The Odisha School Education Programme Authority (OSEPA) released the notification for the recruitment of Junior Teachers in Odisha. The selection of candidates will be based on the performance in a written examination.
The exam will be conducted for two categories of Junior Teachers:
- Junior Teacher (Class 1 to 5)
- Junior Teacher (Class 6 – 8)
Table of Contents Show
Odisha Junior Teacher Exam Pattern
Odisha Junior Teacher Exam Pattern consists of two papers – Paper 1 and Paper 2 of 240 marks. The exam pattern for both papers is as follows:
- All the questions will be of MCQ type carrying two marks each.
- The questions will be 10th standard level.
- The medium of the paper shall be Odia and English language
- 2 marks will be awarded for each correct answer and 0.5 marks will be deducted for each incorrect answer.
- Part-I & II are compulsory for both the teachers of Science & Arts for Class-I to V.
Odisha JT Exam Pattern for Category-1 (Class-I to V)
| Paper | Subjects | Questions | Marks | Duration |
| I | General English | 10 | 20 | 150 Minutes (2hr.30min.) |
| General Odia | 10 | 20 | ||
| GK & Current Affairs | 10 | 20 | ||
| Reasoning Ability | 10 | 20 | ||
| Computer Literacy | 05 | 10 | ||
| Child Development, Learning, Curriculum & Assessment | 15 | 30 | ||
| II | Subject Contents | 40 | 80 | |
| Pedagogy | 20 | 40 | ||
| Grand Total | 120 | 240 |
Odisha JT Exam Pattern for Category-2 (Class-VI to VIII)
| Paper | Subjects | Questions | Marks | Duration |
| I | General English | 10 | 20 | 150 Minutes (2hr.30min.) |
| General Odia | 10 | 20 | ||
| GK & Current Affairs | 10 | 20 | ||
| Reasoning Ability | 10 | 20 | ||
| Computer Literacy | 05 | 10 | ||
| Child Development, Learning, Curriculum & Assessment | 15 | 30 | ||
| II | Subject Contents | 36 | 72 | |
| Pedagogy | 24 | 48 | ||
| Grand Total | 120 | 240 |
Odisha Junior Teacher Syllabus 2023
Odisha School Education Programme Authority (OSEPA) has officially released the syllabus for the Odisha Junior Teacher recruitment examination in 2023. Candidates aspiring to become Junior Teachers in Odisha can access and prepare for the examination using the provided syllabus.
Download Odisha Junior Teacher Syllabus PDF
Odisha Junior Teacher Syllabus covers a wide range of subjects and topics to assess the knowledge and competence of candidates applying for the Junior Teacher positions.
| Part-I [General English, Odia, General Knowledge and Current Affairs, Reasoning Ability, Computer Literacy and Child Development. Curriculum, Learning & Assessment] | |
| General English | Comprehension, Inference, and Grammar from Unseen Passage |
| General Odia | Comprehension, Inference, Grammar from unseen passages, and appreciation from a poems |
| General Knowledge and Current Affairs | Current Affairs of the State (National and International), History of Odisha/India, Indian and World Geography, Indian Polity, Economic and Social Development, Everyday Science |
| Reasoning Ability | General mental ability, logical reasoning and analytic ability, Basic numeracy, decision-making and problem-solving |
| Computer Literacy | Basic computer literacy skills for use of ICT in classrooms, concepts, terminology, and operations relating to general computer usage, basic hardware of computer, common applications, networking and internet, social networking, digital citizenship |
| Understanding Child Development | Concept, principles and stages of child developmentCharacteristics of physical, cognitive, social, emotional and moral development in childhood and early adolescenceSignificance of heredity and environment in understanding the childFactors influencing child development – home, school, peer-group and societyUnderstanding the developmental needs of children (age-specific) Learning and developmental task |
| Understanding Learning Process | Learning concept and nature, individual differences in learning -Understanding how child learns – learning through observation, imitation, trial and error, experimentation and experienceLearning as meaning – makingBasic conditions of learning – maturation, fatigue, reinforcement, materials, tasks, organization of materialsPromoting learning – motivating learners, facilitating classroom learning environment, teacher behaviour |
| Learner in Inclusive Context | Meaning of inclusive education; distinction from integrated education and special educationImplementation of inclusive educationEducation of CWSN – types, identification, learning needs, teaching strategies and curriculum adaptationEducation of girl child -issues and strategies to address, initiatives taken so farEducation of socio-culturally disadvantaged children |
| Unit 4 | Right to Education (RTE)Child Right & Child Abuse |
| Curriculum | Concept and Types – subject centered, child centered, experience centered, local -specificCore Curriculum – meaning and featuresPrinciples of curriculum constructionProcess of curriculum development at the elementary school level |
| Process of Curriculum Transaction | Guiding principles for curricular transaction : NCF – 2005 Specifying objectives of curriculum in the learners contextSelection and organization of learning activities and experiencesSkills for classroom transaction – questioning skills, communication skills, blackboard writing skills |
| Approaches to Learning and Teaching | Teacher centred, learner centred and learning centred approachesCompetency based approachActivity based approachActivity and its elementsCharacteristics of activityVarieties of activity (curricular and other-curricular)Constructivist approach to learningMajor issues associated with each approach |
| Learning Assessment | Concept of measurement, evaluation and assessmentContinuous and comprehensive assessmentTools and techniques of assessment -achievement test, observation, interview, rating scale, check list, case study, questionnaire, projectPreparation of different types of test itemsPortfolio assessmentPreparation of unit testRecording, reporting and sharing of assessment resultsUse of assessment outcomes for improving learning |
| Part – II Learning Odia/Urdu/Hindi/Telugu/Bengali | |
| Learning Odia/Urdu/Hindi/Telugu/Bengali at elementary level | Aims and objectives of teaching Odia/Urdu/Hindi/Telugu/Bengali as mother tonguePrinciples of language teachingAcquisition of four-fold language skills in Odia/Urdu/Hindi/Telugu/Bengali viz., listening, speaking, reading and writingInterdependence of four language skillsObjectives and strategies of transacting integrated text for the beginners |
| Teaching, Reading and Writing Skills | Techniques of developing intensive and extensive reading skillsTeaching learning composition and creative writing -Critical perspective on the role of grammar in learning language for communicating ideas in written formChallenges of teaching language in a diverse classroom, language difficulties and errors |
| Language items | Part of speech – Noun, Pronoun, Verb, Adverb, Adjective, Conjunction Formation of word – using prefix and suffix Synonym and antonym Phrase and idiom |
| English | |
| Learning English at Elementary Level | Importance of learning EnglishObjectives of learning English (in terms of content and competence specifications) |
| Language Learning | Principles of language teachingChallenges of teaching language in a diverse classroom |
| Skills in learning English | Four-fold basic skills of learning viz., listening, speaking, reading and writing interdependence of skillsTechniques and activities for developing listening and speaking skills- recitation, storytelling, dialogueDevelopment of reading skills: reading for comprehension, techniques and strategies for teaching reading phonic, alphabet, word, sentence and story Development of writing skills-teaching composition |
| Language items | Noun, Adverb, Verb, Tense and Time, Preposition, Article, Adjective, Preposition, Punctuation |
| MATHEMATICS | |
| Mathematics Education in Schools | Nature of Mathematics (exactness, systematic, patterns, preciseness)Aims and objectives of teaching Mathematics Specific objectives of teaching Mathematics |
| Methods and Approaches to Teaching -Learning Mathematics | Methods: Inductive, deductive, analysis, synthesis, play-way Approaches: Constructivist and Activity -based |
| Number systems and Operation in Numbers | Number system- natural, whole, rational, realFundamental operation on numbers Fractional operation on numbersFractional numbers and decimals – operations in fractional numbers anddecimalsFactors and multiples – HCF and LCMPercentage and its application |
| Measurement | Measurement of length, weight, capacityMeasurement of area and perimeter of rectangle and square Measurement of time concept of a.m., p.m. and time interval |
| Shapes and Spatial Relationship | Basic geometrical concepts – point, line segment, ray, straight line, anglesGeometry of triangles, quadrilaterals and circlesSymmetryGeometrical slides -cube, cuboid, sphere, cylinder, cone |
| ENVIRONMENTAL STUDIES (EVS) | |
| Concept | Concept and significanceIntegration of science and social science Aims and objectives of teaching and learning EVS |
| Methods and Approaches | Basic principles of teaching EVSMethods: survey, practical work, discussion, observation, project Approaches: activity -based, theme-based |
| Governance | Local-self, Government-State and CentralJudiciary |
| Physical Features of Odisha and India | LandscapeClimateNatural resourcesAgriculture and industry Disaster management |
| History of Freedom Struggle in India and Odisha | – |
| Health and Diseases | Nutritional elements and balanced diet Nutritional deficiency and diseasesWaste materials and disposalFirst-aidAir and water pollution |
| Internal Systems of Human Body | Respiratory, circulatory, digestive and excretory system -structure and parts of plant-structure and function |
| Matter, Force and Energy | Matter and its propertiesEarth and Sky, effect of rotation and revolution of EarthWork and Energy |
Junior Teacher (Upper Primary) Class VI-VIII Syllabus
| Part-I [General English, Odia, General Knowledge and Current Affairs, Reasoning Ability, Computer Literacy and Child Development. Curriculum, Learning & Assessment] | |
| General English | Comprehension, Inference, and Grammar from Unseen Passage |
| General Odia | Comprehension, Inference, Grammar from unseen passages, and appreciation from a poems |
| General Knowledge and Current Affairs | Current Affairs of the State (National and International), History of Odisha/India, Indian and World Geography, Indian Polity, Economic and Social Development, Everyday Science |
| Reasoning Ability | General mental ability, logical reasoning and analytic ability, Basic numeracy, decision-making and problem-solving |
| Computer Literacy | Basic computer literacy skills for use of ICT in classrooms, concepts, terminology, and operations relating to general computer usage, basic hardware of computer, common applications, networking and internet, social networking, digital citizenship |
| Child development, Learning & Curriculum | |
| Understanding Child Development | Concept, principles and stages of child developmentCharacteristics of physical, cognitive, social, emotional and moral development in childhood and early adolescenceSignificance of heredity and environment in understanding the childFactors influencing child development – home, school, peer-group and societyUnderstanding the developmental needs of children (age-specific) Learning and developmental tasks, developmental delays, helping children to grow |
| Understanding Learning Process | Learning – concept and nature, individual differences in learning Understanding how child learns – learning through observation, Imitation, trial and error, experimentation and experienceLearning as meaning – making Basic conditions of learning – maturation, fatigue, reinforcement,materials, tasks, organization of materials Promoting learning motivating learners, facilitating classroom learning environment, teacher behaviour |
| Learner in Inclusive Context | Meaning of inclusive education; distinction from integrated education and special educationImplementation of inclusive educationEducation of CWSN-types, identification, learning needs, teachingstrategies and curriculum adaptation Education of girl child issues and strategies to address, initiatives taken so far Education of socio-culturally disadvantaged children |
| Unit 4 | Right to Education (RTE)Child Right & Child Abuse |
| Curriculum | Concept and Types – subject centered, child centered, experience centered, local-specificCore Curriculum – meaning and features Principles of curriculum constructionProcess of curriculum development at the elementary school level |
| Process of Curriculum Transaction | Guiding principles for curricular transaction :NCF-2005Specifying objectives of curriculum in the learners context • Selection and organization of learning activities and experiencesSkills for classroom transaction – questioning skills, communication skills, blackboard writing skills, providing reinforcement, classroom movement |
| Approaches to Learning and Teaching | Teacher centred, learner centred and learning centred approachesCompetency based approachActivity based approachActivity and its elementsCharacteristics of activityVarieties of activity (curricular and other-curricular) Constructivist approach to learningMajor issues associated with each approach |
| Part 2 – Arts Stream | |
| Learning Odia/Urdu/Hindi/Telugu/Bengali at Upper Primary level | Aims and objectives of learning Odia/Urdu/Hindi/Telugu/Bengall as firstlanguagePrinciples of teaching mother tongue • Development of language skills-listening, speaking, reading and writing |
| Teaching Language | Intensive and extensive reading skills at upper primary levelTeaching of non-detailed and detailed texts (prose, poetry) Teaching of composition and creative writingTeaching of grammarChallenges of teaching Odia/Urdu/Hindi/Telugu/Bengali in multi-lingual context |
| Assessment of Language | Assessment of learning Odia/Urdu/Hindi/Telugu/Bengali language-listening, speaking, reading and writing Planning and designing achievement tests and other tools for assessment |
| Elements of Odia/Urdu/Hindi/Telugu/Bengali Language | Comprehension of two unseen passages (one from prose/drama and other from poem) with test items on comprehension, vocabulary and grammar. |
| Language Items | Parts of speech – noun, pronoun, verb, adverb, adjective, conjuctionFormation of word-pre-fix and suffixVocabulary-spelling and meaning of synonym and antonymPhrase and idiom |
| Contribution of famous literates for development of Odia/Urdu/Hindi/Telugu/Bengali Language | Odia-Fakir Mohan Senapati, Gangadhar Meher, Radhanath Ray, Surendra Mohanty, Gopinath MohantyUrdu Altaf Hussain Hall, Niaz Fatepuri, All Sardar Jafri, Amir Khusroo, Majrooh SultanpuriHindi – Bharatendu Harischandra, Mahavir Prasad Dwivedy, Prem Chand, Jayashankar Prasad, Surykanta Tripathy NiralaBengali Rabindra Nath Tagore, Sarat Chandra Chhatopadhya, Tarasankar Bandopadhyay, Kzi Nazrul Islam, Bibhuti Bhusan. BandopadhyayTelugu Srinanthadu, Gurajuda Appa Rao, Kandukuri Veeresalingam, Arudra, C.Narayan Reddy |
| LANGUAGE – II (ENGLISH) | |
| Learning English at Upper Primary Level | Importance of learning EnglishObjectives of learning English |
| Development of English Language Skills | Basic skills of language listening, speaking, reading, writing &interdependence of skills Teaching of prose, poetry and compositionTeaching of creative writingPrinciples of language teachingChallenges of teaching English as second language at upper primary level |
| Assessment of learning English Language | Assessment of comprehension and language skills – listening, speaking, reading and writing |
| Comprehension | Two unseen passages – one from prose/drama and another from poem with questions on comprehension, grammar |
| Language Items | Parts of speech, tense, voice change, change of narration, use of article &use of punctuation mark • Vocabulary – meaning and spelling |
| SOCIAL STUDIES | |
| Aims and objectives of Teaching Social Studies | Importance of teaching-learning Social Science at Upper Primary StageAims and objectives of teaching-learning Social Science Specific objectives of teaching-learning Social Science |
| Methods and Approaches | Methods: Survey, field work / trips, project & group workApproaches: Activity-based, theme-based |
| Evaluation in Social Science | Tools and techniques for assessment of learning in Social Science • Diagnostic assessment and remedial teaching |
| History and Political Science | Methods of historical studies, social, economic and political conditioned ofSultanate, Moghul and British period Slave, Khiligi, Tughlaq, Lodi DynastyEast India Company, British Crown, Impact of British rules, AncientPeriod, Kharabela, Ashoka Soma, Ganga, Surya, fall of Odisha, Odisha under MoghulsNationalist movement in IndiaDevelopment of Nationalism in India and Europe |
| Political Science | Indian Constitution Human RightsGovernance at Central, State and Local level Political Parties and Pressure group |
| Geography | Odisha Geography – physical features, climate, agriculture and industryNatural resources – land, water, forest & wild animals, mineralsAtmosphere, biosphere and hydrosphere Earth-crust, internal structure, landscape – hills & mountains, platue,plains, riversTemperature zones of earth |
| SCIENCE STREAM (MATHEMATICS) | |
| Mathematics at Upper Primary Stage | Nature of Mathematics-logical, systematic, abstractions, pattern,mathematical languageAims and objectives of teaching Mathematics Specific objectives of teaching Mathematics |
| Methods and Approaches to Teaching -Learning Mathematics | Methods: Induction, deduction, analysis and synthesisApproaches: Constructivist and Activity-based |
| Evaluation in Mathematics | Formal and informal evaluationError analysisRemedial and enrichment programmes |
| Number systems | Number System (focus on real and rational numbers) • Properties in different number systems |
| Algebra | Basic concepts – terms, co-efficient, powersAlgebraic equations and their applications with one variablePolynomials – operations in polynomialsLaws of indices Identities |
| Commercial Arithmetic | Percentage and its application-profit and loss, simple and compound,interest, banking, rebateRatio and proportionVariation and its applicationSquare, square root, cube, cube root of natural numbers |
| Shapes and Spatial Relationship | Triangles and QuadrilateralsAngles, complementary and supplementary angles, opposite angles,exterior angles of the triangle Angle sum propertyParallel lines and properties relating to parallel lines Congruency and similaritiesMensurations area and circumstance of circle, higher order problems relating to area of square, triangle, rectangle, parallelogram, trapezium, Pythagorean theorem |
| SCIENCE (Physical Science) | |
| Nature of Science | Aims and objectives of teaching learning science at upper primary stage |
| Methods and Approaches | Methods: Observation, Experimentation, Discovery, Project, and Problem-solvingApproaches: Integrated approach, constructivists approach |
| Evaluation in Science | Tools and techniques for assessing learning in Science |
| Physical Science | Metal, non-metal and metalloid Elements and compoundsSymbol, valence and chemical equation Acid, base and saltPhysical and chemical changes in mattersForce, motion, friction, pressure in solid, liquid & gasesElectricity and current, chemical effects of electric currentRefraction and reflection of light Solar system and planets |
| SCIENCE (Life Science) | |
| Nature of Science | Aims and objectives of teaching learning science at upper primary level |
| Methods and Approaches | Methods: Observation, Experimentation, Discovery, Project and Problemsolving Approaches: Integrated approach, constructivists approach |
| Evaluation in Science | Tools and techniques for assessing learning in Science |
| Life Science | Biological adaptation among living beingsRespiration and transpirationSoil and forest resourceCell structure and function of cell organelleMicro-organismsAdolescence in human being |