OTET 2024 Syllabus, Section & Subject Wise Syllabus – Check Syllabus Here

The Odisha Teacher Eligibility Test (OTET) is the popular eligibility test conducted on the state level through the Board of Secondary Education, Odisha, to shortlist the applicants for recruiting teachers to teach the Primary (Class 1st-5th) and Upper Primary (Class 6th-8th).

Aspiring and eligible candidates can apply in the OTET examination, and to be selected for the teacher job, they must obtain qualified marks.

Here, through this content, applicants will get detailed information on the Odisha Teacher Eligibility Test (OTET), including the OTET syllabus 2024.

OTET 2024 Syllabus – Available 

OTET Syllabus 2024

All the applied candidates must have preferred the syllabus for better preparation for the examination. The syllabus includes various subjects and topics which will be asked in the examination.

It will be very helpful for the candidates to know the complete chapters of the exam. The syllabus details are mentioned below.

Paper-I

Paper II (Compulsory)

Optional (Either A or B)

Important

• 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 the candidate’s ability to analyze, interpret and apply the subject matter.
• There will be no negative marking.

OTET 2024 Syllabus for Paper-I

Section – A: Child Development And Pedagogy

Unit – 1:-

• Understanding Child Development during Childhood (focus on children at the primary level).
• Concept, principles, and stages of child development.
• Physical, cognitive, social, emotional, and moral development characteristics in childhood.
• Influence of heredity and environment in understanding the child.

Unit – 2:-

• Understanding the Learning Process and Learners.
• Learning – concept, nature, and individual differences in learning.
• Understanding how a child learns – learning through observation, and limitation.
• The understanding of low child learns – various methods of learning.
• Basic conditions of learning and promotion of learning through motivation, the 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 a diverse learning group in the 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 approaches.
• A competency-based and activity-based approach.
• TLM – its importance, use, and preparation for classroom transactions.
• Teaching competency to handle mono-grade and multi-grade situations.

Unit – 5:-

• Assessment.
• Continuous and comprehensive assessment.
• Purpose of assessment.
• Assessing scholastic and other academic 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 the 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.
• The interdependence of four language skills.
• Objectives and strategies of transacting integrated text for 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 a 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 prefixes and suffixes.
• 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: the 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 (phonics, 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, literary, 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 programs 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 (the 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 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.

OTET 2024 Syllabus for 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 adolescentsIndividual 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-centred, 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) (30 Mareks)

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 the 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.
• The 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 the other from the 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.

Unit – 6:-

• Contribution of famous literates for 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, Kazi 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.
• 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 the 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 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 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 on 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.

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 a circle, higher-order problems relating to the area of a square, triangle, rectangle, parallelogram, trapezium, Pythagorean theorem).

Section E: Science (only for Mathematics and Science Teacher) (30Marks)

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.
• A physical and chemical change 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 resources.
• Cell structure and function of cell organelle.
• Micro-organisms.
• Adolescence in human beings.

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 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 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.

Important Instruction:

Please note that as per NCTE guidelines, the questions in paper-I will be based on the topics of the Prescribed syllabus of the state for classes I to V, but their difficulty standard and linkages could be up to the secondary stage.
The questions in paper II will be based on the topics of the prescribed syllabus of the state for Class VI to VIII. Still, their difficulty standard and linkages could be up to the senior secondary/ higher secondary /+2 stage.
The guidelines prescribed by the competent authority do not indicate any specific Text or author for OTET Examination.

Qualifying Marks:

•  A candidate who scores 60% or more in the TET Examination will be considered a TET pass.
• Candidates belonging to SC, ST, SEBC/ OBC, and Physically Handicapped securing scores of 50% may be considered as TET pass.
• The TET score will be given weightage in the recruitment process.

If you have any queries regarding OTET Syllabus 2024, you can ask your query and leave comments below.

Sunil Kushwaha

As a dedicated Biology Science graduate, I’m passionate about sharing the latest updates in national and state entrance exams through my blog. I aim to keep aspiring students informed about exam trends, important dates, and changes in syllabi. With a keen interest in education, I strive to offer valuable insights for students navigating the competitive landscape of entrance examinations and admission tests. Stay updated with me.