|Child Development and Pedagogy
|The 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-centred 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.
|The 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.
|The 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
|English / Hindi Language
|Language Comprehension Reading unseen passages –
|Questions based on the passage, including antonyms and synonyms from the passage or prose or drama or poem.
|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
|A 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
|Evaluating language comprehension and proficiency: speaking, listening, reading and writing
|Teaching-learning materials: Textbook, multi-media materials, a multilingual resource for the classroom
|Geometry – Circle, Triangle, Rectangle, Square and related theorems
|Shapes and Spatial Understanding
|Solids around us – Cube, Cuboid, Cone, Cylinder, Sphere, Hemisphere etc.
|Number System – LCM, HCF, Factors, Unit digit, Digit Sum etc.
|BODMAS – Simplifications including Addition, Subtraction, Multiplication, and Division
| 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
|Evaluation through formal and informal methods
|Problems of Teaching
|Ratio and Proportion
|Speed Time & Distance
|Profit & Loss
|Time & Work
|in Meaningful order or Dictionary order
|Haryana General Knowledge
|Culture of Haryana
|Environment – Haryana
|Economy/Polity of Haryana
|Misc. GK- Sports, Books, Dates, Schemes
|Work and Play
|Concept and scope of EVS
|Significance of EVS integrated EVS
|Environmental Studies & Environmental Education
|Scope & relation to Science & Social Science
|Approaches to presenting concepts
|Teaching material/Aids Problems