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CTET

CTET Preparation & Mock Tests

The Central Teacher Eligibility Test (CTET) is a national-level examination conducted by the Central Board of Secondary Education (CBSE) to certify eligibility for teaching appointments in central and state schools (Classes I to VIII) across India.

Master CTET 2026 with our full-spectrum preparation platform. Practice with authentic Paper-I full-length mock tests, high-yield Child Development & Pedagogy (CDP) question banks, Mathematics, EVS drills, and language pedagogy sets aligned strictly with the official CBSE syllabus.

Exam Pattern Multiple Choice Questions (MCQs) with four alternatives
Total Questions & Marks 150 MCQs (each carrying one mark) — 150 Marks
Duration of Examination Two-and-a-half hours (150 Minutes)
Negative Marking There will be no negative marking
Target Level For a person who intends to be a teacher for classes I to V (Primary Stage)
Standard of Questions Based on topics prescribed in NCERT syllabus for classes I - V (difficulty standard & linkages up to Secondary stage)
Structure and Content (All Compulsory) No. of MCQs Marks
(i) Child Development and Pedagogy (compulsory) 30 MCQs 30 Marks
(ii) Mathematics (compulsory) 30 MCQs 30 Marks
(iii) Environmental Studies (compulsory) 30 MCQs 30 Marks
(iv) Language I (compulsory) 30 MCQs 30 Marks
(v) Language II (compulsory) 30 MCQs 30 Marks
Total 150 MCQs 150 Marks
Detailed Syllabus
5 Sections
Swipe
  • 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.
  • Addressing learners from diverse back grounds including disadvantaged and deprived
  • Addressing the needs of children with learning difficulties, "impairment" etc.
  • Addressing the Talented, Creative, Specially abled Learners
  • 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
  • Geometry
  • Shapes & Spatial Understanding
  • Solids around Us
  • Numbers
  • Addition and Subtraction
  • Multiplication
  • Division
  • Measurement
  • Weight
  • Time
  • Volume
  • Data Handling
  • Patterns
  • Money
  • 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
  • Error analysis and related aspects of learning and teaching
  • Diagnostic and Remedial Teaching
  • Family and Friends
  • Relationships
  • Work and Play
  • Animals
  • Plants
  • Food
  • Shelter
  • Water
  • Travel
  • Things We Make and Do
  • 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
  • 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)
  • 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
  • Two unseen prose passages (discursive or literary or narrative or scientific) with question on comprehension, grammar and verbal ability
  • 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
Exam Mode Offline / OMR Pen-Paper (or CBT Mode as notified by CBSE)
Total Questions & Marks 150 MCQs (150 Marks)
Exam Duration 2.5 Hours (150 Minutes)
Marking Scheme +1 for correct answer, No negative marking
Qualifying Standard 60% (90/150 Marks) for General; 55% (82.5/150 Marks) for SC/ST/OBC/Differently Abled
Part / Section Subject No. of MCQs Marks Duration
(i) Child Development and Pedagogy (compulsory) 30 30 150 Minutes (Composite)
(ii) Mathematics & Science OR Social Studies/Social Science 60 60 150 Minutes (Composite)
(iii) Language I (compulsory) 30 30 150 Minutes (Composite)
(iv) Language II (compulsory) 30 30 150 Minutes (Composite)
Total Paper II (for Classes VI to VIII) Elementary Stage 150 MCQs 150 Marks 2 Hours 30 Mins (150 Minutes)
Detailed Syllabus
4 Sections
Swipe
  • 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.
  • Addressing learners from diverse back grounds including disadvantaged and deprived
  • Addressing the needs of children with learning difficulties, "impairment" etc.
  • Addressing the Talented, Creative, Specially abled Learners
  • 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
  • Number System
  • Knowing our Numbers
  • Playing with Numbers
  • Whole Numbers
  • Negative Numbers and Integers
  • Fractions
  • Algebra
  • Introduction to Algebra
  • Ratio and Proportion
  • Geometry
  • Basic geometrical ideas (2-D)
  • Understanding Elementary Shapes (2-Dand3-D)
  • Symmetry: (reflection)
  • Construction (using Straight edge Scale, protractor, compasses)
  • Mensuration
  • Data handling
  • Nature of Mathematics/Logical thinking
  • Place of Mathematics in Curriculum
  • Language of Mathematics
  • Community Mathematics
  • Evaluation
  • Remedial Teaching
  • Problem of Teaching
  • Food
  • Sources of food
  • Components of food
  • Cleaning food
  • Materials
  • Materials of daily use
  • The World of the Living
  • Moving Things People and Ideas
  • How things work
  • Electric current and circuits
  • Magnets
  • Natural Phenomena
  • Natural Resources
  • Nature & Structure of Sciences
  • Natural Science/Aims & objectives
  • Understanding & Appreciating Science
  • Approaches/Integrated Approach
  • Observation/Experiment/Discovery(Method of Science)
  • Innovation
  • Text Material/Aids
  • Evaluation-cognitive/psycho-motor/affective
  • Problems
  • Remedial Teaching
  • History
  • When, Where and How
  • The Earliest Societies
  • The First Farmers and Herders
  • The First Cities
  • Early States
  • New Ideas
  • The First Empire
  • Contacts with Distant lands
  • Political Developments
  • Culture and Science
  • New Kings and Kingdoms
  • Sultans of Delhi
  • Architecture
  • Creation of an Empire
  • Social Change
  • Regional Cultures
  • The Establishment of Company Power
  • Rural Life and Society
  • Colonialism and Tribal Societies
  • The Revolt of 1857-58
  • Women and reform
  • Challenging the Caste System
  • The Nationalist Movement
  • India After Independence
  • Geography
  • Geography as a social study and as a science
  • Planet: Earth in the solar system
  • Globe
  • Environment in its totality: natural and human environment
  • Air
  • Water
  • Human Environment: settlement, transport and communication
  • Resources: Types- Natural and Human
  • Agriculture
  • Social and Political Life
  • Diversity
  • Government
  • Local Government
  • Making a Living
  • Democracy
  • State Government
  • Understanding Media
  • Unpacking Gender
  • The Constitution
  • Parliamentary Government
  • The Judiciary
  • Social Justice and the Marginalised
  • 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
  • Evaluation
  • 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)
  • 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
  • Two unseen prose passages (discursive or literary or narrative or scientific) with question on comprehension, grammar and verbal ability
  • 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
Target Classes

Paper I (Classes I to V) Primary Stage

Total Marks

150 Marks (150 MCQs)

Exam Duration

2.5 Hours (150 Minutes)

Marking Scheme

+1 Mark per MCQ, No Negative Marking

How Mindyard Helps You Succeed

Child Development & Pedagogy Drills

Master high-scoring CDP constructs covering Piaget, Kohlberg, Vygotsky, and inclusive education with concept tests.

Integrated Subject & Pedagogy Practice

Sharpen both content knowledge and pedagogy for Mathematics, EVS, and Languages with authentic mock tests.

Full-Length 150-Question Simulations

Experience real exam timing and section switching with instant score breakdown and percentile analytics.

FAQ

Frequently Asked Questions

Senior Secondary (or its equivalent) with at least 50% marks and passed or appearing in final year of 2-year Diploma in Elementary Education (D.El.Ed), or 4-year B.El.Ed.

No, there is no negative marking in CTET. Each question carries 1 mark.

A person scoring 60% or more (90 out of 150 marks) in the exam will be considered as CTET qualified. 5% relaxation is given to SC/ST/OBC/Differently Abled candidates.

The Validity Period of CTET qualifying certificate for appointment is for a lifetime for all categories.

Mindyard provides syllabus-aligned chapter mocks, extensive CDP question series, bilingual question rendering, and real-time detailed performance analytics.

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