CTET study plan

Map Piaget's four developmental stages to observable classroom behaviours and state one teaching implication per stage

Contrast Vygotsky's ZPD and scaffolding with Piaget's constructivism in a written two-column comparison

Classify Kohlberg's three levels and six stages, attaching one moral-dilemma example to each stage

Explain how heredity and environment interact in shaping intelligence and personality, with two school-based examples each

Distinguish growth from development and list the principles of development with a classroom illustration for each

Summarise behaviourist, cognitivist and constructivist learning theories and derive one classroom strategy from each

Apply Maslow's hierarchy and intrinsic versus extrinsic motivation to three realistic classroom scenarios

Differentiate assessment for learning from assessment of learning, and list three formative tools usable in a 40-minute period

Solve LCM, HCF, divisibility and place-value problems using prime factorisation and the Euclidean method

Explain the nature and scope of mathematics as a school subject and justify why it is taught beyond computation

Compute confidently with fractions, decimals and percentages, converting fluently among the three forms

Apply ratio, proportion and the unitary method to solve partnership, mixture and scaling problems

Calculate profit, loss, discount, simple interest and compound interest using standard formulae without a calculator

Solve time-work and time-distance problems by setting up rate equations rather than memorising tricks

Analyse common learner errors in place value and decimal alignment, and write one remedial step for each

Apply angle properties, triangle congruence criteria and circle theorems to justify each step of a proof

Compute perimeter, area and volume for rectangles, triangles, parallelograms, circles, cubes and cylinders

Read and interpret bar graphs, pictographs and simple pie charts, and compute mean, median and mode

Describe provisions for children with disabilities, gifted learners and disadvantaged groups under inclusive education

Design a five-item diagnostic maths quiz and specify the remediation each distractor reveals

Distinguish language acquisition from language learning and relate both to the LSRW sequence

Compare the grammar-translation, direct, communicative and task-based approaches, naming one strength and one limit of each

Argue for the pedagogical value of multilingualism and code-switching in Indian classrooms

Answer comprehension passages in Language I and Language II using skimming for gist and scanning for detail

Identify and correct errors of agreement, tense and articles in 30 given sentences

Apply phonics, stress and intonation principles to explain how beginning readers decode unfamiliar words

Convert sentences between active and passive voice and between direct and indirect speech accurately

Use idioms, phrasal verbs and synonyms appropriately in context rather than in isolation

Identify figures of speech and poetic devices in Language I and Language II texts

Explain how teaching-learning materials and remedial teaching support struggling language learners

Build a concept map linking the six EVS themes: family and friends, food, water, shelter, travel, and things we make and do

Explain how EVS integrates science, social studies and environmental education rather than teaching them separately

Design one observation-based or experimentation-based EVS activity using locally available material

Describe how field visits, discussion and concept mapping are assessed in EVS

Recall key facts on food chains, water cycle, parts of plants, animal habitats and community helpers

Revise all five domains using condensed one-page notes and the error logs from weeks 1 to 7

Complete two full-length mock tests under the 150-minute, 150-question format

Revisit every question answered incorrectly in the mocks and classify the cause of each error

Rehearse a fixed section order and time budget to prevent last-minute rushing

Consolidate child development theorists and mathematics pedagogy definitions into a single recall sheet