First Paper Syllabus Primary Level Teacher Permit
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Description
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.