KVS PGT Syllabus 2023 PDF: Check & Download PRT, TGT & Other Detailed Exam Pattern & Topics!!!

KVS Syllabus 2022–23 for PGT, PRT, TGT: Check & Download Detailed Exam Pattern & Topics PDF Link: The Kendriya Vidyalaya Sangathan is to Hold the Recruitment Examination for the Posts of PGT, TGT, PRT, and Others. The Exam Information is Given Below. The Candidates can Check & Download PRT, TGT & Other Detailed Exam Pattern & Topics Below.

KVS PGT Syllabus 2023 PDF | KVS Syllabus 2023 PRT

Board Name	Kendriya Vidyalaya Sangathan
Post Name	PGT, TGT, PRT, and Others
Exam Date	Will be Informed Soon
Syllabus	Available Now
Status	Syllabus Available

KVS Recruitment 2022 Notification PRT TGT PGT – Apply Online 13000+ Vacancies!!

KVS PGT Selection Process:

The Candidates will be Appointed after the written examination and class demo/ interview/skill test Conducted by the Board.

KVS Exam Pattern for PGT, PRT, TGT:

Scheme of Exam for Direct Recruitment of Post Graduate Teacher:

The written test is of 180 marks (180 objective type multiple choice questions) carrying 01 mark for each question. The duration of written test will be 180 minutes without any time limit for each part individually.

Section Name -Nature of Questions

Part I – Proficiency in Languages (20 marks):

1. General English-10 questions
2. General Hindi-10 questions

Part II — General Awareness, Reasoning & Proficiency in Computers (20 marks)

1. General Awareness & Current Affairs(10 ques.)
2. Reasoning Ability (5 ques.)
3. Computer Literacy (5 ques.)

Part-lll: Perspectives on Education and Leadership (40 questions)

(a) Understanding the Learner-(15 questions)

(b) Understanding Teaching Learning -(15 questions)

(c) Creating Conducive Learning Environment –

(d) School Organization and Leadership- (10 questions)

(e) Perspectives in Education

Part IV – Subject-specific Syllabus (100 marks) — Refer Annexure

Professional Competency Test: The Professional Competency Test is of 60 marks (Demo Teaching -30 marks and Interview -30 Marks ).

Note: The weightage of Written Test & Professional Competency ( Demo Teaching:15 and Interview:15) will be 70:30 Final merit list will be based on the performance of the candidate in Written Test & Professional Competency Test taken together.

Scheme &Syllabus of Exam for Direct Recruitment of PGTs:

Part I – Proficiency in Languages (20 marks):

(a) General English(10 questions) Reading comprehension, word power, Grammar & usage

(b) General Hindi(10 questions)

Part II — General awareness, Reasoning &Proficiency in Computers (20 marks):

(g) General Awareness& Current Affairs(10 questions)

(h) Reasoning Ability(5 questions)

(i) Computer Literacy(5 questions)

Part III -Perspectives on Education and Leadership (40 marks):

(a) Understanding the Learner(15 questions)

• Concept of growth, maturation and development, principles and debates of development, development tasks and challenges
• Domains of Development: Physical, Cognitive, Socio-emotional, Moral etc., deviations in development and its implications.
• Understanding Adolescence: Needs, challenges and implications for designing institutional support.
• Role of Primary and Secondary Socialization agencies. Ensuring Home school continuity.

(b) Understanding Teaching Learning (15 questions)

• Theoretical perspectives on Learning -Behaviorism, Cognitivism and Constructivism with special reference to their implications for:

1. The role of teacher
2. The role of learner

iii. Nature of teacher-student relationship

1. Choice of teaching methods
2. Classroom environment
3. Understanding of discipline, power etc.

• Factors affecting learning and their implications for:

1. Designing classroom instructions,
2. Planning student activities and,

iii. Creating learning spaces in school.

Planning and Organization of Teaching-Learning

1. Concept of Syllabus and Curriculum, Overt and Hidden Curriculum, Principles of curriculum organization
2. Competency based Education, Experiential learning, etc.

iii. Instructional Plans: -Year Plan, Unit Plan, Lesson Plan

1. Instructional material and resources
2. Information and Communication Technology(ICT) for teaching-learning
3. Evaluation: Purpose, types and limitations. Continuous and Comprehensive Evaluation, Characteristics of a good tool.

vii. Assessment of learning, for learning and as learning: Meaning, purpose and considerations in planning each.

■ Enhancing Teaching Learning processes: Classroom Observation and Feedback, Reflections and Dialogues as a means of constructivist teaching

c.) Creating Conducive Learning Environment(04 questions)

■ The concepts of Diversity, disability and Inclusion, implications of disability as social construct, types of disabilities-their identification and interventions

• Concept of School Mental Health, addressing the curative, preventive and promotive dimensions of mental health for all students and staff. Provisioning for guidance and counselling.

■ Developing School and community as a learning resource.

(d) School Organization and Leadership(04 questions)

■ Leader as reflective practitioner, team builder, initiator, coach and mentor.

• Perspectives on School Leadership: instructional, distributed and transformative

■ Vision building, goal setting and creating a School development Plan

■ Using School Processes and forums for strengthening teaching learning-Annual Calendar, time-tabling, parent teacher forums, school assembly, teacher development forums ,  using achievement data for improving teaching —learning, School Self Assessment and Improvement

■ Creating partnerships with community , industry and other neighbouring schools and Higher Education Institutes — forming learning communities

(e)Perspectives in Education(02 questions)

■ NEP-2020: Curriculum and Pedagogy in Schools: Holistic & Integrated Learning; Equitable and Inclusive Education: Learning for All; Competency based learning and Education.

■ Guiding Principles for Child Rights, Protecting and provisioning for rights of children to safe and secure school environment, Right of Children to free and Compulsory Education Act, 2009,

• Historically studying the National Policies in education with special reference to school education;

■ School Curriculum Principles: Perspective, Learning and Knowledge, Curricular Areas, School Stages, Pedagogy and Assessment

Part IV – Subject-specific Syllabus (100 marks): Refer Annexure

Note: The Professional Competency Test (Demo Teaching and Interview), is of 60 marks. The weightage of Written Test & Professional Competency Test ( Demo Teaching and Interview) will be in the ratio of 70:30.

Final merit list will be based on the performance of the candidate in Written Test, Professional Competency Test taken together.

Scheme of Exam for Direct Recruitment of Trained Graduate Teachers:

The written test is of 180 marks (180 objective type multiple choice questions) carrying 01 mark for each question. The duration of written test will be 180 minutes without any time limit for each part individually.

Section Name -Nature of Questions

Part I – Proficiency in Languages (20 marks):

1. General English-10 questions
2. General Hindi-10 questions

Part II — General awareness, Reasoning & Proficiency in Computers (20 marks)

4. General Awareness & Current Affairs (10 ques.)
5. Reasoning Ability (5 ques.)
6. Computer Literacy (5 ques.)

Part-Ill: Perspectives on Education and Leadership (40 questions)

(f) Understanding the Learner-(10 questions)

(g) Understanding Teaching Learning -(15 questions)

(h) Creating Conducive Learning Environment

(i) School Organization and Leadership (15 questions)

(j) Perspectives in Education

Part IV – Subject-specific Syllabus (100 marks)

Professional Proficiency Test:

The Professional Competency Test is of 60 marks (including Demo Teaching – 30 marks and Interview —30 Marks).

Note:

The weightage of Written Test & Professional Competency ( Demo Teaching: 15 and Interview: 15 will be 70:30 Final merit list will be based on the performance of the candidate in Written Test & Professional Competency Test taken together.

Syllabus of Exam for Direct Recruitment of Trained Graduate Teachers:

Part I – Proficiency in Languages (20 marks):

(a) General English(10 questions) Reading comprehension, word power, Grammar & usage (b) General Hindi(10 questions) 146’1 7 -917, 9FT,7,c- rz’3)-A [yi rf,

Part II — General awareness, Reasoning & Proficiency in Computers (20 marks):

(j) General Awareness& Current Affairs (10 questions) (k) Reasoning Ability (5 questions) (I) Computer Literacy(5 questions)

Part III -Perspectives on Education and Leadership (40 marks):

(a) Understanding the Learner (10 questions) • Concept of growth, maturation and development, principles and debates of development, development tasks and challenges • Domains of Development: Physical, Cognitive, Socio-emotional, Moral etc., deviations in development and its implications. • Understanding Adolescence: Needs, challenges and implications for designing institutional support. • Role of Primary and Secondary Socialization agencies. Ensuring Home school continuity.

(b) Understanding Teaching Learning (15 questions) • Theoretical perspectives on Learning -Behaviorism, Cognitivism and Constructivism with special reference to their implications for: vii. The role of teacher viii. The role of learner ix. Nature of teacher-student relationship x. Choice of teaching methods xi. Classroom environment xii. Understanding of discipline, power etc. • Factors affecting learning and their implications for: iv. Designing classroom instructions, v. Planning student activities and, vi. Creating learning spaces in school. • Planning and Organization of Teaching-Learning viii. Concept of Syllabus and Curriculum, Overt and Hidden Curriculum, curriculum organization ix. Competency based Education, Experiential learning, etc. x. Instructional Plans: -Year Plan, Unit Plan, Lesson Plan xi. Instructional material and resources xii. Information and Communication Technology(ICT) for teaching-learning xiii. Evaluation: Purpose, types and limitations. Continuous and Evaluation, Characteristics of a good tool. xiv. Assessment of learning, for learning and as learning: Meaning, considerations in planning each. • Enhancing Teaching Learning processes: Classroom Observation and Feedback, Principles of Comprehensive purpose and Reflections andDialogues as a means of constructivist teaching

c.) Creating Conducive Learning Environment(06 questions) ■ The concepts of Diversity, disability and Inclusion, implications of disability as social construct, types of disabilities-their identification and interventions ■ Concept of School Mental Health, addressing the curative, preventive and promotive dimensions of mental health for all students and staff. Provisioning for guidance and counselling. ■ Developing School and community as a learning resource.

(d) School Organization and Leadership(06 questions) ■ Leader as reflective practitioner, team builder, initiator, coach and mentor. ■ Perspectives on School Leadership: instructional, distributed and transformative ■ Vision building, goal setting and creating a School development Plan ■ Using School Processes and forums for strengthening teaching learning-Annual Calendar, timetabling, parent teacher forums, school assembly, teacher development forums , using achievement data for improving teaching —learning, School Self Assessment and Improvement ■ Creating partnerships with community , industry and other neighbouring schools and Higher Education Institutes — forming learning communities

(e)Perspectives in Education(03 questions) ■ Role of school in achieving aims of education. ■ NEP-2020: Curriculum and Pedagogy in Schools: Holistic & Integrated Learning; Equitable and Inclusive Education: Learning for All; Competency based learning and Education. ■ Guiding Principles for Child Rights, Protecting and provisioning for rights of children to safe and secure school environment, Right of Children to free and Compulsory Education Act, 2009, ■ Historically studying the National Policies in education with special reference to school education; ■ School Curriculum Principles: Perspective, Learning and Knowledge, Curricular Areas, School Stages, Pedagogy and Assessment

Part IV — Subject-specific Syllabus (100 marks): Refer Annexure

Professional Competency Test: The Professional Competency Test is of 60 marks (Demo Teaching -30 marks and Interview -30 Marks)

Note: The weightage of Written Test & Professional Competency Test (Demo Teaching and Interview) will be 70:30. Final merit list will be based on the performance of the candidates in Written Test, Professional Competency Test taken together.

Scheme of Exam for Direct Recruitment of PRTs:

The written test is of 180 marks (180 objective type multiple choice questions) carrying 01 mark for each question. The duration of written test will be 180 minutes without any time limit for each part individually.

Section name – Nature of Questions

Part I – Proficiency in Languages (20 marks):

1. General English-10 questions
2. General Hindi-10 questions

Part II — General awareness, Reasoning & Proficiency in Computers (20 marks)

7. General Awareness & Current Affairs (10 ques.)
8. Reasoning Ability (5 ques.)
9. Computer Literacy (5 ques.)

Part-III: Perspectives on Education and Leadership (60 questions)

(k) Understanding the Learner-(15 questions)

(I) Understanding Teaching Learning -(15 questions)

(m)Creating Conducive Learning Environment – (10 questions)

(n) School Organization and Leadership – (10 questions)

(o) Perspectives in Education ( 10 questions)

Part IV – Subject-specific Syllabus (80 marks)

Professional Competency Test:

The Professional Competency Test is of 60 marks ( Demo Teaching -30 marks and Interview — 30 Marks).

Note:

The weightage of Written Test & Professional Competency ( Demo Teaching:15 and Interview: 15 will be 70:30 Final merit list will be based on the performance of the candidate in Written Test & Professional Competency Test taken together

Syllabus of Exam for Direct Recruitment of PRTs:

Part I – Proficiency in Languages (20 marks) (a) General English Reading comprehension, word power, Grammar & usage (b) General Hindi

Part II — General awareness, Reasoning & Proficiency in Computers (20 marks) (m)General Awareness& Current Affairs (n) Reasoning Ability (o) Computer Literacy

Part III -Perspectives on Education and Leadership (60 marks)

(a) Understanding the Learner • Concept of growth, maturation and development, principles and debates of development, development tasks and challenges • Domains of Development: Physical, Cognitive, Socio-emotional, Moral etc., deviations in development and its implications. • Understanding Adolescence: Needs, challenges and implications for designing institutional support. • Role of Primary and Secondary Socialization agencies. Ensuring Home school continuity.

(b) Understanding Teaching Learning • Theoretical perspectives on Learning -Behaviorism, Cognitivism and Constructivism with special reference to their implications for: • The role of teacher • The role of learner • Nature of teacher-student relationship • Choice of teaching methods • Classroom environment • Understanding of discipline, power etc. • Factors affecting learning and their implications for: • Designing classroom instructions, • Planning student activities and, • Creating learning spaces in school. • Planning and Organization of Teaching-Learning • Concept of Syllabus and Curriculum, Overt and Hidden Curriculum • Foundational Literacy and Numeracy, Early Childhood Care and Education • Competency based Education, Experiential learning, etc. • Instructional Plans: -Year Plan, Unit Plan, Lesson Plan • Instructional material and resources • Information and Communication Technology(ICT) for teaching-learning • Assessment of learning, for learning and as learning: Meaning, purpose and considerations in planning each. • Enhancing Teaching Learning processes: Classroom Observation and Feedback, Reflections and Dialogues as a means of constructivist teaching

c) Creating Conducive Learning Environment The concepts of Diversity, disability and Inclusion, implications of disability as social construct, types of disabilities-their identification and interventions• Concept of School Mental Health, addressing the curative, preventive and promotive dimensions of mental health for all students and staff. Provisioning for guidance and counselling. ■ Developing School and community as a learning resource.

(d)School Organization and Leaders-hip • Leader as reflective practitioner, team builder, initiator, coach and mentor. • Perspectives on School Leadership: instructional, distributed and transformative • Vision building, goal setting and creating a School development Plan • Using School Processes and forums for strengthening teaching learning-Annual Calendar, time-tabling, parent teacher forums, school assembly, teacher development forums , using achievement data for improving teaching —learning, School Self Assessment and Improvement • Creating partnerships with community , industry and other neighbouring schools and Higher Education Institutes — forming learning communities

(e)Perspectives in Education ■ Role of school in achieving aims of education. ■ NEP-2020: Early Childhood Care and Education: The Foundation of Learning ; Foundational Literacy and Numeracy; Curriculum and Pedagogy in Schools: Holistic & Integrated Learning; Equitable and Inclusive Education: Learning for All; Competency based learning and Education. ■ Guiding Principles for Child Rights, Protecting and provisioning for rights of children to safe and secure school environment, Right of Children to free and Compulsory Education Act, 2009, Historically studying the National Policies in education with special reference to school education; ■ School Curriculum Principles: Perspective, Learning and Knowledge, Curricular Areas, School Stages — Pedagogy & Assessment.

Part IV – Subject-specific Syllabus — Refer annexure (80 marks)

Note: The interview is of 60 marks (including Demo teaching and interview). The weightage of Written Test, Professional Competency and Interview will be in the ratio of 70:30. Final merit list will’be based on the performance of the candidates in Written Test, Professional Competency and Interview.

Scheme of Examination for Direct Recruitment of Primary Teacher (Music)

The written test is of 180 marks (180 objective type multiple choice questions) carrying 01 mark for each question. The duration of written test will be 180 minutes.

Section name (Nature of Questions)

Part-I : Proficiency in Languages ( 30 Marks)

1. General English (15 Marks) 15 questions

Reading comprehension, word power, Grammar & usage

1. General Hindi (15 Marks) 15 questions

Part-II : General Awareness, Reasoning & Proficiency in

Computers ( 50 Marks)

1. General Knowledge & Current Affairs (20 Marks) 20 questions
2. Reasoning Ability (20 Marks) 20 questions
3. Computer Literacy (10 Marks) 10 questions

Part III: Subject-specific Syllabus (100 Marks) Refer Annexure 100 questions

Professional Competency Test: The Professional Competency Test is of 60 marks (Performance Test -30 marks and Interview -30 Marks).

Note:

The weightage of Written Test and Professional Competency Test (Performance Test & Interview) will be in the ratio of 60:40. Final merit list will be based on the performance of the candidate in Written Test & Professional Competency Test taken together

Scheme of Examination for Direct Recruitment of Trained Graduate Teachers (Work Experience)

The written test is of 180 marks (180 objective type multiple choice questions) carrying 01 mark for each question. The duration of written test will be 180 minutes.

Section name (Nature of Questions)

Part-I : Proficiency in Languages (30 Marks) A. General English (15 Marks) Reading comprehension, word power, Grammar & usage B. General Hindi ( 15 Marks)

Part-II : General Awareness, Reasoning & Proficiency in Computers (50 Marks) 1. General Knowledge & Current Affairs related to subject/discipline 2. Reasoning Ability 3. Computer Literacy

Part III: Subject-specific Syllabus (100 Marks) Refer Annexure 100 Questions

Professional Competency Test: The Professional Competency Test is of 60 marks – Demo Teaching -30 marks and Interview -30 Marks.

Note: The weightage of Written Test and Professional Competency (Demo Teaching & Interview) will be in the ratio of 70:30. Final merit list will be based on the performance of the candidate in Written Test & Professional Competency Test taken together

KVS PGT Syllabus 2023 PDF Download

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