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Overview of Primary level teacher permit Examination syllabus :
The written examination for teachers is designed to assess both subject-specific knowledge and professional understanding. It is divided into two major papers:
Paper 1: Subject Knowledge and Teaching Skills and Paper 2: Professional Knowledge. Each paper evaluates different competencies required in the teaching profession.
Both papers are conducted simultaneously, and candidates are provided separate answer sheets for each. The total duration of the exam is 3 hours, and candidates must secure a minimum of 50 marks out of 100 to pass.
Candidates are allowed to write their answers in Nepali, English, or both, except for the language-based questions in Paper 1, which must be answered in the respective language.
Paper 1: Subject Knowledge and Teaching Skills
Structure
This paper is worth 65 marks and is divided into two sections:
Section 1: 40 objective (multiple-choice) questions, each carrying 1 mark (40 marks) to be completed in 40 minutes.
Section 2: 5 subjective questions, each worth 5 marks (25 marks) to be completed in 1 hour and 15 minutes.
Objective
This paper is designed to assess a candidate’s:
Knowledge of subject content
Teaching strategies and facilitation skills
Use of ICT in teaching
Evaluation techniques
Overall teaching competence
Key Areas Covered in Paper 1
1. Nepali Language
Introduction, Development & Structure: Understanding features of the Nepali language, structure, sound system (vowels, consonants, script), and differences between spoken and written forms.
Influence of Other Languages: Exploring how other languages affect standard Nepali vocabulary.
Dictionaries and Functional Grammar: Use of dictionaries, identifying standard words, and applying grammar practically.
Inclusive Practices: Strategies to support inclusive language learning.
2. Reading and Language Skills in Nepali
Concepts and methods: sound awareness, letter recognition, vocabulary, reading fluency, comprehension, and writing.
Teaching Nepali as a first and second language.
Multilingual classrooms: using the mother tongue and multilingual strategies.
Language transformation and transfer.
3. Comprehension and Expression in Nepali
Prose comprehension in academic contexts.
Note-taking, summarization, and various writing forms: paragraphs, essays, reports, letters.
Functional writing: messages of sympathy, tributes, greetings.
Coherent expression through interpreting contexts, prediction, event description, visual-text connection, vocabulary usage, and self-writing.
4. English Language
Error identification and editing using co-writing (shared writing).
Writing practices: guided, copied, and free.
Synthesis and analysis of information.
Understanding the importance of English.
Developing listening, speaking, reading, and writing skills.
Comprehension of stories, dialogues, and factual texts.
Interpreting visual data: charts, tables, diagrams.
Descriptive writing: objects, people, and event narration.
Simple writing tasks: letters, dialogues, paragraphs.
Use of punctuation and dictionaries.
Basic grammar and sentence structure.
Language use based on the Grades 1–5 curriculum.
Confident classroom English usage.
5. Mathematics
Concepts of numbers: zero, whole, composite, place value.
Basic operations: addition, subtraction, multiplication, division.
Fractions, decimals, percentages.
Sets and set operations.
Time, money, measurement, conversions.
Area, distance, volume, perimeter calculations.
Unitary method, simple interest, ratios.
Algebraic operations and equations.
Geometry: lines, angles, triangles, quadrilaterals.
Data collection and interpretation: graphs, charts, tables.
6. Primary Level Curriculum (Grades 1–5), Teaching Facilitation, and Evaluation
a. Knowledge of Curriculum
Understanding learning objectives and achievements by level and subject.
Content areas and outcome elaboration.
Curriculum load and full marks by subject.
Teaching-learning processes and evaluation methods.
b. Educational Planning, Facilitation, and Evaluation
Educational plan preparation.
Bloom’s Taxonomy: Introduction, importance, application.
Annual academic planning.
Unit plan development.
Daily lesson planning.
Teaching improvement plan preparation and implementation.
c. Subject-wise Teaching Facilitation Methods
Nepali Language Teaching Methods:
Lecture
Storytelling
Discussion
Question-Answer
Roleplay and dramatization
Games
Discovery method
English Language Teaching Methods:
Listening, speaking, reading, writing skills
Pronunciation
Vocabulary and grammar
Language functions
Classroom techniques: drills, pair work, group work
Songs, chants, poems, stories, games
Mathematics Teaching Methods:
Demonstration
Experimental methods
Question-answer
Discussion
Inductive reasoning
Problem-solving
Discovery/research methods
Piaget’s Cognitive Development theory in mathematics
d. Local and Teacher-Made Teaching Materials
Collection, preparation, and use of local resources and teacher-made materials for subject-specific teaching enhancement.
e. Use of ICT in Teaching
Selection and use of ICT tools:
Online/offline resources
Visual/audio-visual aids
Social media tools
Audio/video/multimedia
Email, websites
Virtual learning environments
E-conferences
Cyber learning tools
f. Subject-wise Evaluation
Table of Specification (ToS) construction.
Tool development based on ToS.
Continuous assessment techniques.
Use of rubrics for fair evaluation.
Paper 2: Professional Knowledge
Structure
This paper includes 7 subjective questions, each carrying 5 marks, totaling 35 marks. The time duration is 1 hour and 5 minutes.
Objective
To evaluate the teacher's:
Knowledge of educational policies and systems in Nepal
Understanding of child development and learning theories
Classroom management and learning environment skills
Professional ethics and continuous development
Communication and collaboration abilities
Awareness of contemporary educational issues
Detailed Syllabus Content
1. Existing Arrangements in School Education
Constitutional provisions related to education in Nepal.
Education Act 2028 (with amendments) and Education Regulations 2059 (with amendments).
Teacher Service Commission Rules 2057 (with amendments).
Education-related points from the Local Government Operation Act 2074.
Subject matter from major reports:
National Education Planning Commission Report, 2011
National Education System Plan, 2028
National Education Commission Report, 2049
School Sector Development Plan (2073/074–2079/080)
National educational goals, objectives, competencies.
Education system structure (pre-primary to secondary).
Non-formal education: basic literacy, functional literacy, ICT literacy, open and alternative education, lifelong learning.
Contemporary education issues.
2. Children and Learning
Concept of learning and its components.
Developmental stages:
Physical
Cognitive/mental
Social and emotional
Learning Theories:
Classical Conditioning (Pavlov)
Operant Conditioning (Skinner)
Trial and Error (Thorndike)
Insightful Learning (Köhler)
Individual differences:
Special needs
Exceptional abilities
Adaptation strategies
Factors influencing learning:
Prior knowledge
Language and communication
Social and cultural diversity
Motivation strategies to support student learning.
3. Learning Environment and Classroom Management
Creating child-friendly learning environments.
Promoting positive discipline and managing ideal behavior.
Conclusion
This guide provides a complete overview of the examination structure, content, and objectives for both Paper 1 and Paper 2. Each section focuses on developing a candidate’s subject competence, pedagogical knowledge, professional behavior, and classroom application. The papers are designed to evaluate readiness for a teaching career through structured and thoughtful assessment. Candidates are encouraged to prepare thoroughly using this guideline, with equal emphasis on subject mastery and professional aptitude.
Comprehensive Overview of Primary Teacher Written Examination
Introduction
The Primary Teacher Written Examination is designed to assess candidates on both subject knowledge and professional teaching competencies. This examination comprises two major papers—Paper 1 and Paper 2—conducted simultaneously with a total duration of 3 hours. The exam evaluates knowledge of teaching strategies, core subject understanding, professional practices, and educational policies.
Paper 1: Subject Knowledge and Teaching Skills
This paper is divided into two sections. The first section consists of 40 objective (multiple-choice) questions, each carrying 1 mark, for a total of 40 marks. Candidates will be given 40 minutes to complete this section. The second section includes 5 subjective questions, each worth 5 marks, totaling 25 marks. The time allotted for this section is 1 hour and 15 minutes. This paper is designed to assess the candidate's core subject knowledge along with teaching-related understanding.
Objective of Paper 1
The goal of this paper is to assess the candidate's:
Knowledge of subject content
Teaching strategies and facilitation skills
Use of ICT in teaching
Evaluation techniques
Overall teaching competence required for entry into the teaching profession
Paper 2: Professional Knowledge
This paper includes 7 subjective questions, each carrying 5 marks, totaling 35 marks. The duration of this paper is 1 hour and 5 minutes. It aims to evaluate the candidate’s understanding of professional practices and their application in relevant fields.
Overall Examination Details
The total marks for the written examination are 100, and candidates must obtain a minimum of 50 marks to pass. Both Paper 1 and Paper 2 will be conducted simultaneously, but candidates will be provided with separate answer sheets for each paper. The total exam duration is 3 hours.
Medium of Examination
Candidates may write their answers in Nepali, English, or both languages, except for language-based subjects in Paper 1, which must be answered in the respective language. The syllabus content for Paper 1 and Paper 2 will be different, focusing on distinct subject areas.
Paper 1: Subject Content and Teaching Skills
Introduction
This paper tests the candidate’s knowledge of the subject, teaching methods, and the use of information and communication technology (ICT) in teaching. It carries a total of 65 marks, divided into two parts:
40 multiple-choice (objective) questions, each carrying 1 mark (total 40 marks)
5 subjective questions, each carrying 5 marks (total 25 marks)
These questions are based on both subject knowledge and teaching-learning methods, including the use of ICT in the classroom. The paper includes questions that assess linguistic and mathematical skills required by a teacher.
Subject: Nepali
1. Introduction, Development & Structure of Nepali Language
Brief introduction and features of Nepali language
Structure and sound system (vowels, consonants, script)
Differences and relationships between spoken and written forms
Influence of other languages on standard Nepali vocabulary
Use of dictionaries and identifying standard words
Functional grammar and its practical use
Inclusive practices in language learning
2. Reading and Language Skills
Concepts and application of reading in language learning: sound awareness, letter recognition, reading flow, vocabulary, comprehension, and writing
Learning Nepali as both a first and second language
Multilingual classroom: using mother tongue and multilingual strategies
Approaches to linguistic transformation and transfer
3. Comprehension and Expression in Nepali
Reading comprehension of prose related to various academic fields
Note-taking and summarization from passages
Writing skills: Paragraphs, essays, reports, and letters
Functional writing: sympathy messages, tributes, greetings, etc.
Coherent expression: interpreting context, predicting, describing events, connecting visuals/text, vocabulary usage, and self-writing
Subject: English
Identify and edit errors in writing based on co-writing (shared writing)
Practice guided, copied, and free writing
Synthesize and analyze information
Understand the importance of the English language
Develop four core language skills: listening, speaking, reading, and writing
Comprehend short stories, dialogues, and factual texts
Interpret charts, tables, and diagrams
Describe objects, people, and narrate events
Write simple letters, dialogues, and paragraphs
Use punctuation marks correctly
Use simple dictionaries effectively
Learn basic English grammar and sentence structures
Use appropriate language structures as per grades 1–5 curriculum
Use classroom English confidently and appropriately
Subject: Mathematics
Understand concepts of numbers and digits including zero, whole, and composite numbers, and place value
Perform basic operations: addition, subtraction, multiplication, and division
Understand fractions, decimals, and percentages
Learn types of sets and operations on sets
Practice time, money, measurement, and conversions
Calculate area, distance, volume, and perimeter
Apply unitary methods, simple interest, and ratios
Perform algebraic operations: addition, subtraction, multiplication, and division of expressions; solve equations
Study geometry: lines, angles, triangles, quadrilaterals, etc.
Collect and interpret data using graphs, charts, and tables
Primary Level Curriculum (Grades 1–5), Teaching Facilitation, and Evaluation
a. Knowledge of Curriculum
Understand level-wise and subject-wise objectives and learning achievements
Know the content areas, sequence, and elaboration of learning outcomes for all subjects
Understand subject-wise full marks and curriculum load
Learn teaching-learning processes and student evaluation methods
b. Educational Planning, Teaching Facilitation, and Evaluation
Prepare educational plans
Categorize educational objectives (introduction, importance, and application based on Bloom’s Taxonomy)
Prepare and apply annual academic plans
Prepare and use unit plans
Prepare and implement daily lesson plans
Design and implement teaching improvement plans
c. Subject-wise Teaching Facilitation Methods
Nepali Language Teaching Methods
Lecture
Storytelling
Discussion
Question-Answer
Roleplay and dramatization
Games
Discovery method, etc.
English Language Teaching Methods at the Basic Level
Teaching four language skills: listening, speaking, reading, writing
Teaching pronunciation
Teaching vocabulary
Teaching grammar and structures
Teaching language functions
Classroom techniques: drills, pair work, group work
Use of songs, chants, poems, stories, and language games
Mathematics Teaching Methods
Demonstration
Experimental methods
Question-answer
Discussion
Inductive reasoning
Problem-solving
Discovery/research methods
Application of Piaget’s Theory of Cognitive Development in teaching math
d. Collection, Preparation, and Use of Local and Teacher-Made Teaching Materials
Gather, create, and effectively use local resources and teacher-made materials for subject-wise teaching and learning enhancement
e. Use of Information and Communication Technology (ICT) in Teaching
Collect, select, and use ICT tools and materials for learning facilitation:
Online and offline resources
Visual and audio-visual aids
Social media tools
Audio, video, multimedia content
Email, websites
Virtual learning environments
E-conferences
Cyber learning tools
f. Subject-wise Evaluation
Construct and use Table of Specification (ToS)
Develop evaluation tools based on the ToS
Implement continuous assessment techniques to support student learning
Use rubrics for effective and fair evaluation
Paper 2: Professional Knowledge
Introduction
This section covers core professional knowledge for teachers including:
Child psychology and learning
Learning environment and classroom management
Communication and collaboration
Continuous learning and professional development
Educational laws and professional code of conduct
Objective
To assess the teacher's knowledge, skills, and competencies on:
Educational policies and systems in Nepal
Child development and learning theories
Classroom environment and management
Professional growth and ethics
Communication and collaboration for effective teaching
Contemporary educational issues
1. Existing Arrangements in School Education
Constitution of Nepal – Provisions related to education
Education Act 2028 (with amendments) and Education Regulations 2059 (with amendments)
Teacher Service Commission Rules 2057 (with amendments)
Education-related provisions in the Local Government Operation Act 2074
Subject matters related to primary and lower secondary levels based on the following documents:
National Education Planning Commission Report, 2011
National Education System Plan, 2028
National Education Commission Report, 2049
School Sector Development Plan (2073/074–2079/080)
National goals of education, objectives and competencies of basic education
Structure of the education system (from pre-primary to secondary level)
Non-formal education (basic literacy, functional literacy, ICT-based literacy, open and alternative education, continuing education, lifelong learning)
Contemporary issues related to education
2. Children and Learning
Concept of learning and related aspects
Developmental stages (from early childhood to adolescence):
Physical development
Mental/cognitive development
Social and emotional development
Learning theories:
Classical Conditioning (Pavlov)
Operant Conditioning (Skinner)
Trial and Error (Thorndike)
Insightful Learning (Köhler)
Individual differences in learning:
Special learning needs
Identification of exceptional abilities
Adapting learning accordingly
Factors affecting children’s learning:
Prior knowledge
Language and communication
Social, cultural values and diversity
Strategies to increase student motivation in learning
3. Learning Environment and Classroom Management
Creation of child-friendly learning environments
Positive discipline and ideal behavior management