CLASSES 1 TO V
PRIMARY STAGE
SYLLABUS
I. Child Development and Pedagogy
cky fodkl vkSj f'k{kk'kkL=k
30 Questions
a) Child Development (Primary School
Child)
cky fodkl (çkFkfed fo|ky; ds cPps) 15 ç'u
15 Questions
• Concept of development and its relation-
ship with learning
fodkl dh vo/kj.kk vkSj lh•us ds lkFk bldk laca/
• Principles of the development of children
cPpksa ds fodkl ds fl¼kar
• Influence of Heredity & Environment
vkuqoaf'kdrk vkSj i;kZoj.k dk çHkko
• Socialization processes: Social world &
children (Teacher, Parents, Peers)
lekthdj.k çfØ;k,a% lkekftd nqfu;k vkSj cPps (f'k{kd]
ekrk&firk] lkFkh)
• Piaget, Kohlberg and Vygotsky: constructs
and critical perspectives
fi;kts] dksgycxZ vkSj ok;xksRLdh% fuekZ.k vkSj
•
vkykspukRed
n`f"Vdks.k
• Concepts of child-centered and progressive
education
cky dsafær vkSj çxfr'khy f'k{kk dh vo/kj.kk
• Critical perspective of the construct of In-
telligence
cqf¼eÙkk ds fuekZ.k dk egRoiw.kZ ifjçs{;
• Multi-Dimensional Intelligence
cgq&vk;keh cqf¼eÙkk
1
• Language & Thought
Hkk"kk vkSj fopkj
• Gender as a social construct; gender roles,
gender-bias and educational practice
lkekftd fuekZ.k ds :i esa fyax_ fyax Hkwfedk,a] fyax&iw
vkSj 'kSf{kd vH;kl
• Individual differences among learners, un-
derstanding differences based on diversity
of language, caste, gender, community, re-
ligion etc.
f'k{kkfFkZ;ksa ds chp O;fÙkQxr erHksn] Hkk"kk]
leqnk;] /eZ vkfn dh fofo/rk ds vk/kj ij erHksnksa dks
le>ukA
•
Distinction between Assessment for learn-
ing and assessment of learning; School-
Based Assessment, Continuous & Compre-
hensive Evaluation: perspective and prac-
tice
lh•us ds vkdyu vkSj lh•us ds vkdyu ds chp varj_
Ldwy&vk/kfjr ewY;kadu] lrr vkSj O;kid ewY;kadu
ifjçs{; vkSj vH;kl
Formulating appropriate questions for as-
sessing readiness levels of learners; for
enhancing learning and critical thinking
in the classroom and for assessing learner
achievement.
f'k{kkfFkZ;ksa dh rS;kjh ds Lrj dk vkdyu djus ds fy,
mi;qÙkQ ç'u rS;kj djuk_ d{kk esa lh•us vkSj vkykspukR
lksp dks c<+kus vkSj f'k{kkFkhZ dh miyfC/ dk vkd
djus ds fy,A
b) Concept of Inclusive education and un- cPpksa esa lh•us dh oSdfYid vo/kj.kk,¡] cPpksa dh
derstanding children with special needs ^=kqfV;ksa* dks lh•us dh çfØ;k esa egRoiw.kZ dneks
lekos'kh f'k{kk dh vo/kj.kk vkSj fo'ks"k vko';drk esa le>ukA
okys cPpksa dks le>uk 5 Questions • Cognition & Emotions
• Addressing learners from diverse back- vuqHkwfr vkSj Hkkouk,a
grounds including disadvantaged and de- • Motivation and learning
prived çsj.kk vkSj lh•uk
oafpr vkSj oafpr lfgr fofo/ i`"BHkwfe ds f'k{kkfFkZ;ksa
• Factorsdks
contributing to learning - personal
lacksf/r djuk & environmental
• Addressing the needs of children with lh•us esa ;ksxnku nsus okys dkjd & O;fÙkQxr vkSj i;kZo
learning difficulties, ‘impairment’ etc. II. Language/ Hkk"kk I 30 Questions
lh•us dh dfBukb;ksa] ^ck/k* vkfn okys cPpksaa)dh t:jrksa
Language Comprehension
dks iwjk djukA Hkk"kk le> 15 Questions
• Addressing the Talented, Creative, Spe- Reading unseen passages - two passages
cially abled Learners one prose or drama and one poem with
çfrHkk'kkyh] jpukRed] fo'ks"k :i ls l{ke f'k{kkfFkZ;ksa dkson comprehension, inference,
questions
lacksf/r djuk grammar and verbal ability (Prose pas-
c) Learning and Pedagogy sage may be literary, scientific, narra-
lh•uk vkSj f'k{kk'kkL=k 10 Questions tive or discursive)
• How children think and learn; how and vuns•s va'kksa dks i<+uk & nks ekxZ ,d x| ;k ukVd
why children ‘fail’ to achieve success in
vkSj ,d dfork ftlesa le>] vuqeku] O;kdj.k vkSj
school performance.
ekSf•d {kerk ij ç'u gksa (x| ekxZ lkfgfR;d]
cPps dSls lksprs vkSj lh•rs gSa_ cPps dSls vkSj D;ksa Ldwy dFkk ;k foospukRed gks ldrk gS)
oSKkfud]
ds çn'kZu esa liQyrk çkIr djus esa ^vliQy* gksrs gSaA
b) Pedagogy of Language Development
• Basic processes of teaching and learning;
Hkk"kk fodkl dh f'k{kk'kkL=k
children’s strategies of learning; learning
15 Questions
as a social activity; social context of learn-
• Learning and acquisition
ing.
lh•uk vkSj vf/xzg.k
f'k{k.k vkSj lh•us dh cqfu;knh çfØ;k,a_ cPpksa dh lh•us
• Principles of language Teaching
dh j.kuhfr;k¡_ ,d lkekftd xfrfof/ ds :i esa lh•uk_
Hkk"kk f'k{k.k ds fl¼kar
lh•us dk lkekftd lanHkZA
• Role of listening and speaking; function of
• Child as a problem solver and a ‘scientific
language and how children use it as a tool
investigator
lquus vkSj cksyus dh Hkwfedk_ Hkk"kk dk dk;Z vkSj
cPpk ,d leL;k lek/kudrkZ vkSj ,d ^oSKkfud vUos"kd*
,d midj.k ds :i esa dSls mi;ksx djrs gSa
ds :i esa
• Critical perspective on the role of gram-
• Alternative conceptions of learning in chil-
mar in learning a language for communi-
dren, understanding children’s ‘errors’ as
cating ideas verbally and in written form
significant steps in the learning process.

2
 ekSf•d vkSj fyf•r :i esa fopkjksa dks laçsf"kr •djus Role
ds of listening and speaking; function of
fy, Hkk"kk lh•us esa O;kdj.k dh Hkwfedk ij vkykspukRed
language and how children use it as a tool
ifjçs{; lquus vkSj cksyus dh Hkwfedk_ Hkk"kk dk dk;Z vkSj
• Challenges of teaching language in a di- ,d midj.k ds :i esa dSls mi;ksx djrs gSa
verse classroom; language difficulties, er- •
Critical perspective on the role of gram-
rors and disorders mar in learning a language for communi-
fofo/ d{kk esa Hkk"kk fl•kus dh pqukSfr;k¡_ Hkk"kk dh verbally and in written form;
cating ideas
dfBukb;k¡] =kqfV;k¡ vkSj fodkj ekSf•d vkSj fyf•r :i esa fopkjksa dks laçsf"kr djus ds
• Language Skills fy, Hkk"kk lh•us esa O;kdj.k dh Hkwfedk ij vkykspukR
Hkk"kk dkS'ky ifjçs{;%
• Evaluating language comprehension and • Challenges of teaching language in a di-
proficiency: speaking, listening, reading verse classroom; language difficulties, er-
and writing rors and disorders
Hkk"kk dh le> vkSj n{krk dk ewY;kadu djuk% cksyuk]
fofo/ d{kk esa Hkk"kk fl•kus dh pqukSfr;k¡% Hkk
lquuk] i<+uk vkSj fy•uk dfBukb;k¡] =kqfV;k¡ vkSj fodkj
• Teaching- learning materials: Textbook, • Language Skills/ Hkk"kk dkS'ky
multi-media materials, multilingual re- •
Evaluating language comprehension and
source of the classroom proficiency: speaking, listening, reading
f'k{k.k& vf/xe lkexzh% ikBÔiqLrd] cgq&ekè;e lkexzh]
and writing
d{kk ds cgqHkk"kh lalk/u Hkk"kk dh le> vkSj n{krk dk ewY;kadu djuk% cksy
• Remedial Teaching lquuk] i<+uk vkSj fy•uk
mipkjkRed f'k{k.k • Teaching - learning materials: Textbook,
III. Language II/ Hkk"kk
II 30 Questions multi-media materials, multilingual re-
a) C o m p r eh en si o n / le> 15 Questions source of the classroom
Two unseen prose passages (discursive or f'k{k.k & vf/xe lkexzh% ikBÔiqLrd] cgq&ekè;e lkexz
literary or narrative or scientific) with ques- d{kk ds cgqHkk"kh lalk/u
tion on comprehension, grammar and ver- • Remedial Teaching/ mipkjkRed f'k{k.k
bal ability IV Mathematics/ xf.kr 30 Questions
le>] O;kdj.k vkSj ekSf•d {kerk ij ç'u ds lkFk a)nks Content/ lkexzh 15 Questions
vuns•h x| ekxZ (foosdiw.kZ ;k lkfgfR;d ;k dFkk• ;k
Geometry/ T;kfefr
oSKkfud) • Shapes & Spatial Understanding
b) Pedagogy of Language Development vkdkj vkSj LFkkfud le>
Hkk"kk fodkl dh f'k{kk'kkL=k • Solids around Us/ gekjs vklikl Bksl
15 Questions • Numbers/ la[;k
• Learning and acquisition • Addition and Subtraction/ tksM+uk vkSj ?kVkuk
lh•uk vkSj vf/xzg.k • Multiplication/ xq.kk
• Principles of language Teaching • Division/ foHkktu
Hkk"kk f'k{k.k ds fl¼kar
3
• Measurement/ eki Relationships/ fj'rs
• Weight/ Hkkj Work and Play/ dk;Z vkSj •sy
• Time/ le; Animals/ tkuojksa
• Volume/ vk;ru Plants/ ikS/ksa
• Data Handling/ MsVk la/kj.k ii. Food/ Hkkstu
• Patterns/ çfreku iii. Shelter/ vkJ;
• Money/ iSls iv. Water/ ikuh
b) Pedagogical issues v. Travel/ ;k=kk
'kS{kf.kd eqís 15 Questions vi. Things We Make and Do/ phtsa tks ge cukrs vkSj
• Nature of Mathematics/Logical thinking; djrs gSa
understanding children’s thinking and rea- b) Pedagogical Issues
soning patterns and strategies of making 'kS{kf.kd eqís 15 Questions
meaning and learning • Concept and scope of EVS
cPpksa dh lksp ,oa rdZ çfreku rFkk vFkZ ,oa lh•us dh
bZoh,l dh vo/kj.kk vkSj {ks=k
j.kuhfr;ksa dks le>uk • Significance of EVS, integrated EVS
• Place of Mathematics in Curriculum bZoh,l dk egRo] ,dhÑr bZoh,l
ikBÔp;kZ esa xf.kr dk LFkku • Environmental Studies & Environmental
• Language of Mathematics/ xf.kr dh Hkk"kk Education/ i;kZoj.k vè;;u vkSj i;kZoj.k f'k{kk
• Community Mathematics/ lkeqnkf;d xf.kr • Learning Principles/ lh•us ds fl¼kar
• Evaluation through formal and informal • Scope & relation to Science & Social Sci-
methods/ vkSipkfjd vkSj vukSipkfjd rjhdksa ls ewY;kadu ence/ foKku vkSj lkekftd foKku dk {ks=k vkSj laca/
• Problems of Teaching/ f'k{k.k dh leL;k,a • Approaches of presenting concepts
• Error analysis and related aspects of learn- vo/kj.kkvksa dks çLrqr djus ds n`f"Vdks.k
ing and teaching/ =kqfV fo'ys"k.k vkSj lh•us • vkSj
Activities/ xfrfof/;ka
fl•kus ds lacaf/r igyw • Experimentation/Practical Work
• Diagnostic and Remedial Teaching/ uSnkfud ç;ksx@O;kogkfjd dk;Z
vkSj mipkjkRed f'k{k.k • Discussion/ fopkj & foe'kZ
V. Environmental Studies • CCE/ lhlhbZ
i;kZoj.k vè;;u 30 Questions • Teaching material/Aids
a) Content/ lkexzh 15 Questions f'k{k.k lkexzh@lgk;d lkexzh
i. Family and Friends:/ ifjokj vkSj nksLr% • Problems/ leL;k