Check out Latest Exam Pattern Syllabus for FCB Assistant Teacher Exam 2014 Ferozpur Cantonment Board Assistant Teacher Exam Syllabus Important Topics to Study
FCB Assistant Teacher Exam Syllabus 2014
NEWS:- FCB has made slight change in the exam scheme for Assistant Teacher. Now written exam will have 200 questions consisting of 200 Marks. Mental Ability & Quantitative Aptitude section now have 50 Questions.
Ferozpur Cantonment Board will conduct a Written exam for recruitment of Assistant Teacher. Nowadays Competition Level become very high so Competitive Exams gets too tougher. Students facing critical problem of “What to prepare” and “How to prepare” to give their best in their exams. So, here we are providing the latest Syllabus & Exam Pattern of Assistant Teacher Exam conducting by Ferozpur Cantonment Board.
Exam Pattern : Exam Pattern for the Assistant Teacher written Exam is as Follows:-
|
Sr. No.
|
Subject
|
No. of Questions
|
Marks
|
|
1.
|
Child Development & Pedagogy
|
30
|
30
|
|
2.
|
English Language
|
30
|
30
|
|
3.
|
Mathematics
|
30
|
30
|
|
4.
|
Environmental Studies & Science
|
30
|
30
|
|
5.
|
Social Studies
|
30
|
30
|
|
6.
|
Mental Ability, Quantitative
Aptitude and General Knowledge
|
50
|
50
|
|
TOTAL
|
200
|
200
|
- Written Exam will be multiple choice objective type.
- The time duration of written test will be 02:30(Two and half)hours (150 minutes).
- There would be Negative Marking of 25% mark of the given weightage for each wrong answer.
- There will also be Teaching Proficiency Test(TPT) and interview after written test.
Exam Syllabus : Exam Syllabus for Assistant Teacher written Exam is given below:-
Child Development & Pedagogy : 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, Bruner and Vygotsky: constructs and critical perspectives, Concepts of child-centered and progressive education, Critical perspective of the concept of knowledge or epistemology, Social mediation and cognitive negotiability, Language & Thought, Gender as a social construct; gender rbles, 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 etc.
English Language : 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 etc.
Mathematics : 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 etc.
Environmental Studies & Science : 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, Problems, Nature & Structure of Sciences, Natural Science/Aims & objectives, Understanding & Appreciating Science, Approaches/Integrated Approach, Observation/Experiment/Discovery (Method of Science), lnnovation, Text Material/Aids,Evaluation- cognitive/ psychomotor/ affective, Problems, RemedialTeaching etc.
Social Studies : Sources of 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 with special reference to Punjab, Women and reform, Challenging the Caste System, The Nationalist Movement (1885-1947), lndia After Independence.
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, Agricultures.
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 etc.
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, Methods of teaching Social Science/Social Studies, Sources – Primary &secondary, Projects Work, Evaluation etc.
Mental Ability, Quantitative Aptitude and General knowledge :Focus on Venn Diagrams, Number Series, Coding and de-coding, Problem Solving Techniques, Statement & Conclusion type questions, arithmetic reasoning, arithmetical number series, non-verbal series, syllogistic reasoning, Seating Arrangements.
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