1.

W  M I  F (R

T)
2. T  (P.B.S)
3. T N' S (R.W.E)
Poetry (Detailed
4. P B (S N)
Study)
5. T R N T (R F)
6. A S     (W W)
7. T C (W S)
8. T N   S (N E)

1. O  (F B)

Prose / Essay 2. S- (R.W.E)
(Detailed Study) 3. O S H (A.G.G)
4. W M  N (C. R)
Novels (Detailed 1. A F (G O)
Study) 2. S  F (R.K.N)
Drama (Detailed 1. T N (W S)
Study) 2.T I  B E (O W)
1. T B (A C)
Short Story (Detailed 2. E T (R. K. N)
Study) 3. A T Y (O' H)
4. T T (R B)

V. Methodology (20 Marks)

1. Aspects of language (English Language History, Nature, Importance, Principles

of English as Second language and problems of Teaching / learning English)
2. Objectives of Teaching English
3. Development of language Skills (Listening, Speaking, Reading and Writing;
Communicative Skills and Imparting values through Communication
4. Approaches, Methods and Techniques of Teaching English (Introduction,
Definition, Types of Approaches, Methods and Techniques of Teaching including
Remedial Teaching)
5. Teaching of Structures, Vocabulary and Grammar
6. Teaching Learning Materials in English
7. Lesson Planning
8. Curriculum and Textbooks - Importance and need
9. Evaluation in English Language
10. Pronunciation, Phonetics and Phonetic Transcription


 Government of Andhra Pradesh
Department of School Education
State Council of Educational Research & Training
DSC-2024
Category of Post: TGT
Paper II – TELUGU Syllabus

PART - I

I. General Knowledge and Current Affairs (Marks: 10)

PART - II
II. Perspectives in Education (Marks: 05)

1. History of Education :
· The Education in Ancient India - Pre-Vedic and Post-Vedic period, Medieval
Education.
· Education in Pre Independent era - Woods Despatch (1854), Hunter Commission
(1882), Hartog Committee (1929), Sargent Committee (1944).
· Education in Post Independent era - Mudaliar Commission (1952-53), Kothari
Commission (1964-66), Ishwarbhai Patel committee (1977), NPE-1986, POA-1992
2. Teacher Empowerment:
· Need, interventions for empowerment, Professional code of conduct for teachers,
Teacher motivation, Professional development of Teachers and Teacher organizations,
National / State Level Organizations for Teacher Education, Maintenance of Records
and Registers in Schools.
3. Educational Concerns in Contemporary India:
· Democracy and Education, Equality, Equity, Quality in Education, Equality of
Educational opportunities.
· Economics of Education, Education as Human Capital, Education and Human
Resource Development, Literacy - Saakshar Bharat Mission.
· Population Education, Gender - Equality, Equity and Empowerment of Women,
Urbanization and migration, Life skills.
· Adolescence Education
· Value Education – Morel Value and Professional Eathics in Education.
· Health and Physical Education
· Inclusive Education - Classroom Management in Inclusive Education
· Role of Education in view of Liberalization, Privatization and Globalization
· Programmes and Projects – APPEP, DPEP, SarvaSikshaAbhiyan, National
Programme for Education of Girls at Elementary Level (NPEGEL),
RashtriyaMadhyamikaSikshaAbhiyan(RMSA), RashtriyaAveshekarAbhiyan (RAA),
KGBVs, Model Schools.
· Incentives and special provisions – Mid Day Meals, Free Books, Scholarship,
Awards, Welfare Hostels, Transportation.
· Current Trends in Education – Badipelusthondi, BadikiVasta, Mavuru – ManaBadi,
Vidyanjali, SwachaPatasala, Inspire, Kalavutsav.

䙧
 4. Acts / Rights:
· Right of Children to Free and Compulsory Education Act - 2009
· Right to Information Act - 2005
· Child Rights
· Human Rights.

5. National Curriculum - Framework, 2005: Perspective, Guiding Principles, Learning and

Knowledge, Teaching Learning Process, Assessment, Systemic Reforms.

6. National Educational Policy-2020

PART - III

III. Classroom implications of Educational Psychology – 05Marks

1. Individual differences: Inter and intra individual differences, meaning, nature and
theories of intelligence with special emphasis to multiple intelligence, IQ, assessment
of intelligence, EQ, Creativity. Attitude, Aptitude, Interest, Habit and its Influence on
Intelligence – Class room implementation.
2. Learning:Theories and approaches of learning, learning curves, Factors, Phases,
Dimensions of learning, Types of learning, Transfer of learning. Memory,
Forgetting,Learning and assessment– Class room implementation.
3. Personality: Nature, characteristics and theories of personality, factors of
Personality, Assessment of Personality, Mental health, Adjustment, Stress – nature,
Symptoms and management. Emotional intelligence, Management of emotions –
Class room implementation.

PART – IV
IV. Content (40 Marks)) ( Class VI to Intermediate level syllabus )
1) 6e ÔásÁ>·Ü qT+& ‚+³¯ˆ&jáT{Ù esÁÅ£” >·\ €+ç<óçŠ |Ÿ<ûXÙ ç|ŸuóT„ ÔáÇ Ôî\T>·T y#῱\\ý˓ n+Xæ\T:
(–|Ÿy#῱\Ôà dŸVŸä) 40 eÖsÁTØ\T
¿£$¿±ý²<ŠT\T, Hû|<Ÿ ó‘«\T, –<ûXÝ æ\T, eTÖ\ ç>·+<ó‘\T, $XâcÍ+Xæ\T, ‚ÜeÔï\T,
bÍsĐ«+Xø $wŸjÖá \T yîTTöö$; $<‘«ç|ŸeÖD²\T.
2) |Ÿ<CŠ ²\+:
nsÆ\T, |Ÿs«jáT|Ÿ<‘\T, HHsÆ\T, eÚ«ÔáÎÔá«ï sÆ\T, ç|Ÿ¿£Ü ` $¿£ÔáT\T, C²rjáÖ\T,
kÍyîTÔá\T yîTTöö$.
3) uó²cÍ+Xæ\T:
dŸ+<óTŠ \T, dŸeÖkÍ\T, #óá+<ŠdŸTà, n\+¿±s\T, bÍ]uó²w¾¿|£ Ÿ<‘\T ç¿ìjáT\T, y¿±«\T yîTTöö$.

‫ﭿ‬
 4) Ôî\T>·T kÍV¾²Ôá« #á]çÔá:
5) Ôî\T>·T uó²cÍ #á]çÔá:
Ôî\T>·TýË nq«<ûXæ\T; eÖ+&ƒ*¿±\T; nsÁ$Æ |Ÿ]eÖD+; <óŠÇqT\ eÖsÁTÎ
6) kÍV¾²Ôá« $eTsÁô:
7) u²\ y«¿£sDÁ +:
dŸ+Èã, dŸ+~ó, ÔáÔàá eT, €ºÌ¿£, dŸeÖdŸ, |Ÿ]#ûÌÛ<ŠeTT\T.
8) #ó+á <ŠdŸTà: (eÔï\T, C²ÔáT\T, –|ŸC²ÔáT\T)
jáTÔáT\T, çbÍdŸ\ sÁ¿±\T ` #ó+á <à <ŠsÎÁ D+
V. Ôî\T>·T uË<óŠH |Ÿ<ŠÔÆ áT\T : 20 eÖsÁTØ\T
_.m&Ž Ôî\T>·T uË<óHŠ  |Ÿ<ÔƊ áT\T. (Ôî\T>·T n¿±&ƒMT ç|Ÿ#áTsÁD)
1. uó²wŸ ` $$<óŠ uó²eq\T
2. uó²cÍHî|Õ ÚŸ D²«\T
3. ç|ŸD²[¿£ sÁ#qá ` bÍsÄ«Á ç>·+<¸‘\T
4. $<‘« kÍ+¹¿Ü¿£ XæçdŸ+ï ` dŸV²Ÿ bÍsÄÁ« ¿±sÁ«ç¿£eÖ\T
5. kÍV¾²Ôá« ç|Ÿç¿ìjáT\T ` uË<óŠH |Ÿ<ƊÔáT\T
6. eTÖý²«+¿£q+ ` |Ÿ¯¿£\Œ T

晷
 Government of Andhra Pradesh
Department of School Education
State Council of Educational Research & Training
DSC-2024
Category of Post: TGT
Paper II – HINDI Syllabus

PART - I

I. General Knowledge and Current Affairs (Marks: 10)

PART - II

II. Perspectives in Education (Marks: 05)

1. History of Education :
· The Education in Ancient India - Pre-Vedic and Post-Vedic period, Medieval
Education.
· Education in Pre Independent era - Woods Despatch (1854), Hunter
Commission (1882), Hartog Committee (1929), Sargent Committee (1944).
· Education in Post Independent era - Mudaliar Commission (1952-53), Kothari
Commission (1964-66), Ishwarbhai Patel committee (1977), NPE-1986, POA-
1992
2. Teacher Empowerment:
· Need, interventions for empowerment, Professional code of conduct for
teachers, Teacher motivation, Professional development of Teachers and
Teacher organizations, National / State Level Organizations for Teacher
Education, Maintenance of Records and Registers in Schools.
3. Educational Concerns in Contemporary India:
· Democracy and Education, Equality, Equity, Quality in Education, Equality of
Educational opportunities.
· Economics of Education, Education as Human Capital, Education and Human
Resource Development, Literacy - Saakshar Bharat Mission.
· Population Education, Gender - Equality, Equity and Empowerment of
Women, Urbanization and migration, Life skills.
· Adolescence Education
· Value Education – Morel Value and Professional Eathics in Education.
· Health and Physical Education
· Inclusive Education - Classroom Management in Inclusive Education
· Role of Education in view of Liberalization, Privatization and Globalization
· Programmes and Projects – APPEP, DPEP, SarvaSikshaAbhiyan, National
Programme for Education of Girls at Elementary Level (NPEGEL),
RashtriyaMadhyamikaSikshaAbhiyan(RMSA), RashtriyaAveshekarAbhiyan
(RAA), KGBVs, Model Schools.
· Incentives and special provisions – Mid Day Meals, Free Books, Scholarship,
Awards, Welfare Hostels, Transportation.
· Current Trends in Education – Badipelusthondi, BadikiVasta, Mavuru –
ManaBadi, Vidyanjali, SwachaPatasala, Inspire, Kalavutsav.

䙧
 4. Acts / Rights:
· Right of Children to Free and Compulsory Education Act - 2009
· Right to Information Act - 2005
· Child Rights
· Human Rights.

5. National Curriculum - Framework, 2005: Perspective, Guiding Principles, Learning

and Knowledge, Teaching Learning Process, Assessment, Systemic Reforms.

6. National Educational Policy-2020

PART - III

III. Classroom implications of Educational Psychology – 05Marks

1. Individual differences: Inter and intra individual differences, meaning, nature and
theories of intelligence with special emphasis to multiple intelligence, IQ, assessment
of intelligence, EQ, Creativity. Attitude, Aptitude, Interest, Habit and its Influence on
Intelligence – Class room implementation.
2. Learning: Theories and approaches of learning, learning curves, Factors, Phases,
Dimensions of learning, Types of learning, Transfer of learning. Memory, Forgetting,
Learning and assessment– Class room implementation.
3. Personality: Nature, characteristics and theories of personality, factors of Personality,
Assessment of Personality, Mental health, Adjustment, Stress – nature, Symptoms
and management. Emotional intelligence, Management of emotions – Class room
implementation.
PART - IV
IV. Content (Marks: 40)) ( Class VI to Intermediate level syllabus )
1. uÒæty ÌçuÒn® N ç FuoÒçÌ: N ç uħç\Œ - uÄu§‘ç uÄt½ÄçŒçõ Nz uÄYçº EçutN çÂ,
§uO N çÂ, ºyuo N ç Eç{º Eç‡ìuŒN N çÂ
2. Eç‡ìuŒN ÌçuÒn®: uÄu§‘ç ŸÄwuð®çå Eç{º ŸªìQÄçt (Zç®çÄçt, ŸTuoÄçt,Ÿ®çzTÄçt,
ºÒË®Äçt Eçut ) ÌçuÒn®N ućçLå (N uÄoç, N ÒçŒy, Gœ‹®çÌ, ŒçbN Eçut)
3. uÒæty §çÊç N ç FuoÒçÌ: Gt½§Ä Eç{º uÄN çÌ: uÒæty ºçÉb~ §çÊç, ºç\§çÊç Eç{º uľç
§çÊç Nz »œ ªõ uÒæty tzČçTºy uÂuœ N ç uÄN çÌ, tzÆ N y LN oç Eç{º uÒæty@
4. uÒæty §çÊç N ç qzÞ: Gœ§çÊçLå Eç{º ¤çzu®åç
5. §çºoy® N çîÆçËÏç: Es|, œuº§çÊç, Ÿ®çz\Œ Eç{º Âqm, ºÌ, Zæt, EÂæN çº
6. §çÊç onÄ Eç{º îçN ºm: Äm|ªçÂç : (Ëĺ, îæ\Œ §zt Ämçzú N ç G€ççºm ËsçŒ)
Æ£t§zt: (¿œ œuºÄo|Œ Nz E‡çº œº uÄN çºy EuÄN çºy Æ£t îìnœuð Nz Eç‡çº œº
Æ£t §zt ¿jy,®ç{uTN , ®çzT ¿j) GœÌT|, Ÿn®®, uÂæT ÄYŒ, N çºN - N ç -
Ìæu‡ - ̪çÌ@ œ®ç|®çÄçYy Æ£t, uÄÂçzª Æ£t, Æ£t œuºY® on̪, ot½§Ä, tzÆy,
uÄtzÆy, uNÀ ®ç - ÌN ª|N , EN ª|N Ÿzºmçs|N uNÀ ®çLå - ªìÒçĺz, ÂçzN çzuO , N ÒçÄo,

‫ﭿ‬
 uÄºçª uYь@ ÄçM® §zt, ÄçM® Eç{º Ÿ®çzT, ÄçM® ÌæºYŒç, §zt ÄçX® N ow| ÄçX®,
N ª| ÄçX® Eç{º §çÄ ÄçX® œt-œuºY®
7. uÒæty œçe° œìËoNõ (uûoy® §çÊç) ZeÄë N qç Ìz tÌÄë N qç ÌuÒo
(GœÄçYN Eç{º œeŒÒzoì ÌçuÒo)

V. Methodology (Marks: 20)

1. §çÊç-Es|, œuº§çÊç, ªÒnÄ, ŸNw uo Eç{º ËÄ¿œ, †ÄuŒ uÄrçŒ, Æ£t uÄrçŒ, Ä
çM® uÄrçŒ, uÄć Ëoºçõ œº uÒæty uÆqm Nz Âß® Eç{º Gt½tÅz ®, Ÿsª §çÊç Nz
¿œ ªõ uÒæty t½uÄoy® §çÊç Nz ¿œ ªõ uÒæty, uÞ§çÊç ÌîÞ, §çºoy® ÌæuÄ‡çŒ ªõ u
Òæty N ç ËsçŒ@
2. uÒæty §çÊç uÆqm ŸçsuªN , ªç†®uªN Eç{º GXY ªç†®uªN Ëoº œº
(1) uÒæty §çÊç - uÆqm Nz GòzÅ®
(2) EXZz uÆqm Eç{º EXZz uÆqm N y uÄÆzÊoçLå@
(3) uÒæty E†®çœN Eç{º uÆqm N y uÄÆzÊoçLå
(4) §çÊç - uÆqm Nz Ìçªç‹® uÌòæço
(5) §çÊç uÆqm Ÿmçu®çå
(6) §çÊç uÆqm N y œòuo®çå (Ÿn®q, œºçzq, Qz ªçå‹oz̺y, uŒtz|uÆo,
gçÁbŒ, EçTªŒ, Ìîߪ uÆqm Eçut)
(7) uÆqm ÌîÞ
3. uÆqm ªõ §çÊç - N ç{ÆÂçõ N ç ªÒnÄ
Ì쌌ç - †ÄuŒ N y Gnœuð - †ÄuŒ Eç{º ÈÄm N ç œçºËœuºN Ì椇 æ
¤çzŒç - Æ£tçzXYçºm, ÄçN ®½ æÞ, Æìt‡
ì çzXYçºm N ç E¥®çÌ, ªç{uQN Eu§Ã®uO ,
œçeÆçÂç ªõ Äçoç|Âçœ N ç E¥®çÌ@
œjŒç: ÄçYŒ N y uÄÆzÊoçLå, ŸN çº tçzÊ Eç{º GœYçº
uÂQŒç: ªÒnÄ, uŒ®ª uÄu‡®çå, ŸN çº, Eqº-uċ®çÌ
4. œçe°NÀ ª Eç{º ÌÒTçªy uNÀ ®çLå
œçe°NÀ ª-œçe° œìËoN , œìËoN ç® - twÅ® - Èî GœN ºm (uÆqm GœN ºm)
œçe ÌÒçTçªy uNÀ ®çLå, §çÊç Ÿ®çzTÆçÂç@
5. uÆqm ®çz\Œç:
(1) œçe-®çz\Œç (Tù, œù, îçN ºm, œÞ ÂzQŒ Eç{º ºYŒç)
(2) FN çF| œçe ®çz\Œç
(3) Ìîߪ uÆqm œçe ®çz\Œç
6. ªîÁ®çæN Œ
ªîÁ®çæN Œ N y ‡çºmç, uŒºæoº ̪TÀ ªîÁ®çæN Œ, G𪠜ºyqç N y uÄÆzÊoçLå,
ŸÅŒ œÞ N ç uŒªç|m, GœÂu£‡ œºyqç, uŒtçŒçnªN LæÄ GœYçºçnªN uÆqm,
Eu§ÂzQ@
7. Eçæ‡ÀŸtzÆ ªõ uÒæty uÆqm ªõ EçŒzÄçÂy ̪ˮçLå Ä GŒN ç uŒºçN ºm@
8. †ÄuŒ, Äm|, Æ£t, ÄçM® ºYŒç Ä Æìt½‡çÆìò Äo|Œy Ä ÄçM® rçŒ@

晷
 Government of Andhra Pradesh
Department of School Education
State Council of Educational Research & Training
DSC - 2024
Category of Post: TGT
Paper II – SANSKRIT Syllabus

PART - I
I. General Knowledge And Current Affairs (Marks: 10)

PART - II
II. Perspectives In Education (Marks: 05)
1. History of Education :
· The Education in Ancient India - Pre-Vedic and Post-Vedic period, Medieval
Education.
· Education in Pre Independent era - Woods Despatch (1854), Hunter
Commission (1882), Hartog Committee (1929), Sargent Committee (1944).
· Education in Post Independent era - Mudaliar Commission (1952-53), Kothari
Commission (1964-66), Ishwarbhai Patel committee (1977), NPE-1986, POA-
1992
2. Teacher Empowerment:
· Need, interventions for empowerment, Professional code of conduct for
teachers, Teacher motivation, Professional development of Teachers and
Teacher organizations, National / State Level Organizations for Teacher
Education, Maintenance of Records and Registers in Schools.
3. Educational Concerns in Contemporary India:
· Democracy and Education, Equality, Equity, Quality in Education, Equality of
Educational opportunities.
· Economics of Education, Education as Human Capital, Education and Human
Resource Development, Literacy - Saakshar Bharat Mission.
· Population Education, Gender - Equality, Equity and Empowerment of
Women, Urbanization and migration, Life skills.
· Adolescence Education
· Value Education – Morel Value and Professional Eathics in Education.
· Health and Physical Education
· Inclusive Education - Classroom Management in Inclusive Education
· Role of Education in view of Liberalization, Privatization and Globalization
· Programmes and Projects – APPEP, DPEP, Sarva Siksha Abhiyan, National
Programme for Education of Girls at Elementary Level (NPEGEL), Rashtriya
Madhyamika Siksha Abhiyan(RMSA), Rashtriya Aveshekar Abhiyan (RAA),
KGBVs, Model Schools.
· Incentives and special provisions – Mid Day Meals, Free Books, Scholarship,
Awards, Welfare Hostels, Transportation.
· Current Trends in Education – Badi pelusthondi, Badi ki Vasta, Mavuru –
Mana Badi, Vidyanjali, Swacha Patasala, Inspire, Kalavutsav.

䙧
 4. Acts / Rights:
· Right of Children to Free and Compulsory Education Act - 2009
· Right to Information Act - 2005
· Child Rights
· Human Rights.

5. National Curriculum - Framework, 2005: Perspective, Guiding Principles,

Learning and Knowledge, Teaching Learning Process, Assessment, Systemic
Reforms.

PART - III

III. Classroom Implications of Educational Psychology – 05marks

1. Individual differences: Inter and intra individual differences, meaning, nature and
theories of intelligence with special emphasis to multiple intelligence, IQ, assessment
of intelligence, EQ, Creativity. Attitude, Aptitude, Interest, Habit and its Influence on
Intelligence – Class room implementation.
2. Learning: Theories and approaches of learning, learning curves, Factors, Phases,
Dimensions of learning, Types of learning, Transfer of learning. Memory, Forgetting,
Learning and assessment– Class room implementation.
3. Personality: Nature, characteristics and theories of personality, factors of
Personality, Assessment of Personality, Mental health, Adjustment, Stress – nature,
Symptoms and management. Emotional intelligence, Management of emotions –
Class room implementation.

PART - IV
IV. Sanskrit Content (Marks: 40) ) ( Class VI to Intermediate level syllabus )
Note: 6 N ß®ço: 12 N ߮眮|‹oæ ŸçX® / Ìæ®ìO œçeÆçÂçÌæËNw oœçe°œìËozN Êì
uÄùªçŒçæÆç: œçe°zoºçæÆç: Y @
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V. Methodology (20 Marks)

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