Loading...
Loading...
The CTET syllabus is the single most important document guiding your preparation. CBSE has released the CTET Syllabus 2026 along with the CTET September 2026 notification. The syllabus for Paper 1 and Paper 2 includes Child Development and Pedagogy, Language I and II, Mathematics, Environmental Studies, Science, and Social Science topics.
Unlike competitive entrance exams like JEE or NEET that test advanced subject knowledge, CTET tests a unique combination: pedagogical understanding, child psychology, language proficiency, and NCERT-level subject content for Classes I to VIII. Understanding this balance is critical to effective preparation.
The CTET 2026 Exam will be conducted on September 6, 2026, in offline OMR-based mode with 150 MCQs and no negative marking. Candidates should prepare according to the latest official syllabus and exam pattern.
This page provides the complete, verified CTET 2026 syllabus for both papers: subject-wise topic lists with sub-topic detail, CDP question distribution, language paper structure, subject-specific content areas, pedagogical components, and a targeted preparation strategy for each section.
Official Source: The CTET 2026 syllabus is published by CBSE at ctet.nic.in. Download the official syllabus PDF from the notification to verify each section's scope before beginning preparation.
Visit the CTET complete guide for the full exam overview, dates, eligibility, cutoff, and all resources.
| Feature Paper 1 (Classes I-V) Paper 2 (Classes VI-VIII) | ||
| Total Sections | 5 | 4 |
| Total Questions | 150 | 150 |
| Total Marks | 150 | 150 |
| Duration | 2.5 hours (150 minutes) | 2.5 hours (150 minutes) |
| Common Sections | CDP, Language I, Language II | CDP, Language I, Language II |
| Unique Section | Mathematics + EVS | Maths-Science OR Social Studies (60 Qs) |
| No Negative Marking | Yes | Yes |
CTET CDP Syllabus 2026 is a mandatory section in both Paper 1 and Paper 2, carrying 30 marks each. The syllabus is divided into three main areas: Child Development (Elementary School Child), Concept of Inclusive Education, and Learning and Pedagogy. The section aims to test the candidate's understanding of child psychology, development principles, learning processes, and educational practices.
The syllabus splits into Child Development (15 questions), Inclusive Education (5 questions), and Learning and Pedagogy (10 questions). Prioritise theories by Piaget, Vygotsky, and Kohlberg, as they appear frequently in application-based questions.
| Topic Key Concepts | |
| Concept of Development | Definition, principles of development, relationship between growth and development |
| Stages of Development | Pre-natal, infancy, early childhood, middle childhood (Piaget's stages) |
| Piaget's Theory | Sensorimotor, Pre-operational, Concrete Operational, Formal Operational stages |
| Vygotsky's Theory | Zone of Proximal Development (ZPD), scaffolding, social learning |
| Kohlberg's Theory | Stages of moral development: pre-conventional, conventional, post-conventional |
| Bronfenbrenner's Ecology | Microsystem, mesosystem, exosystem, macrosystem |
| Heredity and Environment | Role of both in child development, nature vs nurture debate |
| Socialization | Agencies of socialization: family, school, peers, media |
| Individual Differences | Language diversity, caste, gender, community, religion-based differences |
| Personality | Theories of personality, factors affecting personality |
| Intelligence | Spearman's g factor, Gardner's Multiple Intelligences, Sternberg's Triarchic Theory |
| Creativity | Definition, characteristics, fostering creativity in classroom |
| Gender | Gender as social construct, gender roles, gender stereotypes in education |
| Language and Thought | Relationship between language acquisition and cognitive development |
| Topic Key Concepts | |
| Inclusive Education | Definition, philosophy, need and importance |
| Diverse Learners | Gifted children, learning disabilities, slow learners, CWSN (Children with Special Needs) |
| Learning Disabilities | Dyslexia, dyscalculia, dysgraphia, ADHD — identification and strategies |
| Differently Abled Children | Visual impairment, hearing impairment, locomotor disability — adaptations |
| Disadvantaged Groups | Socially disadvantaged, linguistically minority, first-generation learners |
| Right to Education Act 2009 | Section-wise provisions especially Sections 12, 16, 17, 21, 23, 26, 28, 30 |
| Strategies for Inclusion | Universal Design for Learning (UDL), peer tutoring, cooperative learning |
| Topic Key Concepts | |
| How Children Learn | Constructivism (Piaget, Vygotsky), discovery learning (Bruner), experiential learning |
| Motivation | Intrinsic vs extrinsic motivation, Maslow's hierarchy of needs, self-efficacy |
| Factors Affecting Learning | Attention, maturation, fatigue, readiness, feedback |
| Teaching-Learning Process | Teacher-centred vs learner-centred approaches |
| Problem-Solving and Critical Thinking | Heuristic approach, inquiry-based learning, problem-based learning |
| Assessment and Evaluation | Formative vs summative, CCE (Continuous and Comprehensive Evaluation) |
| NCF 2005 and NEP 2020 | Key recommendations for child-centred education |
| Reflection and Action Research | Teacher as a reflective practitioner |
| Common Misconceptions | Addressing errors and misconceptions in learning |
Key highlights include detailed insights into NEP 2020, NCF 2005, and cognitive development theories by Piaget, Vygotsky, and Kohlberg. This approach helps in effectively answering situational classroom questions.
CDP questions in CTET are predominantly application-based. A typical CDP question presents a classroom scenario (a child who cannot read, a student who misbehaves, a child from a different language background) and asks which pedagogical response is most appropriate. These cannot be answered through memorisation alone. Study each theory by understanding its practical classroom implication, not just its definition.
Language I tests candidates' proficiency in their chosen medium of instruction. The CTET Syllabus 2026 for Language I is made to assess candidates' proficiency in the medium of instruction chosen by them for Classes VI to VIII.
Comprehension (20 Questions):
Language Development and Pedagogy (10 Questions):
Select Language I based on the language you are most proficient in. For most candidates this is Hindi or English. The comprehension passages in CTET Language papers are not difficult; they test careful reading rather than advanced vocabulary. Practice reading 2 to 3 passages daily and answering inference-based questions. For pedagogy, focus on understanding what each teaching approach means in practice.
Language II must be different from Language I. It tests language comprehension and elements of language pedagogy at a communication level.
Comprehension (20 Questions):
Language Pedagogy (10 Questions):
In the Mathematics section, candidates' concepts, problem-solving abilities, and pedagogical understanding will be tested.
| Topic Sub-Topics | |
| Number System | Natural numbers, whole numbers, integers, fractions, decimals; place value; comparison |
| Basic Operations | Addition, subtraction, multiplication, division; properties of operations |
| Fractions and Decimals | Types of fractions; equivalence; operations on fractions and decimals |
| Unitary Method | Direct and inverse proportion |
| Percentages | Percentage calculations, profit and loss, simple interest |
| Geometry | Basic shapes: triangle, quadrilateral, circle; angles; symmetry |
| Measurement | Length, weight, capacity, time, money — units and conversions |
| Data Handling | Pictographs, bar graphs, reading tables |
| Patterns | Number patterns, shape patterns |
| Topic Key Concepts | |
| Nature of Mathematics | Abstract nature, logical reasoning, structure of mathematics |
| Concrete-Pictorial-Abstract (CPA) Approach | Dienes' stages of learning mathematics |
| Place of Mathematics in Curriculum | NCF 2005 vision for mathematics teaching |
| Common Errors | Analysis and remediation of typical student errors |
| Problem-Solving | Polya's problem-solving steps; heuristic approach |
| Assessment | Types of mathematics assessment; diagnostic assessment |
| Teaching Aids and Materials | Manipulatives, games, puzzles for mathematics learning |
The CTET Paper-1 is divided into 5 sections: Child Development and Pedagogy, Language I and II, Mathematics, and Environmental Science.
EVS in CTET Paper I is based on the NCERT EVS textbooks for Classes III to V (Looking Around series). The themes tested are:
| Theme Key Topics | |
| Family and Friends | Relationships, work and play, animals, plants |
| Food | Food we eat, food from plants and animals, cooking methods, food preservation |
| Shelter | Types of houses, building materials, animal homes |
| Water | Sources, uses, water cycle, water conservation, water pollution |
| Travel | Modes of transport, maps, journeys |
| Things We Make and Do | Crafts, local occupations, resources |
| Plants and Animals | Diversity, habitats, adaptations |
| Environment | Ecosystem basics, environmental issues (age-appropriate) |
| Topic Key Concepts | |
| Concept and Scope of EVS | Integrated nature of EVS; relationship between Science, Social Science, and EVS |
| Significance of EVS | Environmental education; sustainability; local-global connection |
| Environmental Studies and Environmental Education | Distinction and purpose |
| Learning Principles | Activity-based, experiential, discovery learning |
| Approaches to Teaching EVS | Field visits, projects, storytelling, discussion |
| Assessment in EVS | Portfolio, observation, rubric-based assessment |
EVS is one of the most scoring sections in Paper I. Questions are straightforward and content is class-appropriate. Read all three NCERT EVS books (Class III, IV, V — Looking Around) cover to cover. Pay special attention to the activities, questions, and "do and find" sections as CTET often frames questions around these.
CTET Paper II is for candidates applying for upper primary teaching (Classes VI to VIII). Some of the most important scoring areas in CTET 2026 preparation include conceptual clarity, pedagogy-based understanding, and teaching aptitude questions rather than rote memorisation.
The CDP syllabus for Paper II is similar to Paper I with slightly greater emphasis on upper primary (11-14 year age group) developmental characteristics.
Additional focus areas in Paper II CDP:
Same structure as Paper I with Language I testing proficiency in chosen language and Language II testing communication and pedagogy. Paper II language pedagogy questions are slightly more advanced, covering language across disciplines and content-based language teaching.
This option is for candidates intending to teach Mathematics and/or Science in Classes VI to VIII.
| Topic Key Concepts | |
| Number System | Integers, rational numbers, exponents, playing with numbers |
| Algebra | Introduction to algebra, algebraic expressions, linear equations |
| Ratio and Proportion | Ratio, proportion, direct and inverse proportion |
| Geometry | Lines and angles, triangles, quadrilaterals, circles, coordinate geometry (basics) |
| Mensuration | Area and perimeter of plane figures, surface area, volume of 3D shapes |
| Data Handling | Bar graphs, histograms, pie charts, probability basics |
| Statistics | Mean, median, mode |
| Pythagoras Theorem | Statement and applications |
Problem-solving approaches, mathematical reasoning, nature of mathematics at upper primary level, assessment strategies, use of technology in mathematics teaching, connecting mathematics to daily life.
Based on NCERT Science textbooks for Classes VI, VII, and VIII:
| Chapter Group Topics | |
| Food | Crop production, food from animals, microorganisms, food preservation |
| Materials | Metals and non-metals, coal and petroleum, synthetic fibres and plastics, combustion |
| Living World | Cell, tissues, reproduction, motion in living organisms |
| Moving Things | Motion and measurement, force, friction, sound, light, electricity |
| Natural Phenomena | Weather, climate, natural disasters, sound and light |
| Natural Resources | Water, air, soil, forests, wildlife conservation |
Nature and structure of science, scientific method, inquiry-based learning, misconceptions in science, assessment in science, science laboratories and activities, integration of science with other subjects.
This option is for candidates intending to teach Social Studies in Classes VI to VIII.
Based on NCERT History textbooks (Our Pasts I, II, III — Classes VI, VII, VIII):
| Period Topics | |
| Ancient India | Sources of history, early cities, kingdoms, republics, Maurya Empire, Gupta period |
| Medieval India | The Delhi Sultanate, Mughal Empire, Bhakti and Sufi movements, regional cultures |
| Modern India | British colonialism, economic policies, resistance movements, 1857 revolt, Indian National Movement, Gandhi, Partition |
Based on NCERT Geography (The Earth Our Habitat, Our Environment — Classes VI, VII, VIII):
Physical features: Earth's structure, rivers, mountains, plains, weather and climate, natural vegetation. Human geography: agriculture, industries, transport, population.
Based on NCERT (Social and Political Life I, II, III — Classes VI, VII, VIII):
Democracy, government, Panchayati Raj, Parliament, Constitution, equality, gender, caste discrimination, judiciary, economic development.
Basic economic concepts from NCERT: Markets, livelihoods, globalization, poverty, public services.
Nature of Social Science, interdisciplinary approach, teaching methods (timeline, mapping, source analysis, discussion), assessment, diversity and equity in Social Science teaching, critical thinking in Social Science.
| Section Must-Master Topics | |
| CDP | Piaget, Vygotsky, Kohlberg theories; RTE Act; Inclusive Education; Formative vs Summative Assessment; NCF 2005; NEP 2020 |
| Language I and II | Reading comprehension; language pedagogy theories; LSRW skills; error analysis |
| Maths (Paper I) | Fractions, Number System, Geometry, Data Handling; CPA approach; error analysis |
| EVS (Paper I) | All 6 themes from NCERT Class III-V; integrated nature of EVS; experiential learning |
| Maths (Paper II) | Algebra, Geometry, Mensuration, Statistics; mathematical reasoning |
| Science (Paper II) | Microorganisms, Metals/Non-metals, Reproduction, Force-Motion-Sound, Natural resources |
| Social Science (Paper II) | Indian National Movement, Mughal Empire, Democracy and Constitution, Geography basics |
| Subject Recommended Resource | |
| CDP (Both Papers) | Child Development and Pedagogy by Disha Publication; NCERT Elementary Education textbooks |
| Language Papers | Wren and Martin for grammar; NCERT Language textbooks |
| Mathematics (Paper I) | NCERT Maths Class I to V |
| EVS (Paper I) | NCERT Looking Around (Class III, IV, V) — all three completely |
| Mathematics (Paper II) | NCERT Maths Class VI to VIII |
| Science (Paper II) | NCERT Science Class VI to VIII |
| Social Science (Paper II) | NCERT History, Geography, Political Science Class VI to VIII |
| Previous Year Papers | All editions from 2011 to 2025 |
Q1. Is the CTET 2026 syllabus different from previous years? The CTET syllabus remains the same every year. The change in the syllabus or pattern is notified by the CBSE in the notification. No major syllabus change has been announced for 2026.
Q2. Is the CDP syllabus the same for Paper I and Paper II? As we know that CDP section is mandatory in both Paper 1 and 2. Its syllabus is divided into three main areas including Child Development (Elementary School Child), Concept of Inclusive Education, and Learning and Pedagogy. The syllabus is similar with Paper II CDP focusing slightly more on adolescent development.
Q3. Which option should I choose in Paper II — Maths-Science or Social Science? Choose based on the subject you intend to teach and your subject strength. Maths-Science requires strong quantitative and science content knowledge. Social Science requires mastery of NCERT History, Geography, and Political Science. Both carry equal marks (60 questions).
Q4. How many questions are from CDP in each paper? The syllabus splits into Child Development (15 questions), Inclusive Education (5 questions), and Learning and Pedagogy (10 questions). Total: 30 questions per paper.
Q5. Is NCERT sufficient for CTET subject content? Yes. All CTET subject content is based on NCERT textbooks for Classes I to VIII. NCERT books are the primary and sufficient source for content preparation. Reference books are needed primarily for CDP theories and pedagogy concepts.