OTET Syllabus 2024 & Exam Pattern PDF Download: OTET syllabus 2024 is released by the officials of the Board of Secondary Education (BSE) Odisha. The Odisha TET Syllabus is divided into 2 sections i.e, paper 1, and paper 2. Paper 1 exam is for Class 1 to 5 teachers & Paper 2 is for Class 6 to 8. Go through the details OTET Syllabus 2024 & Exam Pattern which are provided here. We have also shared the OTET Exam Topics in the further sections. Have a look at the entire page and get the BSE Odisha TET Paper 1, Paper 2 Syllabus & Exam Pattern downloaded without any delay.
OTET Syllabus 2024
Odisha Teachers Eligibility Test (OTET/ Odisha TET) attendees must look at the Syllabus from here. Whereas we have given information about the OTET Exam Syllabus for the easy preparation of the aspirants. Make a note that the Odisha TET Exam will be having 150 Questions and 150 Marks in total for both Paper 1, Paper 2. Also, there is no negative marking for the Odisha TET Exam.
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OTET Syllabus 2024 – Details
| Odisha TET Syllabus & Exam Pattern | |
| Organization Name | Board of Secondary Education, Odisha |
| Test Name | Odisha Teachers Eligibility Test (OTET/ Odisha TET) |
| Category | Syllabus |
| Location | Odisha |
| Official Site | bseodisha.ac.in |
OTET Exam Pattern 2024
All 150 questions in each paper shall be of multiple choice type with four choices. Only one answer is to be chosen by the candidate.
Odisha TET Paper 1 Exam Pattern 2024
| Subject Name | Questions | Marks |
|---|---|---|
| Child Development & Pedagogy |
30 | 30 |
| Language-I, Odia/ Urdu/ Hindi/ Telugu/ Bengali |
30 | 30 |
| Language II (English) | 30 | 30 |
| Mathematics | 30 | 30 |
| Environmental Studies |
30 | 30 |
| Total | 150 Questions | 150 Marks |
Odisha TET Paper 2 Exam Pattern 2024
| Subject Name | Questions | Marks |
|---|---|---|
| Child Development & Pedagogy |
30 | 30 |
| Language I (Odia, Urdu, Hindi, Telugu) | 30 | 30 |
| Language II (English) | 30 | 30 |
Optional, either 1 or 2
|
60 (30 + 30) | 60 |
| Total | 150 Questions | 150 Marks |
PAPER 1
SECTION – A: CHILD DEVELOPMENT AND PEDAGOGY
Unit – 1
- Understanding Child Development during Childhood (focus on children at the primary level)
- Concepts, principles, and stages of child development
- Characteristics of physical, cognitive, social, emotional and moral development 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 a child learns – learning through observation, imitation
- The understanding low child learns – various methods of learning
- Basic conditions of learning and promotion of learning through motivation, classroom learning environment, and teacher behavior
- Development of creative thinking
Unit – 3
- Concept of Inclusive Education and Understanding Children with special
needs - Concept of inclusive education
- Addressing the needs of a diverse groups of learning in the inclusive classrooms (CWSN, girls, SC / ST)
- Addressing the talented, creative learning
Unit – 4
- Approaches to teaching and learning
- Teacher-centred, learner-centered and learning-centered approach
- A competency-based and activity-based approaches
- TLM – its importance, use, and preparation for classroom transaction
- Teaching competency to handle mono-grade and multi-grade situations
Unit – 5
- Assessment
- Continuous and comprehensive assessment
- Purpose of assessment
- Assessing scholastic and other scholastic areas
- Sharing of assessment outcomes and follow up
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 as mother 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 for transacting integrated text for the beginners
Unit – 2
- Teaching, Reading, and Writing Skills
- The technique of developing intensive and extensive reading skills
- Teaching-learning composition and creative writing
- A critical perspective on the role of grammar in learning the language for communicating 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 comprehension 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 poem with questions on comprehension, drama, inference, grammar, and verbal ability (prose passage may be literary, scientific, narrative, or discursive)
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 competence specifications)
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, storytelling, dialogue)
- Development of reading skills: reading for comprehension, techniques, and strategies for teaching, reading (phonic, alphabet, word, sentence, and story)
- Development of writing skills – 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 passages (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, Punctuation
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 program 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 and
decimals - Factors and multiples – HCF 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)
- The geometry of triangles, quadrilaterals, and circles
- Symmetry
- Geometrical slides (cube, cuboid, sphere, cylinder cone)
Unit – 7
- Data Handling and Patterns
- Pictography, bar graph, histogram, pie chart
- Interpretation of these graphs
- Patterns in numbers and figures
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 the Human Body
- Respiratory, circulatory, digestive, and excretory system – structure and parts of plant – structure, and function
Unit – 9
- Matter, Force, and Energy
- Matter and its properties
- Earth and sky, the effect of rotation and revolution of the earth
- Work and energy
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 development during 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 a social activity
- Rote learning and meaningful learning
- Factors affecting learning
- Strategies for promoting lessons
- Addressing learners from a diverse backgrounds including disadvantaged and deprived
- Addressing the needs of children with learning difficulties and impairment
- Addressing the talented, creative and specially-abled learners
- Unit – IIICurriculum Teaching-Learning Approaches and Evaluation
- Teacher-centred, learner-centered and learning-centered approaches
- Principles of curriculum organization
- Teaching learning aids
- Continuous comprehensive assessment of learning, planning and designing achievement tests, rating scale, checklist
- Test reliability and validity
- Date representation – mean, mode and median, and standard deviation
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 a first language
- Principles of teaching mother tongue
- Development of language skills (speaking, reading, writing, and listening)
Unit – 2
- Teaching Language
- Intensive and Extensive reading skills at the upper primary level
- The teaching of non-detailed and detailed texts (prose, poetry)
- The teaching of composition and creative writing
- Teaching of grammar
- Challenges of teaching Odia / Urdu / Hindi / Telugu / Bengali in multi-lingual context
- Unit – 3Assessment 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 the other from the poem) with test items on comprehension, vocabulary, and grammar.
- Unit – 5Language Items
- Parts of speech (noun, pronoun, verb, adverb, adjectives, conjunction)
- Formation of words (pre-fix and suffix)
- Vocabulary (spelling and meaning of synonyms and antonyms)
- Phrases and idioms
Unit – 6
- Contribution of famous literates to the 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
SECTION C: LANGUAGE II (ENGLISH)
GROUP A (PEDAGOGY)
Unit – 1
- Learning English at Upper Primary Level
- Importance of learning English
- The objective of learning English
Unit – 2
- Development of English Language Skills
- Basic skills of language (listening, speaking, reading, writing), the interdependence of skills
- The teaching of prose, poetry, and composition
- The teaching of creative writing
- Principles of language teaching
- Challenges of teaching English as a second language at the upper primary level
Unit – 3
- Assessment of learning the 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) with questions on comprehension, grammar)
Unit – 5
- Language Items
- Parts of speech, tense, voice change and change of narration, use of the article, use of punctuation mark
- Vocabulary – meaning and spelling
SECTION D: MATHEMATICS (ONLY FOR MATHEMATICS AND SCIENCE TEACHERS)
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 programs
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, exterior angles 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 problems relating to area of square, triangle, rectangle, parallelogram, trapezium, Pythagorean theorem)
SECTION E: SCIENCE (ONLY FOR MATHEMATICS AND SCIENCE TEACHERS)
GROUP A (PEDAGOGY)
Unit – 1
- Nature of Science
- Aims and objectives of teaching-learning science at the 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 changes in matters
- Force, motion, friction, and 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 beings
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 the 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, fieldwork / 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 of sultanate, 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
- The nationalist movement in India
- Development of Nationalism and Europe
Unit – 5
- Political Science
- Indian Constitution
- Human Rights
- Governance at the Central, State, and Local level
- Political Parties and pressure groups
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, plateau, plains, rivers)
- Temperature zones of the earth
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OTET Syllabus 2024 – Frequently Asked Questions
How many papers will be there for OTET Exam?
OTET Exam is having 2 papers i.e, Paper 1, and Paper 2.
For how many marks OTET Exam be conducted?
OTET Exam will be conducted on 150 Marks.
What are the subjects to prepare for OTET Paper 1 Exam?
OTET Paper 1 will be asked from Child Development & Pedagogy, Language-I, Odia/ Urdu/ Hindi/ Telugu/ Bengali, Language II (English), Mathematics, Environmental Studies