WB TET Primary study plan

Map Piaget's four stages and Vygotsky's zone of proximal development onto at least 10 realistic primary-classroom scenarios, naming the stage or process each scenario illustrates.

Summarise Kohlberg's three levels of moral reasoning plus Gilligan's critique in a two-column chart, attaching one school example to every level.

Distinguish growth, development, maturation and readiness by writing a one-line definition and two classroom implications for each term.

Solve 40 MCQs on Piaget, Vygotsky, Kohlberg and heredity-versus-environment, and log every wrong answer with the reason it was wrong.

Explain classical versus operant conditioning and give two original classroom applications of each, including one schedule of reinforcement.

Compare Gardner, Spearman, Thurstone and Guilford in a single table, stating what each theory claims and one teaching implication.

Classify the disabilities listed in the RPwD Act, 2016 into broad groups relevant to a primary classroom and note one accommodation for each group.

Compute HCF and LCM, simplify fractions, and convert between fractions, decimals and percentages across 60 mixed problems without a calculator.

Solve 50 word problems on percentage, profit and loss, and simple interest using the unitary method, verifying each answer with a reverse calculation.

Derive and apply the area and perimeter formulas for triangles, parallelograms, trapeziums and circles across 30 mensuration problems.

Read bar graphs, pictographs and pie charts, and compute mean, median and mode for 10 data sets.

State the aims of teaching mathematics at the primary stage and describe three activities that build number sense and place-value understanding.

Explain how children's errors in arithmetic reveal misconceptions, using three worked examples of common primary-level mistakes.

Identify and correct case, agreement and tense errors in 40 sentences of your chosen Language I, writing the governing rule beside each correction.

Compile 20 idioms, 30 synonym-antonym pairs and 10 sandhi or samas splits from your Language I syllabus into a personal glossary.

Answer two unseen comprehension passages in 12 minutes each, scoring at least 8 out of 10 on both.

Summarise the four language skills and the phonics, whole-word and language-experience approaches to early literacy, giving one classroom activity for each.

Re-solve the 15 mathematics questions missed in week 3 without notes to confirm the concepts are fixed.

Write two compositions and one formal letter in Language I within 20 minutes each, then self-assess against a checklist of structure, spelling and punctuation.

Explain the concepts of multilingualism as a resource, language across the curriculum, and remedial teaching, with one primary-classroom example of each.

Describe the purpose of formative and summative assessment and design a 10-item formative check for a primary language lesson.

Distil the whole Child Development and Pedagogy syllabus into 60 active-recall flashcards covering theorists, stages, disabilities and assessment terms.

Build a one-page fact sheet each for plants, animals, the human body and food and nutrition, recording the ten most testable facts per sheet.

Draw and label the digestive, respiratory and circulatory systems, stating one function of every labelled organ.

Describe West Bengal's major rivers, soil types, staple crops and three major festivals, noting the district each festival is associated with.

List ten environment-themed observance dates, five national parks or sanctuaries of West Bengal, and the pollutants responsible for acid rain, ozone depletion and global warming.

Design one theme-based EVS project with a field trip, the teaching-learning materials needed, and a simple assessment rubric.

Apply article, preposition, tense and subject-verb agreement rules to 60 fill-in-the-blank items, writing the governing rule beside each answer.

Transform 20 sentences between active and passive voice and 20 between direct and indirect speech with no errors.

Distinguish language acquisition from language learning and describe three techniques for teaching English as a second language at the primary stage.

Write two short compositions and one letter in English within 20 minutes each, checking against a punctuation and spelling checklist.

Re-read the EVS fact file once and answer 20 rapid recall questions from memory, marking anything that needed a prompt.

Sit three full-length mocks of 150 questions in 150 minutes on alternate days, scoring each of the five sections separately.

Revisit every flagged error from weeks 1 to 7 and rewrite the underlying rule or fact for each on a two-page final revision sheet.

Run two 90-minute active-recall sessions over the Child Development and Pedagogy cards and the EVS fact file, with no passive re-reading.

Review a 50-card spaced-repetition deck of key figures, dates, definitions and formulas daily up to the exam day.