CTET (Central Teacher Eligibility Test)

Every topic matched to the official PDF Official notice, ctet.nic.in

65 topics, each explained 7 units

CTET, conducted by CBSE, decides whether you are eligible to teach in Central Government schools — Paper I covers Classes I to V and Paper II covers Classes VI to VIII, and you can appear for both if you want to teach at both levels. Every paper is built from the same handful of sections — Child Development & Pedagogy, Language I, Language II, and then either Mathematics & Environmental Studies or Mathematics & Science / Social Studies — so spread your revision evenly across all of them instead of leaning on just one. There is no negative marking, so your only real target is crossing the qualifying score.

Exam Pattern

Conducting body: Central Board of Secondary Education (CBSE). Purpose: CTET is an eligibility test for appointment as a teacher for Classes I–VIII in Central Government schools (KVS, NVS, central Tibetan schools, schools under UT administrations, etc.) and is accepted by many State Government and private schools as well. Clearing CTET does not by itself guarantee a job — it only makes you eligible to apply.

There are two papers:

Paper I — for candidates who intend to teach Classes I to V (primary stage).
Paper II — for candidates who intend to teach Classes VI to VIII (elementary stage).

A candidate who wishes to teach both levels appears in both papers.

STRUCTURE OF EACH PAPER: 150 multiple-choice questions, 150 marks, duration 2 hours 30 minutes. There is NO negative marking.

Paper I sections (30 questions / 30 marks each): Child Development & Pedagogy; Language I; Language II; Mathematics; Environmental Studies.

Paper II sections: Child Development & Pedagogy (30/30); Language I (30/30); Language II (30/30); and then EITHER Mathematics & Science (60/60) for a Maths/Science teacher OR Social Studies / Social Science (60/60) for a Social Studies teacher.

QUALIFYING: a candidate must score at least 60% (i.e., 90 out of 150) to be declared CTET-qualified; CBSE allows relaxation for reserved categories as per its rules. The CTET certificate is valid for the candidate's lifetime.

This pattern has been stable for years; confirm the fine print (fees, relaxations, language options) against the current CTET notification on ctet.nic.in.

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Full Syllabus

1 Child Development & Pedagogy (both papers)

What the syllabus lists	What it means and how to prepare
concept of development and its relation to learning	How a child grows — physically, mentally, socially — and how that growth shapes what and how they learn; read this as the foundation before the theory-heavy topics.
principles of the development of children	The general rules development follows — continuous, sequential, and varying from child to child; learn these as short bullet points, they come back as one-liner MCQs.
influence of heredity & environment	Nature versus nurture — how much of a child's ability comes from genes and how much from surroundings; expect questions asking you to judge which factor is at play in a given classroom scenario.
socialisation	How a child learns social rules, roles and relationships through family, school and peers; connect this to the role of teacher and classroom in shaping behaviour.
Piaget, Kohlberg & Vygotsky	The three big names — Piaget on cognitive stages, Kohlberg on moral reasoning, Vygotsky on social learning and the 'zone of proximal development'; make a one-page comparison table — learn the three together, not separately.
child-centred & progressive education	Teaching built around the child's own pace and interest rather than rote instruction from the teacher; know the contrast with the old 'teacher-centred, chalk-and-talk' style.
intelligence & multi-dimensional intelligence	The idea that intelligence is not just one number (IQ) but many kinds — Gardner's multiple intelligences (linguistic, logical, musical, and so on); learn the names of the different intelligence types, they're asked directly.
language & thought	The link between how a child speaks and how a child thinks — which one shapes the other; a classic pedagogy debate, know both sides briefly.
gender roles	How society and school assign different expectations to boys and girls, and how a fair classroom should treat both equally; expect scenario-based questions on a teacher's gender-neutral behaviour.
individual differences among learners	No two students learn the same way or at the same speed; learn the common types of differences — pace, style, interest, background — and how a teacher should respond to each.
assessment for and of learning	The difference between assessment that helps ongoing learning (formative, 'for' learning) and assessment that grades what's already learnt (summative, 'of' learning); the distinction itself is the point: one guides teaching, the other reports on it.
inclusive education & children with special needs	Teaching all children — including those with disabilities or learning difficulties — together in one classroom rather than separately; know the basic principles and a teacher's responsibilities here well.
learning & pedagogy	The broad theory of how learning happens and how a teacher should teach it — ties together everything else in this unit; revise it last, as a summary of the whole unit.

2 Language I (the medium of instruction)

What the syllabus lists	What it means and how to prepare
reading comprehension (prose / poetry)	An unseen passage — prose or a poem — followed by questions on meaning, vocabulary and inference; practise reading and answering fast, since you won't know the passage beforehand.
the pedagogy of language development — learning & acquisition	How children pick up their first language naturally (acquisition) versus how they consciously learn a second one; know this distinction, it's a core pedagogy question.
principles of language teaching	The classroom rules that make language teaching effective — using context, practice and real communication rather than isolated grammar drills; learn these as a short list.
role of listening & speaking	Why listening and speaking come before reading and writing in a child's language growth, and how a teacher should build on that order; connect this to real classroom activities like storytelling and discussion.
remedial teaching and evaluation	Extra, targeted help for students who are struggling with language, plus how to evaluate whether that help worked; know a few example remedial techniques by name.

3 Language II (a language different from Language I)

What the syllabus lists	What it means and how to prepare
comprehension of two unseen passages	Two unseen passages in your second language, each followed by comprehension questions — the same skill as Language I but doubled, and in a different language, so practise in both languages you'll be tested in.
the pedagogy of language development, as above	The same pedagogy topics as Language I — acquisition versus learning, teaching principles, listening/speaking and remedial teaching — applied here to your second language; revise Language I's pedagogy notes and reuse them for this paper too.

4 Mathematics (Paper I)

What the syllabus lists	What it means and how to prepare
numbers	Basic number concepts — place value, comparing, ordering; these are quick-scoring questions if your basics are solid, so don't skip them as 'too easy'.
the four operations	Addition, subtraction, multiplication and division — and, importantly, how to TEACH them to a young child using objects and pictures, not just how to solve them yourself.
measurement	Comparing and measuring length, area and other quantities using both standard and non-standard units (like a hand-span); expect questions on how a teacher introduces measurement using everyday objects.
weight	Comparing heavier and lighter, and simple weighing concepts appropriate for young children; link this to hands-on classroom activities, not formulas.
time	Reading clocks, calendars and simple duration questions, plus how to teach the concept of time to a young learner step by step.
volume	How much space something takes up or how much a container holds — taught through pouring and filling activities rather than formulas at this stage.
data handling	Collecting, organising and reading simple data — like a class's favourite fruit shown as a picture graph; know simple graph-reading and how to build one with children.
patterns	Recognising and extending number or shape patterns — a favourite kind of MCQ where you're shown a sequence and asked what comes next; practise a variety of pattern types.
money	Recognising coins and notes and simple money calculations, taught through play-shop type activities; link this topic to real classroom teaching methods, not just arithmetic.
geometry & shapes	Basic 2D and 3D shapes and their properties, and how children first recognise shapes around them before naming them formally; know the common shape names and simple properties well.
pedagogical issues — nature of mathematics	What makes mathematics itself as a subject — logical, abstract, built step-on-step; a conceptual topic asked as short definition-style MCQs, learn it in your own simple words.
its place in the curriculum	Why mathematics is taught the way it is at the primary level, and what role it plays alongside other subjects in a child's overall education.
evaluation and remedial teaching	How to check whether a child has really understood a maths concept, and what extra help to give when they haven't; know a few concrete examples of remedial techniques for maths.

5 Environmental Studies (Paper I)

What the syllabus lists	What it means and how to prepare
family & friends	How a child's world starts with their own family and friends — the basis for the whole EVS syllabus, which moves outward from what's familiar to what's farther away; keep this 'near to far' idea in mind while revising the whole subject.
food	What we eat, where food comes from, and different food habits across regions; expect questions connecting food to culture and everyday classroom discussion.
shelter	Different types of homes and shelters people live in, based on climate, region and need; a simple, observation-based topic — link it to a child's own surroundings.
water	Sources of water, its uses, and basic conservation ideas suitable for young learners; know a few simple water-saving practices that get taught in an EVS classroom.
travel	How people move from place to place, and different modes of transport a child observes around them; a simple, everyday-life topic — no need to over-study it.
things we make and do	Everyday activities, crafts and small things people make around them — a light, general-awareness topic; skim it once, it's not conceptually heavy.
pedagogy — significance of EVS	Why Environmental Studies is taught as its own subject at the primary level and what value it adds to a child's learning; a short conceptual point, learn it as a 2-3 line answer.
concept & scope	What EVS actually covers — it blends science, social studies and environmental awareness into one subject; know this broad scope so you're not caught off guard by an unfamiliar-looking question.
learning principles	The classroom principles behind how EVS should be taught — through observation and direct experience rather than lecturing; connect each principle to a real classroom example while revising.
activity	Hands-on classroom activities used to teach EVS concepts — like nature walks or simple experiments; know a few named activity types, as questions often ask 'which activity suits which topic'.
experimentation	Simple, age-appropriate experiments that let children discover an EVS concept themselves rather than being told the answer; know why 'discovery over telling' matters in this subject.
discussion and continuous evaluation	Classroom discussion as a teaching tool, and ongoing (not just end-of-term) evaluation of a child's EVS understanding; link this to the 'assessment for learning' idea from the pedagogy unit.

6 Mathematics & Science (Paper II, for Maths / Science teachers)

What the syllabus lists	What it means and how to prepare
number system	How numbers work at an elementary-school level — place value, types of numbers, and operations on them; this is the base for the algebra and geometry that follow, so get it solid first.
algebra	Basic algebraic ideas introduced at the upper-primary level — simple equations and use of letters for unknown numbers; practise translating word problems into simple equations.
geometry	Shapes, lines, angles and their properties at the upper-primary level, building on the basic shapes from Paper I; know both the shapes and how to teach recognising them.
mensuration and data handling	Calculating perimeter, area and similar measures, plus reading and organising data through graphs and tables; practise both the calculation and how a teacher would introduce it step by step.
Science — food	Where food comes from, nutrition, and food-related concepts at an upper-primary science level; know the basic components of food and simple nutrition facts covered at this stage.
materials	Properties of everyday materials — like which things float, dissolve, or conduct heat — taught through simple classroom experiments and observation.
the world of the living	Plants, animals and living things and how they are classified and studied at the upper-primary level; a broad topic — focus on classification basics and common examples.
moving things	Simple concepts of motion and force appropriate for this level — like how and why things move; link each idea to an everyday example a child would recognise.
how things work	Simple machines and everyday mechanisms — like levers or pulleys — and how they help do work more easily; know a few named examples well.
natural phenomena & resources	Natural events like rain or seasons, and natural resources and their use — including basic conservation awareness; connect this to environmental-awareness ideas from the EVS unit.
science pedagogy	How science should actually be taught to upper-primary children — through observation, experiment and questioning rather than just definitions to memorise; this pedagogy angle is asked as often as the science content itself, so don't skip it.

7 Social Studies / Social Science (Paper II, for Social Studies teachers)

What the syllabus lists	What it means and how to prepare
History	The study of the past — events, periods and change over time; at CTET level, know broad historical periods and their key features rather than exact dates.
Geography	The study of the earth, places and how people relate to their physical surroundings; know basic map-reading and major geographical concepts covered at upper-primary level.
Social & Political Life	How society, government and institutions work and affect everyday life — covering topics like rights, government and civic life at a level suitable for children; connect each concept to something a child directly experiences.
pedagogical issues — concept & nature of social science	What social science is as a subject and why it's taught differently from a single-fact subject — it blends history, geography and civics; a short conceptual point worth a quick, clear one-line answer.
classroom processes	How a social science classroom should actually run — through discussion and activity rather than one-way lecturing; know a few real classroom-process examples.
developing critical thinking	Teaching children to question, reason and form their own view on social issues rather than just accept facts; know why this matters especially in a subject like social science.
enquiry	Learning through asking questions and investigating, similar to the 'experimentation' idea in science but applied to social topics; connect it to project-based classroom work.
evaluation	How to assess a child's understanding of social science — beyond just memorised facts, checking their reasoning and viewpoint too; link this to the 'assessment for and of learning' idea from the pedagogy unit.
sources and projects	Using real sources — like maps, pictures or documents — and project-based work to teach social science; know a few example source types and how a project-based lesson is structured.

Not covered in this pack — where to find it

Exam date / application schedule	not stated — check the current CTET notification
Application fee	not stated in this pack
Age limit	not stated in this pack
Educational eligibility (which qualification is required for Paper I vs Paper II)	not stated in this pack
Exact relaxation percentage for reserved categories	pack says relaxation exists but does not give the number
Vacancy count	not applicable — CTET is an eligibility test, not a recruitment exam, and this pack does not state one

Free practice — 21 questions

Work out the answer yourself first, then tap “Show answer”. Every answer shows the method, not just the letter.

How many total questions are there in one CTET paper (Paper I or Paper II)?
- A 150
- B 100
- C 120
- D 200
Show answer

A — 150

Each CTET paper — Paper I as well as Paper II — has 150 multiple-choice questions carrying 150 marks in total.

Exam structure (total questions)
What is the duration of each CTET paper?
- A 2 hours
- B 2 hours 30 minutes
- C 3 hours
- D 1 hour 30 minutes
Show answer

B — 2 hours 30 minutes

The official exam pattern states each paper (Paper I or Paper II) runs for 2 hours 30 minutes.

Exam structure (duration)
Is there negative marking in CTET?
- A Yes, 0.25 marks deducted per wrong answer
- B Yes, 0.33 marks deducted per wrong answer
- C No negative marking
- D Yes, 1 mark deducted per wrong answer
Show answer

C — No negative marking

CTET has no negative marking, so a wrong answer costs nothing — an educated guess never hurts your score.

Marking scheme
What is the minimum qualifying percentage to be declared CTET-qualified?
- A 50%
- B 55%
- C 65%
- D 60%
Show answer

D — 60%

A candidate must score at least 60% to be declared CTET-qualified (CBSE allows relaxation for reserved categories).

Qualifying criteria
Out of the 150 total marks, what is the minimum qualifying marks in CTET?
- A 90
- B 75
- C 82
- D 100
Show answer

A — 90

60% of 150 total marks = 0.60 × 150 = 90 marks, which is the minimum qualifying score.

Qualifying criteria
Which body conducts the CTET exam?
- A NCERT
- B CBSE
- C UGC
- D NIOS
Show answer

B — CBSE

CTET is conducted by the Central Board of Secondary Education (CBSE).

Conducting body
CTET Paper I is the eligibility test for teaching which classes?
- A Classes VI to VIII
- B Classes IX to X
- C Classes I to V
- D Classes I to VIII
Show answer

C — Classes I to V

Paper I is for candidates who intend to teach Classes I to V (the primary stage).

Paper I eligibility
CTET Paper II is the eligibility test for teaching which classes?
- A Classes I to V
- B Classes IX to XII
- C Classes I to VIII
- D Classes VI to VIII
Show answer

D — Classes VI to VIII

Paper II is for candidates who intend to teach Classes VI to VIII (the elementary stage).

Paper II eligibility
In CTET Paper II, which section carries the most marks?
- A Mathematics & Science / Social Studies (60 marks)
- B Language I (30 marks)
- C Child Development & Pedagogy (30 marks)
- D Language II (30 marks)
Show answer

A — Mathematics & Science / Social Studies (60 marks)

Paper II has three 30-mark sections (Child Development & Pedagogy, Language I, Language II) plus one 60-mark section — either Mathematics & Science or Social Studies — which is double the weight of any other section.

Paper II section-wise marks
Look at this number pattern: 2, 4, 6, 8, ___. What number comes next?
- A 9
- B 10
- C 12
- D 14
Show answer

B — 10

The pattern increases by 2 each time: 2, 4, 6, 8, so the next number is 8 + 2 = 10.

patterns
Look at this number pattern: 3, 6, 12, 24, ___. What number comes next?
- A 36
- B 42
- C 48
- D 30
Show answer

C — 48

Each number is double the previous one: 3×2=6, 6×2=12, 12×2=24, so the next number is 24×2 = 48.

patterns
In the number 4,586, what is the place value of the digit 5?
- A 5
- B 50
- C 5000
- D 500
Show answer

D — 500

4,586 = 4000 + 500 + 80 + 6, so the digit 5 sits in the hundreds place and has place value 500.

numbers
A shopkeeper had 84 pencils. He sold 37 pencils. How many pencils does he have left?
- A 47
- B 37
- C 57
- D 42
Show answer

A — 47

84 − 37 = 47 pencils remain.

the four operations
3 metres is equal to how many centimetres?
- A 30 cm
- B 300 cm
- C 3000 cm
- D 3 cm
Show answer

B — 300 cm

1 metre = 100 cm, so 3 metres = 3 × 100 = 300 cm.

measurement
Rahul has 5 notes of ₹50 each and 3 coins of ₹10 each. What is the total amount he has?
- A ₹230
- B ₹250
- C ₹280
- D ₹300
Show answer

C — ₹280

5 notes of ₹50 = ₹250, and 3 coins of ₹10 = ₹30; ₹250 + ₹30 = ₹280.

money
How many sides does a hexagon have?
- A 5
- B 7
- C 8
- D 6
Show answer

D — 6

A hexagon is, by definition, a shape with 6 sides.

geometry & shapes
What is the area of a rectangle with length 8 cm and breadth 5 cm?
- A 40 cm²
- B 13 cm²
- C 26 cm²
- D 45 cm²
Show answer

A — 40 cm²

Area of a rectangle = length × breadth = 8 × 5 = 40 cm².

mensuration and data handling
What is the perimeter of a square with each side 9 cm?
- A 18 cm
- B 36 cm
- C 27 cm
- D 81 cm
Show answer

B — 36 cm

Perimeter of a square = 4 × side = 4 × 9 = 36 cm.

mensuration and data handling
If x + 15 = 32, what is the value of x?
- A 15
- B 19
- C 17
- D 47
Show answer

C — 17

x = 32 − 15 = 17.

algebra
Which of these numbers is a prime number?
- A 21
- B 27
- C 33
- D 29
Show answer

D — 29

21 = 3×7, 27 = 3×9, and 33 = 3×11 are all composite. 29 is divisible only by 1 and itself, so it is prime.

number system
The marks of 5 students in a test are 20, 30, 40, 50 and 60. What is their average score?
- A 40
- B 30
- C 35
- D 45
Show answer

A — 40

Sum of marks = 20+30+40+50+60 = 200; average = 200 ÷ 5 = 40.

data handling

These questions are built from the official pattern and syllabus on this page. Every answer was independently re-solved before it was published.

This exam recruits at these levels: 12th Pass

Note — Always confirm the syllabus and pattern against that year's official notification — changes are possible.

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CTET (Central Teacher Eligibility Test) — related updates

No new CTET (Central Teacher Eligibility Test) vacancy is open right now. It'll show up here the moment a notification lands.

Get Free Alerts

Official source: https://ctet.nic.in/