HPTET is a pen and paper based exam comprising 150 objective type questions. The question paper is set by Himachal Pradesh Board of School Education. The syllabus and difficulty level of HPTET will be primarily based on the 10+2 curriculum of state education board.
HPTET is “Himachal Pradesh Teacher Eligibility Test” conducted for the recruitment of trained graduate teachers in different subjects. The key to success in any entrance test is understanding of the overall paper pattern and weightage of different topics.
Question paper and syllabi for HPTET 2019 will vary according to the subjects for which candidate applies for. Total time allotted to complete the paper is 150 minutes.
Students can freely attempt all the questions because no provision for negative marking is indicated in HPTET Exam Pattern. For qualifying the examination, the minimum marks required are 90.
Each correct answer will carry one mark.
HPTET Exam Pattern Highlights:
Exam
Mode
|
Offline
(Pen Paper Based)
|
Number
of Papers
|
1
|
Question
Paper Type
|
Objective
type multiple choice questions
|
HPTET
2019 Total Marks
|
150
|
HPTET
Qualifying Marks
|
90 (60%
of total marks, 150)
|
Exam
Duration
|
150
Minutes
|
Exam
Language
|
English
|
HPTET Exam Pattern In Detail
The sections in HPTET Question Paper will depend upon the subjects opted by the candidates in the application form. Students with a thorough understanding of scheme of examination and concise preparation strategy will have a strong edge over other aspirants Following is the general explanation of HPTET 2019 examination pattern:
- Paper is comprised of 150 objective type multiple choice questions
- Examination is conducted through offline mode only
- Total time duration allotted to complete the paper is 150 minutes
- Minimum marks required for qualifying the exam is 60% of the total marks
The following tables indicate the detailed examination pattern for different subjects:
HPTET Examination Pattern for TGT (Arts):
Subjects
|
No. of questions
|
Marks
|
Child
Psychology and Development, Pedagogy, Teaching Learning processes
|
30
|
150
|
General
Awareness including Himachal Pradesh, Current Affairs & Environment
Studies
|
30
|
|
English
Literature & Grammar
|
30
|
|
Social
Studies
|
60
|
|
Total
|
150
|
150
|
HPTET Examination Pattern for TGT (Non-Medical)
Subjects
|
No. of questions
|
Marks
|
Child
Psychology and Development, Pedagogy, Teaching Learning processes
|
30
|
150
|
General
Awareness including Himachal Pradesh, Current Affairs & Environment
Studies
|
30
|
|
Mathematics
|
30
|
|
Physics
and Chemistry
|
60
|
|
Total
|
150
|
150
|
HPTET Examination Pattern for TGT (Medical):
Subjects
|
No. of questions
|
Marks
|
Child
Psychology and Development, Pedagogy, Teaching Learning processes
|
30
|
150
|
General
Awareness including Himachal Pradesh, Current Affairs & Environment
Studies
|
30
|
|
Botany
& Zoology
|
30
|
|
Chemistry
|
60
|
|
Total
|
150
|
150
|
HPTET Examination Pattern for Shastri Teacher:
Subjects
|
No. Of questions
|
Marks
|
Shastri
Degree Course
|
120
|
150
|
General
Awareness including Himachal Pradesh, Current Affairs & Environment
Studies
|
30
|
|
Total
|
150
|
150
|
HPTET Examination Pattern for Language Teacher:
Subjects
|
No. Of questions
|
Marks
|
Hindi
Course of Graduation Level
|
120
|
150
|
General
Awareness including Himachal Pradesh, Current Affairs & Environment
Studies
|
30
|
|
Total
|
150
|
150
|
HPTET Examination Pattern for Junior Basic Training (JBT):
Subjects
|
No. Of questions
|
Marks
|
Child
Psychology and Development, Pedagogy, Teaching Learning processes
|
30
|
150
|
English
Literature & Grammar
|
30
|
|
Hind
Literature & Grammar
|
30
|
|
Mathematics
|
30
|
|
Social
Science, Environmental Studies and General Awareness & Current Affairs
including Himachal Pradesh
|
30
|
|
Total
|
150
|
150
|
HPTET Examination Pattern for Punjabi Language:
Subjects
|
No. Of questions
|
Marks
|
Punjabi
Course of Graduation Level
|
120
|
150
|
General
Awareness including Himachal Pradesh, Current Affairs & Environment
Studies
|
30
|
|
Total
|
150
|
150
|
HPTET Examination Pattern for Urdu Language:
Subjects
|
No. Of questions
|
Marks
|
Urdu
Course of Graduation Level
|
120
|
150
|
General
Awareness including Himachal Pradesh, Current Affairs & Environment
Studies
|
30
|
|
Total
|
150
|
150
|
Marking Scheme
- For every correct answer, 1 mark will be awarded
- No negative marking will be applicable in the exam
- For un-attempted questions, no marks are given or deducted
HPTET 2019 Syllabus
As with the exam pattern, HPTET Syllabus will also differ as per the choice of applicants. Candidates must go through the important topics and their weightage before starting their preparation. The syllabus is available in the PDF format for all different subjects.
The following table shows the subject-wise HPTET Syllabus:
Subject
|
Section
|
Topics
|
Child
Development and Pedagogy
|
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-centered 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.
|
||
Distinction
between Assessment for learning and assessment of learning; School-Based
Assessment, Continuous & Comprehensive Evaluation: perspective and
practice
|
||
Formulating
appropriate questions for assessing readiness levels of learners; for
enhancing learning and critical thinking in the classroom and for 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
|
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
|
||
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 resource of
the classroom
|
||
Remedial
Teaching
|
||
Language
– II
|
Comprehension
|
Two
unseen prose passages (discursive or literary or narrative or scientific)
with question on comprehension, grammar and verbal ability
|
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
|
||
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 resource
of the classroom
|
||
Remedial
Teaching
|
||
Mathematics
|
Content
|
Geometry
|
Shapes
& Spatial Understanding
|
||
Solids
around Us
|
||
Numbers
|
||
Addition
and Subtraction etc.
|
||
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
|
||
Environmental
Studies
|
Content
|
Family
and Friends
|
Relationships
|
||
Work
and Play
|
||
Animals
|
||
Plants
|
||
Food
|
||
Shelter
|
||
Water
|
||
Travel
|
||
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/Aids Problems
|
||
Social
Studies
|
Content
|
History
|
Geography
|
||
Social
and Political Life
|
||
Pedagogical
issues
|
Concept
& Nature of Social Science/Social Studies
|
|
Class
Room Processes, Activities and Discourse
|
||
Developing
Critical thinking
|
||
Enquiry/Empirical
Evidence
|
||
Problems
of teaching Social Science/Social Studies
|
||
Sources
– Primary & Secondary
|
||
Projects
Work
|
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