Odisha Teacher Eligibility Test (OTET)

Odisha Board of Secondary Education (BSE) conducts the Odisha Teacher Eligibility Test (OTET). The OTET exam has two papers. Paper-I OTET is the Primary Teacher eligibility exam and Paper-II OTET is the Secondary Teacher eligibility exam. Depending upon OTET papers, the exam pattern, syllabus and question paper etc. will change.

The public and private Schools in Odisha works under the control of Odisha Board of Secondary Education. Candidates who are intending to seek employment as a Teacher in state government, private aided and unaided Schools of Odisha must write OTET exam. Because, to serve as a Teacher for 1st to 8th standard students in Schools of Odisha, government has ordered that OTET certificate is essential.

  • Paper-I OTET: 1st to 5th standard Teacher exam
  • Paper-II OTET: 6th to 8th standard Teacher exam

Refer Official Site more details: Click here

OTET Exam Pattern for Paper 1
No. Subjects No. of Questions No. of Marks Duration
1. Child Development & Pedagogy 30 questions 30 marks 150 minutes
2. Language-I (Odia/ Urdu/ Hindi/ Telugu/ Bengali) 30 questions 30 marks
3. Language-II (English) 30 questions 30 marks
4. Mathematics 30 questions 30 marks
5. Environmental Studies 30 questions 30 marks
OTET Exam Pattern for Paper 2
No. Subjects No. of Questions No. of Marks Duration
1. Child Development & Pedagogy 30 questions 30 marks 150 minutes
2. Language-I (Odia/ Urdu/ Hindi/ Telugu/ Bengali) 30 questions 30 marks
3. Language-II (English) 30 questions 30 marks
4. Mathematics & Science/ Social Studies/ Social Science 60 questions 60 marks
  • Multiple choice objective type questions will be asked.
  • Each question carries 1 mark and hence OTET exam will be conducted for 150 marks.
  • No negative marks are applicable.
  • Exam duration is 2 ½ hours.

 

DETAILED SYLLABUS FOR OTET

PAPER – I

SECTION – A : CHILD DEVELOPMENT AND PEDAGOGY
Unit – 1 :- Understanding Child Development during Childhood (focus on children at primary level)
 Concept, principles and stages of child development
 Characteristics of physical, cognitive, social, emotional and moral development in childhood
 Influence of heredity and environment in understanding the child
Unit – 2 :- Understanding Learning Process and Learners
 Learning – concept, nature and individual differences in learning
 Understanding how child learns – learning through observation, limitation
 Understanding low child learns – various methods of learning
 Basic conditions of learning and promotion of learning through motivation, classroom learning environment and teacher behaviour
 Development of creative thinking
Unit – 3 :- Concept of Inclusive Education and Understanding Children with special needs
 Concept of inclusive education
 Addressing the needs of diverse group of learning in inclusive classroom
(CWSN, girls, SC / ST)
 Addressing the talented, creative learning
Unit – 4 :- Approaches to teaching and learning
 Teacher-centred, learner-centred and learning-centred approach
 Competency-based and activity-based approach
 TLM – its importance, use and preparation for classroom transaction
 Teaching competency to handle mono-grade and multi-grade situation
Unit – 5 :- Assessment
 Continuous and comprehensive assessment
 Purpose of assessment
 Assessing scholastic and other scholastic areas
 Sharing of assessment outcomes and follow up
SECTION B : LANGUAGE (ODIA/URDU/HINDI/TELUGU/BENGALI)
GROUP – A : (PEDAGOGY)
Unit – 1 :- Learning Odia / Urdu / Hindi / Telugu / Bengali at elementary level
 Aims and objectives of teaching Odia / Urdu / Hindi / Telugu / Bengali as mother tongue
 Principles of language teaching
 Acquisition of four-fold language skills in Odia / Urdu / Hindi / Telugu / Bengali viz., listening, speaking, reading and writing
 Interdependence of four language skills
 Objectives and strategies of transacting integrated text for the beginners
Unit – 2 :- Teaching, Reading and Writing Skills
 Technique of developing intensive and extensive reading skills
 Teaching-learning composition and creative writing
 Critical perspective on the role of grammar in learning language for communicating ideas in written form
 Challenges of teaching language in a diverse classroom, language difficulties and errors
GROUP – B : (CONTENT)
Unit – 3 :- Assessment of learning Odia / Urdu / Hindi / Telugu / Bengali
 Assessment language comprehensive and proficiency : speaking, listening, reading, writing – construction of different types of test items
 Remedial teaching
Unit – 4 :- Language items
 Part of speech – Noun, Pronoun, Verb, Adverb, Adjectives, Conjunction
 Formation of words – using prefix and suffix
 Synonyms and antonyms
 Phrases and idioms
Unit – 5 :- Language Comprehension
 Reading two unseen passages – one passage from prose and one poem with questions on comprehension, drama, inference, grammar and verbal ability (prose passage may be literary, scientific, narrative or discursive)
SECTION C : LANGUAGE (ENGLISH)
GROUP – A : (PEDAGOGY)
Unit – 1 :- Learning English at the Elementary Level
 Importance of learning English
 Objectives of learning English (in terms of content and competence specifications)
Unit – 2 :- Language Learning
 Principles of language teaching
 Challenges of teaching language in a diverse classroom
Unit – 3 :- Skills in learning English
 Four-fold basic skills of learning viz., listening, speaking, reading and writing :
interdependence of skills
 Techniques and activities for developing listening and speaking skills (recitation, story telling, dialogue)
 Development of reading skills : reading for comprehension, techniques and strategies for teaching, reading (phonic, alphabet, word, sentence and story)
 Development of writing skill – teaching composition
Unit – 4 :- Assessment of English
 Assessing language comprehension and proficiency : listening, speaking, reading, writing
GROUP – B : (CONTENT)
Unit – 5 :- Comprehension
 Two unseen prose passage (discursive or literary or narrative or scientific) with questions on comprehension, grammar and verbal ability
Unit – 6 :- Language items
 Nouns, Adverbs, Verbs, Tense and Time, Preposition, Articles, Adjectives, Prepositions, Punctuation
Section D : Mathematics
GROUP – A : (PEDAGOGY)
Unit – 1 :- Mathematics Education in Schools
 Nature of Mathematics (exactness, systematic, patterns, preciseness)
 Aims and objectives of teaching Mathematics
 Specific objectives of teaching Mathematics
Unit – 2 :- Methods and Approaches to Teaching-Learning Mathematics
 Methods : Inductive, deductive, analysis, synthesis, play-way
 Approaches : Constructivist and Activity-based
Unit – 3 :- Assessment in Mathematics
 Assessment in Mathematics
 Formal and informal assessment
 Different types of test items
 Planning for remedial and enrichment programme in Mathematics
GROUP – B : (CONTENT)
Unit – 4 :- Number System and Operation in Numbers
 Number system (natural, whole, rational, real)
 Fundamental operation on numbers
 Fractional numbers and decimals – operations in fractional numbers and
decimals
 Factors and multiples – NCF and LCM
 Percentage and its application
Unit – 5 :- Measurement
 Measurement of length, weight, capacity
 Measurement of area and perimeter of rectangle and square
 Measurement of time (concept of am, pm and time interval)
Unit – 6 :- Shapes and spatial Relationship
 Basic geometrical concepts (point, line segment, ray, straight line, angles)
 Geometry of triangles, quadrilaterals and circles
 Symmetry
 Geometrical slides (cube, cuboid, sphere, cylinger cone)
Unit – 7 :- Data Handling and Patterns
 Pictography, bar graph, histogram, pie chart
 Interpretation of these graphs
 Patterns in numbers and figures
SECTION E : ENVIRONMENTAL STUDIES (EVS)
GROUP – A : (PEDAGOGY)
Unit – 1 :- Concept
 Concept and Significance
 Integration of Science and Social Science
 Aims and objectives of teaching and learning EVS
Unit – 2 : – Methods and Approaches
 Basic principles of teaching EVS
 Methods : Survey, Practical Work, discussion, observation, project
 Approaches : Activity-based, theme-based
Unit – 3 :- Evaluation in EVS
 Tools and techniques for evaluation learning in EVS
 Diagnostic assessment in EVS
GROUP – B : (CONTENT)
Unit – 4 :- Governance
 Local-self, Government – State and Central
 Judiciary
Unit – 5 :- Physical Features of Odisha and India
 Landscape
 Climate
 Natural resources
 Agriculture and industry
Unit – 6 :- History of Freedom Struggle in India and Odisha
Unit – 7 :- Health and Diseases
 Nutritional, elements, balanced diet
 Nutritional, deficiency and diseases
 Waste materials and disposal
 First-aid
 Air and water pollution
Unit – 8 :- Internal Systems of Human Body
 Respiratory, circulatory, digestive and excretory system – structure and parts
of plant – structure and function
Unit – 9 :- Matter, Force and Energy
 Matter and its properties
 Earth and sky, effect of rotation and revolution of earth
 Work and energy

PAPER – 2
SECTION A : CHILD DEVELOPMENT AND PEDAGOGY – 30 MARKS
Unit – I :- Child Development (Focus on Upper Primary School Children)
 Features of Physical, Cognitive, Social, Emotional & Moral development during pre-adolescence and adolescence
 Effect of Heredity and Environment on development
 Needs and problems of adolescents
 Individual differences among learners
Unit – II :- Learning
 Learning as meaning making knowledge and construction
 How children learn – observation, initiation, trial, error, experience
 Learning as social activity
 Rote learning and meaningful learning
 Factors affecting learning
 Strategies for promoting lessons
 Addressing learners from diverse background including disadvantaged and
deprived
 Addressing the needs of children with learning difficulties and impairment
 Addressing the talented, creative and specially abled learners
Unit – III :- Curriculum Teaching – Learning Approaches and Evaluation
 Teacher-centred, learner centred and learning-centred approaches
 Principles of curriculum organization
 Teaching learning aids
 Continuous comprehensive assessment of learning, planning and designing achievement tests, rating scale, check list
 Test reliability and validity
 Date representation – mean, mode and median and standard deviation
Section B : Language 1 (Odia / Urdu / Hindi / Telugu / Bengali)
30 marks
GROUP A (PEDAGOGY)
Unit – 1:- Learning Odia / Urdu / Hindi / Telugu / Bengali at Upper Primary Level
 Aims and objectives of learning Odia / Urdu / Hindi / Telugu / Bengali as first language
 Principles of teaching mother tongue
 Development of language skills (speaking, reading, writing and listening)
Unit – 2 :- Teaching Language
 Intensive and Extensive reading skills at upper primary level
 Teaching of non-detailed and detailed texts (prose, poetry)
 Teaching of composition and creative writing
 Teaching of grammar
 Challenges of teaching Odia / Urdu / Hindi / Telugu / Bengali in multi-lingual
context
Unit – 3 :- Assessment of Language
 Assessment of learning Odia / Urdu / Hindi / Telugu / Bengali language – listening, speaking, reading and writing
 Planning and designing achievement tests and other tools for assessment
GROUP B (CONTENT)
Unit – 4 :- Elements of Odia / Urdu / Hindi / Telugu / Bengali Language
 Comprehension of two unseen passages (one from prose / drama and other from poem) with test items on comprehension, vocabulary and grammar.
Unit – 5 :- Language Items
 Parts of speech (noun, pronoun, verb, adverb, adjectives, conjunction)
 Formation of words (pre-fix and suffix)
 Vocabulary (spelling and meaning of synonym and antonym)
 Phrases and idioms
Unit – 6 :- Contribution of famous literates for development of Odia / Urdu / Hindi / Telugu / Bengali language
 Odia-Fakir Mohan Senapati, Gangadhar Meher, Radhanath Ray, Surendra Mohanty, Gopinath Mohanty
 Urdu – Altaf Hussain Hali, Niaz Fatepuri, Ali Sardar Jafri, Amir Khusroo,
Majrooh Sultanpuri
 Hindi – Bharatendu Harischandra, Mahavir Prasad Dwivedy, Prem Chand,
Jayashankar Prasad, Suryakanta Tripathy Nirala
 Bengali – Rabindra Nath Tagore, Sarat Chandra Chhatopadhya, Tarasankar
Bandopadhyay, Kzi Nazrul Islam, Bibhuti Bhusan Bandopadhyay
 Telugu – Srinanthadu, Gurajuda Appa Rao, Kandukuri Veeresalingam,
Arudra, C. Narayan Reddy
Section C : Language II (English) 30 marks
GROUP A (PEDAGOGY)
Unit – 1 :- Learning English at Upper Primary Level
 Importance of learning English
 Objective of learning English
Unit – 2 :- Development of English Language Skills
 Basic skills of language (listening, speaking, reading, writing),
interdependence of skills
 Teaching of prose, poetry and composition
 Teaching of creative writing
 Principles of language teaching
 Challenges of teaching English as second language at upper primary level
Unit – 3 :- Assessment of learning English Language
 Assessment of comprehension and language skills (listening, speaking,
reading and writing)
GROUP B (CONTENT)
Unit – 4 :- Comprehension
 Two unseen passages (one from prose / drama and another from poem) with
questions on comprehension, grammar)
Unit – 5 :- Language Items
 Parts of speech, tense, voice change and change of narration, use of article,
use of punctuation mark
 Vocabulary – meaning and spelling
Section D : Mathematics (only for Mathematics and Science Teacher) 60 marks
GROUP A (PEDAGOGY)
Unit – 1 :- Mathematics at Upper Primary Stage
 Nature of Mathematics – logical, systematic, abstractions, pattern,
mathematical language
 Aims and objectives of teaching Mathematics
 Specific objectives of teaching Mathematics
Unit – 2 :- Methods and Approaches to Teaching-Learning Mathematics
 Methods : induction, deduction, analysis and synthesis
 Approaches : Constructivist and activity-based
Unit – 3 :- Evaluation in Mathematics
 Formal and informal evaluation
 Error analysis
 Remedial and enrichment programmes
GROUP B (CONTENT)
Unit – 4 :- Number System
 Number System (focus on real and rational numbers)
 Properties in different number systems
Unit – 5 :- Algebra
 Basic concepts : terms, co-efficient, powers
 Algebraic equations and their applications (with one variable)
 Polynomials – operations in polynomials
 Laws of indices
 Identities
Unit – 6 :- Commercial Arithmetic
 Percentage and its application (profit and loss, simple and compound,
interest, banking, rebate)
 Ratio and proportion
 Variation and its application
 Square, square root, cube, cube root of natural numbers
Unit – 7 :- Shapes and Spatial Relationship
 Triangles and Quadrilaterals
 Angles, complementary and supplementary angles, opposite angles, exterior angles of the triangle
 Angle sum property
 Parallel lines and properties relating to parallel lines
 Congruency and similarities
 Menstruations (area and circumference of circle, higher order problems relating to area of square, triangle, rectangle, parallelogram, trapezium, Pythagorean theorem)
Section E : Science (only for Mathematics and Science Teacher) 60 marks
GROUP A (PEDAGOGY)
Unit – 1 :- Nature of Science
 Aims and objectives of teaching learning science at upper primary stage
Unit – 2 :- Methods and Approaches
 Methods : Observation, Experimentation, Discovery, Project and Problemsolving
 Approaches : Integrated approach, constructivists approach
Unit – 3 :- Evaluation in Science
 Tools and techniques for assessing learning in Science
GROUP B (CONTENT)
Unit – 4 :- Physical Science
 Metal, non-metal and metalloid
 Elements and compounds
 Symbol, valence and chemical equation
 Acid, base and salt
 Physical and chemical change in matters
 Force, motion, friction, pressure in solid, liquid and gases
 Electricity and current chemical effects of electric current
 Refraction and reflection of light
 Solar system and planets
Unit – 5 :- Life Science
 Biological adaptation among living beings
 Respiration and transpiration
 Soil and forest resource
 Cell structure and function of cell organelle
 Micro-organisms
 Adolescence in human being
Section F : Social Study (only for Social Study Teacher) 60 marks
GROUP A (PEDAGOGY)
Unit – 1 :- Aims and Objectives of Teaching Social Studies
 Importance of teaching-learning Social Sciences at upper primary stage
 Aims and objectives of teaching-learning Social Sciences
 Specific objectives of teaching-learning Social Science
Unit – 2 :- Methods and Approaches
 Methods : Survey, field work / trips, project, group work
 Approaches : Activity-based, theme-based
Unit – 3 :- Evaluation in Social Science
 Tools and technique for assessment of learning in Social Science
 Diagnostic assessment and remedial teaching
GROUP B (CONTENT)
Unit – 4 :- History and Political Science
 Methods of historical studies, social, economic and political conditions of sultanate, moghul and British period
 Slave, Khiligi, Tughlaq, Lodi Dynasty
 East India Company, British Crown, Impact of British rules, Ancient period,
Kharabela, Ashoka
 Soma, Garganga, Surya, fall of Odisha, Odisha under Moghuls
 Nationalist movement in India
 Development of Nationalism and Europe
Unit – 5 :- Political Science
 Indian Constitution
 Human Rights
 Governance at Central, State and Local level
 Political Parties and pressure group
Unit – 6 :- Geography
 Odisha Geography – physical features, climate, agriculture and industry
 Natural resources (land, water, forest and wild animals, minerals)
 Atmosphere, biosphere and hydrosphere
 Earth – crust, internal structure, landscape (hills and mountains, platue, plains, rivers)
 Temperature zones of earth