KVS Syllabus 2025 For PRT, TGT, PGT and Other Posts

(a) Understanding the Learner

• Concept of growth, maturation and development, principles and debates of development, development tasks and challenges
• Domains of Development: Physical, Cognitive, Socio-emotional, Moral, etc., deviations in development and its implications.
• Understanding Adolescence: Needs, challenges, and implications for designing institutional support.
• Role of Primary and Secondary Socialization Agencies. Ensuring Home school continuity.

(b) Understanding Teaching Learning

• Theoretical perspectives on Learning -Behaviorism, Cognitivism, and Constructivism with special reference to their implications for:
  (i) The role of teacher
  (ii) The role of learner
  (iii) Nature of teacher-student relationship
  (iv) Choice of teaching methods
  (v) Classroom environment
  (vi) Understanding of discipline, power, etc.
• Factors affecting learning and their implications for:
  (i) Designing classroom instructions,
  (ii) Planning student activities and,
  (iii) Creating learning spaces in school.
• Planning and Organization of Teaching-Learning
  (i) Concept of Syllabus and Curriculum, Overt and Hidden Curriculum
  (ii) Foundational Literacy and Numeracy, Early Childhood Care and Education
  (iii) Competency-based Education, Experiential learning, etc.
  (iv) Instructional Plans: -Year Plan, Unit Plan, Lesson Plan
  (v) Instructional material and resources
  (vi) Information and Communication Technology(ICT) for teaching-learning
  (vii) Assessment of learning, for learning and as learning: Meaning, purpose, and considerations in planning each.
• Enhancing Teaching-Learning processes: Classroom Observation and Feedback, Reflections and Dialogues as a means of constructivist teaching

c) Creating a Conducive Learning Environment

• The concepts of Diversity, disability, and Inclusion, implications of disability as a social construct, types of disabilities-their identification and interventions
• Concept of School Mental Health, addressing the curative, preventive, and promotive dimensions of mental health for all students and staff. Provisioning for guidance and counseling.
• Developing School and community as a learning resource.

(d) School Organization and Leadership

• Leader as a reflective practitioner, team builder, initiator, coach, and mentor.
• Perspectives on School Leadership: instructional, distributed and transformative
• Vision building, goal setting, and creating a School Development Plan
• Using School Processes and forums for strengthening teaching learning Calendar, time-tabling, parent-teacher forums, school assembly, teacher development forums, using achievement data for improving teaching-learning, School Self Assessment, and Improvement
• Creating partnerships with community, industry, and other neighboring schools and Higher Education Institutes — forming learning communities

(e) Perspectives in Education

• NEP-2020: Early Childhood Care and Education: The Foundation of Learning; Foundational Literacy and Numeracy; Curriculum and Pedagogy in Schools: Holistic & Integrated Learning; Equitable and Inclusive Education: Learning for All; Competency-based learning and Education.
• Guiding Principles for Child Rights, Protecting and provisioning for rights of children to safe and secure school environment, Right of Children to Free and Compulsory Education Act, 2009,
• Historically studying the National Policies in education with special reference to school education;
• School Curriculum Principles: Perspective, Learning and Knowledge, Curricular Areas, School Stages — Pedagogy & Assessment.

(a) Understanding the Learner

• Concept of growth, maturation and development, principles and debates of development, development tasks and challenges
• Domains of Development: Physical, Cognitive, Socio-emotional, Moral, etc., deviations in development and its implications.
• Understanding Adolescence: Needs, challenges, and implications for designing institutional support.
• Role of Primary and Secondary Socialization Agencies. Ensuring Home school continuity.

(b) Understanding Teaching Learning

• Theoretical perspectives on Learning -Behaviorism, Cognitivism, and Constructivism with special reference to their implications for:
  (i) The role of teacher
  (ii) The role of learner
  (iii) Nature of teacher-student relationship
  (iv) Choice of teaching methods
  (v) Classroom environment
  (vi) Understanding of discipline, power, etc.
• Factors affecting learning and their implications for:
  (i) Designing classroom instructions,
  (ii) Planning student activities and,
  (iii) Creating learning spaces in school.
• Planning and Organization of Teaching-Learning
  (i) Concept of Syllabus and Curriculum, Overt and Hidden Curriculum
  (ii) Foundational Literacy and Numeracy, Early Childhood Care and Education
  (iii) Competency-based Education, Experiential learning, etc.
  (iv) Instructional Plans: -Year Plan, Unit Plan, Lesson Plan
  (v) Instructional material and resources
  (vi) Information and Communication Technology(ICT) for teaching-learning
  (vii) Assessment of learning, for learning and as learning: Meaning, purpose, and considerations in planning each.
• Enhancing Teaching-Learning processes: Classroom Observation and Feedback, Reflections and Dialogues as a means of constructivist teaching

c) Creating a Conducive Learning Environment

• The concepts of Diversity, disability, and Inclusion, implications of disability as a social construct, types of disabilities-their identification and interventions
• Concept of School Mental Health, addressing the curative, preventive, and promotive dimensions of mental health for all students and staff. Provisioning for guidance and counseling.
• Developing School and community as a learning resource.

(d) School Organization and Leadership

• Leader as a reflective practitioner, team builder, initiator, coach, and mentor.
• Perspectives on School Leadership: instructional, distributed and transformative
• Vision building, goal setting, and creating a School Development Plan
• Using School Processes and forums for strengthening teaching learning Calendar, time-tabling, parent-teacher forums, school assembly, teacher development forums, using achievement data for improving teaching-learning, School Self-Assessment, and Improvement
• Creating partnerships with community, industry, and other neighboring schools and Higher Education Institutes — forming learning communities

(e) Perspectives in Education

• NEP-2020: Early Childhood Care and Education: The Foundation of Learning; Foundational Literacy and Numeracy; Curriculum and Pedagogy in Schools: Holistic & Integrated Learning; Equitable and Inclusive Education: Learning for All; Competency-based Learning and Education.
• Guiding Principles for Child Rights, Protecting and provisioning for rights of children to safe and secure school environment, Right of Children to Free and Compulsory Education Act, 2009,
• Historically studying the National Policies in education with special reference to school education;
• School Curriculum Principles: Perspective, Learning and Knowledge, Curricular Areas, School Stages — Pedagogy & Assessment.