Syllabus of Exam for Direct Recruitment of Trained Graduate Teachers in kendriya vidyalaya (KVS) Paper I
Here's a well-organized and complete syllabus for the Direct Recruitment of Trained Graduate Teachers (TGTs) Of KVS, integrating all four parts including recent additions. This is ideal for study planning or syllabus mapping:
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| Syllabus of Exam for Direct Recruitment of Trained Graduate Teachers in kendriya vidyalaya Paper I |
📝 Syllabus Overview for Direct Recruitment of TGTs
✅ PART I – Proficiency in Languages (20 Marks)
🔹 (a) General English (10 Questions)
- Reading Comprehension
- Word Power (Synonyms, Antonyms, One-word substitution, Idioms/Phrases)
- Grammar & Usage (Tenses, Subject-Verb Agreement, Voice, Narration, Prepositions)
🔹 (b) General Hindi (10 Questions)
- अपठित गद्यांश
- पर्यायवाची, विलोम, मुहावरे एवं लोकोक्तियाँ
- संधि, समास, तत्सम-तद्भव, वाक्य सुधार
- व्याकरण के सामान्य नियम
✅ PART II – General Awareness, Reasoning & Computer Literacy (20 Marks)
🔹 (j) General Awareness & Current Affairs (10 Questions)
- Recent national and international events
- Indian Polity, History, Geography, Economy
- Education-related policies & events
- Environment, Science & Technology
🔹 (k) Reasoning Ability (5 Questions)
- Analogies, Series, Coding-Decoding
- Logical Deductions, Blood Relations, Puzzles
🔹 (l) Computer Literacy (5 Questions)
- Fundamentals of Computers
- MS Office (Word, Excel, PPT)
- Email, Internet, Digital Tools in Education
- ICT in Teaching-Learning
✅ PART III – Perspectives on Education and Leadership (40 Marks)
🔹 (c) Understanding the Learner (10 Questions)
- Growth, maturation, development – concepts, debates
- Domains of development: Physical, Cognitive, Socio-emotional, Moral
- Understanding adolescence – needs, challenges
- Role of family, peers, school – socialization
- Continuity between home and school
🔹 (d) Understanding Teaching and Learning (15 Questions)
- Theories of Learning: Behaviorism, Cognitivism, Constructivism
- Role of teacher & learner, methods, discipline, environment
- Learning factors and classroom implications
- Curriculum vs. Syllabus, Overt/Hidden Curriculum
- Competency-Based, Experiential Learning
- Planning: Year/Unit/Lesson Plans, Material Use, ICT
- Assessment: formative, summative, CCE, assessment of/for/as learning
- Classroom observation, feedback, reflection
🔹 (e) Creating Conducive Learning Environment (6 Questions)
- Diversity, Disability & Inclusion
- Disability as social construct
- Types, identification, intervention
- School Mental Health:
- Curative, preventive, promotive aspects
- Guidance and counselling
- School & Community as learning resources
🔹 (f) School Organization and Leadership (5 Questions)
- Leader as: Reflective practitioner, Mentor, Team builder
- Types of Leadership: Instructional, Distributed, Transformative
- Vision-building, Goal-setting, School Development Plan
- Effective use of school processes: Timetables, PTMs, Assemblies
- Data-driven improvement, School Self-Assessment
- Building partnerships: Community, Industry, HEIs
🔹 (g) Perspectives in Education (3 Questions)
- Role of school in achieving educational aims
- NEP 2020 Focus:
- Holistic learning, Inclusion, Competency-based learning
- Child Rights & Education Acts:
- RTE Act 2009
- Safe school environment, guiding principles for child rights
- History of National Education Policies
- Curriculum Principles:
- Perspective, Learning, Pedagogy, Assessment
- Curricular areas across school stages
✅ PART IV – Subject-Specific Syllabus (100 Marks)
- Refer to Annexure (not provided here) for subject-wise syllabus: e.g., TGT English, TGT Maths, etc.
🎯 Professional Competency Test (60 Marks)
| Component | Marks |
|---|---|
| Demo Teaching | 30 |
| Interview | 30 |
Weightage in final merit:
- Written Exam: 70%
- Demo + Interview: 30%
🗨️ Constructivist Teaching through Dialogue
(Applicable across multiple sections)
- Emphasizes active learning through interaction
- Teacher as facilitator: promotes questioning, peer interaction
- Learner-centered: builds on prior knowledge
- Enhances understanding, critical thinking, reflective practice