Nagaland TET 2026 Guidelines

PREFACE

The National Education Policy, 2020 clearly states that Teacher Eligibility Tests (TETs) will be
strengthened to inculcate better test material, both in terms of content and pedagogy. The TETs will also be
extended to cover teachers across all stages (Foundational, Preparatory, Middle and Secondary) of school
education. National Council for Teacher Education (NCTE) is one of the independent bodies formed in India
for monitoring the Teacher Education. The teachers who want to join the teaching profession should qualify
the Teachers Eligibility Test (TET).

The implementation of the Right of Children to Free and Compulsory Education (RTE) Act, 2009
ensure that persons recruited as teachers possess the essential aptitude and ability to meet the challenges of
teaching at the primary and upper primary level. Therefore, maintaining strict recruitment standard ensures
that teaching quality at Primary and Upper Primary levels remains uncompromised.

Teacher Eligibility Test conducted in the State is known as Nagaland Teacher Eligibility Test (N-
TET). The primary objective of conducting TET is to select the best teachers for our schools and children.
Qualifying in the Teacher Eligibility Test is mandatory to ensure that persons recruited as teachers possess
the essential aptitude and ability to meet the challenges of teaching at all levels.

In view of these, The Academic Authority for the State i.e SCERT, Nagaland has conducted the
Nagaland Teacher’s Eligibility Test in 2013, 2016, 2023, 2024 and 2025.

In accordance with the decision of the National Council for Teacher Education (NCTE) in its 50 th
General Body Meeting and the approval of MOE vide letter no. 21-3/2021-13.1 dated 7th June 2021, the
Guidelines for conducting Teacher Eligibility Test issued by NCTE, the validity period of N-TET qualifying
certificate for appointment will remain valid for life.

I would like to acknowledge my gratitude to Smti. Keviluozonuo Sekhose, Joint Director, SCERT,
Dr. Sukanya Paul Dhar, Joint Director, SCERT and the team of subject experts for their contribution in
bringing out these Guidelines and Syllabus of Nagaland Teacher Eligibility Test.

KERÜÜPFEÜ RÜPREO
DIRECTOR
SCERT, NAGALAND, KOHIMA

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CONTENTS

1. INTRODUCTION TO TEACHER ELIGIBILITY TEST ............................................................................................................ 3
2. ELIGIBILITY/CRITERIA .................................................................................................................................................... 4
3. STRUCTURE, CONTENT AREA AND STANDARD OF QUESTIONS OF NAGALAND TEACHER ELIGIBILITY TEST FOR
PAPER - I (PRIMARY TEACHERS) ........................................................................................................................................ 4
4. STRUCTURE, CONTENT AREA AND STANDARD OF QUESTIONS OF NAGALAND TEACHER ELIGIBILITY TEST FOR
PAPER - II (UPPER PRIMARY TEACHERS) ........................................................................................................................... 6
6. APPLICABILITY ............................................................................................................................................................... 8
7. VALIDITY PERIOD OF NTET CERTIFICATE ....................................................................................................................... 8
8. MODALITIES AND NORMS FOR CONDUCT OF NAGALAND TEACHER ELIGIBILITY TEST................................................ 8
9. HOW TO APPLY FOR N-TET EXAMINATION ................................................................................................................... 9
10. DOCUMENT UPLOAD GUIDELINES .............................................................................................................................. 9
11. FEE DETAILS ............................................................................................................................................................... 10
12. DECLARATION OF N-TET WRITTEN RESULT .............................................................................................................. 10
13. AWARD OF NTET CERTIFICATE: ................................................................................................................................. 10
14. LEGAL DISPUTES ........................................................................................................................................................ 10
15. INSTRUCTIONS REGARDING THE TEST ...................................................................................................................... 10
16. INSTRUCTION TO FILL-UP THE OMR (OPTICAL MARK RECOGNITION) ANSWER SHEET .......................................... 11
17. METHOD OF FILLING UP THE FIRST PAGE OF THE OMR SHEET ................................................................................ 12
18. METHOD OF SHOWING ANSWERS IN THE OMR ANSWER SHEET –.......................................................................... 12
19. SYLLABUS FOR NAGALAND TEACHER ELIGIBILITY TEST (N-TET) ............................................................................... 14
CHILD DEVELOPMENT AND PEDAGOGY ..................................................................................................................... 14
MATHEMATICS ............................................................................................................................................................ 15
ENVIRONMENTAL STUDIES (EVS)................................................................................................................................ 16
LANGUAGE I (ENGLISH) ............................................................................................................................................... 17
LANGUAGE II (NAGALAND HERITAGE STUDIES) ......................................................................................................... 18
20. SYLLABUS FOR N-TET PAPER – II (FOR UPPER PRIMARY TEACHERS) ........................................................................ 19
CHILD DEVELOPMENT AND PEDAGOGY ..................................................................................................................... 19
MATHEMATICS ............................................................................................................................................................ 20
SCIENCE EDUCATION ................................................................................................................................................... 21
SOCIAL SCIENCE .......................................................................................................................................................... 22
LANGUAGE I ENGLISH ............................................................................................................................................ 23
LANGUAGE II NAGALAND HERITAGE STUDIES ......................................................................................................... 24

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1. INTRODUCTION TO TEACHER ELIGIBILITY TEST

In accordance with the provision of the Right to Education (RTE), the National Council for Teacher
Education (NCTE), New Delhi laid down the minimum essential qualifications for a person to be eligible for
appointment as a teacher. One of the pre-requisite qualifications for a person to be eligible for appointment
as a teacher in various Government and Private schools is that he/ she should pass the Teacher Eligibility
Test (TET) to ensure that person recruited as teacher possesses the essential aptitude and ability to meet the
challenges of teaching at the Primary and Upper Primary level.

The rationale for including the TET as a minimum qualification for a person to be eligible for
appointment as a teacher is that it would bring national standards and benchmark of teacher quality in the
recruitment process. This will promote readiness of talented intellectuals in nurturing their potentials to
accept teaching as a profession.

Teacher Eligibility Test would induce teacher education institutions and students from these institutions
to further improve their performance standards. TET was also conceptualized to send a positive signal to all
stakeholders that the Government lays special emphasis on quality teacher.

The National Council for Teacher Education (NCTE), New Delhi issued Guidelines that the TET may
be conducted by a suitable professional body designated by the appropriate Government for the purpose.

In view of this, the Government of Nagaland, Department of Education through its Notification Vide
EDS/ 16-34/2009 (Pt- 111) dated 21. 3. 2011 notified that “the Teacher Eligibility Test shall be
conducted by the Academic Authority of the State, (SCERT) in pursuance of the NCTE Notification.”

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2. ELIGIBILITY/CRITERIA
As per the criteria laid down by the NCTE, New Delhi, only those who have acquired the academic and
professional qualifications specified in the NCTE guidelines are eligible to appear the Teacher
Eligibility Test.

(i) Educational Qualifications for Primary Level, to teach Classes I - V (Paper – I)

Passed HSSLC / 10 +2 and above with at least 45% marks and possess D.Ed/D.El.Ed/ B.El.Ed/ B.Ed as
professional qualification.

(ii) Educational Qualifications for Upper Primary Level, to teach Classes VI – VIII (Paper – II)

Passed Graduation and above with at least 45% marks and possess B.Ed/D.Ed/D.El.Ed/ B.El.Ed as
professional qualification.

Note: For the Government in-service teachers possessing PSTE/CPTE/D.Ed are also eligible to apply for
N-TET exam. As per the verdict given by the Hon'ble Supreme Court of India vide Review Petition (Civil)
Diary No. 53434/2025 in Civil Appeal No. 1385/2025, (copy enclosed) that Government in-service
teachers imparting lessons to students recruited prior to enactment of the RTE 2010 Act, and having more
than 5 (five) years to retire on superannuation would necessarily be required to qualify the Nagaland
Teacher Eligibility Test (N-TET) by 31st Aug, 2028. Supreme Court has extended the timeline for in-
service teachers to acquire the TET qualification from 2 (two) to 3 (three) years i.e the qualification has to
be obtained by 31st Aug, 2028 instead of 31st Aug, 2027 as originally directed.

3. STRUCTURE, CONTENT AREA AND STANDARD OF QUESTIONS OF NAGALAND
TEACHER ELIGIBILITY TEST FOR PAPER - I (PRIMARY TEACHERS)

1. All questions will be Multiple Choice Questions (MCQs), each carrying one mark, with four
alternatives out of which one answer will be correct. There will be no negative marking against
wrong answers.
2. There will be two papers of the N-TET. Paper I will be for a person who intends to be a teacher for
Classes I to V and Paper II will be for a person who intends to be a teacher for Classes VI to VIII. A
person who intends to be a teacher either for Classes I to V or for Classes VI to VIII will have to
appear both papers (Paper-I and Paper-II).

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PAPER I

(FOR CLASSES I TO V) No. of MCQs- 150
𝟏
DURATION OF EXAMINATION: Two- and -a -half hours (2 hrs.)
𝟐

STRUCTURE AND CONTENT (All Compulsory)

I. Child Development and Pedagogy - 30 MCQs - 30 Marks
II. Language -I (English) - 30 MCQs - 30 Marks
III. Language-II (Nagaland Heritage Studies) - 30 MCQs - 30 Marks
IV. Mathematics - 30 MCQs - 30 Marks
V. Environmental Studies - 30 MCQs - 30 Marks

While designing and preparing the questions for Paper 1, the examining body have taken the following
factors into consideration:

 The test items on Child Development and Pedagogy will focus on educational psychology of
teaching and learning relevant to the age group of 6-11 years. It will focus on understanding the
characteristics and needs of diverse learners, interaction with learners and the attributes and qualities
of a good facilitator of learning.
 The Test items for Language I will focus on the proficiencies related to the medium of instruction i.e.
English language with English grammar.
 The test items in Mathematics and Environmental Studies will focus on the concepts, problem
solving abilities, critical thinking and pedagogical understanding of the subjects.
 The questions in the test for Paper I will be based on the topics of the prescribed syllabus of the State
for Classes I to V but the difficulty standard and the linkages could be upto the elementary stage.

Also refer to D.El.Ed and B.Ed syllabus.

Code No. List of Languages Code No. List of Languages
01. Ao 011. Nthenyi (Rengma)
02. Chang 012. Phom
03. Chokri (Chakhesang) 013. Pochury
04. Kuzhale (Chakhesang) 014. Sangtam
05. Khiamniungan 015. Sumi
06. Kuki 016. Tenyidie (Angami)
07. Konyak 017 Yimkhuing
08. Liangmai 018. Zeme
09. Lotha 019. Hindi
010. Nzonkhwe (Rengma) 020. Tükhya yu (Tikhir)

 For Language II (Nagaland Heritage Studies) a candidate may choose any one of the following
languages, recognized as one of the language subject introduced in the State and will be required to
indicate the same in the application form with code no.
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4. STRUCTURE, CONTENT AREA AND STANDARD OF QUESTIONS OF NAGALAND
TEACHER ELIGIBILITY TEST FOR PAPER - II (UPPER PRIMARY TEACHERS)

PAPER II

(FOR CLASSES VI TO VIII): No. of MCQs – 150
𝟏
DURATION OF EXAMINATION: Two- and -a -half hours (2 hrs.)
𝟐

STRUCTURE AND CONTENT

I. Child Development & Pedagogy (compulsory) - 30 MCQs - 30 Marks
II. Language I (compulsory) - 30 MCQs - 30 Marks
III. Language II (compulsory) (NHS) - 30 MCQs - 30 Marks

Specific:

(a) For Mathematics & Science teacher: Mathematics & Science - 60 MCQs - 60 Marks
Math 30 MCQs
Science 30 MCQs
(b) For Social Science teacher: Social Science - 60 MCQs - 60 Marks
(c) For any other teacher – either (a) or (b)

While designing and preparing the questions for Paper II, the examining bodies have taken the following
factors into consideration:

1. The test items on Child Development and Pedagogy will focus on educational psychology of
teaching and learning, relevant to the age group 11-14 years. They will focus on understanding the
characteristics, needs and psychology of diverse learners, interaction with learners and the attributes
and qualities of a good facilitator of learning.
2. The Language I will focus on the proficiency related to the medium of instruction. i.e English
language with English grammar.
3. For Language II (Nagaland Heritage Studies) a candidate may choose any one of the following
languages, recognized as one of the language subject introduced in the State and will be required to
indicate the same in the application form with code no.

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Code No. List of Languages Code No. List of Languages
01. Ao 011. Nthenyi (Rengma)
02. Chang 012. Phom
03. Chokri (Chakhesang) 013. Pochury
04. Kuzhale (Chakhesang) 014. Sangtam
05. Khiamniungan 015. Sumi
06. Kuki 016. Tenyidie (Angami)
07. Konyak 017 Yimkhuing
08. Liangmai 018. Zeme
09. Lotha 019. Hindi
010. Nzonkhwe (Rengma) 020. Tükhya yu (Tikhir)

 The test items in Language II will focus on the content area of language, communication,
comprehension abilities and grammar.
 The test level/content area of Language II for the above mentioned languages in the State will be
from Class - 6 to Class - 8.
 The test items in Mathematics and Science will be of 30 marks each and focus on the pedagogic
studies and also the syllabus of these subjects as prescribed for Class - 6 to Class - 8 by the
Academic Authority of the State, i.e. SCERT, Nagaland.
 The test items for Social Science will be of 60 marks each and focus on the pedagogic studies and
also the syllabus of these subjects as prescribed for Class - 6 to Class - 8 by the Academic Authority
of the State, i.e. SCERT, Nagaland.
 The test items in Mathematics, Science and Social Sciences will focus on the concepts, problem
solving abilities, critical thinking and pedagogical understanding of the subjects.
 The question paper shall be in English for all subjects other than the Language- II which will be in
the Mother tongue as prescribed in the above table.
 The questions in the test for Paper II will be based on the topics of the prescribed syllabus of the
State for Classes VI-VIII but the difficulty standard and the linkages could be upto the secondary
stage.

Also refer to D.El.Ed and B.Ed syllabus.

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5. QUALIFYING MARKS

A person who scores 60% or more in the N-TET will be considered as N-TET pass. However, for SC,
ST, OBC, differently able persons, etc. minimum qualifying percentage will be 55%, in accordance with
their existing reservation policy.

6. APPLICABILITY

N-TET conducted by the SCERT, Nagaland, which shall apply to both Government and Private Schools
within the State of Nagaland.

7. VALIDITY PERIOD OF NTET CERTIFICATE

The N-TET Pass Certificate shall be valid for lifetime for all categories. There will be no restriction on
the number of attempts a candidate takes for improving his/her scores. In such situation, the candidate must
surrender the previous N-TET pass certificate.

8. MODALITIES AND NORMS FOR CONDUCT OF NAGALAND TEACHER ELIGIBILITY
TEST

 Nagaland Teacher Eligibility Test (N-TET) examination shall be centralized.
 The N-TET will be conducted in two sessions on the same day:
Morning Session from 10:00 a.m to 12:30 p.m ----- Paper I
After-noon Session from 1:30 p.m to 4:00 p.m ----- Paper II
 The candidate should satisfy his/her eligibility before applying and shall be personally responsible in
case he/she is not eligible as per the given eligibility criteria. Examination fees will not be refunded
in any case.
 Candidature of a candidate may be cancelled at any stage if any information about his/her eligibility
or declaration mentioned by him/her is found to be incomplete, false or incorrect.
 Only those candidates who possess the requisite qualification acquired from recognized
universities/institutions will be eligible to apply.
 Candidates pursuing professional qualification (D.El.Ed/ B.El.Ed /B.Ed ), can also apply with their
final year admit card.
 Qualifying N-TET would not confer a right on any person for recruitment/appointment as it is
only one of the eligibility criteria for appointment. The eligibility shall be finally verified, by
the concerned recruiting agency/appointing authority.
 Candidates are informed that any kind of malpractice/impersonation will be summarily disqualified
and the candidate shall be debarred from appearing the N-TET exam for the next 3 (Three) years.

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9. HOW TO APPLY FOR N-TET EXAMINATION

1. Access the SCERT Nagaland website i.e https://scert.nagaland.gov.in
2. Go to N-TET > Exam registration 2026
3. On the registration site, click on Register Now
4. Fill all the necessary details and confirm your email address. You’ll receive an OTP for
confirmation either on your specified contact number or email address.
5. Once registered you’ll receive the password for your account on your registered email address.
6. Log in and fill in the required details.

10. DOCUMENT UPLOAD GUIDELINES

 Orientation

Make sure the orientation is correct before Double check to make sure the image is not
uploading. rotated as demonstrated below.

 Cropping

Crop the image properly when scanning or Avoid keeping backgrounds like the one (green
capturing any document. background) shown below.

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11. FEE DETAILS

Paper -I Paper -II Both Paper-I & II
Examination ₹700/- ₹700/- ₹1400/-
Fees (Rupees seven (Rupees seven (Rupees one thousand
hundred only) hundred only) and four hundred
only)

12. DECLARATION OF N-TET WRITTEN RESULT

The N-TET written result shall be prepared on merit basis and will be notified in the Newspaper. The
result will be hosted in SCERT Website. (https://scert.nagaland.gov.in)

13. AWARD OF NTET CERTIFICATE:

The SCERT, Nagaland shall award N-TET life time valid Certificate to all successful candidates. The
certificate shall contain the name and address of the candidate, date of birth, Registration No., Year/month
of Award of Certificate, marks obtained in each paper, etc. and the Class Level. For Classes VI to VIII, the
subject area (Science & Mathematics or Social Science etc.) will be indicated.

14. LEGAL DISPUTES

All legal disputes with regard to conduct of NTET shall be subject to the jurisdiction of the State of
Nagaland.

15. INSTRUCTIONS REGARDING THE TEST

 The candidates should be present in the Examination hall 15 minutes before the
commencement of examination. No candidate will be admitted to the Examination
Hall after 15 minutes of the scheduled time of commencement of examination.
 No candidate will be permitted to appear in the examination hall without the admit card.
 The candidates should not bring any other paper except the Admit Card and Blue or Black Ball
Point Pen in the examination hall.
 Candidates found practicing any unfair means shall stand summarily disqualified, besides other
punitive measures.
 No candidates shall be permitted to leave the examination hall earlier than the time fixed for the
examination.

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 Calculating devices, mobile phones and electronic gadgets etc. will not be allowed in the
Examination Hall.
 Candidates must affix their signatures on the attendance sheet in the presence of the Invigilator in the
Examination Hall.
 Candidate should hand over the OMR sheet to the invigilator before leaving the hall, after the
examination is over.
 There will be no negative marking for any wrong answers.
 Discipline and silence must be observed in the examination hall. Talking/whispering during the
examination is strictly prohibited.

16. INSTRUCTION TO FILL-UP THE OMR (OPTICAL MARK RECOGNITION) ANSWER
SHEET

 The candidates will be provided with one OMR answer sheet for all the questions during the exam.
 Each OMR Answer sheet will have a unique form number and barcode.
 Candidates have to use either Blue or Black ball point pen for filling up the OMR Answer sheet. The
appropriate circle with correct answer should be darkened/blackened with blue or black ball point
pen.
 Candidate should handle OMR answer sheet with extreme care. They should never fold the OMR
answer sheet. The scanner may not evaluate mutilated, torn, folded, wrinkled or rolled OMR answer
sheets.
 Candidates must be careful while marking the probable correct answer in the OMR answer sheet as
the candidate cannot change his/her answer once rendered by a blue or black ball point pen.

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17. METHOD OF FILLING UP THE FIRST PAGE OF THE OMR SHEET

a) Candidate Details Section

 Name of the Candidate: Write your full name clearly in capital letters inside the provided
boxes, leaving one empty box between words or initials. Darken the corresponding alphabet
bubble in the vertical column directly beneath each letter.
 Name of Tribe / Community: Write your specific tribe or community name in the
designated boxes and darken the matching bubbles in the corresponding vertical columns
below.

b) Exam Identification Section

 Booklet Code: Enter the numeric or alphanumeric code provided on your question booklet
into the designated boxes (e.g., 0, 3, 7, 9) and completely darken the matching circles in each
vertical column underneath.
 Roll Number: Write your assigned roll number digit by digit in the boxes provided (e.g., 1,
2, 4, 0, 0, 3, 6) and carefully darken the corresponding circles in the vertical columns below
each number.

c) Signatures and Date

 Candidate's Signature: Sign your name in the space designated for "Candidate's Signature"
as per your official records.
 Date: Fill in the current date of the examination in the format provided (e.g., DD-MM-YY).
 Invigilator's Signature: This section must be left blank for the exam invigilator to sign
during the test.

d) General Instructions to Remember

 Pen Usage: Use either Blue or Black Ball Point Pen to fill in the boxes, darken circles, and
sign. Pens with any other color are prohibited.
 Bubble Filling: Darken the circles completely and uniformly. Do not make stray marks, tick
marks, or partially fill the circles.
 Handling the Sheet: Do not fold, crumple, tear, or make wrinkles on the OMR sheet, as it is
processed electronically and damage may cause rejection.
 No Overwriting: Avoid scratching, erasing, or using white fluid/corrector on the sheet, as
altered answers or fields will be treated as invalid.

18. METHOD OF SHOWING ANSWERS IN THE OMR ANSWER SHEET –

In the OMR Answer Sheet, each question is followed by four alternative choices, which are
numbered as A, B, C and D. Select the most appropriate answer and on the answer sheet by using a blue or
black ball point pen, darken the circle bearing the correct answer option against the serial number of the

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question. For example – if the answer to Question Number 2 is choice number D, it is darkened as shown
below:

A B C D

SOME WRONG METHODS OF MARKING ANSWERS:

Please DO NOT mark your answers or fill up information by using different methods of marking as
illustrated below:

(Use of Line Mark)

(Half filled circle)

(Mark outside the circle)

IMPORTANT :-

In all the above examples of wrong method of marking the answer by the candidate will not be accepted.

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19. SYLLABUS FOR NAGALAND TEACHER ELIGIBILITY TEST (N-TET)

(A) PAPER – I (FOR PRIMARY TEACHER)

CHILD DEVELOPMENT AND PEDAGOGY

 Childhood: Early Childhood and Later childhood and their characteristics
 Childhood as a modern construct; childhood in the context of poverty and globalization.
 Understanding child rights: emergence of UNCRC and its orientation and defining children’s needs.
NEP 2020 and POCSO act. Constitutional provisions and policy legislations related to children.
 Theories of learning.
 Introduction to Development: concept and introduction to perspectives in humanistic development.
 Psychology and Developmental theory.
 Enduring themes in the study of development: development as multidimensional and plural;
developmental continuity through the life span; ways in which development is continuous; socio-
cultural contexts influencing development.
 Meaning, importance and Factors affecting - physical and motor development.
 Gross and fine motor development skills in infancy and preschool children.
 Role of parents and teachers in providing opportunities for physical and motor development.
 Meaning, objectives and factors influencing Vygotsky’s cognitive development.
 Characteristics of child's thinking at the pre-school stage of development according to Jean Piaget.
 Meaning, significance and factors affecting socio—emotional development.
 Major objectives of socio—emotional development in ECCE programme.
 Understanding children's emotions.
 Personality development; Freud, psycho-social development.
 Development and functions of emotions, attachment theory – John Bowlby.
 Philosophers (Western as well as Indian philosophers)
 Concept of socialization: family and adult-child relationships; parenting. Child rearing Practices.
 schooling: peer influences, school culture, relationships with teachers, teacher expectations and
school achievement; being out of school, overage learner.
 Relationship with peers: friendships and gender: aggression and bullying from early childhood to
adolescence.
 Personality development – Freud; Psycho-social development – Erikson.
 Influence of early childhood experiences on Personality.
 Assessment in context of Child Development & Pedagogy
 Domain (Physical, cognitive, language, socio-emotional cultural & aesthetic)

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MATHEMATICS

 Need and Importance of Mathematics in school curriculum.
 Aspects of Mathematics: Concept, Process, Symbol and Language.
 Educational values of Mathematics (Utilitarian, Cultural and Disciplinary).
 Understanding the learners (Stages of cognitive development – Sensory motor, Pre-operation,
Concrete Operation and Formal Operation Periods).
 Understanding the learning processes during early childhood.(Manipulation of objects, placing tasks
in meaningful contexts, representation in multiple ways, developing alternative strategies, problem
solving and problem posing), Constructivist theory of learning.
 Methods of mathematics learning-
 Pre-number concepts, Understanding Numbers and Presentation of numbers.
 Number names and numerals.
 Place value of numbers (Indian system and English system).
 Expanded and short form.
 Natural numbers, whole numbers, even numbers and odd numbers.
 Four basic fundamental operations on whole numbers.
 Concept of factors and multiples.
 Prime, composite, co-prime and twin prime.
 Basic figures: point, line, rays, line segment, collinear points.
 Angles and its types (right, acute, obtuse, straight and reflex angles).
 Triangles and its types (based on sides and angles).
 2D and 3D shapes.
 Understanding of Patterns in Numbers (Odd, even numbers, Multiples and divides by 10s, 100s…,
square numbers, triangular numbers).
 Understanding of Patterns (symmetrical shapes and patterns).
 Philosophy and guiding Principles for development of Mathematics Textbooks.
 Themes, structure of the unit, nature of exercises and its implications.
 Academic standards and indicators of learning.
 Learning resources/Various types of learning aids in mathematics.
 Concept of aims and objectives. Aims of teaching mathematics at the Primary level. Types of
objectives (knowledge, understanding, application and skill). Instructional objectives in terms of
behavioural outcomes.
 Teaching Readiness: Characteristics of a unit, Unit planning, concept mapping and Lesson planning.
 Assessment and evaluation – Definition, need and importance, types of assessment.

Note: For the content area refer to Nagaland State Syllabus (Classes 1 to Class 8) and for the method areas
refer to D.El.ED syllabus.

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ENVIRONMENTAL STUDIES (EVS)

 Introduction - Meaning, Aims and Objectives, Scope and Importance of EVS, its Evolution as a
curricular area at the primary level.
 EVS as an integrated area of study that draws upon understanding from Science, Social Science and
Environmental Education.
 Different Perspectives on EVS according to NCF 2005, NEP 2020.
 Children’s Ideas – Preconceptions, Alternative Conceptions.
 Characteristics of Children’s Ideas with respect to the development stage of Piaget.
 Implications of understanding children’s ideas for classroom transaction.
 Ways of conducting inquiry: Activities, Discussion, Group work, Field visits, Project, Surveys,
Experimentation etc.
 Process Approach in EVS: Process Skills – simple experiments, observations, classification, probing
questions, framing hypothesis, designing experiments, recording results, data analysis, drawing
inferences, interpretation of results, giving examples.
 Map – Picture differentiation, Map reading.
 Considerations in concept maps and thematic web charts.
 Philosophy and guiding principles for development of EVS textbooks.
 Content approaches and methods of teaching EVS- Interactive and participatory methods, teacher as
facilitator.
 Themes, structure of the unit, nature of exercises and its implications.
 Academic standards and indicators of learning.
 Learning resources for effective transaction of EVS curriculum.
 Understanding Reflective Teaching and Learning.
 Assessment – Definition, need and importance.
 Different ways of assessment and reporting assessment for further learning,
 Assessment for learning, Assessment as learning and Assessment of Learning.

Note: For the content area refer to Nagaland State Syllabus (Classes 1 to Class 8) and for the method areas
refer to D.El.Ed syllabus.

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LANGUAGE I (ENGLISH)

 Issues of learning English in a multilingual/ multicultural society: the multilingual nature of India,
English as the language of prestige & power; First, Second and Foreign Language Acquisition/
Learning.
 Teaching English as a second language: developmental, socio-economic and psychological factors.
 Approaches of teaching English: Behaviouristic Approach & Structural Approach; Cognitive &
Constructivist Approach – Nature and role of Learners; different kind of Learners- Young Learners.
Beginners; Teaching large Classes etc.
 Methods of Teaching English; Grammar- Translation Method, Audio Lingual and Bi-Lingual
Method.
 Aims, objectives and steps of Teaching prose and poetry.
 Structure of language: Phonemes, Morphemes and Syntax.
 Relationship between language and society: Identity, power and discrimination.
 Constitutional provision on Language.
 Language diversity in the context of India.
 Difference between Acquisition and Learning.
 Aims and Objectives of Language teaching.
 Functions of language in the classroom.
 Organizing the language classroom.
 Role of the language teacher.
 Skills of teaching and learning English-Listening, Speaking, Reading and Writing
 Figures of Speech.
 Parts of Speech: Noun, Pronoun, Verb, Adverb and its kinds, Adjective – Degrees of comparison,
Conjunction, Prepositions, Interjection – usage.
 Determiners, Conditionals Concord.
 Passive and Active voice.
 Kinds of sentences - Subject and predicate, Simple, compound and complex sentences
 Tenses.
 Clause - Noun, Adjective, Adverbial clause.
 Direct & Indirect speech.
 Method of teaching Prose, Poetry and Grammar.
 Phonetic transcription and stress, intonation, rhythm.
 Continuous & Comprehensive Assessment.

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LANGUAGE II (NAGALAND HERITAGE STUDIES)

The test items in Language II will focus on the content area of language, communication comprehension
abilities and grammar.

 For Language II (Nagaland Heritage Studies) a candidate may choose any one of the following
languages, recognized as one of the language subject introduced in the State and will be required to
indicate the same in the application form with code no.

Code No. List of Languages Code No. List of Languages
01. Ao 011. Nthenyi (Rengma)
02. Chang 012. Phom
03. Chokri (Chakhesang) 013. Pochury
04. Kuzhale (Chakhesang) 014. Sangtam
05. Khiamniungan 015. Sumi
06. Kuki 016. Tenyidie (Angami)
07. Konyak 017 Yimkhuing
08. Liangmai 018. Zeme
09. Lotha 019. Hindi
010. Nzonkhwe (Rengma) 020. Tükhya yu (Tikhir)

The questions in the test for Paper I will be based on the topics of the prescribed syllabus of NHS Textbooks
for Classes I to V but the difficulty standard and the linkages could be upto the elementary stage.

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20. SYLLABUS FOR N-TET PAPER – II (FOR UPPER PRIMARY TEACHERS)

CHILD DEVELOPMENT AND PEDAGOGY

 Contribution of Indian & Western Philosophers in the field of Child Development and Pedagogy.
 Learning: Meaning – Nature of Learning – Types of Learning – factors affecting learning – Theories
of Learning: Trial and Error, Thorndike’s law of learning. Classical conditioning, Gagne’s theory of
learning. Motivation and emotions.
 Behaviourism: concept of Behaviourism - determinants of behaviour - methods of studying
behaviour – observation, interview and case study.
 Cognition: Meaning, Theories of cognitive development - Jean Piaget, Lev Vygotsky’s Social
Constructivism - Erik Erikson’s Psychological stages
 Moral Development - Lawrence Kohlberg
 Meaning of Play – Characteristics, objectives, kinds and types of play.
 Role of play way method in the development of – social, emotional, cognitive, language and motor
development of children.
 Language: meaning, beginning of language development, stages of language development – infancy,
early childhood, later childhood and adolescence; role of Imitation in language learning.
 Communication: meaning, types, language as a means of communication, effect of socio-cultural
variation in language learning – effect of multicultural classroom –
role of teacher in developing effective communication.
 Social development in pre-school years and school years.
 Concept of Intelligence and Multi-dimensional Intelligence.
 Bilingualism, Trilingualism, Multilingualism – implication for teachers.
 Self – self description , self-recognition, self concept, self esteem: social comparison, internalization
as self control.
 Addressing learner’s from diverse backgrounds, including disadvantaged and deprived children.
 Assessment - In context of Child Development & Pedagogy.
 Basic processes of teaching - children's strategies of learning and the teacher’s role as a facilitator.
 Identifying and catering to the needs of students with learning disabilities, visual/hearing
impairments and exceptional children (gifted, creative and specially abled)
 Hereditary and environment.

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MATHEMATICS

 Process of Generalisation: Pattern recognition and inductive reasoning process that enable formation
of hypothesis.
 Structure of Mathematics: Axioms , Postulates, Definitions and Theorems
 Creative thinking in mathematics.
 Methods of Teaching: Problem solving, Analytic and synthetic method, Project Method.
 Techniques of Teaching:
 Factors and multiples: LCM and HCF, Test of divisibility of numbers by 2,3,4,5,6,8,9 and 11.
 Different sets of numbers and their operations: Integers, rational numbers and their operations.
 Concepts of fraction and its representation, types of fractions and its operations. Uses of decimal
fraction in context of units of length and money.
 Decimals: Reading and writing of decimals, expanded and short form, rounding off, conversion of
fraction to decimals and vice-versa. Four fundamental operations on decimals.
 Algebraic expressions, variable and constant, terms of an algebraic expression, Product, factors and
coefficients, like and unlike terms.
 Operation (+, -, ×, ÷) on algebraic expressions.
 Algebraic identities and their uses.
 Data Analysis: Measures of Central Tendency, Arithmetic mean, Median, Mode.
 Percentage.
 Ratio and proportion.
 Interest (simple and compound).
 Discount.
 Profit and loss.
 Pair of angles (adjacent, linear, vertically opposite, complementary, supplementary). Transversal of a
pair of lines and angles their off (corresponding, alternate angles), parallel lines and their
characteristics.
 Quadrilaterals and their kinds, Circle ( Properties of quadrilateral and circle)
 Congruency and similarity:
 Construction of an angle equal to a given angle, bisect a given angle, line segment.
 Construction of a line perpendicular to a given line from a point outside the line and a point on the
line.
 Construction of a triangle when all the three sides, two sides and containing angle and two angles
and containing side are given.
 Measurement of geometrical shapes (Perimeters and areas of a Triangle, Rectangle, Square,
Rhombus, Parallelogram, Trapezium and Circle).
 Assessment.

Note: For the content area refer to Nagaland State Syllabus (Classes 6 to Class 10) and for the method areas
refer to D.El.Ed and B.Ed syllabus.

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SCIENCE EDUCATION

 Meaning, nature, scope of Science.
 Value of Science in our everyday life.
 Scientific Method.
 Scientific Attitude.
 Objectives of Science Education; Differences between Aims and objectives; Objective of teaching
science at Elementary Level.
 Bloom’s Taxanomy.
 Methods of Teaching Science: Lecture cum Demonstration Method, Heuristic Method, Problem Solving
Method, Project Method, Inductive and deductive Method, Concept Mapping.
 Curriculum: Meaning, Principles of Curriculum construction, Place of Science in School Curriculum.
 Science Text Book: Characteristics of a good science Text book.
 Science Teacher: Qualification, Qualities and Professional growth of teachers.
 Teaching Aids: Classification of teaching aids, effective use of multi-media for teaching of science,
Improvisation of teaching aids using locally available resources.
 Co-curricular activities in science: concept and values of co-curricular activities, organization of science
club, science exhibition, field trips and excursions, science quiz
 Models of teaching Science.
 Concept and purpose of Evaluation.
 Types of Evaluation: Diagnostic, Formative and Summative Evaluation.
 Continuous Comprehensive Evaluation.
 Tools and Techniques of Evaluation.
 Continuous and Comprehensive Evaluation (CCE).
 Assessment for learning, Assessment as learning and Assessment of Learning.
 Constructivist and behaviourist approach.

Refer NCERT Science Text Books from Classes 6 -10 for the content area.

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SOCIAL SCIENCE

 Social Sciences: Meaning, scope and nature, Differences, Aims and Objectives of teaching Social
Sciences based on NCF 2005, National Education Policy (NEP) 2020.
 History of Social Sciences, structure of History, Geography, Economics, Civics,
 Different approaches to organize social sciences: discipline centered, issue-centered, integrated
social studies and interdisciplinary social science.
 Understanding change and continuity, cause and effect, time perspective and chronology, socio-
spatial interaction through the following:
o Society: social structure, social stratification, community and groups.
o Civilization: history, culture.
o State: authority, nation, nation-state and citizen.
o Region: resources, space and people.
o Market: Exchange.
 Role of social sciences in developing children understanding of their social context and social
realities like Awareness about their rights and duties towards their society, social evils like
corruption, unemployment, poverty, drug addiction, gender discrimination.
 Cognitive development and concept formation among children in middle/upper primary classes
with reference to their age and socio-cultural context; significance of these factors for curriculum
and pedagogy;
 Different types of teaching-learning materials for social sciences including community and local
sources.
 Analysis of different textbooks of social sciences to understand the perspective about the subject uses
of case studies, pictures, story/narration, dialogue and discussion, experiments, comparison,
development of concepts.
 Teaching methods: Heuristics/discovery method, Project method, use of Narration, Comparisons,
Observations, Dialogue and Discussion in Social Science;
 Concept of data, its sources and evidence in different social science disciplines; difference between
fact and opinion, identifying bias and prejudices; use of personal/experiential knowledge for critical
thinking.
 Philosophy and guiding principles for the development of Social Science textbooks.
 Content, approaches and methods of teaching Social Science – Interactive and participatory methods,
teacher as facilitator.
 Themes, structure of the unit, nature of exercises and its implications.
 Academic standards and indicators of learning.
 Learning resources for effective transaction of Social Science curriculum.
 Lesson Planning: Planning of Teaching Social Science, Year plan, Unit plan and Period plan.
 Assessment and Evaluation – Definition, need and importance, types of assessment.

22

LANGUAGE I ENGLISH

 Approaches of teaching English: Behaviouristic Approach & Structural Approach; Cognitive &
Constructivist Approach – Nature and role of Learners; different kind of Learners- Young Learners.
Beginners; Teaching large Classes etc.
 Methods of Teaching English; Grammar- Translation Method, Audio Lingual and Bi-Lingual
Method.
 Issues of learning English in a multilingual/ multicultural society : the multilingual nature of India,
English as the language of prestige & power ; Key factors affecting second language Acquisition.
 Aims and objectives, steps of Teaching prose and poetry.
 Understanding the Nature of Language.
 Vocabulary and usage.
 Comprehension.
 Idioms and Phrases.
 Synonyms, Antonyms, Homonyms.
 Diminutives.
 Phonetic transcription and stress.
 Structure of language: Phonemes, Morphemes and Syntax.
 Figures of Speech.
 Parts of Speech: Noun, Pronoun, Verb, Adverb and its kinds, Adjective – Degrees of comparison,
Conjunction, Prepositions, Interjection – usage.
 Determiners, Conditionals Concord.
 Voice.
 Kinds of sentences - Subject and predicate, Simple, compound and complex sentences
 Tense.
 Clause – Noun, Adjective, Adverbial clause.
 Direct & Indirect speech.
 Method of teaching Prose, Poetry and Grammar.
 Skills of teaching and learning English-Listening, Speaking, Reading and Writing.
 Formative & Summative Assessment.
 Assessment – Meaning, definition and types of assessment.

23

LANGUAGE II NAGALAND HERITAGE STUDIES

The test items in Language II will focus on the content area of language, communication comprehension
abilities and grammar.

 For Language II (Nagaland Heritage Studies) a candidate may choose any one of the following
languages, recognized as one of the language subject introduced in the State and will be required to
indicate the same in the application form with code no.

Code No. List of Languages Code No. List of Languages
01. Ao 011. Nthenyi (Rengma)
02. Chang 012. Phom
03. Chokri (Chakhesang) 013. Pochury
04. Kuzhale (Chakhesang) 014. Sangtam
05. Khiamniungan 015. Sumi
06. Kuki 016. Tenyidie (Angami)
07. Konyak 017 Yimkhuing
08. Liangmai 018. Zeme
09. Lotha 019. Hindi
010. Nzonkhwe (Rengma) 020. Tükhya yu (Tikhir)

The questions in the test for Paper II will be based on the topics of the prescribed syllabus of NHS Text
Books for Classes VI to VIII.

24