Comprehension of theme
b. Interpretation
c. Analysis
d. Summaizing
2. Reading Comprehension - Poem
5 Questions
a. Poetic images
b. Comprehension of themes
c. Interpretation
d. Extended meaning
e. Creativity and imagination
3. Elements of Language
10 Questions
a. Functional Tamil
b. Basic grammar
c. Proverbs
d. Errors and correction (words and sentences)
4. Communication
10 Questions
a. Media Language
b. Correspondence
c. Speeches
d. Influence of other languages
D. KANNADA
30 Questions
1. Reading comprehension - Prose
5 Questions
a. Comprehension of Theme
b. Interpretation
c. Inference
d. Analysis
2. Reading comprehension –Poem
5 Questions
a. Comprehension of Theme
b. Poetic images
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Syllabus - Category III
c. Poetic emotions and feelings
d. Imaginating elements
e. Poetic Style
f. Poetic emotions and feelings
3. Elements of Language
10 Questions
a. Functional Grammar
b. Vocabulary –Borrowings-Literary and colloquial
c. Different types of sentences
4. Communication
10 Questions
a. Different types of communication
b. Modern techniqes of communication
Comprehension Prose
5
Comprehension Poem
5
Elements of Language
10
Communication
10
Total
30
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Syllabus - Category III
III. SUBJECT SPECIFIC AREAS
A. MALAYALAM
80 Questions
I.
`mjm ]T-\-Øns‚ t_m[-\-imkv{Xw
(30 _lp-hn-I-ev]- tNm-Zy-߃°v 30 am¿°v)
$ `mjm¿÷\ kn≤m-¥-߃ (tNjvSm-hm-Zw, ⁄mXr-a-\-»m-kv{Xw, {]tbm-Kn-I-hm-Zw, ⁄m\-
\n¿ΩnXnhmZw, LS\mhmZw, a‰p ka-Im-enI kn≤m-¥-߃)
$ _lp-apJ _p≤n kn≤m¥w
$ `mjm-]-T\ kao-]\w
$ `mjm-]-T\ X{¥-߃
$ `mjm-]-T\ ssien.
$ Adn-hns‚ kz-`mhw (Nature of knowledge: Information, knowledge, Openion, belief)
$ ]T-t\m-]-I-c-W-߃
$ `mjm-[-ym-]-I≥
$ ]mT-y-]-≤Xn LS-I-߃
$ ]T-\m-¥-co£w
$ hn`-h-ß-fpsS hn\n-tbmKw
$ aqe-y-\n¿W-bw. (Summative evaluation, Formative evaluation)
$ A[-ym-]-Is‚ Bkq-{X-Ww.
$ {]tX-yI ]cn-K-W\ A¿ln-°p∂ Ip´n-I-fpsS `mjm-]-T-\w.
II. `mjm-]-T-\-Øns‚ D≈-S°w
(50 _lp-hn-I-ev]- tNm-Zy-߃°v 50 am¿°v)
$ `mjm: `mj-bpsS hnImk ]cn-Wm-a-߃ (`mj-bpsS Dev]Øn, hf¿®, CX-c-`m-j-I-fp-am-bp≈
_‘w)
$ `mjm-imkv{Xw (hym-I-cW \nb-a-߃ B[p-\nI `mjm-im-kv{Xw)
$ Ae-¶mc imkv{Xw
$ hrØ-imkv{Xw
$ kmln-X-y-N-cn{Xw
$ kmln-Xy{]ÿm-\-߃, {]h-W-X-Iƒ
$ ]cn-`mj
$ Imhy imkv{Xw
$ Bk-zm-Z\w
$ am[-yaw
$ kwkvImcw
B. ENGLISH
80 Questions
1. Pedagogical understanding
(30 marks)

Language Learning/Language acquisition -

Principles of language teaching

Activities for developing language skills

Process approach, Activity-based learning - learner autonomy

Teaching Prose, Poetry, Drama and other Discourses

Methods of teaching English

Addressing learning difficulties

Dealing with language disorders
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Syllabus - Category III
2. Content, Concepts and Ideas
(50 marks)

Objectives of teaching English

Principles and methods of English Langauge Teaching

Communicative approach - SOS approach

Bilingual Method

Humanistic Approaches

Learner assessment, CCE

Early Literature - Chaucer and his contemporaries - Later Middle English Literature

The Renaissance - Elizabethan Prose - Drama previous to Shakespeare - Shakespeare and the later
Dramatists

Poetry from Spencer to the Restoration - The Restoration Poetry - Drama & Prose

The Augustan Novel - Prose

Writers of the 18th century - The Romantic Movement

Early 19th century Poets - The Novel in the later Eighteenth Century and earlier Nineteenth century

Victorian Poetry - Novel - Drama

Twentieth Century literature

Major themes in modern and post modern literature - Feminist literature - Major Indian writers in
English

Basic concepts in Film studies - Media studies - Translation studies

Phonetics, History and structure of the English Language - Phonology - Morphology - Phrase structure
Grammar

Modern Grammar and usage - Tense and aspects, Word classes, Concord, Sentence transformation,
Reporting, Passivisation

Vocabulary - Idioms and Phrases
C. TAMIL
80 Questions
I. Pedagogical Understanding
30 Questions
a. Principles of Language learning
b. Inclusion of differently abled children
c. Methods of teaching
d. Critical Pedagogy
e. Development of skills
II. Concepts and ideas (contexts)
50 Questions
a. Sangom literature
b. Ethical literature
c. Epic literature
d. Bhakthi literature
e. Medieval literature
f. Foreign contribution in Tamil Language and Literature
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Syllabus - Category III
g. Modern literature
h. Modern literary trends
i. Folk lore
j. South Indian History and culture
k. Elements of Language
l. Traditional grammar
m. Functional grammar.
D. KANNADA
80 Questions
I. Pedagogical understannding
30 Questions
1. Principles of Language learning
2. Classroom Practices
3. Inclusive differently abled children
4. Methodology of curriculam transaction
5. Critical pedagogy
6. Principles of Teaching
II.Concepts and Ideas(Content)
50 Questions
1. Literature -Ancient,Medieval and Modern
2. Prosody
3. Grammar and History of Kannada Language
4. Literary Criticism( Eastern and Western)
5. Linguistics - General and Dravidian
6. Folk Literature
Pedagogical understanding
30
Literature including folk literature 30
Prosody
5
Grammer
5
Poetics
5
Linguistics
5
Total
80
E. HINDI
80 Questions
Pedagogy of Language development
(30 Questions)
1. Aims and objectives of teaching language - Place of Hindi in Kerala - Hindi the National, official and
link language of India - Developing National outlook
(2)
2. Developments - Principles of Language teaching
(1)
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Syllabus - Category III
3. Acquisition of the four language skills - Listening - Listening and reporting - speaking - creating
proper interactive situations in language classrooms. Stress on good pronunciation. Reading - different
types of reading - silent, loud, multiple reading - writing - process of writing - creative writing (3)
4. Importance of translation - cultural and literacy value
(1)
5. Co-curricular activities - celebration of important days, Hindi club activities - Academic activities,
aesthetic development activities
(2)
6. Selection of appropriate instructional strategies - learner centred instructional strategies - Inductive
- deductive learning, constructive model of learning - group investigation strategy.
(4)
7. Learning aids - Textbooks - IT enabled language learning - language lab - local text - print media and
visual media
(3)
8. Methods of teaching - methods of teaching discourses - role of grammar - language for communicating
ideas - verbal and written form - critical perspective
(4)
9. Identification of learner needs - learning disabled slow learners - fast learners
(3)
10. Diverse classroom - Planning of classroom teaching - critical analysis of Std. VIII to X Textbooks
(Hindi) - preparation of year plan - unit plan and lesson plan
(3)
11. Evaluation - continuous evaluation - terminal evaluation - achievement test - diagnostic test - remedial
teaching.
(4)
Content
(50 Questions)
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∫…⁄Æ˙n˘…∫… +…ËÆ˙ ∫…⁄Æ˙∫……M…Æ˙ - §……±… ±…“±……, ß…®…Æ˙M…“i… - ÀΩ˛n˘“ Æ˙…®… - EÚ…¥™… - Æ˙…®… ¶… HÚ ∂……J…… EÚ… ∫¥…∞¸{… +…ËÆ˙  ¥… ¶…z… ∫…Δ|…n˘…™…-
|…®…÷J… |…¥…fi k…™……ƒ +…ËÆ˙ EÚ…¥™… - i…÷±… ∫…n˘…∫…, Æ˙…®…S… Æ˙i… ®……x…∫…
Æ˙“ i…EÚ…±… : {… Æ˙Œ∫l… i…™……ƒ - x……®…EÚÆ˙h… - Æ˙“ i… ∂…§n˘ EÚ… +l…« - |…®…÷J… |…¥…fi k…™……ƒ - Æ˙“ i… §…r˘, Æ˙“ i…  ∫…r˘ +…ËÆ˙ Æ˙“ i… ®…÷HÚ
EÚ…¥™… - |…®…÷J… EÚ…¥™… - Æ˙“ i… EÚ…±… E‰Ú |…¥…i…«EÚ -  §…Ω˛…Æ˙“, n‰˘¥…, ¶…⁄π…h…, P…x……x…Δn˘
+…v…÷ x…EÚEÚ…±… - M…t
ÀΩ˛ n˘ M…t EÚ…  ¥…EÚ…∫… - °Ú…‰]«ı  ¥… ±…™…®… EÚ…ƒ±…‰V… +…ËÆ˙ ÀΩ˛n˘“ ¶……π…… - ¶……Æ˙i…‰xn÷˘÷˘ ™…÷M… - ¶……Æ˙i…‰x{…÷ ®…Δb˜±… +…v…÷ x…EÚ M…t  ¥…P……+…Â
EÚ“ ∂…÷Ø˚+…i… - {…j… - {… j…EÚ…+… EÚ… ™……‰M…n˘…x…
 u˘¥…‰ n˘™…÷M… - ®…Ω˛…¥…“Æ˙ |…∫……n˘  u˘¥…‰n˘“ +…ËÆ˙ =x…EÚ… ∫…… Ω˛i™… - n˘∂…«x… - ∫…Æ˙∫¥… i… {… j…EÚ…
ÀΩ˛n˘“ M…t ∫…… Ω˛i™…  ¥… ¥…v…  ¥…v……Bƒ
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ÀΩ˛n˘“ ={…x™……∫… |……ÆΔ˙¶… ∫…‰ 1980 i…EÚ - |…‰®…S…xn˘ {…⁄¥…« - |…‰®…S…Δn˘ ™…÷M… - |…‰®…S…Δn˘ {…Æ˙¥…i…‘ - |…®…÷J… ∫…®…∫™……Bƒ - |…®…÷J… ={…x™……∫…EÚ…Æ˙
+…ËÆ˙ ={…x™……∫… - n‰˘¥…EÚ“x…Δn˘x… ∫¥…j…“, |…‰®…S…xn˘ +…ËÆ˙ =x…E‰Ú ={…x™……∫… - |…‰®…S…xn˘ EÚ“ ®…Ω˛…x…i…… +…ËÆ˙ |……∫…Δ M…EÚi…… - |…‰®…S…xn˘ E‰Ú
V… Æ˙B ÀΩ˛n˘“ EÚl…… - ∫…… Ω˛i™… ®… +…B {… Æ˙¥…i…«x… - |…‰®…S…xn˘ V…Ëx…‰xp˘ E÷Ú®……Æ˙, +Y…‰™…, ™…∂…{……±… EÚ®…±…‰∑…Æ˙  x…®…«±… ¥…®……«,
¶…“π®…∫……Ωx…“, +®…Æ˙EÚ…Δi… ∏…“±……±…∂…÷C±…, ¶…“π®…∫……Ω˛x…“, =π……  |…™…Δ¥…n˘…, ®…z…⁄ ¶…Δb˜…Æ˙“ - S…xp˘EÚ…Δi……, M……‰n˘…x…, ÆΔ˙M…¶…⁄ ®…, ∂…‰J…Æ˙ BEÚ
V…“¥…x…“,  M…Æi…“ n˘“˘¥……ÆΔ˙‰˙, ∫…⁄Æ˙V… EÚ… ∫……i…¥……Δ v……‰b˜ı…, Æ˙…M… n˘Æ˙§……Æ˙“, ¥…‰  n˘x…, i…®…∫…, +…{… EÚ… §…Δ]ı“ - ÀΩ˛n˘“ E‰Ú +…ƒS… ±…EÚ ={…x™……∫…
- °Úh…“∑…Æ˙x……l… Ɖ˙h…÷, x……M……V…÷«x…, ¶…ËÆ˙¥…|…∫……n˘ M…÷{i…,  ∂…¥…|…∫……n˘ À∫…Ω˛, ∂…˱…‰∂…®… ]ı™……x…“ - ®…˱…… +…ΔS…±… ¥…±…S…x…®…… M…ΔM…… ®…Ë™……,
+±…M… +±…M… ¥…Ëi…Æ˙h…“*
ÀΩ˛n˘“ EÚΩ˛…x…“ - |……ÆΔ˙¶… - |…‰®…S…xn˘ {…⁄¥…« - |…‰®…S…Δn˘ ™…÷M… - |…‰®…S…˜xn˘ {…Æ˙¥…i…‘ - x…<« EÚΩ˛…x…“ +…ËÆ˙ +x™… EÚΩ˛…x…“ +…xn˘…‰±…x… -
EÚΩ˛… x…™…… ®… + ¶…¥™…HÚ ∫…®…∫™……Bƒ -  ∂…±{… ®… x…B |…™……‰M… - |…®…÷J… EÚΩ˛…x…“EÚ…Æ˙ +…ËÆ˙ EÚΩ˛… x…™……ƒ - S…xp˘v…Æ˙ ∂…®……« M…÷±…‰Æ˙“,
|…‰®…S…xn˘, V…Ëx…‰xp˘, ™…∂…{……±…, Æ˙…V…‰xp˘ ™……n˘¥…, EÚ®…±…‰∑…Æ˙, Æ˙…E‰Ú∂… ¥…i∫…, ®……‰Ω˛x… Æ˙…E‰Ú∂…,  x…®…«±… ¥…®……«, ®…Ω˛“˛{… À∫…Ω˛, +®…Æ˙EÚ…Δi…,
EfiÚπh…… ∫……‰§… i…, =π……  |…™…Δ¥…n˘…, ®…z…⁄¶…Δb˜˜…Æ˙“ - =∫…x…‰ EÚΩ˛… l……, EÚ°Úx…, {…⁄∫… EÚ“ Æ˙…i…, <«n˘M……Ω,˛ ∫…¥…… ∫…‰Æ˙ M…‰Ω⁄ƒ,˛ `…E⁄ÚÆ˙ EÚ… E÷Ú+…ƒ,
V……ºx…¥…“, n÷˘J…,  §…Æ˙…n˘Æ˙“ §……Ω˛Æ˙, ®…±…§…‰ EÚ… ®…… ±…EÚ, S…“° EÚ“Ú n˘…¥…i…, Æ˙…V……  x…Æ˙§…Δ ∫…™……, EÚ…±…… §……{… M……‰Æ˙… §……{…, ¥……{…∫…“,
™…Ω˛“ ∫…S… Ω˲ +… n˘ EÚΩ˛… x…™……ƒ
ÀΩ˛n˘“˘ x……]ıEÚ - ¶……Æ˙i…‰xn÷˘™…÷M… - |…∫……n˘ ™…÷M… - |…∫……n˘ {…Æ˙¥…i…‘ ™…÷M…-  ¥…EÚ…∫… E‰Ú S…Æ˙h… - |…™……‰M… E‰Ú +…™……®… - ¶……Æ˙i…‰xn⁄˘, V…™…∂…ΔEÚÆ˙
|…∫……n˘, ±…I®…“ x……Æ˙…™…h…  ®…∏… - ±…I®…“ x……Æ˙…™…h… ±……±… - V…M…n˘“∂… S…xp˘ ®……l…÷Æ,˙ ®……‰Ω˛x… Æ˙…E‰Ú∂…, ∂…ΔEÚÆ˙ ∂…‰π…, ∫…÷Ɖ˙xp˘ ¥…®……« - +xv…‰Æ˙
x…M…Æ˙“, w…÷¥…∫¥…… ®…x…“,  ∫…xn⁄˘Æ˙ EÚ“Ú Ω˛…‰±…“, +Δv……E÷Ú+…ƒ, EÚ…‰h……E«Ú, ®……‰Ω˛x… Æ˙…E‰Ú∂… +…ËÆ˙ =x…E‰Ú x……]ıEÚ
ÀΩ˛n˘“  x…§…xv… - ÀΩ˛n˘“  x…§…xv… EÚ… =n¬˘¶…¥… +…ËÆ˙ GÚ ®…EÚ  ¥…EÚ…∫… - |…®…÷J…  x…§…xv…EÚ…Æ˙ - Æ˙…®…S…xp˘ ∂…÷C±…, Ω˛V……Æ˙“ |…∫……n˘  u˘¥…‰n˘“
-  ¥…t… x…¥……∫…  ®…∏…
ÀΩ˛n˘“ +…±……‰S…x…… - ÀΩ˛n˘“ +…±……‰S…x…… E‰Ú  ¥… ¥…v… +…™……®… - |…®…÷J… ∫…®…“I…EÚ +…ËÆ˙ O…xl….
Æ˙…®…S…xp˘ ∂…÷C±…, Ω˛V……Æ˙“ |…∫……n˘  u˘¥…‰n˘“, Æ˙…®… ¥…±……™… ∂…®……«, x…M…‰xp˘, x……®…¥…Æ˙À∫…Ω˛ - EÚ§…“Æ˙, EÚ ¥…i…… E‰Ú x…B |… i…®……x…, EÚΩ˛…x…“
x…<« EÚΩ˛…x…“ +… n˘.
ÀΩ˛n˘“ EÚ ¥…i…… E‰Ú  ¥… ¶…z… S…Æ˙h…
¶……Æ˙i…‰xn÷˘™…÷M…
- |…¥…fi k…™……ƒ - |…®…÷J… EÚ ¥… +…ËÆ˙ EÚ…¥™…
 u˘¥…‰ n˘ ™…÷M…
- |…¥…fi k…™……ƒ - |…®…÷J… EÚ ¥… +…ËÆ˙ EÚ…¥™… - ®…Ë l…±…“ ∂…Æ˙h…M…÷{i…, Ω˛ Æ˙+…Ëv…
UÙ…™……¥……n˘
- UÙ…™……¥……n˘ EÚ… ∫¥…∞¸{… - {… Æ˙¶……π…… - UÙ…™……¥……n˘ EÚ“ |…¥…fi k…™……ƒ - |…®…÷J… EÚ ¥… +…ËÆ˙ EÚ…¥™… - EÚ…®……™…x…“ -
V…⁄Ω˛“˛ EÚ“Ú EÚ±…“, i……‰ci…“ {…xl…Æ˙ - +…ËÆ˙ +x™… UÙ…™……¥……n˘“ EÚ ¥…i……Bƒ
Æ˙…π]≈ı“™… ∫……Δ∫EfiÚ i…EÚ EÚ…¥™… v……Æ˙… - Ω˛ Æ˙¥…Δ∂… Æ˙…™… §…SS…x…,  n˘x…EÚÆ˙ - EÚ…¥™… - E÷ÚØ˚I…‰j…, ®…v…÷∂……±……
|…M… i…¥……n˘
- |…M… i…¥……n˘ EÚ“  ¥…∂…‰π…i……Bƒ - |…¥…fi k…™……ƒ - |…®…÷J… EÚ ¥… - x……M……V…÷«x…, E‰Ún˘…Æ˙x……l… À∫…Ω˛,  ∂…¥…®…ΔM…±… À∫…Ω˛ ∫…÷®…x…
|…™……‰M… ¥……n˘ B¥…Δ x…<« EÚ ¥…i…… - i……Æ˙ ∫…{i…EÚ - |…®…÷J… |…¥…fi k…™……ƒ - |…®…÷J… EÚ ¥… - +Y…‰™…, ®…÷ HÚ §……‰v…, ∫…¥…Ê∑…Æ˙n˘™……±… ∫…C∫…‰x……, x…Ɖ˙∂…
®…‰Ω˛i……, v…®…«¥…“Æ˙ ¶……Æ˙i…“, v…⁄ ®…±… - EÚ…¥™… -  EÚi…x…“ x……¥…… ®…‰  EÚi…x…“ §……Æ˙, S……ƒn˘ EÚ… ®…⁄ƒΩ˛ ]ı‰˜f¯… Ω˲Ë. M…Æ˙®… Ω˛¥……Bƒ, =i∫…¥……, +ΔP……™…÷M…,
∫…Δ∫…n˘ ∫…‰ ∫…ΔRÛEÚ i…EÚ +…n˘“ |…™……‰M…¥……n˘ B¥…Δ x…<« EÚ ¥…i…… EÚ“ Æ˙S…x……Bƒ
+∫∫…“ - =k…Æ˙ ÀΩ˛n˘“ ∫…… Ω˛i™…&
{… Æ˙Œ∫l…i…“ - =k…Æ˙…v…÷ x…EÚi…… - ¶…⁄®…ΔRÛ±…“EÚÆ˙h… ={…¶……‰HÚ… ∫…Δ∫EÚ…Æ˙ -  ¥…Y……{…x…§……V…“˜ ∫…Δ∫EÚ…Æ˙ - |……Ët…‰ M…EÚ ∫…Δ∫EfiÚ i… +…ËÆ˙ ®…“ b˜ı™…… EÚ±S…Æ˙
={…x™……∫…
- |…®…÷J… |…¥…fi k…™……ƒ - =k…Æ˙…v…÷ x…EÚÚ ∫…Δ¥…‰n˘x……+…Â EÚ…  S…j…h… - x……Æ˙“  ¥…®…∂…« - n˘ ±…i…  ¥…®…∂…« - |…®…÷J…
={…x™……∫…EÚ…Æ˙ +…ËÆ˙ ={…x™……∫… - M……‰À¥…n˘  ®…∏…, ∫…÷Ɖ˙xp˘˘˘ ¥…®……«, |…n˘“{… ∫……Ëƶ…,  S…j……®…÷n¬˘M…±…, ®…Ëj…‰™…“ {…÷π{……, ®…fin÷˘±…… M…M…«, ®…v…÷EÚ…ΔEÚ Æ˙™……,
+±EÚ… ∫…Æ˙…¥…M…“, M…“i……V…Δ ±… ∏…“ - +…¥……Δ, ∫…‰˙V…{…Æ˙ ∫…Δ∫EfiÚi…, ®…÷Z…‰ S……Δn˘ S…… Ω˛B, {……ƒS… +…ƒM…x……Â ¥……±…… v…Æ˙, +Δ i…®… +Æ˙h™…, i…“∫…Æ˙“ i……±…“
EÚΩ˛… x…
- x…<« |…¥…fi k…™……ƒ +…ËÆ˙ x…™…‰  ∂…±{… |…™……‰M… |…®…÷J… EÚΩ˛…x…“EÚ…Æ˙ - =n˘™… |…EÚ…∂… +…ËÆ˙ =x…EÚ“ EÚΩ˛… x…™……ƒ -
+ J…±…‰∂…,  |…™…Δ¥…n˘, ∫…Δ˙V…“¥…, B∫…. +…Æ˙. Ω˛Æ˙x……‰]ı, x…… ∫…Æ˙… ∂…®……«, +±{…x…… ®…∏…, ®…x…“π……, E÷Ú±…∏…‰π`, I…®……∂…®……« - EÚΩ˛… x…™……ƒ ®……‰Ω˛x…n˘…∫…,
{……ƒ±… M……‰®…Æ˙… EÚ… ∫E÷Ú]ıÆ˙, {……]ı‘∂…x…,  ¥…∑… §……W……Æ˙ EÚ… >ƒ]ı,  S…_“, EÚ`{…÷i…… ±…™……ƒ, ∂…¥…™……j……, ®……ƒ {…f¯i…“ Ω˲*
x……]ıEÚ - ∫…Δ¥…‰n˘x……i®…EÚ  ¥…∂…‰π…i……Bƒ +…ËÆ˙ =k…Æ˙…v…÷ x…EÚ  ∂…±{… |…™……‰M… - x……]ıEÚ EÚ“Ú ÆΔ˙M… ®…ΔS…“™…i…… - x…<« |…¥…fi k…™……ƒ - |…®…÷J… x……]EÚıEÚ…Æ˙
+…ËÆ˙ x……]ıEÚ - |…i……{… ∫…Ω˛M…±…, ∫¥…n‰˘∂… n˘“{…EÚ, x…Ɖ˙xp˘ ®……‰Ω˛x…, Æ˙…V…‰∂… V…Ëx…, ®…“Æ˙…EÚ…Δi…, x…Δn˘ EÚ∂……‰Æ˙ +…S……™…« - +x¥…‰π…EÚ, EÚ…‰]«ı®……∂…«±…,
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x…‰{…lS… - Æ˙…M…,  n˘±±…“ >ƒS…… ∫…÷x…i…“ Ω˲, EÚ…‰™…±…… S…±…… ΩΔ˛∫… EÚ“ S……±… +… n˘
ÀΩ˛n˘“ EÚ ¥…i……
- §…n˘±…i…‰ ¶……¥… §……‰v… +…ËÆ˙ §…n˘±…i…“  ∂…{±… ∂……˱…“ - +ti…x… ∫…®…∫™……Bƒ - x……Æ˙“  ¥…®…∂…«, {…… Æ˙Œ∫l… i…EÚ“, n˘ ±…i…
 ¥…®…∂…« - |…®…÷J… EÚ ¥… +…ËÆ˙ EÚ…¥™… - +Ø˚h… EÚ®…±…, +∂……‰EÚ ¥……V…{…‰™…“, S…Δp˘EÚ…Δi…n‰˘¥…i……±…‰, ±…“±……v…Æ˙ V…M…⁄b˜“, =n˘™… |…EÚ…∂…, E÷Ú®……Æ˙ +Δ§…÷V…,
Y……x…Âp{… i…, +…‰®…|…EÚ…∂… ¥……±®…“EÚ“, {…¥…x… EÚÆ˙h…, +x…… ®…EÚ…, EÚ…i™……™…x…“,  x…®…«±…… {…÷i…÷±…, M…M…x… M…±…, x…“±…‰∂…˙ ÆP…÷÷¥…Δ∂…“ - {…÷i…±…“ ®…Â
∫…Δ∫……Æ˙, {…il…Æ˙ EÚ“ §…ËÂS…, x……]ıEÚ W……Æ˙“ Ω˲, Æ˙…i… ®…Â˙ Ω˛…Æ˙®……‰ x…™…®…, V……n÷˘ x…Ω˛” EÚ ¥…i……, ∫j…“ ®…‰Æ‰˙ ¶…“i…Æ˙  ¥…¥…I……, {…Ω˛…b˜ {…Æ˙ ±……±…]‰ıx…
§…∫… §…Ω÷˛i… Ω˛…‰ S…÷EÚ… +… n˘*
+x™… ¥…v……Bƒ
- +…i®…EÚl…… - ®…z…⁄ ¶…Δb˜…Æ˙“, ®…Ëj…‰™…“ {…÷π{……, |…¶…… J…‰i……x…, ¶…“π®… ∫……Ω˛x…“, EÚ®…±…‰∑…Æ˙,  ¥…πh…÷ |…¶……EÚÆ˙ +… n˘
- EÚ∫i…⁄Æ˙“ E÷ÚbΔ˜±…“§…∫…Ë, BEÚ EÚΩ˛…x…“ ™…Ω˛ ¶…“, +x™…… ∫…‰ +x…x™……, +…¥……Æ˙… ®…∫…“Ω˛…, +…V… E‰Ú +i…“i…, V…⁄`x… - V…“¥…x…“, ∫…Δ∫®…Æ˙h…,
Ɖ˙J…… S…j…, ™……j…… ¥…¥…Æ˙h…, +…±……‰S…x……, b˜™…Æ˙“ - |…®…÷J… Æ˙S…x……Bƒ +…ËÆ˙ ±…‰J…EÚ
¥™……EÚÆ˙h…
- À±…M…, ¥…S…x…, EÚ…Æ˙EÚ, ëí"x…‰' |…i™…™… - ∫…Y…… - ∫…¥…«x……®… -  ¥…∂…‰π…h… - EÚ…±… -  GÚ™…… - +¥™…™…
¶……π……  ¥…Y……x…
- v¥… x…  ¥…Y……x… (∫……®……x™… {… Æ˙S…™…) - +l…«  ¥…Y……x… - +l…« ∫…ΔEÚ…‰S…, +l…« -  ¥…∫i……Æ˙ +l……«n‰˘∂… - ¥……C™…  ¥…Y……x…,
{…n˘§…ΔΔxv…˘ - ¥……C™… E‰Ú |…EÚ…Æ˙
EÚ…¥™… ∂……∫j…
- ¶……Æ˙i…“™… B¥…Δ {……∂S……i™… +…S……™…« - +…ËÆ˙ =x…EÚ“Ú ®…Ω˛i¥… {…⁄h…« Æ˙S…x……Bƒ +…ËÆ˙  ∫…r˘…Δi… - ÀΩ˛n˘“ EÚ“ |…®…÷J… {…j…
{… j…EÚ…Bƒ, E‰ÚÆ˙±… EÚ“ ÀΩ˛n˘“ {… j…EÚ…Bƒ
F. ARABIC
80 Questions
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G. URDU
80 Questions
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H. SANSKRIT
80 Questions
(A)  ∂…I……∂……∫j……¥…M…®…&* (Pedagogical understanding)
30 Questions
(i) ¶……π……v…®……«& x…Ë{…÷h™…∂S…* ¶……π……v…®……«& - +…∂…™……¥…M…®…&, +…∂…™…|…EÚ…∂…&, +…∫¥……n˘x…®…¬* ∏…¥…h…¶……π…h…¥……S…x…±…‰J…x…x…Ë{…÷h™…&*
(ii) ¶……π……§……‰P…x…∫…®…÷{…M…®…& (Approach of learning language)
|……S…“x…Æ˙“i…™…& - M…÷Ø˚E÷Ú±…∫…®|…n˘…™…&, ¶…hb˜…E«ÚƬ˙ ∫…®|…n˘…™…&, {……`{…÷∫i…EÚ ∫…®|…n˘…™…&*
x…⁄i…x…Æ˙“i…™…& - Y……x… x…î… i…∫…®|…n˘…™…&, ∫…®…∫™…… v…Œπ`î…∫…®|…n˘…™…&,  ¥…®…∂…«x……i®…EÚ§……‰v…x…∫…®|…n˘…™…|…¶…fii…™…&*
(iii) ¶……π……¥™…¥…Ω˛…Æ˙∞¸{……h……Δ  ¥… ¶…z…§……‰v…x…Æ˙“˙i…™…& - M…t{…t˛S…®{…⁄ <i™……n˘™…&*
(iv) ¶……π……v™……{…x…∫…®…∫™……&* (Challenges of teaching language in diverse classrooms - language difficulties, errors
and disorders)
(v) +…∫…⁄j…h…∫™… ¥…Ë ¥…v™…®…¬¬* (Different types of planning)
(vi) {……`ˆ¨S…™……« {……`ˆ¨GÚ®…∂S…* (Curriculum and Syllabus)
(vii) ®…⁄±™… x…h…«™…¶…‰n˘…& - ∫……®|…n˘… ™…EÚ& x…÷÷i…x……∂S…*  x…Æ˙xi…Æ˙®…⁄±™… x…h…«™…&, {…Æ˙∫{…Æ˙®…⁄±™… x…h…«™…&* ∫¥…™…Δ®…⁄±™… x…h…«™…&* ∏…‰h…“EÚÆ˙h…\S…*
(viii) {…`x……‰{…EÚÆ˙h…… x… - {……`{…÷∫i…EÚ®…¬, x…⁄i…x…∫……R¬ÛE‰Ú i…EÚ∫……®…O…™…&, §…Ω÷˛¶……π……™…÷HÚEÚI™……* (Teaching learning materials -
textbook, multi-media materials, multi lingual resources of the classroom)
(ix) {… Æ˙Ω˛…Æ˙§……‰v…x…®…¬* (Remedial teaching)
(B)  ¥…π…™…& (Content) - +…∂…™……& v……Æ˙h……∂S… (Concepts and Ideas)
50 Questions
(i)  ¶…z…∂……∫j…‰¶™…& ∫…ΔEÚ ±…i……& ®……Ë ±…EÚ…∂…™……& (Basic ideas and concepts from different sastras- Nyaya, Jyotisha,
Vyakarana, Vedanta and Sahitya)
(x™……™…& - V™……‰‰ i…π…& - 3 + 2 Q, ¥™……EÚÆ˙h…& - 5 Q, ¥…‰n˘…xi…& - 5Q, ∫…… Ω˛i™…& - 5Q)
20 Questions
(ii) ¶……π……¥™……EÚÆ˙h…®…¬ - ∫…Œxv…&, ∫…®……∫…&, EÚ…ÆEÚ… h…Ú, EfiÚk… r˘˘i……&, |…™……‰M……&, v……i…¥…&, ±…EÚ…Æ…˙&*
10 Questions
(iii) ¥…fik……±…R¬ÛEÚ…Æ˙…Ë 2 + 3 Q
5 Questions
(iv) +…x…÷EÚ… ±…E ¥…π…™…… v…Œπ`ıi…®…¬* (Current sanskrit literature)
3 Questions
(v) ∫…Δ∫EfiÚi…∫…… Ω˛i™…‰ i…Ω˛…∫…&* (History of sanskrit language and literature -
specially contribution of Kerala to sanskrit literature)
12 Questions
Ref: SCERT u˘…Æ˙…  x…Ãn˘π]ı…x……Δ x…¥…®…“, n˘∂…®…“, +1, +2 EÚI™……h……Δ (+CEÚ…n˘ ®…EÚ∫…Δ∫EfiÚi… ¥…t…±…™……x……Δ) {……`{…÷∫i…EÚ… x… S…*
I. PHYSICAL SCIENCE
80 Questions
A. PHYSICS
(25 questions)
1. Wave motion :
Transverse and longitudinal waves, propagation of wave, medium dependence. Sound - loudness, frequency,
wavelength, pitch, reflection and refraction of sound waves, echo, beats, Doppler effect, reverberation,
SONAR, sound pollution, resonance and musical instruments.
2. Light :
Reflection - plane mirror, spherical mirror, multiple reflection, image formation by spherical mirrors and
its applications. Refraction : Optical density, total internal reflection and applications. Ray diagram and
image formation by lens, lens equation, microscopes, telescope, camera, human eye and common defects
of eye and its remedy. Dispersion of light, scattering of light, rainbow, Newton’s Disc, colour of sky, cloud,
snow. Primary colours, secondary colours - complementary colours.
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3. Force and pressure :
Thrust, atmospheric pressure, Pascal's law, Archimedes principle, surface tension and capillarity.
4. Heat :
Temperature and temperature scales, modes of heat transmission, boiling, melting, Specific heat capacity,
latent heat, regulation
5. Motion :
Displacement, velocity, acceleration, equations of motion, graphs of s-t, v-t and their relevance. Circular
motion, centripetal acceleration, angular speed, momentum, Newton's law of motion, law of conservation
of momentum. Recoil of gun, action - reaction pairs. Centre of gravity, banking of curve.
6. Gravitation :
Mass and weight, universal law of gravitation, acceleration due to gravity and factors affecting it, Solar
system, orbits, planets, satellite, escape velocity, space exploration and weightlessness in space. Galaxies,
stars, big bang, clusters, nebula, Super Nova, solar and lunar eclipse.
7. Work and Energy :
Conventional and Non-conventional sources of energy, forms of energy - heat, light, sound, mechanical,
nuclear energy, mass energy. Law of conservation of energy.
8. Electricity and Magnetism
Natural and artificial magnets, different types of magnets and their properties, magnetic field lines or lines
of force. Earth and its magnetism. Magnetic induction, magnetic properties of matter - para, dia and ferro
magnetic materials. Static electric properties, electroscopes, electro static induction, methods of charging,
lightning and lightning conductors, earthing, current electricity, electric potential, Ohm’s law, resistance,
conductance, resistivity, conductivity, factors affecting resistance. Resistance in series, parallel, use of
voltmeter, galvanometer, ammeter, rheostat, Joule’s law of heating.
9. Effects of current and Electromagnetic Induction
Electrolysis, voltameter, Faraday's law of electrolysis, chemical cells, solenoids, electromagnets,
electromagnetic induction, AC, DC Generators, electric motors, transmission of AC, self induction, mutual
induction, transformers, moving coil microphones, loud speaker.
10. Electronics
Conductors, insulators, semi conductors, doping, different types of diodes and applications, transistor and
its applications, ICs.
B. CHEMISTRY
(25 questions)
1. Physical changes and Chemical changes :
Exothermic and endothermic reactions, electrolysis of water, energy changes in chemical reactions,
electroplating
2. Atoms and Molecules
Basic concepts, structure of atom , sub atomic particles - electrons, protons and neutrons,Rutherford’s
gold foil experiment, Atom models, Rutherford’s atom model, Bohr model of atom, electron shell model,
stability and electronic configuration
3. Metals
Properties - metallic luster, malleability, ductility, conducting property, sonority, corrosion - factors responsible
for corrosion, prevention of corrosion, reactions of metals with water, air and acids, Displacement reactions
of metals, reactivity series, iron - historical background, extraction using blast furnace, extraction of
aluminium from bauxite
4. Solutions
Definition, components of a solution, water as universal solvent, suspensions, concentration of a solution,
solubility, super saturated solution
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5. Colloids
Definition, properties, artificial drinks, chemicals used in soft drinks
6. Nature of matter
Three states of matter and their characteristic properties, surface tension,cohesive force and adhesive
force, capillarity, capillarity rise and capillarity dip, applications of surface tension and capillarity.
7. Separation of Mixtures
Classification of matter, mixtures and pure substances, homogeneous and heterogeneous mixtures, methods
of separation of mixtures - filtration, sedimentation, decantation, centrifugation, distillation, fractional
distillation, differential extraction using separating funnel, chromatography.
8. Periodic table and chemical bonding
Early attempts of classification of elements, Mendeleev’s periodic table, periodic law, merits and demerits.
Modern periodic table - Moseley’s periodic law, nature of elements and electronic structure, valency,
representative elements, transition elements, sub shell electronic configuration, classification of elements
into blocks (s, p, d & f) and their characteristics.
Periodic trends in properties of elements - Atomic size, number of shells, number of valence electrons,
electro negativity, ionisation energy, electro positivity, metallic and non-metallic character
10. Chemical bonding
Octet rule, ionic bond and covalent bond, valency and electro negativity, difference in the formation of
compounds, comparison of the properties of ionic compounds and covalent compounds, representation of
chemical reactions using chemical formula and chemical equation.
11. Non-metals
Non metals in food, water and air, reaction of non-metals with oxygen
Oxygen
- Allotropes of oxygen, methods of preparation, uses of oxygen, respiration,
combustion and photo synthesis
Nitrogen
- Position in periodic table, inert nature of nitrogen, nitrogen fixation, nitrogenous
fertilizers - merits and demerits
Ammonia
- Laboratory preparation, manufacture of ammonia by Haber process, nitrogen
cycle
Hydrogen
- Properties, methods of preparation, hydrogen as future fuel-merits and demerits
Chlorine
- Position in periodic table, properties, bleaching action
Hydrogen chloride - Laboratory preparation, properties, environmental problems of chlorine compounds
Carbon
- Unique nature, allotropes, important compounds, carbon cycle, green house effect,
global warming
12. Organic compounds
Classification, catenation, tetra covalency of carbon
13. Acids and Alkalies
Constituents of soil and plant growth, acidity of soil, properties of acids, pH, Properties of alkalies,
neutralisation, properties of salts - their naming and importance, fertilizers - merits and demerits
14. Gas Laws
Boyle’s law, Charles’ law, Combined gas equation, Avogadro’s law
15. Chemical reactions and Mole concept
Factors influencing rate of reaction - concentration, surface area, temperature and presence of catalyst.
Mole Concept -Atomic mass and molecular mass, Avogadro’s law and mole concept, gram atom and
gram molecule, mole concept and balanced chemical equations
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Syllabus - Category III
C. PEDAGOGY
(30 questions)

Science and its development in India - Science teaching as a process - product and contributions of
eminent Indian scientists - developing scientific attitude.

Aims and objectives of teaching Physical Science
-
Objectives of science teaching as envisaged in National Curriculum Framework (2005) - Values
(practical, disciplinary, recreational etc) to be attained.
-
Taxonomy of educational objectives - Bloom, Yager - science process skills - developmental
strategies.

Theoretical basis of science teaching and learning.
-
Cognitive theories - Piaget, Bruner, Gagne - constructivist learning - Vygotsky, generating
knowledge - experiential learning - scope and limitation - reflection - a basic process from
learning experience - problem based learning.

Planning science teaching and learning, unit plan, lesson plan - strengthening instruction by means of
A-V aids, video lessons and computer assisted lessons.

Models of teaching - characteristics - science process models, information processing models -
concept attainment model, inquiry training model, constructivist model.

Methods and strategies for teaching and learning Physical Science - direct and indirect, inductive,
deductive, guided discovery, enquiry, investigatory and constructivist methods of instruction - scientific
method.

Approaches - integrated, interdisciplinary, environmental, problem solving and scientific process
approach - behaviorist approach and constructivist approach.

Science curriculum - modern trends in curriculum construction - concept of correlation - features of
a science textbook. Workbook for pupils and handbook for teachers.

Role of science laboratories, libraries, science clubs, science museums, fairs etc in promoting science
learning.

Tools and Techniques of evaluation in science learning - objective based - formative, summative,
continuous and comprehensive evaluation, achievement tests - construction and administration -
diagnostic testing, remedial teaching - objective type tests - advantages, new trends in evaluation
grading, question bank.

Professional development of teachers, strategies.
J. NATURAL SCIENCE
80 Questions
1
Living world
Characteristics of living things - Classification - Binomial nomenclature - Taxonomical aids
2. Biological Classification
History - Two kingdom classification - Five Kingdom Classification - Different Kingdoms-
Characteristics, Examples -Lichens and Viruses
3. Plant Kingdom
Algae - Bryophytes - Pteridophytes - Gymnosperms - Angiosperms - Life Cycle-types
4. Animal Kingdom
Non chordates - Chordates
5. Morphology of Angiosperms
Root System- Structure, Function and Modifications with examples -Shoot system - Structure,
function and modification with examples - Leaf - Arrangement, Modifications - Flower - Inflorescence
- Fruits and seeds.
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Syllabus - Category III
6. Cell and Cell Division
Cell - Structure and functions of different organanelles - Mitosis, Meiosis and significance.
7. Anatomy of plants
Cell, tissues, types of tissues and function - Anatomy of stem, Root and leaf - 2o thickening in Dicot
plants.
8. Human Physiology
Nutrition in human and other organism, eg: Hydra, Amoeba, Tapeworm - Human digestion and
absorption - Human Respiratory system - Human Respiratory pathway CO2 elimination, Respiration
in other organisms, eg: Earthworm, Cockroach - Circulatory system - Open and closed system -
Human heart - Human circulatory system - Human blood - Lymph - Human cardio vascular disorders
- Excretory system and excretion - Excretion in lower organisms - Body structure and movement -
Human skeletal system - Exo skeletan and endo skeleton - Joints - Locomotion in lower forms of
organisms - Flight adaptation of birds - Aquatic adaptations of fishes - Human Nervous systems -
Central and peripheral nervous system - Reflex action - Sense organs and functions - Nervous
disorders - Nervous system of lower groups organisms - Reproductive system - Sexual and asexual
reproduction - Human reproductive system - Gametogenesis - Fertilisation - Embryogenesis -
Hormones in reproduction -Reproduction in lower group organisms - Infertility - Assisted
reproductive techniques - Chemical Co-ordination - Hormones, Pheromones.
9. Reproductive Health
Population Explosion - Contraceptive - Assisted Reproductive techniques - Sexually transmitted
diseases.
10. Human Health and diseases
Common diseases in humans - Transmission of diseases - Physical, mental and social health -
Importance of balanced diet - Deficiency disorders - Life style diseases - Malnutrition, Food
adulteration - Different diagnostic techniques - Antibiotics - First Aid - Blood Donation - Immunity -
Vaccination - Immune disorders - Different systems of treatment - Cancer - Drugs and Alcohol
Abuse.
11. Reproduction in Plants
Life span - Asexual reproduction - examples - Sexual Reproduction - stages.
12. Reproduction in Angiosperms
Flower parts - Micro sporogenesis - Megasporogenesis - Pollination - Fertilization - Fruit development
- Seed development - Parthenocarpy and Apomixis.
13. Transport in plants
Physical phenomenon like Osmosis, Diffusion, Imbibition - Ascent of sap- Different theories -
Transpiration and Guttation.
14. Mineral Nutrition
Mineral and Non mineral nutrients - Essential and Non essential nutrients - Source and functions of
essential nutrients - Deficiency symptoms - Hydroponics and Aeroponics - N2 metabolism in plants
- Biological N2 Fixation.
15. Photosynthesis
Chloroplasts and chlorophyll - structure and function - Light phase Reaction - Dark phase Reaction
- C3 and C4 plants.
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Syllabus - Category III
16. Respiration in Plants
aerobic, anaerobic - Glycolysis, Krebs cycle, Electron transport system - Respiration as an amphibolic
pathway.
17. Growth and Development
Plant hormones - Various types of plant movements - Vernalisation and Photoperiodism.
18. Inheritance and variations
Mendalian laws - Monohybrid cross - Dihybrid Cross - Test cross - Co-dominance - Multiple allelism
- Genetic disorders.
19. Molecular basis of Inheritance
Structure of DNA - DNA replication - Transcription - Translation - Genetic code - Mutation - Sex
determination in humans - Human genome project - DNA finger printing.
20. Strategies in enhancement of food production
Animal husbandry - Poultry, Pisciculture, Sericulture - Animal breeding - Plant breeding - Tissue
culture - Breeding for disease resistance, pest resistance.
21. Bio technology - Principles, applications
Genetic engineering - DNA technology - steps and procedure - Vectors- types and examples - Bio
reactors - types and uses - Down streaming - Applications in Agriculture - Applications in pest
resistance - Applications in insulin formation - Gene therapy - Genetically modified organisms (GMOs)
- Transgenic plants and Animals.
23. Microbes in Human welfare
Growth of micro oraganisms - Microbes in sewage treatment - Microbes as bio-control agents -
Microbes as bio-fertilisers.
24. Organisms, population and Eco system
Species, population, community concepts - Abiotic factors- soil, water, light and temperature - Biotic
factors - producer, consumer and decomposers - Food chain, food web, ecological pyramids - Ecological
interactions - Bio geo chemical cycles - Ecological successions.
25. Environmental Issues
Pollution - Water, air, soil, sound and radio active - Causes, effects and control measures - Green
house effect - Global warming- causes, effect and control.
26. Evolution
Origin of life Theories of evolution - Evidences of evolution - Geological time scale - Mechanism of
evolution - Origin and evolution of man
27. Bio Diversity and conservation
Bio Diversity - Conservation of Bio Diversity.
PEDAGOGY
1. UNESCO - 4 pillars of education
a. Learning to learn, b. Learning to do, c. Learning to live together, d. Learning to be.
2. Broad national goals of teaching biological sciences
Broad national goals - objectives of science teaching as envisaged in NCF - 2005.
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3. Mc Cormick and Yager-Taxonomy of teaching science
a. Knowledge domain, b. Process domain, c. Creativity domain, d. Attitudinal domain, e. Application
domain.
4. Nature of science
Science as a process and product - Process skills in science.
5. Science curriculum
Concentric curriculum - Spiral curriculum - Principles of curriculum construction - Difference between
curriculum and syllabus.
6. Planning for instruction
Classroom implications of constructivism and critical pedagogy - Meaning of pedagogic analysis -
Importance of pedagogic analysis - Year planning, unit planning, lesson planning.
7. Methods of Teaching Natural science
Lecture method - Lecture cum Demonstration - Project method - Experimental method - Heuristic
method - Dalton plan - Biography method - Inductive method - Deductive method.
8. Audio-Visual aids and other support materials
Importance of using teaching -learning aids - Multisensory approach - Science lab and importance of
practical work - Science library - Science fair - Field trips - Science textbook - Teachers handbook
- VICTERS - IT@school project.
9. Evaluation
Construction of achievement test - Continuous and comprehensive evaluation (CCE, CE & TE) -
Grading.
10. Agencies for quality assurance
NCTE - NCERT - SCERT - Programmes for the professional development of teachers.
K. MATHEMATICS
80 Questions
The examination will be broadly based on the topics prescribed for classes 8 - 10 in Kerala state syllabus
for Mathematics but some problems may have links to extension of these concepts to the graduate level.
The details are given below:
1. Content
50 Questions
Arithmetic
Real number system; modulus of numbers - distance between two numbers, rational numbers, irrational
numbers, infinite decimal representation.
Sequences and series : Problems relating to arithmetic progression and geometric progression.
Algebra
Solutions of two equations in two variables; Quadratic equations, basic operations in polynomials, factor
theorem, reminder theorem, binomial theorem for positive integral index.
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Syllabus - Category III
Trigonometry
Similar triangles, trigonometric measures, problems on heights and distances, geometric problems using
trigonometry, properties and solutions of triangles using sine and cosine laws, radian and degree measures.
Geometry
Circles : Central angle theorem, angles in the same segment, cyclic quadrilaterals, tangents, angle between
tangent and chord. Perimeter and area of circles, length of arcs and area of sectors.
Solids : Volume and surface area of prisms, pyramids, cylinder, cone and sphere.
Co-ordinate Geometry : Co-ordinates, distance formula, slope and equation of a line, slope of parallel and
perpendicular lines, perpendicular distance from a point to a line, external and internal division of line
segment, equation of a circle with given radius and centre.
Conic sections : Basic concepts and related problems.
Graphs of elementary function such as polynomials, absolute values, trigonometric functions.
Statistics and probability
Frequency distribution, classification and tabulation of data, graphical representation of data and frequency
distributions, measures of central tendency and dispersion. Basic concepts and problems on probability.
Idea of conditional probability.
2. Pedagogy
30 Questions
Nature and scope of Mathematics
Meaning, language, characteristics, significance, practical utility, curricular considerations and psychological
considerations.
Trends and Developments in Mathematics
Historical development of Mathematics, latest developments in Mathematics, eminent Mathematicians
and their contributions
Place of Mathematics in Secondary School Curriculum
Aims and objectives of learning Mathematics at secondary school level, correlation of Mathematics with
life, with other subjects and correlation among various branches of Mathematics. Values of teaching
Mathematics. Planning of teaching at different stages.
Approach to Mathematics learning
Importance of constructivist learning; Concept of learning to learn; concretisation of abstract ideas using
learning aids, activities and illustrations; Techniques of individualizing instruction in Mathematics.
Theoretical bases of teaching Mathematics
Learning theories of Piaget, Burner and Gagne and the implications of these theories in the teaching of
Mathematics, Learner centeredness.
Modern strategies and Methods of teaching Mathematics
Models of teaching, process oriented strategies - projects, seminars, field trips, debates etc. Methods of
teaching - Inductive method, deductive method, analytic method, synthetic method, laboratory method,
project method, problem solving method, heuristic method.
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Syllabus - Category III
Teaching - Learning materials in Mathematics
Textbooks, handbooks, workbooks, qualities of good mathematics textbook and learning aids.
Curricular Activities in Mathematics learning
Mathematics club, laboratory, library, organization of Mathematics fair;
Evaluation of student performance
Continuous and comprehensive evaluation, grading the performance, achievement test, diagnostic test,
diagnosis and remediation, qualities of a good achievement test, types of test items.
L. SOCIAL SCIENCE (HISTORY, GEOGRAPHY, ECONOMICS, POLITICAL
SCIENCE, PEDAGOGY)
80 Questions
(i) HISTORY
(15 Questions)
1. Kerala History

Pre - history, Megalithic monuments, Sangam age, Tinais, Kulasekharas

Advent of Europeans, Mysorean Invasion, Rise of British power, Resistance against the British -
Pazhassi Raja, Veluthampi, Paliyathachan, Kurichya Revolt, Agrarian struggles in Malabar

Social reform movements and leaders

National movement in Kerala, Aikya Kerala Movement and the formation of the state

Progress in Education and Health
2. Indian History

Pre - historic period, Harappan culture, Vedic Age, Rise of new religions, Janapadas, Mauryan
Empire, Age of Guptas and Vardhanas, Feudalism

Delhi Sulthanate - Social, Political, Economic and Cultural life

Mughal Empire - Social, Political, Economic and Cultural Life

Rise of British Rule, Economic impact, Land Revenue Policy

Resistance against the British, Revolt of 1857

Emergence of Nationalism, Indian National Congress, Different phases of India’s national movement,
Indian Independence

Integration of princely states, Linguistic reorganization, Foreign policy, Economic planning, Progress
in Education, Science and Technology
3. World History

Pre - history, Ancient Civilizations - Egypt, Mesopotomia, China, Greece, Rome

Religions - Judaism, Christianity, Islam, Confucianism, Taoism, Zorastranism

Feudalism

Renaissance, Geographical discoveries, Reformation

Glorious revolution, American War of Independence, French Revolution, Napoleon, Industrial and
Agrarian Revolutions, Capitalism and Socialism

Imperialism, First World War, Russian Revolution, Fascism and Nazism, Second World War, Chinese
Revolution, Cold War, Liberation of Vietnam and South Africa, Disintegration of Soviet Union
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Syllabus - Category III
(ii) GEOGRAPHY
(15 Questions)
I
Atmosphere
Structure and composition - Atmospheric temperature and its distribution - Global Pressure belts
and planetary winds - Temperature zones and seasons - Forms of condensation and precipitation -
Atmospheric pollution and ozone depletion - Global warming and climatic change - Changes in the
atmosphere due to the intervention of man
II Lithosphere
Interior of the earth - Plate movements, earthquakes, volcanoes - Weathering and its types - Mountains,
plateaus, plains - Major landforms by running water, wind, wave and glacier - Changes in the lithosphere
due to the intervention of man
III Hydrosphere
Distribution of water on the earth - Movements of ocean water – waves, tides, currents - Underground
water, rain water harvesting - Changes in the hydrosphere due to the intervention of man
IV Modern Techniques in Geography
Remote sensing - Geographic information system
V
Continents of the world

Physiography, climate, vegetation, soil, minerals, agriculture & industries
VI India

Physical aspects
– Location, physiography, climate, drainage, soil and vegetation

Economic aspects – Major crops, agriculture, industries and transport

Human aspects
– ♦ Population – distribution, density, growth and sex-ratio
♦ Migration and settlements
VII Map and Map study
Map scale, direction - Conventional signs and symbols - Latitude, longitude, longitude and time -
Types of maps, Topographical maps
(iii) ECONOMICS
(10 Questions)
I. Economic Growth & Development
Characteristics of Growth and Development - Human development Index and its components -
Sustainable Development - India
2. Sectors of the Economy - Issues and Challenges - India and Kerala
Primary, Secondary and Tertiary Sectors - Sectors and its contribution to National Income - Role of
public, private and joint sectors in development - Food Security - India and Kerala
3. Economic Systems and State Finance
Capitalism, Socialism and Mixed economy - Classification of Government revenue and expenditure
- Budget - concepts, types, expenditure classification in budgets - India and Kerala
4. Money and Financial system
India’s Financial System - Banking and Non-banking Financial Institutions in India - Nationalisation
of Banks in India - Development banks - RBI & Monitory regulations
5. Globalisation
Globalisation, Liberalisation and Privatisation - Multi National Corporations - Foreign capital -
Types and Features - International Economic Institutions - IMF, IBRD, G ATT, WTO, ADB
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Syllabus - Category III
(iv) POLITICAL SCIENCE
(10 Questions)
1. Democracy
Direct and Indirect - Direct Democratic Devices - Democracy in India: Recent Trends and Challenges
2. India: Constitution, Government and Politics
(A) Constitution of India
-
Constituent Assembly - Preamble, Fundamental Rights, Fundamental Duties, Directive Principles
of State Policy, Federal and Unitary features - Division of Powers - Amendment Procedure
(B) Government: Union and State
-
Legislature: Parliament and State Legislatures
-
Executive: President, Vice President, Governor, Prime Minister, Chief Minister and Council
of Ministers
-
Judiciary: Supreme Court, High Court, Subordinate Courts, Judicial Activism, Public Interest
Litigation
3. Local Self Governments
Panchayati Raj and Nagara Palika systems
4. Politics in India
Political Parties and Party System - National and State Parties - Election Commission of India -
State Election Commission
5. Human Rights
Universal Declaration of Human Rights (UDHR) - National Human Rights Commission (NHRC) -
State Human Rights Commission
6. International Organizations
(A) United Nations Organisation
-
Organisation, Organs and Objectives - Specialized Agencies - WTO, WHO, UNESCO, IMF
& World Bank - UN’s Environmental Summits and Conferences
(B) Regional Associations
-
NAM, SAARC, ASEAN
(v) Pedagogy
(30 Questions)
Meaning, Nature, Scope, Importance and Correlation - National goals, Aims, Objectives and Values
of instruction - Taxonomy of instructional objectives and specific outcomes of learning - Pedagogical
analysis - objectives, advantages and dimensions - Planning of instruction - Importance, stages and
principles - Methods, approaches and principles of instruction-traditional Vs modern - Instructional
strategies - Criticism for selection, characteristics and principles - Characteristics, elements and
families of models of teaching - Curriculum - modern trends, principles and organizational approaches
- Learning resources and co-curricular activities in learning - Learner needs and types of learning -
Basic requirements of learning - process skills, prerequisites and student skills -
Evaluation - Purpose, modern trends and principles - Types of tests/questions - merits and demerits
Social science Teacher - qualities, qualifications and professionalism