Sunday, 6 November 2016

AWES Army Public School Teacher Exam Pattern and Syllabus 2016

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AWES Army Public School Teacher Exam Pattern and Syllabus 2016| Details of Exam Pattern and Syllabus are given below

Army Welfare Education Society (AWES) is an Indian Army managed organization which manages and ensures proper education facilities to children of Indian Army personnel. Here, we are presenting you the syllabus of the written exam which will be helpful for your preparation.

Exam Pattern

1. Exam will be conducted online.
2. The written test will be multiple choice objective type.
3. The duration of exam will be 03:00 hours (180 minutes) for PGT/ TGT & 01:30 hours (90 minutes) for PRT.
4. There will be negative marking. 1/4 marks will be deducted for each wrong answer.
5. To qualify for a post, the candidate must score minimum 50% marks in each part.

Post Paper Contents Marks
PGT/TGT Part A General awareness, Mental Ability, English Comprehension, Educational Concepts and Methodology 90
Part B Specific to Subject 90
PRT Part A Same as Part A PGT/TGT 90


General Awareness
In this objective of questions about general knowledge of surrounding society of the candidates to test the awareness about surrounding activities. Questions will also be included towards a scientist sight and thinking which expected from an educated person. So, candidates should must focus on affairs about India and its adjacent countries too. Scientific Progress/Development, National/International Awards, Indian Languages, Books, Script, Capital, Currency, Sports-Athlete such as essential knowledge.

Mental Ability
Questions will be asked from analogies, similarities and differences, spatial visualization, spatial orientation, problem solving, analysis, judgment, decision making, visual memory, discrimination, observation, relationship concepts, arithmetic reasoning, verbal and figure classification, arithmetical number series, non-verbal series, coding and decoding, statement conclusion, syllogistic reasoning.

English Comprehension
Learning and acquisition, Principles of language Teaching, Role of listening and speaking; function of language and how children use it as a tool, Critical perspective on the role of grammar in learning a language for communicating ideas verbally and in written form; Challenges of teaching language in a diverse classroom; language difficulties, errors and disorders, Language Skills, Evaluating language comprehension and proficiency: speaking, listening, reading and writing, Teaching-learning materials: Textbook, multi-media materials, multilingual resource of the classroom, Remedial Teaching etc.

Educational Concepts and Methodology
Concept of development and its relationship with learning, Principles of the development of children, Influence of Heredity & Environment, Socialization processes: Social world & children(Teacher, Parents, Peers), Concepts of child-centered and progressive education, Critical perspective of the concept of knowledge or epistemology, Social mediation and cognitive negotiability, Language & Thought, Gender as a social construct; and educational practice, Individual differences among learners, understanding differences based on diversity of language, caste, gender, community, religion etc, distinction between Assessment for learning and assessment of learning; School-Based Assessment, Continuous & Comprehensive Evaluation : perspective and practice, Formulating appropriate questions for assessing readiness levels of learners; for enhancing learning and critical thinking in the classroom and for assessing learner achievement etc.