UPTET Syllabus 2019: Paper 1
Candidates appearing in the UPTET 2019 exam must go through UPTET syllabus 2019, so they can prepare well and score better in the UPTET 2019 Exam.
There are no changes made in UPTET syllabus 2019 so far. The syllabus is almost the same as the Teacher Eligibility Tests of other states.
Uttar Pradesh Basic Education Board (UPBEB) will soon release the UPTET syllabus 2019 on its official website (upbasiceduboard.gov.in) along with the exam notification. However, the syllabus of UPTET exam majorly remains unchanged every year.
UPTET syllabus 2019 Paper 1: It consists of Child Development & Pedagogy, Language I (Hindi), Language II (English, Urdu & Sanskrit), Mathematics and Environmental Studies.
Candidates who want to teach Class I to V need to take Paper I exam and those who want to teach Class V to VIII need to take Paper II exam.
Capabilities of candidates to teach primary and upper primary level students are thoroughly checked in both Paper I and Paper II respectively.
As per UPTET exam pattern, the test will be conducted offline and both Paper I and II will have objective type MCQs.
UPTET syllabus 2019 for both the papers are quite similar except the difficulty level of the papers and specific sections for Maths/Science and Social Science.
Paper I (for classes 1 to V) Primary Stage
Child Development & Pedagogy: 30 questions
| a) Child Development & Pedagogy (15 questions) |
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Concept of Development and its Relationship with Learning |
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Principles of the Development of Children |
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Influence of Heredity & Environment |
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Socialization Processes: Social World & Children (Teacher, Parents, Peers) |
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Piaget, Kohlberg, and Vygotsky: Constructs and Critical Perspectives |
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Concepts of Child-Centered and Progressive Education |
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Critical Perspective of the Construct of Intelligence |
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Multi-Dimensional Intelligence |
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Language & Thought |
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Gender as a Social Construct: Gender Roles, Gender-Bias, and Educational Practice |
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Individual Differences Among Learners, Understanding Differences Based on Diversity of Language, Caste, Gender, Community, Religion |
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Distinction between Assessment for Learning and Assessment of Learning: School-Based Assessment, Continuous & Comprehensive Evaluation: Perspective and Practice |
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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: (10 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 |
Language I: 30 questions
| a) Language Comprehension: (15 questions) |
| Reading Unseen Passages – Two passages one prose or drama and one poem consisting of questions on comprehension, inference, grammar and verbal ability (Prose passage may be literary, scientific, narrative or discursive) |
| 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 |
Language II: 30 questions
| a) Comprehension: (15 questions) |
| Two Unseen Prose Passage (Discursive or Literary or Narrative or Scientific) with Questions 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 |
Mathematics: 30 questions
| a) Content: (15 questions) |
| Geometry |
| Shapes & Spatial Understanding |
| Solids Around Us |
| Numbers |
| Addition and Subtraction |
| Multiplication |
| Division |
| Measurement |
| Weight |
| Time |
| Volume |
| Data Handling |
| Patterns |
| Money |
| b) Pedagogical Issues: (15 questions) |
| Nature of Mathematics/Logical Thinking; Understanding Children’s Thinking and Reasoning Patterns and Strategies of Making Meaning and Learning |
| Place of Mathematics in the 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 |
Environmental Studies: 30 questions
| a) Content: (15 questions) |
| Family and Friends: Relationships, Work and Play, Animals, Plants |
| Food |
| Shelter |
| Water |
| Travel |
| Things We Make and Do |
| b) Pedagogical Issues: (15 questions) |
| 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 |