FRAMEWORK FOR TEACHER ELIGIBILITY TEST, ODISHA

In accordance to the section 23(1) of the RTE Act, 2009, the National
Council for Teacher Education has laid down minimum qualification for any
candidate to be eligible for appointment as a teacher at elementary level. As
per the NCTE notification dated 23rd August, 2010, one of the essential
qualification for any candidate for appointment as a teacher is that he/she
should pass the Teacher Eligibility Test (TET) which will be conducted by
Government. The TET conducted by the Government of Odisha, School and
Mass Education Department is named as Odisha Teacher Eligibility Test
(OTET).

Structure and Content of OTET :

There shall be two papers in the OTET. Paper I will be for a candidate
who intends to be a teacher for class I to V. Paper II will be for a candidate
who intends to be a teacher for classes VI to VIII. A candidate who intends
to be a teacher either for classes I to V or for classes VI to VIII will have to
appear in both papers (paper I and Paper II).

STRUCTURE AND CONTENT (PAPER-1)

Total Marks : 150
Duration : 1½ hours
No of
Area Marks Remarks
Questions
Child Development and
30 30
pedagogy
Language I (Odia / Urdu
30 30
/ Hindi / Telugu / Bengali) In each subject area 20 questions
Language II (English) 30 30 will be set from contents and 10
Mathematics 30 30 questions from pedagogy.
Environmental Studies 30 30
Total 150 150

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 STRUCTURE AND CONTENT (PAPER-2)
Total Marks : 150
Duration : 1½ hours
Compulsory :
No of
Area Marks Remarks
Questions
Child Development and
30 30
pedagogy
Language I (Odia / Urdu In each subject area 20 questions
30 30
/ Hindi / Telugu / Bengali) will be set from contents and 10
Language II (English) 30 30 questions from pedagogy.
Total 90 90

OPTIONAL:
Area No of Questions Marks Remarks
60
In each subject area 20
A. For Mathematics (30 questions from
questions will be set from
and Science mathematics and 30 60
contents and 10 questions from
Teachers questions from
pedagogy
science)
60(30 questions
In each subject area 20
from History and
B. For Social questions will be set from
Political Science and 60
studies Teachers contents and 10 questions from
30 questions from
pedagogy.
Geography)
Total 60 60

 All the questions will be Multiple Choice Questions, each carrying

one mark, with four alternatives out of which one answer will be
correct. Questions will be set to assess candidate’s ability to
analyze, interpret and apply the subject matter.
 There will be no negative marking.

Qualifying Marks:

 A candidate who scores 60% or more in the TET examination will

be considered as TET pass.
 Candidates belonging to SC, ST, SEBC/OBC, Physically
Handicapped securing scores 50% may be considered as TET
pass.
 The TET score will be given weightage in the recruitment
process.

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 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

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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

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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

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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)

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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

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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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 PAPER – 2

Section A : Child Development and Pedagogy 30 marks

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 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 – 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
designing achievement 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)
30 marks
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 (pre-fix and suffix)
 Vocabulary (spelling and meaning of synonym and antonym)
 Phrases and idioms

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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

Section C : Language II (English) 30 marks

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)

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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

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

30 marks

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

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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 Teacher)
30 marks
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

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  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
Section F : Social Study (only for Social Study Teacher)
30 marks
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

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Unit – 5 : Political Science

 Indian Constitution
 Human Rights
 Governance at Central, State and Local level
 Political Parties and pressure group

Unit – 5 : 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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