Goa TET Syllabus 2026 Highlights
Understanding the key highlights and examination schedule is crucial for aspirants. Review the information below for a clear overview of the essential details regarding the Goa Teacher Eligibility Test.
| Goa TET Paper 1 Subjects |
- Child Development and Pedagogy,
- Language I (compulsory), Subject concerned: Pedagogy,
- Language II (compulsory), Subject concerned: Pedagogy,
- Mathematics and the Subject concerned Pedagogy,
- Environmental Studies and the Subject concerned with Pedagogy
|
| Goa TET Paper 2 Subjects |
- Child Development and Pedagogy,
- Language I (compulsory), Subject concerned: Pedagogy,
- Language II (compulsory), Subject concerned: Pedagogy,
- Mathematics & Science and Subject concerned Pedagogy OR Social Science and Subject concerned Pedagogy.
|
| Language I |
English |
| Language II |
Konkani or Marathi |
| Total Questions |
150 questions (each paper) |
| Total Marks |
150 marks (each paper) |
| Total Time |
2 : 30 hrs |
| Negative Marking |
No |
| Question Pattern |
Objective Type Questions |
| Difficulty level for Goa TET Paper 1 |
Up to 8th Class |
| Difficulty level for Goa TET Paper 2 |
Up to 10th Class |
| Marking Scheme |
1 marks |
Goa TET Exam Pattern 2026
The Goa TET exam consists of two papers: Paper 1 for Primary Level teachers (Classes 1st to 5th) and Paper 2 for Secondary Level teachers (Classes 6th to 8th). The exam follows an offline, pen-and-paper format with no negative marking for the 2026 session.
The GTET structure includes two distinct papers tailored to specific teaching levels.
- Paper, I will be for a person who intends to be a teacher for classes I to V.
- Paper-II will be for a person who intends to be a teacher for classes VI to VIII.
Note: Candidates aspiring to teach at both the primary (I to V) and upper primary (VI to VIII) levels must appear for both Paper 1 and Paper 2.
| Goa TET Exam Pattern 2026 |
| Paper |
Name of Subject |
No. of Questions |
Paper |
Name of Subject |
No. of Questions |
| PAPER –I |
Child Development and Pedagogy |
30 |
PAPER-II |
Child Development and Pedagogy |
30 |
| Language I (compulsory) and Subject concerned Pedagogy |
30 |
Language I (compulsory) and Subject concerned Pedagogy |
30 |
| Language II (compulsory) and Subject concerned Pedagogy |
30 |
Language II (compulsory) and Subject concerned Pedagogy |
30 |
| Mathematics and Subject concerned Pedagogy |
30 |
Mathematics & Science and Subject concerned Pedagogy
OR
Social Studies/Social Science and Subject concerned Pedagogy |
60 |
| Environmental Studies and Subject concerned Pedagogy |
30 |
| Total Marks |
150 |
Total Marks |
150 |
| Negative marking |
No |
Negative marking |
No |
Goa TET Syllabus
The complexity of the questions aligns with the requirements of each respective paper level. Below, you will find the complete, topic-wise Goa TET syllabus categorized for Paper 1 and Paper 2 to streamline your study preparation.
Paper I: Primary Stage (for classes I to V)
I. Child Development and Pedagogy – 30 Questions
| Section |
Topic |
Detail |
Total Questions |
| A |
Child Development (Primary School) |
- Concept of development and its relationship with learning
- Principles of growth and development of children (up to 11 years)
- Causes of individual differences Heredity & Environment
- Social and Emotional development, Piaget’s stages of cognitive development
- Concepts of child-centred and progressive education
- Concept and types of Intelligence, Multiple Intelligence, Emotional Intelligence
- Measurement of Intelligence
- Concept of Personality, Development of Personality in Childhood
- Adjustment and Mental Health
|
10 Questions |
| B |
Learning |
- How children think and learn
- Concept and nature of learning, learning styles
- Theories and principles of Conditioning, Cognitivism and Constructivism
- Factors affecting Learning: Motivation, Attention, Memory, Emotion etc.
- Transfer of Learning: Concept, Types, Methods
- Information Processing and thinking: Critical thinking, problem-solving, divergent thinking, creativity and innovation.
|
10 Questions |
| C |
Curriculum, Pedagogy and Evaluation |
- Concept and Principles of Curriculum
- Types of Curriculum
- Factors affecting Curriculum Transaction
- Concept and Forms of Evaluation
- Continuous & Comprehensive Evaluation: perspective and practice
- Different types of tests, Marking, grading of scholastic and co-scholastic achievement of children.
- Principles of test construction and characteristics of a good test
- Question Bank, Blue Print and Item Analysis
|
7 Questions |
| D |
Concept of Inclusive education and understanding children with special needs |
- Features, characteristics and Educational Provision for Gifted children, Slow Learners, Physically challenged and children with Learning Disabilities
- Concept and strategies for Inclusive Education
|
3 Questions |
II. Language I (English) – 30 Questions
| Section |
Topic |
Detail |
Total Questions |
| A |
Language Comprehension |
Reading unseen passage – two passages one prose or drama and one poem with questions on comprehension, inference, grammar and verbal ability (Prose passage may be literary, scientific, narrative or discursive) |
15 Questions |
| B |
Pedagogy of Language Development |
- Principles, aims and objectives of English language teaching
- Approaches, Methods and techniques of teaching English
- Learning and acquisition of English language skills: Pronunciations, Stress and Modulation
- Role of listening and speaking: function of language and how children use it as a tool
- Communicative and writing skills in English
- Role of grammar in learning English language for communicating ideas verbally and in written form
- Challenges of teaching the English language: Prose, Poetry, Composition, Letter Writing, creative writing etc.
- Evaluating English language comprehension and proficiency: speaking, listening, reading and writing
- Teaching-learning materials: Textbook, multi-media materials, multilingual resources of the classroom
- Diagnostics Test and Remedial Teaching
|
15 Questions |
III. Language II (Marathi/Konkani) – 30 Questions
| Section |
Topic |
Detail |
Total Questions |
| A |
Comprehension |
Reading unseen passages – two passages one prose or drama and one poem with questions on comprehension, inference, grammar and ve4rbal ability (Prose passage may be literary, scientific, narrative or discursive) |
15Questions |
| B |
Pedagogy of Language Development |
- Principles, aims and objectives of language teaching
- Approaches, Methods and Techniques of teaching language
- Learning and acquisition of language skills: Pronunciations, Stress and Modulation
- Role of listening and speaking: function of language and how children use it as a tool
- Communicative and Writing skills
- Role of grammar in learning language for communicating ideas verbally and in written form
- Challenges of teaching language: Prose, Poetry, Composition, letter writing, creative writing etc.
- Evaluating language comprehension and proficiency: speaking, listening, reading and writing
- Teaching – learning materials: Textbook, multi-media materials, multilingual resource of the classroom
- Diagnostic Test and Remedial Teaching
|
15Questions |
IV. Mathematics – 30 Questions
| Section |
Topic |
Detail |
Total Questions |
| A |
Content |
- Geometry
- Shapes & Spatial Understanding
- Solids around Us
- Numbers
- Addition and Subtraction
- Multiplication
- Division
- Measurement
- Weight
- Time
- Volume
- Data Handling
- Patterns
- Money
|
15 Questions |
| B |
Pedagogical issues |
- Aims and objectives of teaching Mathematics
- Place of Mathematics in school Curriculum
- Methods of teaching Mathematics: inductive, deductive, analytic, synthetic, heuristic
- Approaches and techniques involved in teaching of Mathematics
- Competency based teaching in Mathematics (class-I-IV)
- Concept Attainment Model of teaching in Mathematics
- Challenges of Teaching Mathematics
- Teaching – learning materials: Textbook, Mathematical Kit, Models, other aids
- Evaluation through formal and informal methods
- Error analysis and related aspects of learning and teaching
- Diagnostic Test and Remedial Teaching
|
15 Questions |
V. Environmental Studies – 30 Questions
| Section |
Topic |
Detail |
Total Questions |
| A |
Content |
- Family and Friends:
- Relationships
- Work and Play
- Animals
- Plants
- Food Shelter
- Water
- Travel
- Things we Make and Do
|
15 Questions |
| B |
Pedagogical Issues |
- Meaning, scope and purpose of EVS
- Significance of EVS as an integrated area of study at primary level
- Environmental Studies in relation to Science & Social Studies
- Methods of teaching EVS: Observation Method, Project Method, Role Play,
- Storytelling, Environmental Games, Exhibition etc.
- Approaches to teaching EVS: Activity based, Exploration, Discovery,
- Experimentation/ Practical Work, Reporting
- Teaching – learning materials: Textbook, Computer aided Learning, Models, other locally relevant resources etc.
- Evaluation of learning objectives of EVS: Achievement test, Environmental
- Awareness test, assessment of attitude towards Environment, Interest etc.
- Diagnostic Test and Remedial Teaching in EVS
|
15 Questions |
Paper-II: Elementary Stage (for classes VI to VIII)
I. Child Development and Pedagogy – 30 Questions
| Section |
Topic |
Detail |
Total Questions |
| A |
Child Development (Elementary School) |
- Meaning and Nature and Scope of Educational Psychology
- Concept and Principles of Growth and Development and its relationship with learning
- Characteristics of growth and development of children (Physical, Emotional, Social)
- Causes of Individual differences: Heredity & Environment,
- Social and Emotional development, Paget’s stages of cognitive development
- Concepts of child- centred and progressive education
- Concept and types of Intelligence, Multiple Intelligence, Emotional Intelligence
- Measurement of Intelligence
- Concept of Personality, Development of Personality in Childhood
- Adjustment and Mental Health at home and school
- Self-Concept, attitude, interest, values
|
10 Questions |
| B |
Learning |
- How children think and learn
- Concept and nature of Learning, Learning styles
- Laws of Learning
- Theories and principles of Conditioning, Cognitivism and Constructivism
- Factors affecting Learning: Concept, Types, Methods
- Information Processing and thinking: Critical thinking, problem solving, divergent thinking, creativity and innovation
|
10 Questions |
| C |
Curriculum, Pedagogy and Evaluation |
- Concept and Principles of Curriculum
- Bases of Curriculum Development: Models of Curriculum Development
- Types of Curriculum Development
- Factors affecting Curriculum Transaction
- Concept and Forms of Evaluation
- Continuous & Comprehensive Evaluation: perspective and practice
- Different type of tests: Marking, grading of scholastic and co-scholastic
- Achievement of children.
- Principles of test construction and characteristics of a good test
- Question Bank, Blue Print and Item Analysis
|
7 Questions |
| D |
Concept of Inclusive education and understanding children with special needs |
- Features, Characteristics and Educational Provision for:
- Gifted children, Slow Learners, physically challenged and children with Learning Disabilities
- Concept and strategies for Inclusive Education
|
3 Questions |
II. Language I (English) – 30 Questions
| Section |
Topic |
Detail |
Total Questions |
| A |
Language Comprehension |
Reading unseen passage – two passages one prose or drama and one poem with questions on comprehension, inference, grammar and verbal ability (Prose passage may be literary, scientific, narrative or discursive) |
15 Questions |
| B |
Pedagogy of Language Development |
- Principles, aims and objectives of English language teaching
- Approaches, Methods and techniques of teaching English
- Learning and acquisition of English language skills: Pronunciations, Stress and Modulation
- Role of listening and speaking: function language and how children use it as a tool
- Communicative and writing skills in English
- Role of grammar in learning English language for communicating ideas verbally and in written form
- Challenges of teaching English language; Prose, Poetry, composition, letter writing, creative writing etc.
- Evaluating English language comprehension and proficiency: speaking, listening,
- reading and writing
- Teaching – learning materials: Textbook, multi-media materials, multilingual resource of the classroom
- Diagnostic Test and Remedial Teaching
|
15 Questions |
III. Language II: Marathi/Konkani – 30 Questions
| Section |
Topic |
Detail |
Total Questions |
| A |
Comprehension |
Reading unseen passage – two passages one prose or drama and one poem with questions on comprehension, inference, grammar and verbal ability (Prose passage may be literary, scientific, narrative or discursive) |
15 Questions |
| B |
Pedagogy of Language Development |
- Principles, aims and objectives of language teaching
- Approaches, Methods and techniques of teaching language
- Learning and acquisition of language skills: Pronunciations, Stress and Modulation
- Role of listening and speaking: function of language and how children use it as a tool
- Communicative and writing skills
- Role of grammar in learning language: Prose, Poetry, composition, letter writing, creative writing etc.
- Evaluating language comprehension and proficiency: speaking, listening, reading and writing
- Teaching – learning materials: Textbook, multi-media materials, multilingual resource of the classroom
- Diagnostic Test and Remedial Teaching
|
15 Questions |
IV. Mathematics and Science – 60 Questions
(i) Mathematics – 30 Questions
| Section |
Topic |
Detail |
Total Questions |
| A |
Content |
- Number System
- Knowing our Numbers
- Playing with Numbers
- Whole Numbers
- Negative Numbers and Integers
- Fractions
- Algebra
- Introduction to Algebra
- Ratio and Proportion
- Geometry
- Basic geometrical ideas (2-D)
- Understanding Elementary Shapes (2-D and 3-D)
- Symmetry: (reflection)
- Construction (Using Straight edge Scale, protractor, compasses)
- Menstruation
- Data handling
|
20 Questions |
| B |
Pedagogical issues |
- Aims and objectives of teaching Mathematics
- Place of Mathematics in school Curriculum
- Methods of teaching Mathematics: inductive, deductive, analytic, synthetic, heuristic
- Approaches and techniques involved in teaching of Mathematics
- Competency based teaching in Mathematics (class-I-IV)
- Concept Attainment Model of teaching in Mathematics
- Challenges of Teaching Mathematics
- Teaching – learning materials: Textbook, Mathematical Kit, models, other aids
- Evaluation through formal and informal methods
- Error analysis and related aspects of learning and teaching
- Diagnostic Test and Remedial Teaching
|
10 Questions |
IV. Science – 30 Questions
| Section |
Topic |
Detail |
Total Questions |
| A |
Content |
- Food
- Sources of food
- Components of food
- Cleaning food
- Materials
- Materials of daily use
- The World of the Living
- Moving Things People and Ideas
- How things work
- Electric Current and Circuits
- Magnets
- Natural Phenomena
- Natural Resources
|
20 Questions |
| B |
Pedagogical issues |
- Nature, aims and objectives of teaching Sciences
- Correlation of Science with other subjects in the curriculum
- Methods and teaching Strategies of Science: Lecture, Demonstration. Heuristic, Inductive-deductive, Project etc.
- Observation/Experiment/Discovery (Methods of Science)
- Teaching Resources: Textbooks, charts, models, specimen, use of mass media, use of ICT
- Science Laboratory, Science Club, Science Exhibition
- Scientific Attitude
- Diagnostic Test and Remedial Teaching
|
10 Questions |
V. Social Studies/Social Science – 60 Questions
| Section |
Topic |
Detail |
Total Questions |
| A
|
History |
- When, Where and How
- The Earliest Societies
- The First Cities
- Early States
- New Ideas
- The First Empire
- Contacts with Distant lands
- Political Developments
- Culture and Science
- New Kings and Kingdom
- Sultans of Delhi
- Architecture
- Creation of an Empire Social Change
- Regional Cultures
- The Establishment of Company Power
- Rural Life and Society
- Colonialism and Tribal Societies
- The Revolt of 1857-58
- Women and reform
- Challenging the Caste System
- The Nationalist Movement
- India After Independence
|
20 Questions |
| Geography |
- Geography as a social study and as a science
- Planet: Earth in the Solar system
- Globe
- Environment in its totality: natural and human environment Air Water
- Human Environment: Settlement, transport and Communication
- Resources: Types- Natural and Human
- Agriculture
|
10 Questions |
| Social and Political Life |
- Diversity
- Government
- Local Government
- Making a Living Democracy
- State Government
- Understanding media
- Unpacking Gender
- The Constitution
- Parliamentary Government
- The Judiciary
- Social Justice and the Marginalized
|
10 Questions |
| B |
Pedagogical issues |
- Nature, aims and objectives of teaching Social Studies (History, Geography, Social and Political Life)
- Correlation of Social Studies with other subjects in the curriculum
- Methods and Teaching Strategies of Social studies: Lecture, Story Telling, Dramatization, Discussion, Brain Storming, Field trips, project methods etc.
- Observation/Excursion/Regional (Method of social studies)
- Teaching Resources: Textbooks, charts, models, News Paper, Historical Lab, Geography room, Museum, Exhibition
- Practical Geography
- Infusion of Local History
- Diagnostic Test and Remedial Teaching
|
20 Questions |
Download Official Goa TET Syllabus and Exam Pattern PDF (Paper 1 & 2)
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