AP Model Schools TGT PGT Syllabus

Can you provide me the syllabus of PGT (Post Graduate Teachers) and TGT (Trained Graduate Teacher) exams of AP Model Schools?

[Arun Vats]

The syllabus of PGT (Post Graduate Teachers) and TGT (Trained Graduate Teacher) exams of AP Model Schools are as follows:

PGT Exam Pattern:
PART I : GENERAL KNOWLEDGE AND CURRENT AFFAIRS (Marks: 10)
PART II : CHILD DEVELOPMENT AND PEDAGOGY (Marks: 10)
PART III : PERSPECTIVES IN EDUCATION (Marks: 10)
PART IV : LANGUAGE - ENGLISH (Marks: 10)
PART V : Method Subject CONTENT (Marks: 48)
PART VI : TEACHING METHODOLOGY (Marks: 12)

PGT-English-Syllabus

Part – I
GENERAL KNOWLEDGE AND CURRENT AFFAIRS (Marks: 10)

Part – II
CHILD DEVELOPMENT AND PEDAGOGY (Marks: 10)
1. Development of Child
Development, Growth & Maturation – Concept & Nature, Principles of
development, Factors influencing Development – Biological, Psychological,
Sociological, Dimensions of Development and their interrelationships – Physical
& Motor, Cognitive, Emotional, Social, Moral, Language relating to Infancy, early
Childhood, late Child hood, Adolescence, Understanding Development – Piaget,
Kohlberg, Chomsky, Carl Rogers, Individual differences – Intra & Inter
Individual differences in the areas of Attitudes, Aptitude, Interest, Habits,
Intelligence and their Assessment, Development of Personality – Concept,
Factors and Assessment of Personality, Adjustment, Behavioural problems,
Pro-social behaviour and Mental Health, Methods and Approaches of Child
Development – Observation, Interview, Case study, Experimental, Cross
sectional and Longitudinal, Developmental tasks and Hazards

2. Understanding Learning
Concept, Nature of Learning – input – process – outcome, Factors of Learning –
Personal and Environmental, Approaches to Learning and their applicability–
Behaviourism (Skinner, Pavlov, Thorndike), Constructivism (Piaget, Vygotsky),
Gestalt(Kohler, Koffka) and Observational (Bandura), Dimensions of Learning –
Cognitive, Affective and Performance, Motivation and Sustenance –its role in
learning, Memory & Forgetting, Transfer of Learning.

3. Pedagogical Concerns
Teaching and its relationship with learning and learner, Learners in Contexts:
Situating learner in the socio-political and cultural context, Children from
diverse contexts–Children With Special Needs (CWSN), Inclusive Education,
Understanding of pedagogic methods – Enquiry based learning, Project based
learning, Survey, Observation and Activity based learning, Individual and Group
learning: Issues and concerns with respect to organizing learning in class room
like Study habits, Self learning and Learning to learn skills, Organizing learning
in heterogeneous class room groups – Socio-economic background, Abilities and
Interest, Paradigms of organizing Learning-Teacher centric, Subject centric and
Learner centric, Teaching as Planned activity – Elements of Planning, Phases of
Teaching – Pre active, Interactive and Post active, General and Subject related
skills, competencies required in teaching and attributes of good facilitator,
Learning resources – Self, Home, School, Community, Technology, Class room
Management: Role of student, teacher, Leadership style of teacher, Creation of
non-threatening learning environment, Managing behaviour problems,
Guidance & Counselling, Punishment and its legal implications, Rights of a
child, Time Management, Distinction between Assessment for Learning &
Assessment of Learning, School based Assessment, Continuous &
Comprehensive Evaluation: Perspective & Practice Understanding teaching &
learning in the context of NCF, 2005 & Right To Education Act, 2009.

Part - III
PERSPECTIVES IN EDUCATION (Marks: 10)
1. History of Education : Pre-Vedic and Post-Vedic period, Medieval Education,
Recommendations of various committees during British period with special
reference to Woods Despatch (1854), Hunter Commission (1882), Hartog
Committee (1929), Sargent Committee (1944), Recommendations of various
committees during post independent period with special reference to Mudaliar
Commission (1952-53), Kothari Commission(1964-66), Ishwarbhai Patel
committee (1977), NPE-1986, POA-1992

2. Teacher Empowerment: Meaning, interventions for empowerment, Professional
code of conduct for teachers, Teacher motivation, Professional development of
Teachers and Teacher organizations, National / State Level Organizations for
Teacher Education, Maintenance of Records and Registers in Schools.

3. Educational Concerns in Contemporary India: Environmental Education,
Meaning and scope of Environmental Education, Concept of sustainable
development, Role of Teacher, School and NGOs in development and protection
of environment, Democracy and Education, Equality, Equity, Quality in
Education, Equality of Educational opportunities, Economics of Education,
Meaning and scope, Education as Human Capital, Education and Human
Resource Development, Literacy – Saakshar Bharat Mission, Population
Education, Significance of Population Education, Population situation, policies
and programmes in India, Approaches to Population Education and role of
school and teacher, Themes of population Education, Family life Education,
Sustainable development, Adolescence Education, Health Education, Gender –
Equality, Equity and Empowerment of Women, Urbanization and migration, Life
skills, Inclusive Education, Conceptual Clarification and Definition, Prevalence,
Myths & Facts, Characteristics, Classification & Types, Importance of Early
Identification and assessment, Planning Inclusive Education, Classroom
Management in Inclusive Education, Evaluation, Documentation and Record
Maintenance, Psycho-Social management, Awareness & Sensitization
Strategies, Liberalization, Privatization and Globalization, Value Education,
Sarva Siksha Abhiyan, National Programme for Education of Girls at
Elementary Level (NPEGEL), Mid-day-meals, Rashtriya Madhyamika Siksha
Abhiyan(RMSA), KGBVs and SUCCESS Schools.

4. Acts / Rights: Right of Children to Free and Compulsory Education Act, 2009
and Child Rights.
5. National Curriculum Framework, 2005: Perspective, Learning and Knowledge,
Curricular Areas, School Stages and Assessment, School and Classroom
Environment and Systemic Reforms.

Part - IV
CONTENT: ENGLISH (Marks: 58)
I. Reading Comprehension of an unseen prose text
II. Language and Communication
- Parts of Speech
- Articles-Determiners
- Conjunctions (Linkers/Connectors/ Cohesive devices).
- Prepositions
- Adverbs –Types and their order in sentenses.
- Tense and Time
- Adjectives including Degrees of Comparison
- Modals

- Word Order in Sentences
- Clauses
- Types of Sentences
- Voice
- Direct and Indirect Speech
- Non-finites (Infinitives, Gerunds and Participles)
- Complex and Compound Sentences
- Phrasal Verbs/Idioms/Prepositional Phrases
- Punctuation Marks
- Phonetics -Sounds, Stress and Intonation, Minimal Pairs, Minimal
Contrastive Pairs
- Composition- Letter writing, Message writing, Notice writing, Report
writing, Article writing, Paragraph writing and Precis writing
III. Literature
A. Detailed study of English Literature from 1798 to 1900 with special reference to
Wordsworth, S.T.Coleridge, John Keats , Shelley, Lord Byron, Charles Lamb,
Charles Dickens, William Hazlitt, Alfred Lord Tennyson, Robert Browning,
Mathew Arnold, George Eliot, Thomas Carlyle and John Ruskin.
B. Reading Comprehension of a literary Prose and Poem.
C. Poetry
Name of the Poet Title
William Shakespeare -Let Me Not To The Marriage of True
Minds(A sonnet)
John Milton On Time
On Shakespeare
William Wordsworth The Solitary Reaper
Education of Nature
A Slumber Did My Spirit Seal
The World Is Too Much With Us
William Blake A Poison Tree
The Divine Image
The School Boy
John Keats On The Grasshopper and The Cricket
Ode to The Nightingale
Ode to Autumn
John Donne A Literature Upon the Shadow
The Sunne Rising
W.B.Yeats The Wild Swans of Coole
Byzantium
The Second Coming
S.T.Coleridge The Rime of The Ancient Mariner
Emily Dickinson Trees
Robert Frost The Road Not Taken
Dust of Snow
Stopping By Woods on a Snowy
Evening
Rabindranath Tagore The Last Bargain
Where The Mind is Without Fear
From Lover’s Gift
Sarojini Naidu The Bangle Sellers

C. Prose (Essay/Short Story/Novel)
Name of the Essayist/Writer/Novelist Title
Francis Bacon Of Studies
Charles Lamb Dream Children-A Reverie
Oscar Wilde The Nightingale and The Rose
Stephen Leacock How to Live to be 200
The Conjuror’s Revenge
E.V.Lucas The face on the Wall
O’Henry After Twenty Years
Isaac Asimov Robots and People
A.G.Gardiner On Shaking Hands
R.K. Laxman The Gold Frame
Ruskin Bond How Far is the River
George Orwell Animal Farm (Original version)
R.K.Narayan Next Sunday
The Guide
Jane Austen Pride and Prejudice
Jawahar Lal Nehru Chapter III (The Quest) of Discovery
of India
D. Drama
Name of the Writer Title
William Shakespeare The Tempest
Macbeth
Julius Caesar
Hamlet
J.B.Priestly Mother’s Day(one act play)
Fritz Karinthy The Refund
Mahaswtha Devi Mother of 1084
Note: The candidates are expected to have a thorough knowledge of the above
mentioned poets, essayists, novelists and dramatists and their respective works
mentioned at the level that is expected of a student of literature.
E. Literary Criticism
Mathew Arnold: The Study of Poetry
T.S.Eliot: Function of Criticism

Part - V
TEACHING METHODOLOGY (Marks: 12)
1. Aspects of English language- History, Nature and Importance of English.
2. Problems and Principles of Teaching English.
3. Objectives of Teaching English.
4. Approaches, Methods and Techniques of Teaching English.
5. Developing Language Skills-Listening, Speaking, Reading and Writing.
6. Teaching – Learning Material – development, preparation and use (including
use of ICT).
7. Developing Study and Reference Skills.
8. Remedial Teaching.
9. Evaluation in teaching / learning process.
10. Planning - Lesson planning.
11. Curriculum and Textbooks- Development and Use.

TGT Exam Pattern

Part – I : GENERAL KNOWLEDGE AND CURRENT AFFAIRS (Marks: 10)
Part – II : PERSPECTIVES IN EDUCATION (Marks: 10)
Part - III : CONTENT (Marks: 44)
Part - IV : TEACHING METHODOLOGY (Marks: 16)

TGT-English-Syllabus

Part – I
GENERAL KNOWLEDGE AND CURRENT AFFAIRS (Marks: 10)

Part – II
PERSPECTIVES IN EDUCATION (Marks: 10)
1. Education: Meaning, Aims of Education, Functions of Education, Types of
Education; Constitutional Provisions, important articles and their Educational
implications for General and disabled population; Universalization of
Elementary Education - Schemes and Programmes to achieve UEE like OBB,
APPEP, DPEP, SSA, Open schools, Mid-day-Meals; Recommendations of various
committees and commissions during pre-independent and post-independent
period.
2. Teacher Empowerment: Meaning, interventions for empowerment, Professional
code of conduct for teachers, Teacher motivation, professional development of
Teachers and Teacher organizations, National / State Level Organizations for
Teacher Education, Maintenance of Records and Registers in Schools.
3. Educational Concerns in Contemporary India : Inclusive Education: Conceptual
Clarification and Definition, Prevalence, Myths & Facts, Characteristics,
Classification & Types, Importance of Early Identification and Assessment,
Planning Inclusive Education, Programming and Classroom Management in
Inclusive Education, Evaluation, Documentation and Record Maintenance,
Psycho-Social management, Awareness & Sensitization Strategies;
Environmental Education: Concept, Objectives of Environmental Education,
Environment and Natural Resources; Environmental Pollution – causes and
effects and measures for the protection of environment, Development of
Environmental Values through Environmental Education. Literacy: Saakshar
Bharat Mission, National Programme for Education of Girls at Elementary Level
(NPEGEL) School Health Programme, Disaster Management, Population
education, Adolescence Education and Life Skills, Liberalization, Privatization
and Globalization, Value Education
4. Acts / Rights: Right of Children to Free and Compulsory Education Act, 2009
and Andhra Pradesh Right of Children to Free and Compulsory Education Rules
2010 and Child Rights.
5. National Curriculum Framework, 2005: Perspective, Learning and Knowledge,
Curricular Areas, School Stages and Assessment, School and Classroom
Environment, Systemic Reforms.

Part - III
CONTENT (Marks: 44)
I. Reading Comprehension of an unseen prose text.
II. Language and Communication
- Parts of Speech
- Articles-Determiners
- Conjunctions (Linkers/Connectors/ Cohesive devices)
- Prepositions
- Adverbs –Types and their order in sentences
- Tense and Time
- Adjectives including Degrees of Comparison

- Modals
- Clauses
- Types of Sentences
- Voice
- Direct and Indirect Speech
- Non-finites (Infinitives, Gerunds and Participles)
- Phrasal Verbs/Idioms/Prepositional Phrases
- Punctuation Marks
- Aspects of Pronunciation (Sounds, Stress and Intonation)
- Composition- Letter writing, Message writing, Notice writing, Report
writing, Article writing, Paragraph writing and Précis writing
III. Literature
A. Reading Comprehension of a literary Prose and Poem
B. Poetry
Name of the poet Title
William Shakespeare Let Me Not To The Marriage of True
Minds(A sonnet)
John Milton On Time
On Shakespeare
William Wordsworth A Slumber Did My Spirit Seal
The World Is Too Much With Us
William Blake The Divine Image
The School Boy
John Keats On The Grasshopper and The Cricket
Ode to The Nightingale
John Donne A Literature Upon the Shadow
W.B.Yeats The Wild Swans of Coole
For Anne Gregory
The Lake Isle of Innisfree
S.T.Coleridge Kubla Khan
Emily Dickinson Trees
Robert Frost The Road Not Taken
Dust of Snow
Fire and Ice
Rabindranath Tagore The Last Bargain
C. Prose (Essay/Short Story/Novel)
Name of the Essayist/Writer/Novelist Title
Oscar Wilde The Nightingale and The Rose
Stephen Leacock How to Live to be 200
E.V.Lucas The face on the Wall
O’Henry After Twenty Years
Isaac Asimov Robots and People
R.K. Laxman The Gold Frame
George Orwell Animal Farm (Original version)
D. Drama
Name of the Writer Title
William Shakespeare Julius Caesar
Macbeth
Hamlet
J.B.Priestly Mother’s Day(one act play)

Note: The candidates are expected to have a thorough knowledge of the above
mentioned poets, essayists, novelists and dramatists and their respective works
mentioned at the level that is expected of a student of literature.

Part IV
Teaching Methodology (Marks: 16)
1. Aspects of English language- History, Nature, Importance of English.
2. Problems and Principles of Teaching English.
3. Objectives of Teaching English.
4. Approaches, Methods and Techniques of Teaching English.
5. Developing Language Skills-Listening, Speaking, Reading and Writing.
6. Teaching – Learning material – development, preparation and use (including use
of ICT).
7. Developing Study and Reference Skills.
8. Remedial Teaching.
9. Evaluation in teaching / learning process.
10. Lesson planning.
11. Curriculum and Textbooks- Development and Use.