1. Best CTET PAPER – 1  Coaching in Delhi 

CTET (Central Teacher Eligibility Test) The national level exam is conducted at two levels, Paper 1 (Primary Stage) and Paper 2 (Elementary Stage).Both the papers are conducted on a single day in different shifts. Here i am going to explain CTET Paper 1 Exam.

Paper 1: This Paper is for candidates who wish to teach classes 1 to class 5.


Paper 1 consists of 5 sections:


No. of Questions


1. Child Development and Pedagogy

30 MCQs

30 Marks

2. Language I (compulsory)

30 MCQs

30 Marks

3. Language II (compulsory)

30 MCQs

30 Marks

4. Mathematics

30 MCQs

30 Marks

5. Environmental Studies

30 MCQs

30 Marks


150 Questions

150 Marks

CTET Exam Pattern for Paper 1

As per the official notification, The exam pattern has been given below for Paper 1:

Particulars Paper I

1. Mode of Exam Offline (OMR Sheet Based)

2. Type of Questions Multiple Choice Questions

3. Duration of Exam 2.5 hours (150 minutes)

4. Sections A. Child Development and Pedagogy

B. Language I (compulsory)

C. Language II (compulsory)

D. Mathematics

E. Environmental Studies

5. Total marks 150 marks

6. Marking scheme 1 mark for the correct response

7. Negative Marking No 



CTET Syllabus for Paper 1

CTET Syllabus is defined by CBSE. There has been no changes in the syllabus over the years. Paper 1 comprises 5 sections namely, Child Development and Pedagogy, Language 1, Language 2, Mathematics and Environmental Studies.

The Detailed CTET Syllabus for Paper I (for classes I to V – Primary Stage) is:


I. Child Development and Pedagogy – 30 Questions

(A) Child Development (Primary School Child) – 15 Questions


Concept of development and its relationship with learning

Principles of the development of children

    • Influence of Heredity & Environment

    •  Socialization processes: Social world & children (Teacher, Parents, Peers)t

    • Piaget, Kohlberg and Vygotsky: constructs and critical perspectives

    • Concepts of child-centered and progressive educationt

    • Critical perspective of the construct of Intelligence

    • Multi-Dimensional Intelligence

    • Language & Thought

    • Gender as a social construct; gender roles, gender-bias and educational practicet

    • Individual differences among learners, understanding differences based on diversity of language, caste, gender, community, religion etc.

    • Distinction between Assessment for learning and assessment of learning;t

    • School-Based Assessment, Continuous & Comprehensive Evaluation: perspectives and practicet

    • Formulating appropriate questions for assessing readiness levels of learners; for enhancing 

    • learning and critical thinking in the classroom and for assessing learner achievement

(B) Concept of Inclusive education and understanding children with special needs – 5 Questions

  • Addressing learners from diverse backgrounds including disadvantaged and deprived

  • Addressing the needs of children with learning difficulties, ‘impairment’ etc.

  • Addressing the Talented, Creative, Specially abled Learners

(C) Learning and Pedagogy – 5 Questions

How children think and learn; how and why children ‘fail’ to achieve success in school performance

  • Basic processes of teaching and learning; children’s strategies of learning; learning as a social activity; social context of learning.

  • Child as a problem solver and a ‘scientific investigator’

  • Alternative conceptions of learning in children, understanding children’s “errors’ as significant steps in the learning process.

  • Cognition & Emotions

  • Motivation and learning

  • Factors contributing to learning – personal & environmental