Meghalaya TET (MTET)Syllabus 2021 PDF Download (Paper 1 & 2) in English

Important Details for MTET 2021

• The MTET 2021 will be objective in nature.
• For each correct answer, candidates will get one mark.
• There is no negative marking for the incorrect answers.
• It is necessary to attempt all the sections, as there is no negative marking.
• In Paper-2, the fourth section is chosen by candidates. Candidates can opt for the subject that they later want to teach.

Before beginning with preparation, it is essential to know the syllabus of MTET. Candidates can read the syllabus of PAPER -1 & 2 from the link given below:

MTET Syllabus- PAPER 1

Meghalaya TET 2021 Paper-1 Complete Syllabus

The syllabus with all the details of different subject topics, subtopics are mentioned below. Aspirants will find the link for the language-I subject in the link mentioned. 

Child Development and Pedagogy (Paper-I) Full Marks: 30

1. Understanding Development (5 marks)
 Concept of Development
 Development is continuous and a lifelong process.
 Stages of Development with respect from infancy to Childhood stage.
 Development of Children in a socio-cultural context.

2. Aspects of Development (5 marks)
 Physical and Motor Development.
 Cognitive Development.
 Social and Emotional Development.
 Moral development.

3. Gender Development (3 marks)
 Concept of Gender and sex.
 Gender socialization and stereotypes.
 Gender inequality (Gender bias and educational Practices)

4. Methods of child study (3 marks)
 Naturalistic and participant observation.
 Case study
 Reflective journals.
 Student portfolio.
 Anecdotal records.

5. Inclusive Education and Children with Special Needs (CWSN) (4 marks)
 Concepts, the meaning of Inclusive Education.
 Difference between Integrated and Inclusive Education.
 Understanding Disability and types of Disability.
 Understanding exceptional students (Talented, Creative, Slow learners, and
Under-Achievers).

6. Learning and Pedagogy (5 marks)
 Concept of teaching and learning (Factors affecting learning).
 Basic learning styles (Audio, Visual and Tactile/kinesthetic learners).
 How students learn (observation, inquiry etc)
 Teaching Skills and activities.
 Steps of preparation of teaching (Pre-teaching, Transaction of lesson and Post teaching including teaching plans/lesson plans).
 Approaches to learning and teaching (teacher-centred Approach, Learners Centred approach, Constructivist approach)

7. Assessment of students Performance (5 marks)
 Formative and Summative Assessment.
 School-Based Assessment (SBA).
 Assessment for Learning and Assessment of Learning.
 Techniques and tools of SBA including Activity Based Assessment.
 Different types of Questions.
 Assessment and Remedial Measures.

Language-1 (Khasi, Garo, Assamese, Bengali, Hindi, Nepali)

Language-II (English) Full Marks-30

A. Proficiency in English
Purpose of Learning Language- Focus on the Different Language Skills

1. Oral Language Development
- Listening with Comprehension (simple instructions, classroom discussion, poetry recitation, newspaper reading, stories, films, note-taking) (3)
- Speaking effectively (Speak fluently with confidence- expressing, summarizing, analyzing, critiquing, opinion-building) (3)

2. Reading for meaning
- Reading with understanding- Reading across the Curriculum (Different types of Texts – Use of Dictionary, Encyclopaedia, Internet, newspapers, magazines, notice, advertisements, stories, poems, plays, riddles, jokes, instructions for games) (3)
- Audience performance reading (2)

3. Writing to Learn
- Writing with a Sense of Purpose- Write meaningfully (Different forms of Writing - question-answer, letters, messages, notices, posters, slogans, labelling
of diagrams/ pictures/ illustrations) (3)
- Expressive writing- Creative writing (stories, poems, dialogues, short to long essays, drama (3)

A. Knowledge about Language
- Grammar (3)
- Sentence construction (3)
- Word meaning (3)

B. INTERNSHIP
- Textbook Analysis (2)
- Writing Reports (Assembly, Annual School Sports, School Day, Reflections about learners and their development/performance) (2)

Mathematics Full Marks-30

Pedagogical Issues: (10 MCQs)

1. Nature of mathematics — precision and accuracy, abstraction, hierarchical/sequential, patterns and logic.
2. Inductive reasoning.
3. Conceptual and procedural knowledge.
4. Use of games and activities.
5. Theories of learning mathematics — theories according to Piaget and Skemp.
6. Issues of learning mathematics (language and mathematics phobia)

Content Knowledge: (20 MCQs)

1. Number — counting, place value, arithmetic operations
2. Measurement — length, area, weight, volume, time, money.
3. Data handling — sorting, classification, frequency distribution and simple graph reading.
4. Numerical and geometrical patterns.
5. Simple shapes, spatial understanding, and solids around us.
6. Fractions and decimals — concept, types, operations and applications.
7. Percentage and applications

Environment Studies Full Marks–30

Section - A (15 marks) Pedagogy

• Nature and Scope, Importance of teaching-learning EVS at the primary stage.
• Learning objectives of EVS with reference to NCF 2005
• Assessment-Types of assessment; Purpose of assessment; Tools and Techniques for assessing EVS
• Learning Resources -(Including local resources)
• Approaches to teaching-learning EVS –Observation, Discussion, Projects, Visits, Experiment, Problems solving, Activity Base.

Section - B (15 marks) Content Areas (EVS)

• Natural Resources-Air, water and conservation
• Our Environment- Land and people, plants and animals.
• Food
• Matter and materials around us
• Pollution and control of pollution
• Meghalaya-Physical features, vegetation, climate, wildlife, origin and life of the Khasis and Garos and their occupation.
• North Eastern Region- Physical features.

MTET Syllabus - PAPER 2

Meghalaya TET 2021 Paper-2 Complete Syllabus

Here is the detailed syllabus for paper-2 of Megahalya TET 2021. The students will find the topics, sub topics and marks allotted to them in the article below. You will also find the Language -I syllabus in the link provided below.

Child Development and Pedagogy (Paper-II) Full Marks: 30

1. Understanding Development (3 marks)
 Meaning and Concept of Growth and Development.
 Developmental characteristic with respect to Childhood and Adolescent stage.
 Development of Children in a socio-cultural context and its relationship to learning.

2. Aspects of Development (4 marks)
 Physical and Motor Development.
 Cognitive Development. (Piaget’s theory of Cognitive development)
 Socio-Emotional Development.
 Moral development (Kohlberg’s theory of moral development)

3. Gender Development (4 marks)
 Difference between Gender and sex.
 Stages of gender development.
 Stereotypes in the process of gender development.
 Gender bias and educational Practices.
 Gender identity in the family and in a matrilineal society.

4. Methods of child study (4 marks)
 Cross-sectional, Longitudinal and Case Studies.
 Naturalistic and participant observation.
 Reflective journals.
 Student portfolio.
 Anecdotal records.
 Interview.

5. Inclusive Education and Children with Special Needs (CWSN) (5 marks)
 Concepts, the meaning of Inclusive Education.
 Difference between Integrated and Inclusive Education.
 Understanding Disability and types of Disability.
 Barriers and Challenges to Inclusive Education.
 Inclusive Education and children from different backgrounds (tribal students, underprivilege students, children from low financial backgrounds, children of literate parents etc) 3

6. Learning and Pedagogy (5 marks)
 Concept of Learning and factors affecting learning.
 Information processing approaches (concept of working memory, long term memory, attention, encoding and retrieval).
 Piaget’s Constructivism (what is learning, the relationship between learning and development).
 Vygotsky’s constructivism
 Teacher centred vs. Learners Centered approach of Teaching.
 Teaching skills and activity-based teaching.
 Steps of preparation of teaching (Pre-teaching, Transaction of lesson and Post teaching including teaching plans/lesson plans).

7. Assessment of students Performance (5 marks)
 Formative and Summative Assessment.
 School-Based Assessment (SBA).
 Assessment for Learning and Assessment of Learning.
 Techniques and tools of School-Based Assessment including Activity Based Assessment.
 BluePrint and different types of Questions.
 Assessment and Remedial Measures.

Language-I (Urdu, Mizo, Khasi, Garo, Assamese, Bengali)

Language-II (English) Full Marks- 30

A. Constructivist Approach to Language Learning:

Create awareness about making connections between the child’s language (Home language) and School language inside and outside the classroom

1. Functional Aspects of Language (3)
- What is Language?
- Construct language in different situations
- Functions of language

2. Social Context of Language (3)
- Influence of mother tongue on language learning
- Multilingual nature of classroom
- Status of English in India

3. Early Literacy (6)
- Oral language development through activities (requests and commands, story-telling, role-plays, songs/rhymes/poems, language games & chants)
- Developmental stages of reading and writing
- Phonemic awareness

4. Reading (5)
- Types of Reading
- Reading across the curriculum (content and narrative texts)
- Role of Schema
- Reading beyond the Textbooks

5. Writing (5)
- Process and purpose of writing (sense of audience; writing process rather than product)
- Composition
- Making reading and writing connections

B. Assessment (2)
- Understanding assessment in a constructivist, process-oriented classroom (ability to respond to content rather than form and structures; using portfolios) 

C. Internship (4)
- Reflective Journals (writing report)
- Maintain profiles of children

Mathematics (Marks:30)

Pedagogical Issues: (10 MCQs)

• Building blocks of mathematics— definition, axioms, conjecture, proof and counterexamples.
• Problem-solving method— a process.
• Place of mathematics in the school curriculum.
• Learning mathematics outside the classroom.
• ICT tools and resources; learning apps and software.
• Assessment and evaluation (CCE tools and techniques)

Content Knowledge: (20 MCQs)

• Number System— natural number, whole number, rational numbers and integers.
• Prime and composite numbers.
• Factors and multiples including LCM & HCF.
• Ratio and proportion with applications.
• Discount, profit and loss.
• Introduction to Algebra.
• Variables, a coefficient to variables and constants.
• Linear equations, algebraic identities e.g. (a ± b)2; a2–b2 and their applications.
• Lines, angles, triangles and their properties.
• Area and perimeter of triangle, rectangle, parallelogram and circle with applications
• Bar Graph, mean, median, mode

Science (Marks–30)

Section - A (15 marks) Pedagogy

• Nature of Science- process, characteristics, scientific knowledge, scientific Inquiry, scientific method, scientific attitude.
• Learning objectives- Science with reference to NCF 2005
• Assessment- Formative and summative, nature of Assessment; use of CCA; recording and reporting; Assessment tools and techniques.
• Approaches to teaching Science - Different methods in teaching-learning Science; observation, experiments, Hands-on Activities, Concept Map, constructivism.
• Learning Resources and classroom Transactional Strategies - Use of local resources, Textbooks, ICT, Laboratories, field trips, films, science exhibitions, use of locally available resources.

Section–B (15 marks) School Science Concepts-Content Areas

• Motion
• Heat
• Light
• Electricity
• Plants and Animals Cell
• Respiration in plants and animals
• Living and non-living things
• Locomotion and Movement in plants and animals
• Water
• Air

Social Studies Full Marks: 60

1 Nature and Scope of Social Science at the Elementary Level. 
1.1 Concept of Social Science
1.2 Differences between Social Studies and Social Science.
1.3 Learning objectives of Social Science with special reference to NCF 2005.
1.4 Approaches in Social Sciences.

2 Pedagogical approaches and Learning Resources. 
2.1. Oral Histories
2.2. Case Studies.
2.3. Critical Pedagogy.
2.4 Cooperative Learning.
2.5. Experiential Learning.
2.6. Projects.
2.7. Observations.
2.8 . Concept Mapping.
2.9. Discovery Learning.
2.10. Problem Solving.
2.11. Role Play
2.12. Dramatization.
2.13. Contextualization.
2.14. Picture Analysis
2.15. Stories.
2.16. Learning Resources: Print; Non-Print; Digital Learning Resources

3 Assessment for Social Science Learning at the Elementary Level. 
3.1 Understanding concept of assessment and continuous and comprehensive assessment (CCA) in Social Science learning.
3.2 Differences between assessment and evaluation.
3.3 Learning outcomes and learning indicators in Social Science at the upper primary level.
3.4 Ways of assessment for and of learning in Social Science.
3.5 Recording and reporting of assessment outcomes.

4 Social Science Knowledge. 
4.1 Sources of History.
4.2 Earliest civilizations.
4.3 Foundation and consolidation of the Mughal empire in India.
4.4 Indian national movements and contribution of Tirot Sing, Kiang Nangbah and Pa Togan Sangma in India’s freedom movement.
4.5 India after independence.
4.6 Key elements of Democracy.
4.7 The Indian Constitution.
4.8 Traditional Institutions of Meghalaya.
4.9 Judiciary.
4.10 Parliamentary system of Government.
4.11 Understanding media.
4.12 Government for development.
4.13 The earth and its movements.
4.14 The globe
4.15 Weather and climate.
4.16 Natural vegetation and wildlife.
4.17 Physical and political features of India.
4.18 Agriculture.
4.19 Managing disasters.
4.20 Understanding banking, types of accounts and consumer protection.

MTET Paper-1 Exam Pattern

MTET Paper-2 Exam Pattern

Note: Mathematics and Science for Maths and Science teachers (Science Background students). Social Science is for Social Science teachers (Art Background students). 

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