Sri Lanka Teachers' Service Graduate Open Exam study plan

Build a one-page concept map linking Piaget, Vygotsky, Erikson, Kohlberg and Bruner to classroom practice, writing one Sri Lankan classroom example per stage.

Define in your own words the difference between growth, maturation, development and learning, and list three observable indicators of each in a Grade 6 class.

Distinguish psychology of education from general psychology and from sociology of education, giving two practical tasks a teacher performs that draw on each.

Draft a 10-item glossary of child-development terms (egocentrism, scaffolding, conservation, zone of proximal development, moral reasoning) with a one-line definition and a teaching implication for each.

Compare cognitive, behaviourist, humanistic and constructivist learning theories in a four-column table and state one classroom strategy that each theory justifies.

Explain the role of motivation (intrinsic versus extrinsic), attention, memory and transfer in a lesson you actually teach, and identify two points where your current practice is weak.

Describe how individual differences (learning difficulties, giftedness, language background, socio-economic context) should change planning, and write three adaptation strategies you can apply next week.

Summarise the stages of curriculum development (needs analysis, objectives, content selection, organisation, implementation, evaluation) and map them onto one subject unit you teach.

Write five measurable instructional objectives for your subject using action verbs from Bloom's revised taxonomy, covering at least three different cognitive levels.

Construct a 40-minute lesson plan for your subject that names the objective, prior knowledge, materials, teacher and learner activities, and a closing assessment, aligned to the competency levels used in the Sri Lankan syllabus.

Identify the competency, competency level and subject outcomes in the national syllabus for one unit you will teach, and quote them accurately in your plan.

List six subject-specific teaching methods (for example demonstration, guided discovery, problem solving, fieldwork, role play, group investigation) and state when each is appropriate in your subject.

Distinguish assessment, measurement and evaluation with one concrete example of each from your own teaching.

Build a table of formative and summative assessment tools and state the purpose, timing and feedback use of each.

Explain the terms validity, reliability, practicality and fairness, and name one threat to validity in a teacher-made test you have used.

Analyse the structure of a teacher-made question paper in your subject: item types, mark allocation, time allocation and cognitive-level coverage, and note three defects to fix.

Outline the structure of the Sri Lankan school system (primary, junior secondary, senior secondary, collegiate level) and the pathways available after Ordinary Level, stating the entry requirements for each.

Summarise the main legal and policy instruments that govern teachers and schools (education ordinances and acts, circulars on admissions, transfers, discipline and examinations) at the level of what each controls, without inventing section numbers.

Explain teacher service conditions in outline: recruitment and appointment, probation, transfers, promotions, leave entitlements, salary structure and disciplinary procedure, and note where you must verify current details against official circulars.

Review current affairs from the past six months in education policy, national development and science and technology, and record ten verifiable facts with their sources and dates.

Demonstrate competence in a word processor, spreadsheet and presentation tool by producing one teaching resource in each, using headings, formulas, charts and slide layout correctly.

Explain the safe, ethical and legal use of digital tools and learner data, including consent, password hygiene, plagiarism and responsible social media conduct for teachers.

Describe how digital tools support assessment (item banks, online quizzes, mark sheets, item analysis) and identify two risks of over-reliance.

Prepare a marking scheme and an item analysis plan for the 20-item test from week 4, defining difficulty level and discrimination index in words and stating how you would act on a poorly performing item.

Complete 30 English multiple-choice and cloze items under timed conditions and review every error, recording the grammar rule or vocabulary point involved.

Write a 150-word English paragraph explaining a classroom problem and its solution, then self-edit for tense consistency, subject-verb agreement, articles and prepositions.

Complete 30 Sinhala or Tamil language items (spelling, grammar, comprehension, formal register) and list the rules you got wrong with a corrected example for each.

Practise 40 logical reasoning items covering series, analogies, syllogisms, coding-decoding, direction sense and data interpretation, and write the solving rule for each type.

Sit two full-length mock papers under exam timing and mark them strictly against the published weightings for all ten domains.

Tabulate scores by domain, identify the three weakest domains and re-study only those using your earlier notes and error logs.

Re-attempt every item in the week 7 error log and record whether the rule is now secure.

Prepare a one-page exam-day plan covering time allocation per section, order of answering, and a checklist of documents and stationery.