CTET Syllabus 2025: If you’re reading this, You are aspiring to become a teacher in India, you’re probably interested in the Central Teacher Eligibility Test, or CTET as it’s commonly known. It’s a big step forward in your teaching career.
Well, you’re in the right place! we’re here to help you navigate through the CTET syllabus.
CTET is a national level examination conducted by the Central Board of Secondary Education (CBSE) and serves as a mandatory requirement for securing a teaching position in government schools across India.
You might ask, “Why should I take the CTET?” Well, it’s simple. The CTET is a benchmark that ensures the quality of teachers in India’s central government schools.
It’s a test to your understanding of child psychology, teaching methodologies, and subject knowledge. Passing the CTET can open doors to fulfilling teaching careers in prestigious schools.
To eligible for CTET Exam? you’ve completed your Senior Secondary education or graduation and have a degree in Education like B.Ed., D.El.Ed., or similar, then yes, you are!
CTET has two papers – Paper I for classes I-V and Paper II for classes VI-VIII. You can choose to apply for one or both based on your preference and qualifications.
The CTET exam is conducted in an offline mode, i.e., Pen Paper Mode. The exam consists of Multiple-Choice Questions (MCQs); 4 options with only 1 correct option. For each correct answer, candidates will get one mark. There is no negative marking in the CTET Exam
Preparing for CTET requires a blend of hard work and smart strategies. Understanding the syllabus and exam pattern is the first step.
In this article, we’ll delve into the intricacies of the CTET syllabus, providing you with valuable insights to ace this exam.
CTET Syllabus: Overview
| CTET Syllabus 2025 | |
| Organization | Central Board of Secondary Education (CBSE) |
| Post | Teacher |
| Vacancy | 5000+ (Expected) |
| Selection Process | ⁕ Paper 1 ⁕ Paper 2: |
| CTET Syllabus | Paper 1 • Numerical and Mathematical Ability • Reasoning Abilities • Quantitative Abilities • English Language • General Awareness |
| Marks Segregation | (Paper 1 Exam): • Total Questions: 150 • Total Marks: 150 • Marks per Question: 1 (Paper 2 Exam): • Negative marking: NO |
| Duration of Exam | 2 Hour and 50 Min. |
| Marking scheme | (Paper 1 Exam): • Total Questions: 150 • Total Marks: 150 • Marks per Question: 1 (Paper 2 Exam): • Negative marking: 1 mark deducted for each wrong answer. |
| Negative Marking | NO negative marking for incorrect answers. |
| Registration Date | The registration date for the CTET July 2024 session was extended until April 5, 2024. |
| Admit card Date | To be announced soon |
| Exam Date | 07-July 2025 |
| Application Fees | Rs. 1200/- |
| Eligibility Criteria | Nationality: Indian Education: Bachelor Degree |
| Age limit | Minimum 17 years; No upper age limit |
| Mode of Application Enrollment | Online |
| Salary | INR 44,000 – INR 1,42,000 per month |
| Official Website | CTET Official Website |
CTET Full Form
The full form of CTET is the Central Teacher Eligibility Test. It is a national-level examination conducted by the Central Board of Secondary Education (CBSE) in India
CTET Exam Pattern 2025
CTET Exam Pattern – Paper I
| CTET Exam Pattern for Paper I | |||
| Subjects | Total Number of Questions | Total Number of Marks | Duration |
| Child Development and Pedagogy | 30 | 30 | 2.5 hours |
| Language I (compulsory) | 30 | 30 | |
| Language II (compulsory) | 30 | 30 | |
| Mathematics | 30 | 30 | |
| Environmental Studies | 30 | 30 | |
| Total | 150 | 150 | |
CTET Exam Pattern – Paper II
| CTET Exam Pattern for Paper II | |||
| Subjects | Total Number of Questions | Total Number of Marks | Duration |
| Child Development and Pedagogy | 30 | 30 | 2.5 hours |
| Language I (compulsory) | 30 | 30 | |
| Language II (compulsory) | 30 | 30 | |
| A. Mathematics & Science | 30 + 30 | 60 | |
| B. Social Studies & Social Science | 60 | 60 | |
| Total | 150 | 150 | |
CTET Syllabus 2025
CTET Syllabus Overview 2025 for Paper 1
| CTET Subjects | CTET Important Topics |
|---|---|
| Child Development and Pedagogy | Child Development, Learning and Pedagogy |
| Language-I | Comprehension, Pedagogy of Language Development |
| Language-II | Comprehension, Pedagogy of Language Development |
| Mathematics | Geometry , Shapes & Spatial Understanding, Solids around Us, Numbers, Addition and Subtraction, Multiplication, Division |
| Environmental Studies | Family and Friends, Food, Shelter, Water, Travel |
Child Development and Pedagogy
| Syllabus Topics | Information |
|---|---|
| Child Development (Primary School Child) | – 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) | |
| – Piaget, Kohlberg, and Vygotsky: constructs and critical perspectives | |
| – Concepts of child-centred and progressive education | |
| – Critical Perspective of the Construct of Intelligence | |
| – Multi-Dimensional Intelligence | |
| – Language & Thought | |
| – Gender as a social construct; gender roles, gender bias and educational practice | |
| – Individual differences among learners, understanding differences based on diversity of language, caste, gender, community, religion, etc. | |
| – The distinction between Assessment for learning and assessment of learning; School-Based Assessment, Continuous & Comprehensive Evaluation: perspective and Practice | |
| – Formulating appropriate questions for assessing the readiness levels of learners; enhancing learning and critical thinking in the classroom and assessing learner achievement. | |
| Concept of Inclusive education and understanding children with special needs | – 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 | |
| Learning and Pedagogy | – 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 |
Language-I
| Syllabus Topics | Information |
|---|---|
| Language Comprehension | – Reading unseen passages – two passages one prose or drama and one poem with questions on comprehension, inference, grammar, and verbal ability (Prose passage may be literary, scientific, narrative, or discursive) |
| Pedagogy of Language Development | – Learning and acquisition |
| – Principles of Language Teaching | |
| – Role of listening and speaking; function of language and how children use it as a tool | |
| – A critical perspective on the role of grammar in learning a language for communicating ideas verbally and in written form | |
| – Challenges of teaching language in a diverse classroom; language difficulties, errors, and disorders | |
| – Language Skills | |
| – Evaluating language comprehension and proficiency: speaking, listening, reading and writing | |
| – Teaching-learning materials: Textbook, multi-media materials, multilingual resources of the classroom | |
| – Remedial Teaching |
Language-II
| Syllabus Topics | Information |
|---|---|
| Language Comprehension | – Reading unseen passages – two passages one prose or drama and one poem with questions on comprehension, inference, grammar, and verbal ability (Prose passage may be literary, scientific, narrative, or discursive) |
| Pedagogy of Language Development | – Learning and acquisition |
| – Principles of Language Teaching | |
| – Role of listening and speaking; function of language and how children use it as a tool | |
| – A critical perspective on the role of grammar in learning a language for communicating ideas verbally and in written form | |
| – Challenges of teaching language in a diverse classroom; language difficulties, errors, and disorders | |
| – Language Skills | |
| – Evaluating language comprehension and proficiency: speaking, listening, reading and writing | |
| – Teaching-learning materials: Textbook, multi-media materials, multilingual resources of the classroom | |
| – Remedial Teaching |
Mathematics
| Syllabus Topics | Information |
|---|---|
| Content | – Geometry |
| – Shapes & Spatial Understanding | |
| – Solids around Us | |
| – Numbers | |
| – Addition and Subtraction | |
| – Multiplication | |
| – Division | |
| – Measurement | |
| – Weight | |
| – Time | |
| – Volume | |
| – Data Handling | |
| – Patterns | |
| – Money | |
| Pedagogical issues | – Nature of Mathematics/Logical thinking; understanding children’s thinking and reasoning patterns and strategies of making meaning and learning |
| – Place of Mathematics in Curriculum | |
| – Language of Mathematics | |
| – Community Mathematics | |
| – Evaluation through formal and informal methods | |
| – Problems of Teaching | |
| – Error analysis and related aspects of learning and teaching | |
| – Diagnostic and Remedial Teaching |
Environmental Studies
| Syllabus Topics | Information |
|---|---|
| Content | i. Family and Friends: |
| – Relationships | |
| – Work and Play | |
| – Animals | |
| – Plants | |
| ii. Food | |
| iii. Shelter | |
| iv. Water | |
| v. Travel | |
| vi. Things We Make and Do | |
| Pedagogical Issues | – Concept and scope of EVS |
| – Significance of EVS integrated EVS | |
| – Environmental Studies & Environmental Education | |
| – Learning Principles | |
| – Scope & Relation to Science & Social Science | |
| – Approaches of presenting concepts | |
| – Activities | |
| – Experimentation/Practical Work | |
| – Discussion | |
| – CCE | |
| – Teaching material/Aid | |
| – Problems |
CTET Syllabus Overview 2025 for Paper 2
| CTET Subjects | CTET Important Topics |
|---|---|
| Child Development and Pedagogy | Child Development, Learning and Pedagogy |
| Language-I | Comprehension, Pedagogy of Language Development |
| Language-II | Comprehension, Pedagogy of Language Development |
| Mathematics | Number System, Algebra, Geometry, Mensuration |
| Science | Food, Materials, Natural Phenomena, Natural Resources |
| Social Studies/Social Sciences | History, Geography, Social and Political Life, Pedagogical Issues |
Child Development and Pedagogy
| Syllabus Topics | Information |
|---|---|
| Child Development (Primary School Child) | – 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) | |
| – Piaget, Kohlberg, and Vygotsky: constructs and critical perspectives | |
| – Concepts of child-centred and progressive education | |
| – Critical Perspective of the Construct of Intelligence | |
| – Multi-Dimensional Intelligence | |
| – Language & Thought | |
| – Gender as a social construct; gender roles, gender bias and educational practice | |
| – Individual differences among learners, understanding differences based on diversity of language, caste, gender, community, religion, etc. | |
| – The distinction between Assessment for learning and assessment of learning; School-Based Assessment, Continuous & Comprehensive Evaluation: perspective and Practice | |
| – Formulating appropriate questions for assessing the readiness levels of learners; enhancing learning and critical thinking in the classroom and assessing learner achievement. | |
| Concept of Inclusive education and understanding children with special needs | – 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 | |
| Learning and Pedagogy | – 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 |
Language-I
| Syllabus Topics | Information |
|---|---|
| Language Comprehension | – Reading unseen passages – two passages one prose or drama and one poem with questions on comprehension, inference, grammar, and verbal ability (Prose passage may be literary, scientific, narrative, or discursive) |
| Pedagogy of Language Development | – Learning and acquisition |
| – Principles of Language Teaching | |
| – Role of listening and speaking; function of language and how children use it as a tool | |
| – A critical perspective on the role of grammar in learning a language for communicating ideas verbally and in written form | |
| – Challenges of teaching language in a diverse classroom; language difficulties, errors, and disorders | |
| – Language Skills | |
| – Evaluating language comprehension and proficiency: speaking, listening, reading and writing | |
| – Teaching-learning materials: Textbook, multi-media materials, multilingual resources of the classroom | |
| – Remedial Teaching |
Language-II
| Syllabus Topics | Information |
|---|---|
| Language Comprehension | – Reading unseen passages – two passages one prose or drama and one poem with questions on comprehension, inference, grammar, and verbal ability (Prose passage may be literary, scientific, narrative, or discursive) |
| Pedagogy of Language Development | – Learning and acquisition |
| – Principles of Language Teaching | |
| – Role of listening and speaking; function of language and how children use it as a tool | |
| – A critical perspective on the role of grammar in learning a language for communicating ideas verbally and in written form | |
| – Challenges of teaching language in a diverse classroom; language difficulties, errors, and disorders | |
| – Language Skills | |
| – Evaluating language comprehension and proficiency: speaking, listening, reading and writing | |
| – Teaching-learning materials: Textbook, multi-media materials, multilingual resources of the classroom | |
| – Remedial Teaching |
Mathematics
| Category | Information |
|---|---|
| a) Content | (i) Number System |
| – Knowing our Numbers | |
| – Playing with Numbers | |
| – Whole Numbers | |
| – Negative Numbers and Integers | |
| – Fractions | |
| (ii) Algebra | |
| – Introduction to Algebra | |
| – Ratio and Proportion | |
| (iii) Geometry | |
| – Basic geometrical ideas (2-D) | |
| – Understanding Elementary Shapes (2-D and 3-D) | |
| – Symmetry: (reflection) | |
| – Construction (using Straight edge Scale, protractor, compasses) | |
| – Mensuration | |
| – Data handling | |
| b) Pedagogical issues | – Nature of Mathematics/Logical thinking |
| – Place of Mathematics in Curriculum | |
| – Language of Mathematics | |
| – Community Mathematics | |
| – Evaluation | |
| – Remedial Teaching | |
| – Problem of Teaching |
Science
| Category | Information |
|---|---|
| a) Content | Food |
| – Sources of food | |
| – Components of food | |
| Cleaning food | |
| Materials | |
| – Materials of daily use | |
| The World of the Living | |
| Moving Things People and Ideas | |
| How things work | |
| – Electric current and circuits | |
| – Magnets | |
| Natural Phenomena | |
| Natural Resources | |
| b) Pedagogical issues | Nature & Structure of Sciences |
| Natural Science/Aims & Objectives | |
| Understanding & Appreciating Science | |
| Approaches/Integrated Approach | |
| Observation/Experiment/Discovery (Method of Science) | |
| Innovation | |
| Text Material/Aids | |
| Evaluation – cognitive/psychomotor/affective | |
| Problems | |
| Remedial Teaching |
Social Studies/Social Sciences
| Category | I. History | II. Geography | III. Social and Political Life |
|---|---|---|---|
| a) Content | When, Where, and How | Geography as a social study and as a science | Diversity |
| The Earliest Societies | Planet: Earth in the solar system | Government | |
| The First Farmers and Herders | Globe | Local Government | |
| The First Cities | The environment in its totality: natural and human environment | Making a Living | |
| Early States | Air | Democracy | |
| New Ideas | Water | State Government | |
| The First Empire | Human Environment: settlement, transport, and communication | Understanding Media | |
| Contacts with Distant Lands | Resources: Types-Natural and Human | Unpacking Gender | |
| Political Developments | Agriculture | The Constitution | |
| Culture and Science | Parliamentary Government | ||
| New Kings and Kingdoms | The Judiciary | ||
| Sultans of Delhi | Social Justice and the Marginalised | ||
| Architecture | |||
| Creation of an Empire | |||
| Social Change | |||
| Regional Cultures | |||
| The Establishment of Company Power | |||
| Rural Life and Society | |||
| Colonialism and Tribal Societies | |||
| The Revolt of 1857-58 | |||
| Women and Reform | |||
| Challenging the Caste System | |||
| The Nationalist Movement | |||
| India After Independence | |||
| b) Pedagogical issues | Concept & Nature of Social Science/Social Studies | Class Room Processes, activities, and Discourse | Developing Critical thinking |
| Developing Critical thinking | Developing Critical thinking | Inquiry/Empirical Evidence | |
| Inquiry/Empirical Evidence | Inquiry/Empirical Evidence | Problems of Teaching Social Science/Social Studies | |
| Problems of Teaching Social Science/Social Studies | Problems of Teaching Social Science/Social Studies | Sources – Primary & Secondary | |
| Sources – Primary & Secondary | Sources – Primary & Secondary | Projects Work | |
| Projects Work | Projects Work | Evaluation |
CTET Exam Calender 2025
| Event Description | Date |
|---|---|
| CTET Application Form Submission Start Date | 7th March 22025 |
| CTET Application Form Submission End Date (Extended) | 5th April 2025 (Before 11:59 PM) |
| CTET Exam Date | 7th July 2025 |
| CTET Exam Shift 1 | 9:30 AM to 12:00 PM |
| CTET Exam Shift 2 | 2:00 PM to 4:30 PM |
CTET Notification Date 2025
The Central Teacher Eligibility Test (CTET) notification for the July 2025 session was released on March 7, 2025
CTET Registration 2025
Exam Date:
- The CTET July 2025 exam is scheduled to be held on July 7, 2025.
- It will be conducted in two shifts for Paper 1 and Paper 2
CTET Admit Card 2025
- Admit Card Release Date:
- The CTET admit card for the January 2024 exam was released on January 18, 2025.
- Additionally, a pre-hall ticket was available on January 12, 2025.
- Exam Date and Shifts:
- The CTET 2025 exam will be conducted on January 21, 2025.
- There are two shifts:
- Paper 1: 9:30 AM to 12:00 PM
- Paper 2: 2:00 PM to 4:30 PM
- Admit Card Download Link:
- You can down – load your CTET admit card from the official website at CTET Admit Card 2025 Link.
CTET Exam Date 2025
The CTET Exam for July 2025 is scheduled to be held on July 7, 2025. It will be conducted in two shifts across various centers. For the most accurate and up-to-date information, you can always check the official CTET website.
CTET Result Date 2025
The CTET Result for January 2025 was declared on 15th February 2025
CTET Exam Fees 2025
| Category | Only Paper I or II | Both Paper I & II |
|---|---|---|
| General/OBC | ₹1,000 | ₹1,200 |
| SC/ST/PwD | ₹500 | ₹600 |
CTET Exam Eligibility 2025
| Criteria | Details |
|---|---|
| Nationality | Indian Citizens |
| Age Limit | Minimum 17 years; No upper age limit |
| Educational Qualification for Classes I-V (Primary Stage) | – Senior Secondary (or its equivalent) with at least 50% marks – Passed or appearing in final year of 2-year Diploma in Elementary Education |
| Educational Qualification for Classes VI-VIII (Elementary Stage) | – Bachelor’s degree – Passed or appearing in final year of 2-year Diploma in Elementary Education |
| Additional Qualification | Post-graduation with minimum 55% marks and a 3-year integrated B.Ed.-M.Ed. |
CTET Exam Duration
CTET Exam Duration: The total duration for both Paper 1 and Paper 2 of the CTET is 2 hours 30 minutes.
CTET Salary Structure
CTET Salary for PRT (Primary Teacher) Teacher
| Components | CTET Salary Structure (in INR) |
|---|---|
| Pay Scale | 9,300-34,800 |
| Grade Pay | 4,200 |
| Basic Pay after 7th Pay Commission | 35,400 |
| HRA | 3,240 |
| TA | 1,600 |
| Gross Salary (Basic Pay+HRA+TA) | 40,240 |
| Net Salary | 35,000-37,000 |
CTET Salary for TGT (Trained Graduate Teachers) Teacher
| Components | CTET Salary Structure (in Rs) |
|---|---|
| Pay Scale | 9,300-34,800 |
| Grade Pay | 4,600 |
| Basic Pay after 7th Pay Commission | 44,900 |
| HRA | 3,400 |
| TA | 1,600 |
| Gross Salary (Basic Pay+HRA+TA) | 49,900 |
| Net Salary | 43,000-46,000 |
CTET Salary for PGT (Post-Graduate Teachers) Teacher
| Components | CTET Salary Structure (in Rs) |
|---|---|
| Pay Scale | 9,300-34,800 |
| Grade Pay | 4,800 |
| Basic Pay after 7th Pay Commission | 47,600 |
| HRA | 4,350 |
| TA | 1,600 |
| Gross Salary (Basic Pay+HRA+TA) | 53,550 |
| Net Salary | 48,000-50,000 |
CTET Result 2023
The CTET result was announsed on March 3, 2023
CTET Cut Off 2023
| Category | CTET 2019 Cut Off | CTET 2018 Cut Off | Expected (2022) |
|---|---|---|---|
| General (Unreserved) | 90 | 90 | 90 |
| OBC (Other Backward Class) | 82.0 | 85 | 82-85 |
| SC (Scheduled Caste) | 80.0 | 80 | 80 |
| ST (Scheduled Tribes) | 80.0 | 80 | 80 |
| EWS (Economically Weaker Section) | 82.0 | 87 | 82-89 |
CTET Previous Year Question Paper
| CTET Question Paper 2018 | CTET Question Paper 2019 |
| CTET Question Paper 2020 | CTET Question Paper 2021 |
| CTET Question Paper 2022 | CTET Question Paper 2023 |
SSC MTS Answer Key 2023
| CTET Question Paper 2018 | CTET Question Paper 2019 |
| CTET Question Paper 2020 | CTET Question Paper 2021 |
| CTET Question Paper 2022 | CTET Question Paper 2023 |
Preparation Tips for CTET Exam
To excel in the CTET exam, it is essential to adopt a structured study approach. Here are some tips to enhance your preparation:
- Understand the syllabus thoroughly.
- Refer to standard textbooks and study materials.
- Solve previous year question papers and mock tests.
- Practice time management during the exam.
- Seek guidance from experienced educators or coaching institutes.
Books and Resources for CTET Preparation
Some recommended books for CTET preparation include:
- “CTET Success Master Paper-I Class 1 to 5 Shikshak Ke Liye” by Arihant Experts.
- “CTET & TETs English Language & Pedagogy Paper I & II” by Arihant Experts.
- “Environmental Studies: CTET & TETs Paper 1 & 2” by Pearson.
