Rupali PruthiAssistant Manager - Editorial
OTET syllabus 2024Â has been prescribed by the Board of Secondary Education (BSE) Odisha. The OTET 2024 syllabus contains the topics that candidates need to prepare for the Odisha Teacher Eligibility Test (OTET). The OTET syllabus 2024 is divided into two sections - Paper 1 and Paper 2. The OTET Paper 1 is for Classes 1 to 5 teachers and Paper 2 is for Classes 6 to 8 teachers. Candidates should be fully aware of the OTET exam syllabus to crack the exam with flying colours. We have provided the detailed OTET syllabus 2024 for Paper 1 and Paper 2 below.
Go through the detailed syllabus given below and start your preparations accordingly for the OTET 2024 exam. Candidates can also download the OTET syllabus PDF 2024 below. Before going through the syllabus, let’s first have a look at the latest OTET exam pattern.
OTET Exam Pattern 2024
The OTET exam pattern 2024 is different for Paper 1 and Paper 2. Both the papers are objective and carry a time duration of 2 hours 30 minutes each. OTET Papers 1 and 2 are of 150 marks each and there is no negative marking for any wrong answer. In OTET Paper 1, a total of 150 MCQs are asked from Child Development & Pedagogy, Language-I (Odia/ Urdu/ Hindi/ Telugu/ Bengali), Language-II (English), Mathematics and Environment Studies. In OTET Paper 2, 150 MCQs are asked from Child Development & Pedagogy, Language-I (Odia/ Urdu/ Hindi/ Telugu/ Bengali), Language-II (English), Mathematics & Science or Social Studies.
OTET Syllabus 2024 for Paper 1
Have a look at the detailed OTET syllabus 2024 Paper 1 below:
Child Development & Pedagogy
In Child Development & Pedagogy section, 30 questions will be asked from these topics:
| 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 |
Language-I (Odia/ Urdu/ Hindi/ Telugu/ Bengali)
A total of 30 MCQs are asked in Language I subject, of which, 20 are from content and 10 from pedagogy. Have a look at syllabus:
| 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) |
Language II (English)
This section contains 30 questions (20 from content and 10 from pedagogy) that are asked from following topics:
| 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 |
Mathematics
The syllabus of Mathematics is as follows:
| 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 – 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) 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 |
Environment Studies (EVS)
The EVS section comprises 30 MCQs from following topics:
| 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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OTET Syllabus 2024 for Paper 2
Check below the detailed and section-wise OTET syllabus 2024 Paper 2:
Child Development & Pedagogy
The Child Development and Pedagogy comprise 30 questions. The syllabus of the section is as follows:
| Unit 1 |
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 2 |
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 and deprived Addressing the needs of children with learning difficulties and impairment Addressing the talented, creative and specially abled learners |
| Unit 3 |
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 designing achievement tests, rating scale, check list Test reliability and validity Date representation – mean, mode and median and standard deviation |
Language-I (Odia/ Urdu/ Hindi/ Telugu/ Bengali)
Check here Language I (30 MCQs) syllabus for Paper 2:
| 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 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 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-lingual context |
| 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 other from 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 (prefix 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 |
Language-II (English)
Have a look at the detailed syllabus for Language II (30 MCQs):
| 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) with questions 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 |
Mathematics & Science
Candidates who want to become Mathematics and Science teacher need to attempt this subject in the exam. The syllabus of Mathematics and Science section (60 MCQs) is as follows:
| Mathematics 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 |
| Mathematics 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) |
| Science 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 |
| 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 |
Social Studies
Candidates who want to become Social Studies teacher need to attempt this subject in the exam. The Social Studies syllabus (60 MCQs) is as follows:
| 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 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 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 |
Best Books for OTET Exam Preparation
Candidates can refer the following books for OTET exam preparation:
| Name of Book |
Author |
|---|---|
| OTET Success Master Paper-I for Class I-V |
Experts compilation |
| TBW OTET Guide Paper 1 Bk1 MCQ (Odia) |
TBW Team |
| Child Development & Pedagogy CTET & TETs |
Arihant |
| Wiley’s Child Development and Pedagogy Exam Goalpost for CTET and TETs Exams |
DT Editorial Services |
| English Language and Pedagogy |
Arihant |
OTET Qualifying Marks 2024
Have a look at the minimum qualifying marks for the OTET 2024 exam:
| Category |
Qualifying Marks |
|---|---|
| General |
60 per cent |
| SC/ ST/ SEBC/ OBC/ PH |
50 per cent |
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