OSSTET Syllabus 2025, Exam Pattern, Subject Wise Topics

OSSTET Syllabus 2025: The Board of Secondary Education (BSE), Odisha, has released the official OSSTET Syllabus 2025 for the eligibility test. This detailed syllabus is essential for all candidates preparing for theSecondary School Teacher examination. It covers both Paper I (for TGT, Language Teachers) and Paper II (for Physical Education Teachers). Familiarity with the official structure and content is the first step toward successful qualification.

OSSTET Syllabus 2025 Overview

This table provides an overview of the OSSTET syllabus 2025 . It details also about the key aspects such as the conducting body, post types, and exam structure.

OSSTET Exam Pattern 2025

Both Paper I and Paper II consist of four sections, covering two languages, subject-specific content, and pedagogy. Candidates must score at least 60% (90 marks) to qualify, with relaxation for reserved categories.

OSSTET Syllabus 2025 Subject Wise

The syllabus is broadly divided into four compulsory sections and one subject-specific content section. Section III varies entirely based on the candidate's stream (TGT Arts, TGT Science, etc.).

Child Development (Process Of Growing Up)

Growth and Development

• Difference between growth and development

• Concept and Principles of Development

• Factors influencing development (Nutrition, Intelligence, Psychosocial, Heredity, environment, diseases, injury, Siblings & peers)

Theories of development

• Language development theories of Noam Chomsky

• Cognitive development theories of Piaget

• Social development theories of Erikson

• Moral development theories of Kohlberg

• Developmental characteristics during childhood ( Physical, Social, Cognitive, and Emotional)

• Needs and problems in Childhood and adolescence

Approaches to Understanding the Nature of Intelligence

• Psychometric approach (Guilford, Gardner, Thurstone)

• Information Processing Approach – Sternberg

• Social Constructivist Approach – Vygotsky

• Addressing Problems of Adolescence

• Role of Teachers, Parents, and Community

Development of Self-concept of Adolescents

• Counseling Services for the Adolescents

Learning Process / Pedagogy

Understanding the Learning Process

• Learning as a process and as an outcome

• Relevance & applicability of theoretical perspectives on learning – Humanistic (Karl Rogers), Constructivist (Piaget and Vygotsky)

• Basic Conditions of learning – Readiness, Maturation, Motivation, Maturation, Attention, Task, and Methods.

Organizing Learning

• Characteristics and Process of

• Teacher-centric

• Learner-centric

• Learning – centric

Critical Pedagogy

• Concept, Characteristics, Stages, & approaches of Critical Pedagogy

Addressing Classroom Diversity

• Using a variety of TLMs

• Using the Context of the learner

• Using a Variety of activities while group learning, small group learning, and independent learning

• Adapt the curriculum to the needs of children with special needs in multilingual education.

Educational (School) Management

Educational Management

• Concept, Scope, Importance, and Types – -Centralized and decentralized, Democratic & Autocratic

• Structure at National, State, District, and Sub-district (BRCCs, CRCs, SMCs, SMDCs) and their roles.

Management Structure at different levels

• National

• State

• District

• Subdistricts (BRCs, CRCs, SMCs, SMDC)

School Development Plan (SDP)

• Meaning, Importance, Purpose

• Key Actions – Headmaster, Teachers, Students, Parents & SMDC)

School-Based Management (SBM)

• Concept, Importance, Scope, and Process

• Objectives of SBM

• Resource management – Sources, Utilization & Mobilization

• Infrastructural resources

• Financial Resources

• Human resources

• Community resources

Assessing The Learner / Performance (Evaluation)

Assessment and Evaluation

• Assessment and evaluation in a constructivist perspective

• Concept, Continuous and Comprehensive Evaluation, Formative, Summative ,and Diagnostic Assessment

Assessment and Learning

• Assessment of learning, Assessment for Learning, Assessment as Learning

• Subject-based learning from a constructivist perspective

• Assessment tools and techniques – Projects, Assignments, observation, Teacher-made Tests

• Self-Assessment, Peer-Assessment

• Portfolios, Rubrics

Test Construction

• Steps and Principles of Test Construction

• Development of a blueprint

• Preparation of test items

Recent Developments in Assessment

• Grading

• Assessment in the co-scholastic area

• Implementation Strategy of the Continuous and Comprehensive Evaluation

• Recommendations of NCF – 2005