DETAILED SYLLABUS FOR OTET  

                                         PAPER – I

SECTION – A : CHILD DEVELOPMENT AND PEDAGOGY
Unit – 1 :- Understanding Child Development during Childhood (focus on
children at primary level)
 Concept, 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 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 special needs
 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

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 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 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 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 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, story telling, dialogue)
 Development of reading skills : reading for comprehension, techniques and strategies 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, 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 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 and decimals
 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

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 parts of 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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