OTET Exam Syllabus 2024 Check Exam Pattern For Paper 1 & 2

1. Mathematics & Science for Mathematics and Science Teachers

2. Social & Science for Social Studies and Science Teachers

• 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

• 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 behavior
• Development of creative thinking

• Concept of inclusive education
• Addressing the needs of diverse group of learning in inclusive classroom (CWSN, girls, SC / ST)
• Addressing the talented, creative 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

• Continuous and comprehensive assessment
• Purpose of assessment
• Assessing scholastic and other scholastic areas
• Sharing of assessment outcomes and follow up

• 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

• 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

• Assessment language comprehensive and proficiency : speaking, listening, reading, writing – construction of different types of test items
• Remedial teaching

• Part of speech – Noun, Pronoun, Verb, Adverb, Adjectives, Conjunction
• Formation of words – using prefix and suffix
• Synonyms and antonyms
• Phrases and idioms

• 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)

• Importance of learning English
• Objectives of learning English (in terms of content and competence specifications)

• Principles of language teaching
• Challenges of teaching language in a diverse classroom

• 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

• Assessment of English
• Assessing language comprehension and proficiency : listening, speaking, reading, writing

• Two unseen prose passage (discursive or literary or narrative or scientific) with questions on comprehension, grammar and verbal ability

• Nouns, Adverbs, Verbs, Tense and Time, Preposition, Articles, Adjectives, Prepositions, Punctuation

• Nature of Mathematics (exactness, systematic, patterns, preciseness)
• Aims and objectives of teaching Mathematics
• Specific objectives of teaching Mathematics

• Methods: Inductive, deductive, analysis, synthesis, play-way
• Approaches: Constructivist and Activity-based

• Assessment in Mathematics
• Formal and informal assessment
• Different types of test items
• Planning for remedial and enrichment programme in Mathematics

• 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

• Measurement of length, weight, capacity
• Measurement of area and perimeter of rectangle and square
• Measurement of time (concept of am, pm and time interval)

• Basic Geometrical Concepts (point, line segment, ray, straight line, angles)
• Geometry of triangles, quadrilaterals and circles
• Symmetry
• Geometrical slides (cube, cuboid, sphere, cylinder cone)

• Pictography, Bargraph, Histogram, and Pie Chart
• Interpretation of these graphs
• Patterns in numbers and figures

• Concept and Significance
• Integration of Science and Social Science
• Aims and objectives of Teaching and Learning EVS

• Basic Principles of Teaching EVS
• Methods: Survey, Practical Work, discussion, observation, project
• Approaches: Activity-based, theme-based

• Tools and techniques for evaluation learning in EVS
• Diagnostic assessment in EVS

• Local-self, Government – State and Central
• Judiciary

• Landscape
• Climate
• Natural resources
• Agriculture and industry

• History of Freedom Struggle in India and Odisha

• Nutritional, Elements, and Balanced diet
• Nutritional, Deficiency and Diseases
• Waste Materials and Disposal
• First-aid
• Air and water pollution

• Matter and its properties
• Earth and sky, effect of rotation and revolution of earth
• Work and energy

• 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

• 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

• 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

• 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)

• 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

• Assessment of learning Odia / Urdu / Hindi / Telugu / Bengali language – listening, speaking, reading and writing
• Planning and designing achievement tests and other tools for assessment

• Parts of Speech (Noun, Pronoun, Verb, Adverb, Adjectives, and Conjunction)
• Formation of words (prefix and suffix)
• Vocabulary (spelling and meaning of Synonym and Antonym)
• Phrases and Idioms

• 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

• Importance of learning English
• Objective of learning English

• 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

• Parts of speech, tense, voice change and change of narration, use of article, use of punctuation mark
• Vocabulary – meaning and spelling

• Nature of Mathematics–logical, systematic, abstractions, pattern, mathematical language
• Aims and objectives of teaching Mathematics
• Specific objectives of teaching Mathematics

• Methods: induction, deduction, analysis and synthesis
• Approaches: Constructivist and activity-based

• Formal and informal evaluation
• Error analysis
• Remedial and enrichment programmes

• Number System (focus on real and rational numbers)
• Properties in different number systems

• Basic concepts: terms, co-efficient, powers
• Algebraic equations and their applications (with one variable)
• Polynomials – operations in polynomials
• Laws of indices
• Identities

• 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

• 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)

• Methods: Observation, Experimentation, Discovery, Project and Problem- solving
• Approaches: Integrated approach, constructivists approach

• 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

• 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

• 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

• Methods : Survey, field work / trips, project, group work
• Approaches: Activity-based, theme-based

• Tools and technique for assessment of learning in Social Science
• Diagnostic assessment and remedial teaching

• 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, and Ashoka
• Soma, Garganga, Surya, fall of Odisha, Odisha under Moghuls
• Nationalist movement in India
• Development of Nationalism and Europe

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

• 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