OTET Syllabus
OTET Syllabus

OTET Syllabus & Exam Pattern

The 2023 OTET syllabus has been released by the Board of Secondary Education (BSE) Odisha. It comprises two sections: paper 1 for Class 1 to 5 teachers and paper 2 for Class 6 to 8. Explore the detailed OTET Syllabus 2023 and Exam Pattern provided here, including specific OTET Exam Topics. Ensure you go through the entire page to swiftly download the BSE Odisha TET Paper 1, Paper 2 Syllabus, and Exam Pattern without any delay.

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OTET Syllabus

Prepare yourselves, aspiring attendees of the Odisha Teachers Eligibility Test (OTET/ Odisha TET), for herein lies the comprehensive syllabus that shall guide you on your academic journey. Delve into the intricate details we offer, ensuring your readiness for the examination. Take heed that the OTET Exam is composed of 150 questions, entailing a total of 150 marks spanning across both Paper 1 and Paper 2. Notably, no punitive measures shall be inflicted for incorrect responses in the Odisha TET Exam.

OTET Syllabus – Details

Organization NameBoard of Secondary Education, Odisha
Test NameOdisha Teachers Eligibility Test (OTET/ Odisha TET)
CategorySyllabus
LocationOdisha
Official Sitebseodisha.ac.in

OTET Exam Pattern

All 150 questions in each paper shall be of multiple choice type with four choices. Only one answer is to be chosen by the candidate.

Odisha TET Paper-I Exam Pattern

Subject NameQuestionsMarks
Child Development & Pedagogy3030
Language-I, Odia/ Urdu/ Hindi/ Telugu/ Bengali3030
Language II (English)3030
Mathematics3030
Environmental Studies3030
Total150 Questions150 Marks

Odisha TET Paper-II Exam Pattern

Subject NameQuestionsMarks
Child Development & Pedagogy3030
Language I (Odia, Urdu, Hindi, Telugu)3030
Language II (English)3030
Optional, either 1 or 260 (30 + 30)60
Total150 Questions150 Marks

Download OTET Syllabus

PAPER 1

SECTION – A: CHILD DEVELOPMENT AND PEDAGOGY

Unit – 1
Understanding Child Development during Childhood (focus on children at the primary level)
Concepts, 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 a child learns – learning through observation, imitation
The 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

Unit – 3
Concept of Inclusive Education and Understanding Children with Special Needs
Concept of inclusive education
Addressing the needs of diverse groups of learning in the inclusive classrooms (CWSN, girls, SC / ST)
Addressing the talented, creative learning

Unit – 4
Approaches to teaching and learning
Teacher-centered, learner-centered and learning-centered approach
A competency-based and activity-based approaches
TLM – its importance, use, and preparation for classroom transaction
Teaching competency to handle mono-grade and multi-grade situations

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 for transacting integrated text for the beginners

Unit – 2
Teaching, Reading, and Writing Skills
The technique of developing intensive and extensive reading skills
Teaching-learning composition and creative writing
A critical perspective on the role of grammar in learning the 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 comprehension 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, storytelling, dialogue)
Development of reading skills: reading for comprehension, techniques, and strategies for teaching, reading (phonic, alphabet, word, sentence, and story)
Development of writing skills – 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 passages (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 program 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)
The 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

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 the 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, the effect of rotation and revolution of the earth
Work and energy

PAPER – 2

SECTION A: CHILD DEVELOPMENT AND PEDAGOGY

Unit – I
Child Development (Focus on Upper Primary School Children) Features of Physical, Cognitive, Social, Emotional and 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 a social activity
Rote learning and meaningful learning
Factors affecting learning
Strategies for promoting lessons
Addressing learners from diverse backgrounds 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-centered, learner-centered and learning-centered approaches
Principles of curriculum organization
Teaching learning aids
Continuous comprehensive assessment of learning, planning and designing achievement tests, rating scale, checklist
Test reliability and validity
Date representation – mean, mode and median, and standard deviation

SECTION B: LANGUAGE 1 (ODIA / URDU / HINDI / TELUGU / BENGALI)

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 a 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 the upper primary level
The teaching of non-detailed and detailed texts (prose, poetry)
The teaching of composition and creative writing
Teaching of grammar
Challenges of teaching Odia / Urdu / Hindi / Telugu / Bengali in multi-lingual context

Unit – 3Assessment 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 the other from the poem) with test items on comprehension, vocabulary, and grammar.

Unit – 5Language Items
Parts of speech (noun, pronoun, verb, adverb, adjectives, conjunction)
Formation of words (pre-fix and suffix)
Vocabulary (spelling and meaning of synonyms and antonyms)
Phrases and idioms

Unit – 6
Contribution of famous literates to the 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)

GROUP A (PEDAGOGY)

Unit – 1
Learning English at Upper Primary Level
Importance of learning English
The objective of learning English

Unit – 2
Development of English Language Skills
Basic skills of language (listening, speaking, reading, writing), the interdependence of skills
The teaching of prose, poetry, and composition
The teaching of creative writing
Principles of language teaching
Challenges of teaching English as a second language at the upper primary level

Unit – 3
Assessment of learning the 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 the article, use of punctuation mark
Vocabulary – meaning and spelling

Section D: Mathematics (ONLY FOR MATHEMATICS AND SCIENCE TEACHERS)

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 programs

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

SECTION E: SCIENCE (ONLY FOR MATHEMATICS AND SCIENCE TEACHERS)

GROUP A (PEDAGOGY)

Unit – 1
Nature of Science
Aims and objectives of teaching-learning science at the 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 changes in matters
Force, motion, friction, and 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 beings

SECTION F: SOCIAL STUDY (ONLY FOR SOCIAL STUDY TEACHER)

GROUP A (PEDAGOGY)

Unit – 1
Aims and Objectives of Teaching Social Studies
Importance of teaching-learning Social Sciences at the 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, fieldwork / 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
The nationalist movement in India
Development of Nationalism and Europe

Unit – 5
Political Science
Indian Constitution
Human Rights
Governance at the Central, State, and Local level
Political Parties and pressure groups

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, plateau, plains, rivers)
Temperature zones of the earth

OTET Syllabus FAQs

How many papers will be there for OTET Exam?

OTET Exam has 2 papers i.e, Paper 1, and Paper 2.

For how many marks OTET Exam be conducted?

OTET Exam will be conducted on 150 Marks.

What are the subjects to prepare for OTET Paper-I Exam?

OTET Paper-I will be asked from Child Development & Pedagogy, Language-I, Odia/ Urdu/ Hindi/ Telugu/ Bengali, Language II (English), Mathematics, Environmental Studies