Syllabus Materials

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