KARTET Paper 1 key terms

Teaching that matches a child's age, individual needs and social context. Tasks are pitched so they are challenging but achievable, and activities respect how children of that age actually think and learn.

The gap between what a learner can do alone and what they can do with help from a more capable person. Instruction is most effective when it targets this gap rather than already-mastered skills.

Temporary support a teacher or peer gives so a learner can complete a task beyond their independent reach. Support is gradually withdrawn as competence grows, shifting responsibility to the child.

Piaget's stage roughly from seven to eleven years, when children reason logically about visible objects and events. They master conservation, classification and seriation, but still struggle with abstract, hypothetical reasoning.

The understanding that quantity, mass or volume stays the same when only the appearance is rearranged. A child who lacks it judges by the most striking visual feature, such as a taller glass holding more water.

Piaget's two ways of adjusting to new experience. Assimilation fits new information into an existing mental schema; accommodation changes the schema itself when the old one no longer explains what the child encounters.

An organised mental pattern or framework a learner uses to interpret experience and guide action. Schemas become richer and better organised through assimilation and accommodation as the child interacts with the world.

Gardner's proposal that ability is not one general factor but several relatively separate domains, such as linguistic, logical-mathematical, spatial, bodily-kinaesthetic, musical, interpersonal and intrapersonal. It is a lens for planning varied activities, not a fixed labelling system.

Schooling in which all children, including those with disabilities or disadvantaged backgrounds, learn together in ordinary classrooms with support adapted to their needs, rather than being separated into special settings.

A written plan for one learner with special educational needs, stating present levels of performance, specific goals, the supports and accommodations to be provided, and how progress will be reviewed.

An assessment approach that judges learning throughout the year, not only at term-end, and covers scholastic plus co-scholastic areas such as attitudes, values and participation, using varied tools rather than a single test.

Assessment carried out during teaching to find out what learners understand and to adjust instruction immediately. Feedback is descriptive and low-stakes, so pupils are willing to reveal confusion.

Assessment at the end of a unit, term or course that judges how much learning has been achieved against expected outcomes. It is typically graded and reported, and occurs after most teaching is complete.

Targeted re-teaching for learners who have fallen behind in a specific skill. It diagnoses the exact error, breaks the task into smaller steps, and gives extra guided practice before the pupil rejoins normal class work.

An assessment used to pinpoint the specific nature and location of a learner's difficulty, rather than to grade performance. Results guide the choice of remedial steps and teaching strategy.

Intrinsic motivation comes from interest, curiosity or satisfaction inside the learner; extrinsic motivation comes from outside rewards or pressures such as marks, prizes or fear of punishment. Intrinsic motivation usually sustains learning longer.

Any consequence that increases the likelihood a behaviour will be repeated. Positive reinforcement adds something pleasant; negative reinforcement removes something unpleasant. Both strengthen behaviour, unlike punishment, which aims to weaken it.

A persistent difficulty in acquiring specific academic skills, such as reading, writing or arithmetic, despite adequate intelligence and teaching. It is not caused by sensory impairment, poor attendance or lack of opportunity.

The Kannada alphabet, traditionally arranged as vowels (svara), consonants (vyanjana) and the two yogavaahaka letters. Knowing the order and classification helps teachers sequence reading and writing instruction.

A Kannada conjunct consonant formed when two or more consonants combine, the following consonant usually appearing below the first. Reading these clusters accurately is a key decoding skill in early Kannada literacy.

A Kannada syllable made by adding a vowel sign (matra) to a consonant, changing its inherent vowel. Fluent reading requires children to blend consonant and vowel sign smoothly rather than reading them separately.

The sound change that occurs when two words or word parts join, so the boundary is altered or merged. Recognising sandhi rules helps learners read joined Kannada text and understand word formation.

A compound word in which two or more words combine into a single unit with one meaning, often losing the case markers of the parts. Naming and splitting compounds is a common comprehension and grammar task.

Techniques such as predicting from the title, skimming for the main idea, scanning for detail, and inferring meaning of unknown words from context. They are taught explicitly so pupils read for understanding, not just decoding.

The ability to hear and manipulate individual sounds in spoken words, for example blending sounds into a word or deleting the first sound. It is oral, precedes phonics, and strongly predicts later reading success.

Teaching reading by linking letters and letter groups to the sounds they represent, so learners can decode unfamiliar printed words. It complements, rather than replaces, meaning-focused reading.

Words a reader recognises instantly as whole units without sounding them out. Building it frees attention for comprehension, and it is especially useful for common irregular words.

Skimming is rapid reading for the gist or overall idea; scanning is rapid reading to locate a specific fact, name or number. Both are purposeful reading speeds, not careless reading.

An approach in which the goal of language lessons is real communication, so learners use English for meaningful purposes through pair work, tasks and role play, with grammar taught in service of use.

Lesson design in which learners complete a meaningful task, such as planning a trip or solving a puzzle, using the target language. Language focus follows the task rather than preceding it.

The principle that a digit's value depends on its position in a number, each place being ten times the one to its right. It underpins regrouping, standard algorithms and decimal notation.

Exchanging ten units in one place for one unit in the next place, or the reverse, so an addition or subtraction algorithm can proceed. Concrete blocks and place-value charts should precede the written shortcut.

An intuitive grasp of how numbers work, including magnitude, comparison, estimation and the effect of operations. Pupils with strong number sense can judge whether an answer is reasonable without calculating exactly.

Finding a value close enough for the purpose by rounding or using benchmarks. It is a taught skill, useful for checking answers and for real-life problems where exact figures are unnecessary or unavailable.

A teaching progression that introduces a concept with physical objects, then with drawings or diagrams, then with symbols and rules. Moving too quickly to symbols leaves many pupils without understanding.

Any physical object, such as counters, beads, sticks or fraction strips, that pupils handle to model mathematical ideas. Manipulatives build meaning only when the teacher links the actions to symbols.

EVS at the primary level combines science, social studies and environmental concerns around themes from the child's immediate surroundings, rather than teaching separate subjects in isolation.

The ability to notice details of a plant, animal, weather pattern or local place and record them accurately through drawings, tallies or notes. These are core process skills developed in primary EVS lessons.

Learning organised around an extended investigation of a real question, producing a tangible outcome such as a chart, model or report. It integrates subjects and develops planning, teamwork and communication.