Time: 3 hours
SYLLABUS OF EDUCATION
Full Marks: 100
PART-I (BASICS OF EDUCATION)
1. Education – Definition, meaning, nature and scope; Differences between education,
training, information and knowledge.
2. Factors of Education and their interrelationship – student, teacher, curriculum and
school.
3. Agencies of Education and their educational role – family, school, community, society,
state, cultural organisation and NGOs.
4. Teacher’s various roles – as a teacher, as a performer, as an administrator, as a
manager and as a leader.
5. Curriculum – Definition, meaning, difference between curriculum and syllabus,
characteristics of modern primary school curriculum especially in Tripura.
PART-II (AREAS OF EDUCATIONAL PRACTICES)
UNIT – I
1. Philosophy and Education – meaning; nature; relationship between Philosophy and
Education; contribution of Philosophy to different fields of education.
2. Meaning, characteristics, advantages, disadvantages of types of Education and their
differences – Formal Education, Informal Education and Non-Formal Education.
3. Contribution of some great Educators towards Education – Rabindranath Tagore,
Mahatma Gandhi, Swami Vivekananda, Rousseau and John Dewey.
UNIT – II
4. Some Schools of Philosophy and their contribution towards Education – Idealism,
Naturalism, Realism and Pragmatism.
5. Aims of Education – meaning; need; types of aims – individual and social; aims of
education as recommended by Kothari Commission (1964 – 1966) and National Policy
on Education (1986).
UNIT – III
6. Educational Psychology – meaning; nature; aims; scope or subject matter; importance
of the knowledge of Educational Psychology to the teacher.
7. Human Development – meaning and characteristics of Growth and Development;
differences between growth and development; aspects of development – Physical,
mental, emotional and social development; human development and the role of the
teacher.
8. Individual Differences – meaning; classification; nature; factors responsible for such
differences; educational significance.
UNIT – IV
9. Learning – meaning; nature; types; learning and teaching; factors influencing learning;
learning and motivation; learning and maturation; managing perfect learning and the
role of the teacher.
10. Intelligence – definition; nature; measurement of intelligence; intelligence and
creativity; constancy of IQ; significance of intelligence in human life.
11. Classroom Dynamics – meaning; nature of individual and group behaviour; group
dynamics in the classroom; managing classroom based group dynamics by the
teacher.
UNIT – V
12. School Administration – meaning; roles and responsibilities of the Head Teacher,
Assistant Teacher and Teachers’ Council; personal role of the teacher in school
administration.
13. School Time-table and Discipline – meaning; principles of constructing school timetable; school and discipline; nature or factors of indiscipline in the school; ways to
establish school discipline.
______________________
Time: 3 hours
SYLLABUS OF ENGLISH
Full Marks: 100
PART-I (BASICS OF EDUCATION)
1. Education – Definition, meaning, nature and scope; Differences between education,
training, information and knowledge.
2. Factors of Education and their interrelationship – student, teacher, curriculum and
school.
3. Agencies of Education and their educational role – family, school, community, society,
state, cultural organisation and NGOs.
4. Teacher’s various roles – as a teacher, as a performer, as an administrator, as a
manager and as a leader.
5. Curriculum – Definition, meaning, difference between curriculum and syllabus,
characteristics of modern primary school curriculum especially in Tripura.
PART-II
(CONTENT)
UNIT – I
1. Meaning of English; Nature of Phonetics in English; History of English with special
emphasis on Indian English; Place of English in present day practices; The value of
attaining a working knowledge in English.
UNIT – II
2. Learning English pronunciation – the speech organs; English sound system; Sounds of
English and phonetic symbols; Vowel sounds and Consonant sounds, stressing, rhythm,
fluency and pause.
3. Concept of Listening in second language; The phonetic elements involved in listening –
monothongs, diphthongs, consonants, pause, accent beat, rhythm; Listening skills and
their sub-skills.
UNIT – III
4. Concept of speaking in second language; Techniques of learning speaking skills and
pronunciation; pronunciation practice and drills; Dialogue and Conversation.
5. Concept of reading; Loud reading and Silent reading; Qualities of a good reader; Rapid
Readers and their uses.
UNIT – IV
6. Place of Grammar in English curriculum; Objectives of learning grammar; Formal
Grammar versus Functional Grammar; Some Grammatical conceptions and their
effective uses – sentence, parts of speeches, tenses, articles, transformation of tenses,
voice change and punctuation.
(METHODOLOGY)
UNIT – V
7. Aims of teaching English in India; Objectives of studying English as both first and
second language; Acquisition of skills of linguistic thinking; Learning pronunciation,
phrasing and intonation and their implications for teaching.
UNIT – VI
8. Instructional Strategies – meaning; various phases of lesson planning; Teachinglearning Materials – meaning, importance, types and applications; Use of technological
aids in teaching-learning process.
UNIT – VII
9. Methods of teaching – Question-Answer Method, Problem Solving Method, Story-telling
Method, Role Play Method, Group Discussion Method; Art of good questioning; Use of
Library and Subject room.
UNIT – VIII
10. Evaluation – meaning; comparison between measurement, evaluation and examination;
Formative and Summative Evaluation; Achievement Test preparation; Concept of
Continuous and Comprehensive Evaluation.
---------------------------------------------
SYLLABUS OF BENGALI
Time: 3 hours
Full Marks: 100
PART-I (BASICS OF EDUCATION)
1. Education – Definition, meaning, nature and scope; Differences between education,
training, information and knowledge.
2. Factors of Education and their interrelationship – student, teacher, curriculum and
school.
3. Agencies of Education and their educational role – family, school, community, society,
state, cultural organisation and NGOs.
4. Teacher’s various roles – as a teacher, as a performer, as an administrator, as a
manager and as a leader.
5. Curriculum – Definition, meaning, difference between curriculum and syllabus,
characteristics of modern primary school curriculum especially in Tripura.
Part-II
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________________________o_________________________
SYLLABUS OF HISTORY
Time: 3 hours
Full Marks: 100
PART-I (BASICS OF EDUCATION)
1. Education – Definition, meaning, nature and scope; Differences between education,
training, information and knowledge.
2. Factors of Education and their interrelationship – student, teacher, curriculum and
school.
3. Agencies of Education and their educational role – family, school, community, society,
state, cultural organisation and NGOs.
4. Teacher’s various roles – as a teacher, as a performer, as an administrator, as a
manager and as a leader.
5. Curriculum – Definition, meaning, difference between curriculum and syllabus,
characteristics of modern primary school curriculum especially in Tripura.
Part-II
(CONTENT)
UNIT – I
1. Ancient Indian civilization – Harappan Civilization – characteristics of Vedic culture and
its comparative relation with Harappan Civilization; Basic principles of Buddhism and
Jainism; Socio-economic and cultural scenario of ancient India.
UNIT – II
2. Islam in India – a brief history of the Sultanate Period; Rise of Mughal Empire; Cultural
synthesis in India – Sultanate and Mughal Period; Sufi and Bhakti Movement.
3. Colonial rule in India and expansion of British Empire in India in different stages of
1765 to 1856 A.D.
UNIT – III
4. Indian Nationalism and foundation of National Congress in 19th Century of European
context – British Education Policy, Social Reform Movement; Swadeshi Movement and
trends of Revolutionary Movement.
5. Background of World War I and World War II.
UNIT – IV
6. Mainstream of National Movement in 1930 to 1940; Congress and Leftist – Mass
Movement and two national theories; Partition of India; Attainment of Freedom.
7. Constitution of free India – chief characteristics; institutional structure of democratic
republic; Development of Parliamentary democracy in free India.
(METHODOLOGY)
UNIT – V
8. Aims and objectives of teaching History in India; Perspectives of learning and teaching
of History – Chorological concept and Chronological concept, acquisition of skills
related to map, time scale etc. of historical thinking; Internal and External Criticism in
learning History.
UNIT – VI
9. Instructional Strategies – meaning; various phases of lesson planning; Teachinglearning Materials – meaning, importance, types and applications; Use of technological
aids in teaching-learning process.
UNIT – VII
10. Methods of teaching – Question-Answer Method, Activity Method, Narrative Method,
Role Play Method, Group Discussion Method; Art of good questioning; Use of Library
and Subject room.
UNIT – VIII
11. Evaluation – meaning; comparison between measurement, evaluation and examination;
Formative and Summative Evaluation; Achievement Test preparation; Concept of
Continuous and Comprehensive Evaluation.
-------------------------------------------
SYLLABUS OF GEOGRAPHY
Full Marks: 100
Time: 3 hours
PART-I (BASICS OF EDUCATION)
1. Education – Definition, meaning, nature and scope; Differences between education,
training, information and knowledge.
2. Factors of Education and their interrelationship – student, teacher, curriculum and
school.
3. Agencies of Education and their educational role – family, school, community, society,
state, cultural organisation and NGOs.
4. Teacher’s various roles – as a teacher, as a performer, as an administrator, as a
manager and as a leader.
5. Curriculum – Definition, meaning, difference between curriculum and syllabus,
characteristics of modern primary school curriculum especially in Tripura.
Part-II
(CONTENT)
UNIT – I
1. Earth as a planet – movement of the earth rotation and revolution and their effects
formation and length of day and night, change of seasons.
UNIT – II
2. Lithosphere – earthquakes, rocks, land forms, glaciers.
Atmosphere – elements of weather and climate, temperature, wind.
Hydrosphere – ocean, tides, and environmental geography related to the concept of
environment pollution
UNIT – III
3. Location of India, relief – physiography divisions, major rivers, climate regions, natural
vegetation and soil.
UNIT – IV
4. Brief discussion on irrigation, agriculture, mineral, power resource and industrial sector
of India (with special reference to Tripura).
5. India’s neighbouring countries – Nepal, Bhutan, Bangladesh, Myanmar, Sri Lanka and
Pakistan.
(METHODOLOGY)
UNIT – V
6. Aims and objectives of teaching Geography in India; Perspectives of learning and
teaching of History – Chorological concept and Chronological concept, acquisition of
skills related to map, time scale etc. of geographical thinking.
UNIT – VI
7. Instructional Strategies – meaning; various phases of lesson planning; Teachinglearning Materials – meaning, importance, types and applications; Use of technological
aids in teaching-learning process.
UNIT – VII
8. Methods of teaching – Question-Answer Method, Activity Method, Narrative Method,
Problem Solving Method, Group Discussion Method; Art of good questioning; Use of
Library and Subject room.
UNIT – VIII
9. Evaluation – meaning; comparison between measurement, evaluation and
examination; Formative and Summative Evaluation; Achievement Test preparation;
Concept of Continuous and Comprehensive Evaluation.
-----------------------------------
SYLLABUS OF MATHEMATICS
Full Marks: 100
Time: 3 hours
PART-I (BASICS OF EDUCATION)
1. Education – Definition, meaning, nature and scope; Differences between education,
training, information and knowledge.
2. Factors of Education and their interrelationship – student, teacher, curriculum and
school.
3. Agencies of Education and their educational role – family, school, community, society,
state, cultural organisation and NGOs.
4. Teacher’s various roles – as a teacher, as a performer, as an administrator, as a
manager and as a leader.
5. Curriculum – Definition, meaning, difference between curriculum and syllabus,
characteristics of modern primary school curriculum especially in Tripura.
Part-II
(CONTENT)
UNIT – I
1. Number System – whole number, integer, rational number, square and square root,
cube and cube root.
2. Ratio and Proportion
3. Percentage
4. Profit and Loss
5. Simple and Compound Interest
6. Fraction and Decimal Fraction
7. Time, Distance and Speed
8. Work
UNIT – II
9. Algebraic expression and algebraic identities
10. Factorisation
11. Ratio and Proportion
12. Equation – Linear, quadratic and simultaneous linear equations in two variables
13. Graph
14. Indices
15. Surd
16. Logarithm
UNIT – III
17. Various plan figures
18. Triangle and its properties
19. Quadrilaterals and its types
20. Congruence of Triangles
21. Similarity of Triangles
22. Parallelogram and its properties
23. Circle and its properties
24. Tangents of a Circle and their properties
UNIT – IV
25. Perimeter and surface area of plain figures – square, rectangle, triangle, parallelogram
and trapezium
26. Circumference and area of circle
27. Surface area and volume of solid objects – cuboid, cube, cylinder, cone, sphere,
pyramid and prism
(METHODOLOGY)
UNIT – V
28. Meaning, nature and scope of teaching Mathematics; Aims, objectives and values of
teaching Mathematics; Mathematics curriculum and importance of Mathematics in
school curriculum.
UNIT – VI
29. Instructional Strategies – meaning; various phases of lesson planning; Teachinglearning Materials – meaning, importance, types and applications; Use of technological
aids in teaching-learning process; Use of Mathematics Laboratory; Mathematics
teaching for gifted and backward children.
UNIT – VII
30. Methods of teaching – Inductive and Deductive Method, Analytical and Synthetic
Method, Discovery Method, Problem-solving Method, Play way Method.
UNIT – VIII
31. Evaluation – meaning; comparison between measurement, evaluation and
examination; Formative and Summative Evaluation; Achievement Test preparation;
Concept of Continuous and Comprehensive Evaluation.
-------------------------------------
SYLLABUS OF PHYSICAL EDUCATION
Full Marks: 100
Time: 3 hours
PART-I (BASICS OF EDUCATION)
1. Education – Definition, meaning, nature and scope; Differences between education,
training, information and knowledge.
2. Factors of Education and their interrelationship–student,teacher, curriculum and school.
3. Agencies of Education and their educational role – family, school, community, society,
state, cultural organisation and NGOs.
4. Teacher’s various roles – as a teacher, as a performer, as an administrator, as a
manager and as a leader.
5. Curriculum – Definition, meaning, difference between curriculum and syllabus,
characteristics of modern primary school curriculum especially in Tripura.
Part-II
(CONTENT)
UNIT – I
1. Physical Education – definition, meaning; differences between General Education and
Physical Education; need; major elements for organisation and administration of
Physical Education.
UNIT – II
2. Structural pattern of the organisation in Tripura – Sub-divisional Level, District Level
and State Level; Role of Sports Council and Sports Association in developing the
concept of Physical Education; Organisation of Physical Education at school level.
UNIT – III
3. Tournament – meaning, types, advantages and disadvantages; Brief outline of the
classification of physical activities; Components of physical fitness; Importance and
maintenance of playground and track.
UNIT – IV
4. Some relevant issues of Physical Education –
a] Hygiene – meaning, need and types;
b] Nutrition – definition, stages, importance, difference between nutrition and malnutrition;
c] First-aid – meaning, functions of first-aid provider, first-aid in various accidents, like
blood shedding, bone fracture, fire burning, electric shock, dog and snake biting;
d] Infectious Diseases – meaning, causes, symptoms and therapy of some diseases like
Measles, Mumps, Influenza, Dysentery, Chicken Pox, Diphtheria, Tuberculosis and
Malaria.
(METHODOLOGY)
UNIT – V
5. Importance of Physical Education in education; Aims and objectives of Physical
Education; Values of physical activities; Physical Education curriculum, its problems
and measures for solvation.
UNIT – VI
6. Instructional Strategies – meaning; various phases of lesson planning; Teachinglearning Materials – meaning, importance, types and applications; Use of technological
aids in teaching-learning process; Qualities and functions of a Physical Education
teacher.
UNIT – VII
7. Methods of teaching – Lecture Method, Demonstration Method, Discussion Method,
Command Method, Play way Method and Observation Method.
UNIT – VIII
8. Evaluation – meaning; comparison between measurement, evaluation and
examination; Formative and Summative Evaluation; Achievement Test preparation;
Concept of Continuous and Comprehensive Evaluation.
-------------------------------------
SYLLABUS OF PERFORMING ARTS
Time: 3 hours
Full Marks: 100
A-Vocal Music
1. A short history of Indian Classical Music. Basic Knowledge about Thumri, Dadra, Kajri,
Khyal, Dhrupad Tarana, Gajal,Bhajan etc.
2. Study of music & rhythm and their relations.Importance of notation in Classical muwsic.
3. Treatment of music in theatres and cinemas.
4. Gurushishya parampara vs institutional system of Music teaching.
5. Importance of musical festivals, Seminars, Conference, Workshop etc.
6. Importance of Music in general Education.
B- Tal-Vadya
1. Classification of Vadya. History & development of Indian Musical instruments.
2. A detailed study of Talas. Dashprana of Tala.
3. Detailed study in Karnataki & Hindusthani Tal system.
4. Merits and demerits of a Tabla/ Pakhwaj player.
C-Dance
1. Basic knowledge in origin & development of Indian classical Dances :
Bharatnatyam, Kathak, Manipuri, Kathakali, Kuchipudi etc
2. Importance of Natyashastra & Abhinoy Darpan in Indian dance.
3. Knowledge of Navaras.
D-Tagore-study
1. Musical environment of Tagore’s family and Music Teachers of Rabindranath in his boyhood.
2. Tagore’s idea in introducing music ,Dance & Fine Arts in General educational curriculum.
3. Thematic classification of Rabindra Sangeet . Characteristic features and varieties of tune of
Tagore’s Song.Influence of classical & Folk tunes on Tagore’s Songs. Influence of western
and provincial tunes of Rabindra Sangeet. Importance of Notation system in preservation
of Tagore’s Song.
4. Tals and Rhythms in Rabindra Sangeet. Tagore’s experiment on Tal & Chhanda .
5.The contribution of Tagore in the field of Dance. Development of Dance in Shantiniketan .
E- Folk& Tribal Music & Dance
1. Bengali Songs of Pre Tagorean era : Brahma Sangeet, Swadeshi Sangeet, Tappa, Song of
Theatre & Yatra.
2. A brief study of different type of Bengali Folk songs in Tripura--- Baoul , Bhatiyali,
,Dhamail ,Gajan, Jari, Sari, Jhumur, Kirtan, Bratachari etc.
3. Knowledge of different type of Tribal dances in Tripura .
4. Short Notes : Shanti Deb Ghosh, Nabakumar Singh, Jyotirindranath, Dinendranath Thakur,
Shrikant Singh, Jadu Bhatta, Bishnu Chakraborty, Radhika Prasad Goswami, Gyanprakash
Ghosh, Sachin Debbarman, Gurusaday Datta, Pulin Debbarma, Lalan, Uday Shankar etc.
____________________________O_______________________________
SYLLABUS OF VISUAL ARTS
Time: 3 hours
Full Marks: 100
A. Indian Art:Indus Valley Sculptures
Gandhar Art
Saranath Buddha
Ajanta Frescos
Chola Bronze: Image of Nataraja
Mughal, Rajasthani and Pahari Miniature Schools
Company School
Kalighat Pata
Raja Ravi Varma
Bengal School
Modern Trend Setters: Abanindranath Tagore, Rabindranath Tagore, Ramkinkar Baij, Jamini
Roy, Nandalal Bose, Binode Behari Mukherjee, Amrita Sher-gil, Deviprosad Roy Chowdhury
Major Groups: Calcutta Group, Progressive Artists’ Group, Cholamandalam
Modern Indian Painters: Jainul Abedin, M.F.Hussain, Satish Gujral, Bikash Bhattacharya,
Ganesh Pyne, Jogen Chowdhury, F.N.Souza, Arpita Singh, Bhupen Khakar, Anjoli Ela Menon
Evolution of Contemporary Indian Sculpture: Dhanraj Bhagat, Prodosh Dasgupta, Meera
Mukherjee, Sankho Chowdhury
B.
Western Art:-
Pre-historic Art: Altamira, Venus of Willendorf etc.
Art of Egypt and Mesopotemia: An outline study with some of the important works
Greek and Roman Art: Greek sculptures in archaic, classical and Hellenistic period, Greek
pottery, Roman Portratures
Gothic Architecture: an outline study of important features
Renaissance: Giotto, Leonardo-de-Vinci, Michelangelo
Baroque period: Rembrandt
Neo-classicism: David, Ingress
Romanticism: Goya, Delacroix
Realism: Courbet
Impressionism: Manet, Monet, Renoir
Post-impressionism: Van Gogh, Cezanne, Gauguin
Matisse
Cubism: Picasso and Braque
German Expressionism: outline study with activities of the major groups
Paul Klee
Dadaism: Outline study of the movement with emphasis on Duchamp
Surrealism: Philosophical background, works of Magritte, Dali, Miro and Max Ernst
Development of Abstraction: Kandinsky, Mondrian, Malvich
Post-war developments: Abstract Expressionism, works of Jackson Pollock
American and British POP Art: Jasper Johns, Rauschenberg, Warhol, Roy Lichenstine, Hockney,
R.B.Kitaj, Oldenburg, Paolozzi
Modern Sculpture: Rodin, Brancusi, Henri Moore, Giacometti, Gabo, Calder
C.
Aesthetics:-
Introduction to Aesthetics and its brief historical Background
The six limbs of Indian Art
Rabindranath’s Idea of Beauty
Abanindranath Tegore’s vision on Aesthetics of art
Nature of Beauty: Views of Plato, Aristottle, Croche, Nietzche
Elements of Art
Sympathy, Empathy, Pleasure
D. Art Forms of North-east:
Outline ideas on: Potteries, Basketry, Wood Carvings, Weavings, Ornaments and Costumes,
Cane and Bamboo crafts, Musical instruments, Terracotta
Scroll and Manuscript paintings
Court Paintings and Major artists of Tripura
Monuments and Relics of Tripura
Rock Sculptures of Tripura: Unakoti, Devatamura
Architectures: Temple and Palaces of Tripura
___________________o___________