Delhi TET 2019: Exam Pattern and Syllabus

The Delhi Government is accepting the Delhi TET online application from January 2019 and registration process will continue till February 2019. The Delhi TET 2019 exam will be commenced in March 2019 tentatively. For more updates on Delhi TET notification, you should visit @delhi.gov.in regularly. The Delhi TET is a state level exam, which is conducted every year to recruit the young candidates on teaching posts for classes 1-8 at state government schools. To be a government teacher in Delhi, a candidate must pass the Delhi TET exam. It is true that these teaching posts will also be filled with the CTET scorecard holders. However candidates, who have not qualified the CTET exam, can appear in this exam. This test is mandatory and qualifying in nature. Candidates need to score the cutoff marks only. It means that there will be no relative marking and your performance will be calibrated individually. However, the Delhi TET does not offer or guarantee any government job in Delhi on teaching posts.

Delhi TET Exam Preparation Tips & Strategy

The Delhi TET qualified candidates will get a qualifying certificate, which will remain valid for the next 5 years. It implies that you do not need to appear in the Delhi TET exam again once you qualified. With the qualifying certificate, you will be considered eligible for sitting in all teaching interviews conducted by the Delhi government for at least next 5 years. Now, you can understand the importance of Delhi TET exam. Since, everybody knows that it is vital to know the exam pattern & syllabus to qualify any competitive exam. In the same way, before heading to the Delhi TET preparation, it becomes important to know about the Delhi TET exam pattern and syllabus in detail. Let us learn more in the following article.

Delhi TET 2019 Exam Pattern and Syllabus

There will be two papers i.e. paper-1 and paper-2 in the Delhi TET exam. Each paper will be organized separately. In both papers, there will be 150 MCQs. Each question will have four options and out of these four options, only one will be correct. For every correct answer, you will be awarded 1 mark. There will be no negative marking for the wrong answer. Candidate has to solve each paper in 2 hours and 30 minutes. Details of paper-1 and paper-2 are given below-

Paper-1: This paper is made compulsory for those candidates, who want to teach for primary classes (1-5) in Delhi government schools.

Paper-2: This paper is only for upper primary teaching posts. An upper primary teacher teaches for classes 6-8.

If any candidate want to be a teacher for both levels then he/she need to qualify both papers to attain the Delhi TET qualifying certificate. Let us move onto the Delhi TET 2019 exam pattern and syllabus in details-

Delhi TET 2019: Notification, Exam pattern, Cutoff Marks, Syllabus, Previous Year Papers, and More

Delhi TET Paper-1 Exam Pattern for teaching Classes 1-5

Please find the exam pattern of Delhi TET Paper-1 in the following table-

Section

Subject

No. of Questions

Marks

Total Duration

(i)

Child development and Pedagogy

30 MCQs

30 Marks

 

 

 

2 Hours and 30 Minutes

(ii)

Language I

30 MCQs

30 Marks

(iii)

Language II

30 MCQs

30 Marks

(iv)

Mathematics

30 MCQs

30 Marks

(v)

Environmental Studies

30 MCQs

30 Marks


Total

150 MCQs

150 Marks


** the above mentioned subjects will be same & compulsory for all candidates, who will attend the Delhi TET paper-1.

Delhi TET Paper-2 Exam Pattern for teaching classes 6 to 8

The exam pattern of Delhi TET Paper-2 is given below-

Delhi TET Teacher: Job Profile, Salary, and Promotions

Section

Subject

No. of Questions

Marks

Total Duration

(i)

Child development and Pedagogy (compulsory)

30 MCQs

30 Marks

 

 

 

 

 

2 Hours and 30 Minutes

(ii)

Language I (compulsory)

30 MCQs

30 Marks

(iii)

Language II (compulsory)

30 MCQs

30 Marks

(iv)

(a)For Mathematics & Science Teacher: Mathematics and Science

                          Or,

(b) For Social Studies/Social Science teacher:- Social Science

60 MCQs

60 Marks

 

Total

150 MCQs

150 Marks

 

Delhi TET Complete Syllabus

The Delhi TET syllabus is quite similar to the other teaching exam syllabus. Besides this, you can get the full syllabus in the Delhi TET official notification @delhi.gov.in. The complete syllabus for Delhi TET 2019 is as follows-

Delhi TET Teacher Eligibility Criteria

Delhi TET 2019 Paper-I syllabus

Paper-1 (for classes 1 to 5): Primary Classes

I. Child Development and Pedagogy - 30 Questions

(a) Child Development (Primary School Child)

• Concept of development and its relationship with learning

• Principles of the development of children

• Influence of Heredity & Environment

• Socialization processes: Social world & children (Teacher, Parents, Peers)

• Piaget, Kohlberg and Vygotsky: constructs and critical perspectives

• Concepts of child-centered and progressive education

• Critical perspective of the construct of Intelligence

• Multi-Dimensional Intelligence

• Language & Thought

• Gender as a social construct; gender roles, gender-bias and educational practice

• Individual differences among learners, understanding differences based on diversity of language, caste, gender, community, religion etc.

• A Distinction between Assessment for learning and assessment of learning;

• School-Based Assessment, Continuous & Comprehensive Evaluation: perspective and practice

• Formulating appropriate questions for assessing readiness levels of learners; for enhancing learning and critical thinking in the classroom and for assessing learner achievement.

(b) The Concept of Inclusive education and understanding children with special needs - 5 Questions

•Addressing learners from diverse backgrounds including disadvantaged and deprived

• Addressing the needs of children with learning difficulties, ‘impairment’ etc.

• Addressing the Talented, Creative, Specially abled Learners

(c) Learning and Pedagogy – 5 Questions

• How children think and learn; how and why children ‘fail’ to achieve success in school performance.

• Basic processes of teaching and learning; children’s strategies of learning; learning as a social activity; social context of learning.

• Child as a problem solver and a ‘scientific investigator’

• Alternative conceptions of learning in children, understanding children’s ‘errors’ as significant steps in the learning process.

• Cognition & Emotions

• Motivation and learning

• Factors contributing to learning – personal & environmental

II. Language I - 30 Questions

(a) Language Comprehension

Reading unseen passages – two passages one prose or drama and one poem with questions on comprehension, inference, grammar and verbal ability (Prose passage may be literary, scientific, narrative or discursive).

(b) Pedagogy of Language Development

• Learning and acquisition

• Principles of language Teaching

• Role of listening and speaking; function of language and how children use it as a tool

• Critical perspective on the role of grammar in learning a language for communicating ideas verbally and in written form

• Challenges of teaching language in a diverse classroom; language difficulties, errors and disorders

• Language Skills

• Evaluating language comprehension and proficiency: speaking, listening, reading and writing

• Teaching- learning materials: Textbook, multi-media materials, multilingual resource of the classroom

• Remedial Teaching

III. Language – II - 30 Questions

(a) Comprehension

Two unseen prose passages (discursive or literary or narrative or scientific) with question on comprehension, grammar and verbal ability.

(b) Pedagogy of Language Development -15 Questions

• Learning and acquisition

• Principles of language Teaching

• Role of listening and speaking; function of language and how children use it as a tool

• Critical perspective on the role of grammar in learning a language for communicating ideas verbally and in written form;

• Challenges of teaching language in a diverse classroom; language difficulties, errors and disorders

• Language Skills

• Evaluating language comprehension and proficiency: speaking, listening, reading and writing

• Teaching – learning materials: Textbook, multi-media materials, multilingual resource of the classroom

• Remedial Teaching

IV. Mathematics - 30 Questions

(a) Content

• Geometry

• Shapes & Spatial Understanding

• Solids around Us

• Numbers

• Addition and Subtraction

• Multiplication

• Division

• Measurement

• Weight

• Time

• Volume

• Data Handling

• Patterns

• Money

(b) Pedagogical issues

• Nature of Mathematics/Logical thinking; understanding children’s thinking

and reasoning patterns and strategies of making meaning and learning

• Place of Mathematics in Curriculum

• Language of Mathematics

• Community Mathematics

• Evaluation through formal and informal methods

• Problems of Teaching

• Error analysis and related aspects of learning and teaching

• Diagnostic and Remedial Teaching

V. Environmental Studies - 30 Questions

(a) Content

i. Family and Friends: Relationships, Work and Play, Animals, and Plants

ii. Food

iii. Shelter

iv. Water

v. Travel

vi. Things We Make and Do

(b) Pedagogical Issues

• Concept and scope of EVS

• Significance of EVS, integrated EVS

• Environmental Studies & Environmental Education

• Learning Principles

• Scope & relation to Science & Social Science

• Approaches of presenting concepts

• Activities

• Experimentation/Practical Work

• Discussion

• CCE

• Teaching material/Aids

• Problems

Delhi TET 2019 Paper 2 syllabus

Paper II (for classes 6 to 8) – Upper Primary Classes

Delhi TET 2019 Cutoff Marks

 

I. Child Development and Pedagogy-  30 Questions

(a) Child Development (Elementary School Child)

• Concept of development and its relationship with learning

• Principles of the development of children

• Influence of Heredity & Environment

• Socialization processes: Social world & children (Teacher, Parents,Peers)

• Piaget, Kohlberg and Vygotsky: constructs and critical perspectives

• Concepts of child-centered and progressive education

• Critical perspective of the construct of Intelligence

• Multi-Dimensional Intelligence

• Language & Thought

• Gender as a social construct; gender roles, gender-bias and educational practice

• Individual differences among learners, understanding differences based on diversity of language, caste, gender, community, religion etc.

• Distinction between Assessment for learning and assessment of learning;

School-Based Assessment, Continuous & Comprehensive Evaluation:

perspective and practice

• Formulating appropriate questions for assessing readiness levels of learners; for enhancing learning and critical thinking in the classroom and for assessing learner achievement.

(b) Concept of Inclusive education and understanding children with special needs - 5 Questions

• Addressing learners from diverse backgrounds including disadvantaged and deprived

• Addressing the needs of children with learning difficulties, ‘impairment’ etc.

• Addressing the Talented, Creative, Specially abled Learners

(c) Learning and Pedagogy

• How children think and learn; how and why children ‘fail’ to achieve success in school performance.

• Basic processes of teaching and learning; children’s strategies of learning; learning as a social activity; social context of learning.

• Child as a problem solver and a ‘scientific investigator’

• Alternative conceptions of learning in children, understanding children’s ‘errors’ as significant steps in the learning process.

• Cognition & Emotions

• Motivation and learning

• Factors contributing to learning – personal & environmental

II. Language I - 30 Questions

(a) Language Comprehension

Reading unseen passages – two passages one prose or drama and one poem with questions on comprehension, inference, grammar and verbal ability (Prose passage may be literary, scientific, narrative or discursive)

(b) Pedagogy of Language Development

• Learning and acquisition

• Principles of language Teaching

• Role of listening and speaking; function of language and how children use it as a tool

• Critical perspective on the role of grammar in learning a language for communicating ideas verbally and in written form;

• Challenges of teaching language in a diverse classroom; language difficulties, errors and disorders

• Language Skills

• Evaluating language comprehension and proficiency: speaking, listening, reading and writing

• Teaching- learning materials: Textbook, multi-media materials multilingual resource of the classroom

• Remedial Teaching

III. Language  II - 30 Questions

(a) Comprehension

Two unseen prose passages (discursive or literary or narrative or scientific) with question on comprehension, grammar and verbal ability

(b) Pedagogy of Language Development

• Learning and acquisition

• Principles of language Teaching

• Role of listening and speaking; function of language and how children use it as a tool

• Critical perspective on the role of grammar in learning a language for communicating ideas verbally and in written form;

• Challenges of teaching language in a diverse classroom; language difficulties, errors and disorders

• Language Skills

• Evaluating language comprehension and proficiency: speaking, listening, reading and writing

• Teaching – learning materials: Textbook, multi-media materials, multilingual resource of the classroom

• Remedial Teaching

IV. Mathematics and Science - 60 Questions

(i) Mathematics

(a) Content 20 Questions

• Number System

• Knowing our Numbers

• Playing with Numbers

• Whole Numbers

• Negative Numbers and Integers

• Fractions

• Algebra

• Introduction to Algebra

• Ratio and Proportion

• Geometry

• Basic geometrical ideas (2-D)

• Understanding Elementary Shapes (2-D and 3-D)

• Symmetry: (reflection)

• Construction (using Straight edge Scale, protractor, compasses)

• Mensuration

• Data handling

(b) Pedagogical issues - 10 Questions

• Nature of Mathematics/Logical thinking

• Place of Mathematics in Curriculum

• Language of Mathematics

• Community Mathematics

• Evaluation

• Remedial Teaching

• Problem of Teaching

(ii) Science - 30 Questions

(a) Content

• Food

• Sources of food

• Components of food

• Cleaning food

• Materials

• Materials of daily use

• The World of the Living

• Moving Things People and Ideas

• How things work

• Electric current and circuits

• Magnets

• Natural Phenomena

• Natural Resources

(b) Pedagogical issues

• Nature & Structure of Sciences

• Natural Science/Aims & objectives

• Understanding & Appreciating Science

• Approaches/Integrated Approach

• Observation/Experiment/Discovery (Method of Science)

• Innovation

• Text Material/Aids

• Evaluation – cognitive/psychomotor/affective

• Problems

• Remedial Teaching

(ii) Science - 30 Questions

(a) Content

• Food

• Sources of food

• Components of food

• Cleaning food

• Materials

• Materials of daily use

• The World of the Living

• Moving Things People and Ideas

• How things work

• Electric current and circuits

• Magnets

• Natural Phenomena

• Natural Resources

V. Social Studies/Social Sciences - 60 Questions

(a) Content

History

• When, Where and How

• The Earliest Societies

• The First Farmers and Herders

• The First Cities

• Early States

• New Ideas

• The First Empire

• Contacts with Distant lands

• Political Developments

• Culture and Science

• New Kings and Kingdoms

• Sultans of Delhi

• Architecture

• Creation of an Empire

• Social Change

• Regional Cultures

• The Establishment of Company Power

• Rural Life and Society

• Colonialism and Tribal Societies

• The Revolt of 1857-58

• Women and reform

• Challenging the Caste System

• The Nationalist Movement

• India After Independence

Geography

• Geography as a social study and as a science

• Planet: Earth in the solar system

• Globe

• Environment in its totality: natural and human environment

• Air

• Water

• Human Environment: settlement, transport and communication

• Resources: Types-Natural and Human

• Agriculture

Social and Political Life

• Diversity

• Government

• Local Government

• Making a Living

• Democracy

• State Government

• Understanding Media

• Unpacking Gender

• The Constitution

• Parliamentary Government

• The Judiciary

• Social Justice and the Marginalised

(b) Pedagogical issues

• Concept & Nature of Social Science/Social Studies

• Class Room Processes, activities and discourse

• Developing Critical thinking

• Enquiry/Empirical Evidence

• Problems of teaching Social Science/Social Studies

• Sources – Primary & Secondary

• Projects Work

• Evaluation

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