OTET 2022 SYLLABUS FULL DETAILS WITH PDF - BY SUSHANTA

 

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In this blog we are discussing about the syllabus of OTET examination.

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DETAILED SYLLABUS FOR OTET

PAPER-I

SECTION–A:CHILD DEVELOPMENT AND PEDAGOGY

Unit–1:-Understanding     Child     Development     during     Childhood     (focus     onchildren at primary level)

     Concept, principles and stages of child development

 Characteristics    of    physical,    cognitive,    social,    emotional    and    moraldevelopment in childhood

     Influence of heredity and environment in understanding the child

Unit–2:-Understanding Learning Process and Learners

     Learning – concept, nature and individual differences in learning

     Understanding how child learns – learning through observation, limitation

     Understanding low child learns – various methods of learning

 Basic  conditions  of  learning  and  promotion  of  learning  through  motivation,classroom learning environment and teacher behaviour

     Development of creative thinking

Unit–3:-Concept  of  Inclusive  Education  and  Understanding  Children  with  specialneeds

     Concept of inclusive education

     Addressing  the  needs  of  diverse  group  of  learning  in  inclusive  classroom

(CWSN, girls, SC / ST)

     Addressing the talented, creative learning

Unit–4:-Approaches to teaching and learning

     Teacher-centred, learner-centred and learning-centred approach

     Competency-based and activity-based approach

     TLM – its importance, use and preparation for classroom transaction

     Teaching competency to handle mono-grade and multi-grade situation

Unit–5:-Assessment

     Continuous and comprehensive assessment

     Purpose of assessment

     Assessing scholastic and other scholastic areas

     Sharing of assessment outcomes and follow up

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SECTION-B: LANGUAGE (ODIA/URDU/HINDI/TELUGU/BENGALI)

GROUP–A:(PEDAGOGY)

Unit–1:-Learning Odia / Urdu / Hindi / Telugu / Bengali at elementary level

 Aims  and  objectives  of  teaching  Odia  /  Urdu  /  Hindi  /  Telugu  /  Bengali  asmother tongue

     Principles of language teaching

 Acquisition  of  four-fold  language  skills  in  Odia  /  Urdu  /  Hindi  /  Telugu  /Bengali viz., listening, speaking, reading and writing

     Interdependence of four language skills

     Objectives and strategies of transacting integrated text for the beginners

Unit–2:-Teaching, Reading and Writing Skills

     Technique of developing intensive and extensive reading skills

     Teaching-learning composition and creative writing

 Critical   perspective   on   the   role   of   grammar   in   learning   language   forcommunicating ideas in written form

     Challenges of teaching language in a diverse classroom, language difficulties

and errors

GROUP–B:(CONTENT)

Unit–3:-Assessment of learning Odia / Urdu / Hindi / Telugu / Bengali

 Assessment language comprehensive and proficiency : speaking, listening,reading, writing – construction of different types of test items

     Remedial teaching

Unit–4:-Language items

     Part of speech – Noun, Pronoun, Verb, Adverb, Adjectives, Conjunction

     Formation of words – using prefix and suffix

     Synonyms and antonyms

     Phrases and idioms

Unit–5:-Language Comprehension

 Reading  two  unseen  passages  –  one  passage  from  prose  and  one  poemwith  questions  on  comprehension,  drama,  inference,  grammar  and  verbalability (prose passage may be literary, scientific, narrative or discursive)

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SECTION-C:LANGUAGE(ENGLISH)

GROUP–A:(PEDAGOGY)

Unit–1:-Learning English at the Elementary Level

     Importance of learning English

 Objectives   of   learning   English   (in   terms   of   content   and   competencespecifications)

Unit–2:-Language Learning

     Principles of language teaching

     Challenges of teaching language in a diverse classroom

Unit – 3 :-     Skills in learning English

     Four-fold basic skills of learning viz., listening, speaking, reading and writing :

interdependence of skills

     Techniques   and   activities   for   developing   listening   and   speaking   skills

(recitation, story telling, dialogue)

 Development of reading skills : reading for comprehension, techniques andstrategies for teaching, reading (phonic, alphabet, word, sentence and story)

     Development of writing skill – teaching composition

Unit–4:-Assessment of English

 Assessing  language  comprehension  and  proficiency  :  listening,  speaking,reading, writing

GROUP–B:(CONTENT)

Unit–5:-Comprehension

     Two  unseen  prose  passage  (discursive  or  literary or  narrative  or  scientific)

with questions on comprehension, grammar and verbal ability

Unit–6:-Language items

 Nouns,  Adverbs,  Verbs,  Tense  and  Time,  Preposition,  Articles,  Adjectives,Prepositions, Punctual

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SECTION-D:MATHEMATICS

GROUP–A:(PEDAGOGY)

Unit–1:-Mathematics Education in Schools

     Nature of Mathematics (exactness, systematic, patterns, preciseness)

     Aims and objectives of teaching Mathematics

     Specific objectives of teaching Mathematics

Unit–2:-Methods and Approaches to Teaching-Learning

Mathematics

     Methods : Inductive, deductive, analysis, synthesis, play-way

     Approaches : Constructivist and Activity-based

Unit–3:-Assessment in Mathematics

     Assessment in Mathematics

     Formal and informal assessment

     Different types of test items

     Planning for remedial and enrichment programme in Mathematics

GROUP–B:(CONTENT)

Unit–4:-Number System and Operation in Numbers

     Number system (natural, whole, rational, real)

     Fundamental operation on numbers

 Fractional  numbers  and  decimals  –  operations  in  fractional  numbers  anddecimals

     Factors and multiples – NCF and LCM

     Percentage and its application

Unit–5:-Measurement

     Measurement of length, weight, capacity

     Measurement of area and perimeter of rectangle and square

     Measurement of time (concept of am, pm and time interval)

Unit–6:-Shapes and spatial Relationship

     Basic geometrical concepts (point, line segment, ray, straight line, angles)

     Geometry of triangles, quadrilaterals and circles

     Symmetry

     Geometrical slides (cube, cuboid, sphere, cylinger cone)

Unit–7:-Data Handling and Patterns

     Pictography, bar graph, histogram, pie chart

     Interpretation of these graphs

     Patterns in numbers and figures

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SECTION-E:ENVIRONMENTAL STUDIES(EVS)

GROUP–A:(PEDAGOGY)

Unit – 1 :-     Concept

     Concept and Significance

     Integration of Science and Social Science

     Aims and objectives of teaching and learning EVS

Unit–2:-Methods and Approaches

     Basic principles of teaching EVS

     Methods : Survey, Practical Work, discussion, observation, project

     Approaches : Activity-based, theme-based

Unit – 3 :-      Evaluation in EVS

     Tools and techniques for evaluation learning in EVS

     Diagnostic assessment in EVS

GROUP–B:(CONTENT)

Unit – 4 :-     Governance

     Local-self, Government – State and Central

     Judiciary

Unit–5:-Physical Features of Odisha and India

     Landscape

     Climate

     Natural resources

     Agriculture and industry

Unit–6:-History of Freedom Struggle in India and Odisha

Unit–7:-Health and Diseases

     Nutritional, elements, balanced diet

     Nutritional, deficiency and diseases

     Waste materials and disposal

     First-aid

     Air and water pollution

Unit–8:-Internal Systems of Human Body

 Respiratory, circulatory, digestive and excretory system – structure and partsof plant – structure and function

Unit–9:-Matter, Force and Energy

     Matter and its properties

     Earth and sky, effect of rotation and revolution of earth

     Work and energy

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PAPER-2

SECTION-A:CHILD DEVELOPMENT AND PEDAGOGY

Unit–I:-Child Development (Focus on Upper Primary School Children)

 Features  of  Physical,  Cognitive,  Social,  Emotional  &  Moral  developmentduring pre-adolescence and adolescence

     Effect of Heredity and Environment on development

     Needs and problems of adolescents

     Individual differences among learners

Unit–II:-Learning

     Learning as meaning making knowledge and construction

     How children learn – observation, initiation, trial, error, experience

     Learning as social activity

     Rote learning and meaningful learning

     Factors affecting learning

     Strategies for promoting lessons

 Addressing learners from  diverse  background  including disadvantaged  anddeprived

     Addressing the needs of children with learning difficulties and impairment

     Addressing the talented, creative and specially abled learners

Unit–III:-Curriculum Teaching – Learning Approaches and Evaluation

     Teacher-centred, learner centred and learning-centred approaches

     Principles of curriculum organization

     Teaching learning aids

 Continuous comprehensive assessment of learning, planning and designingachievement tests, rating scale, check list

     Test reliability and validity

     Date representation – mean, mode and median and standard deviation

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Section-B:Language 1(Odia/Urdu/Hindi/Telugu/Bengali)

GROUP-A(PEDAGOGY)

Unit–1:-Learning Odia / Urdu / Hindi / Telugu / Bengali at Upper Primary Level

 Aims and objectives of learning Odia / Urdu / Hindi / Telugu / Bengali as firstlanguage

     Principles of teaching mother tongue

     Development of language skills (speaking, reading, writing and listening)

Unit–2:-Teaching Language

     Intensive and Extensive reading skills at upper primary level

     Teaching of non-detailed and detailed texts (prose, poetry)

     Teaching of composition and creative writing

     Teaching of grammar

 Challenges of teaching Odia / Urdu / Hindi / Telugu / Bengali in multi-lingualcontext

Unit–3:-Assessment of Language

     Assessment  of  learning  Odia  /  Urdu  /  Hindi  /  Telugu  /  Bengali  language  –

listening, speaking, reading and writing

     Planning and designing achievement tests and other tools for assessment

GROUP-B(CONTENT)

Unit–4:-Elements of Odia / Urdu / Hindi / Telugu / Bengali Language

 Comprehension of two unseen passages (one from prose / drama and otherfrom poem) with test items on comprehension, vocabulary and grammar.

Unit–5:-Language Items

     Parts of speech (noun, pronoun, verb, adverb, adjectives, conjunction)

     Formation of words (pre-fix and suffix)

     Vocabulary (spelling and meaning of synonym and antonym)

     Phrases and idioms

Unit–6:-Contribution  of  famous  literates  for  development  of  Odia  /  Urdu  /  Hindi  /Telugu / Bengali language

     Odia-Fakir  Mohan  Senapati,  Gangadhar  Meher,  Radhanath  Ray,  Surendra

 Mohanty, Gopinath Mohanty

 Urdu  –  Altaf  Hussain  Hali,  Niaz  Fatepuri,  Ali  Sardar  Jafri,  Amir  Khusroo,Majrooh Sultanpuri

 Hindi  –  Bharatendu  Harischandra,  Mahavir  Prasad  Dwivedy,  Prem  Chand,Jayashankar Prasad, Suryakanta Tripathy Nirala

     Bengali – Rabindra Nath Tagore, Sarat Chandra Chhatopadhya, Tarasankar Bandopadhyay, Kzi Nazrul Islam, Bibhuti Bhusan Bandopadhyay

 Telugu   –   Srinanthadu,  Gurajuda   Appa   Rao,  Kandukuri  Veeresalingam,Arudra, C. Narayan Reddy

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Section-C:Language - 2 (English)

GROUP-A(PEDAGOGY)

Unit–1:-Learning English at Upper Primary Level

     Importance of learning English

     Objective of learning English

Unit–2:-Development of English Language Skills

 Basic     skills     of     language     (listening,     speaking,     reading,     writing),interdependence of skills

     Teaching of prose, poetry and composition

     Teaching of creative writing

     Principles of language teaching

     Challenges of teaching English as second language at upper primary level

Unit–3:-Assessment of learning English Language

 Assessment  of  comprehension  and  language  skills  (listening,  speaking,reading and writing)

GROUP-B(CONTENT)

Unit–4:-Comprehension

 Two unseen passages (one from prose / drama and another from poem) withquestions on comprehension, grammar)

Unit–5:-Language Items

 Parts of speech, tense, voice change and change of narration, use of article,use of punctuation mark

     Vocabulary – meaning and spelling

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Section-D:Mathematics (only for Mathematics and Science Teacher)

GROUP-A(PEDAGOGY)

Unit–1:-Mathematics at Upper Primary Stage

 Nature    of    Mathematics    –    logical,    systematic,    abstractions,    pattern,mathematical language

     Aims and objectives of teaching Mathematics

     Specific objectives of teaching Mathematics

Unit–2:-Methods and Approaches to Teaching-Learning Mathematics

     Methods : induction, deduction, analysis and synthesis

     Approaches : Constructivist and activity-based

Unit–3:-Evaluation in Mathematics

     Formal and informal evaluation

     Error analysis

     Remedial and enrichment programmes

GROUP-B(CONTENT)

Unit – 4 :-     Number System

     Number System (focus on real and rational numbers)

     Properties in different number systems

Unit–5:-Algebra

     Basic concepts : terms, co-efficient, powers

     Algebraic equations and their applications (with one variable)

     Polynomials – operations in polynomials

     Laws of indices

     Identities

Unit–6:-Commercial Arithmetic

 Percentage  and  its  application  (profit  and  loss,  simple  and  compound,interest, banking, rebate)

     Ratio and proportion

     Variation and its application

     Square, square root, cube, cube root of natural numbers

Unit–7:-Shapes and Spatial Relationship

     Triangles and Quadrilaterals

 Angles, complementary and supplementary angles, opposite angles, exteriorangles of the triangle

     Angle sum property

     Parallel lines and properties relating to parallel lines

     Congruency and similarities

 Menstruations  (area  and  circumference  of  circle,  higher  order  problemsrelating  to  area  of  square,  triangle,  rectangle,  parallelogram,  trapezium,Pythagorean theorem)

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Section-E:Science(only for Mathematics and ScienceTeacher)

GROUP-A(PEDAGOGY)

Unit –1 :-     Nature of Science

     Aims and objectives of teaching learning science at upper primary stage

Unit–2:-Methods and Approaches

 Methods  :  Observation,  Experimentation,  Discovery,  Project  and  Problem-solving

     Approaches : Integrated approach, constructivists approach

Unit–3:-Evaluation in Science

     Tools and techniques for assessing learning in Science

GROUP-B(CONTENT)

Unit–4:-Physical Science

     Metal, non-metal and metalloid

     Elements and compounds

     Symbol, valence and chemical equation

     Acid, base and salt

     Physical and chemical change in matters

     Force, motion, friction, pressure in solid, liquid and gases

     Electricity and current chemical effects of electric current

     Refraction and reflection of light

     Solar system and planets

Unit–5:-Life Science

     Biological adaptation among living beings

     Respiration and transpiration

     Soil and forest resource

     Cell structure and function of cell organelle

     Micro-organisms

     Adolescence in human being

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Section-F:Social Study (only for Social Study Teacher)

GROUP-A(PEDAGOGY)

Unit–1:-Aims and Objectives of Teaching Social Studies

     Importance of teaching-learning Social Sciences at upper primary stage

     Aims and objectives of teaching-learning Social Sciences

     Specific objectives of teaching-learning Social Science

Unit–2:-Methods and Approaches

     Methods : Survey, field work / trips, project, group work

     Approaches : Activity-based, theme-based

Unit–3:-Evaluation in Social Science

     Tools and technique for assessment of learning in Social Science

     Diagnostic assessment and remedial teaching

GROUP-B (CONTENT)

Unit–4:-History and Political Science

 Methods  of  historical  studies,  social,  economic  and  political  conditions  ofsultanate, moghul and British period

     Slave, Khiligi, Tughlaq, Lodi Dynasty

 East India Company, British Crown, Impact of British rules, Ancient period,Kharabela, Ashoka

     Soma, Garganga, Surya, fall of Odisha, Odisha under Moghuls

     Nationalist movement in India

     Development of Nationalism and Europe

Unit–5:-Political Science

     Indian Constitution

     Human Rights

     Governance at Central, State and Local level

     Political Parties and pressure group

Unit–6:-Geography

     Odisha Geography – physical features, climate, agriculture and industry

     Natural resources (land, water, forest and wild animals, minerals)

     Atmosphere, biosphere and hydrosphere

 Earth  –  crust,  internal  structure,  landscape  (hills  and  mountains,  platue,plains, rivers)

     Temperature zones of earth

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