Subject pirccrne Marks allotted Professional Ability 50 50 General Awareness 75 ro General Inteligence and Reasoning 75 75 Mathematics 70 70 General Science 70 70 Total 700 700 Each question will be of one mark each. ‘The section wise distribution given in the above table is only indicative and there may be some variations in the ‘actual question papers. There will be negative marking and 1/3 mark shall be deducted for each wrong answer. 13.9. The Questions for all the posts except Junior Translator/Hindi are likely to include questions pertaining to: ‘a. Mathematics: Number Systems, BODMAS, Decimals, Fractions, LCM and HCF, Ratio and Proportions, Percentage, Mensuration, Time ‘and Work, Time and Distance, Simple and Compound Interest, Profit and Loss, Algebra, Geometry and Trigonometry, Elementary Statistics, Square Root, Age Calculations, Calendar & Clock, Pipes & Cistern, b. General intelligence and Reasoning: Analogies, Alphabetical and Number Series, Coding and Decoding, Mathematical Operations, Relationships, Syllogism, Jumbling, Venn Diagram, Data Interpretation and Sufficiency, Conclusions and Decision Making, Similarities and Differences, Analytical Reasoning, Classification, Directions, Statement- Arguments and Assumptions etc. General Awareness: Knowledge of Current Affairs, Indian Geography, Culture and History of India including freedom movement, Indian Polity and Constitution, Indian Economy, Environmental issues concerning India and the World, Sports, General scientific and technological developments etc d. General Science: Physics, Chemistry and Life Sciences (up to 10th standard CBSE syllabus). 13.10 Minimum percentage of marks for eligibility in various communities: UR-40%, EWS-40%, OBC(Non Creamy Layer)-30%, SC- 30% and ST-25%. These percentages of marks for eligibility may be relaxed by 2 marks for PwBD candidates in case of shortage of PwBD candidates against vacancies reserved for them. 13.10.1 Where a second stage CBT is deemed necessary and held, RBS reserve the right to treat the first stage CBT as a ‘qualifying test for the purpose of shortlisting a reasonable number of candidates for the second stage CBT. 33.11 The normalized marks scored by the candidate in the CBT shall be used for shortlsting the candidates for Performance Test/Teaching Skil Test, Translation Test, DV (as applicable) forthe posts. 13.12 Junior Translator/Hin Asingle stage Computer Based Test will be conducted followed by a qualifying translation test. The Question Paper shall be designed to test equally both the knowledge of English language as well as knowledge of Hindi language. Atleast 50% of the questions will be designed to test language proficiency ~ 20% for English and 30% for Hindi. The syllabus for the language portion of CBT is given in Annexure-Vil. The remaining questions will be designed to test General Knowledge, General Intelligence, Simple Arithmetic and basics of computer. eins ae een ea oan nek eee PSESecs) ASSISTANT TEACHER, “Topics No.of No. ‘questions 7 | Eaveational Paycholony Bee Tnteligence: Nature, Meaning & Measurement, Learing: Growin and development of Child Personality Development and Adjustment; Individual Differences among Chiaren “Z| Education Technology & Teaching-Learning Process; Communication Skill Tea Teaching ~learing materials textbook, multimedia materia, mulilngual resource of the cisesroom, Remadal Teaching 3_[ Computer andits Applications Tet Total 0[PRIMARY TEACHER / PRIMARY RAILWAY TEACHER. a Topic Ne of 2. | Understanding the Learners + Concet of growth, maturation, and development, prncples and debates ot development, cevelopment tasks snc Shales | Domains of Development: Physic, Copntve, Sece-emotiona, Mora, fe, Deviatans In development and its inpleatons, + Uncersiancing Adolescence: Needs, changes, and implications for desgringinstusional support + Role of Primary an Secondary Secialzation Agencies. Ensuting Home schol continu 11020 ‘| Understanding Teaching Learning: + Thooraical porepecives on Learring - Behaviorism, Cognihism and Conswuctvsm with special referonce t ther implestns for = The role oto teacher + Tre leo te fearnor > Nature ofeseher student latonanip = Chote ot teaching methods = Ciseroom emironment + Understanding of ceciplin, power, o> + Factor atocing leaming and to impcatons or: = Designing classrocm narictions = Panning stucent acts ane + Creating tearing spaces i choot = Panning and Organization of Teaching-Learing + Concept ot Stabs and Curiculu, Overt and Hikien Cuiclu, + Foundational Leracy and Numeracy, EartyCichood care and Edvaton Competency-based Educaton, Experental earring, et i070 53/ 109Ne oF No. oe ‘questions ‘a | Wadarstanaing te Laamer= canis, + Concept of growth, maturation, and development, princes and debates of development, development tasks and changes. Js Dorains of Development: Physical, Cognive, Socio-motional, Mora, etc, Deviations in development and its irplestons + Understanding Adolescence: Needs, changes, andmplicaions fr desgringisttatonal supp + Role of Primary and Secondary Socialzaion Agencies. Ensuting Home schca contnuly ‘| Understanding Teaching Learning: te70 + Theoretical perspecves on Leaming - Behaviorsm, Copmtvism and Consrucvsm with special reerence to tei rpteations for |. The role ofthe teacher > “merle ote leanae > Nature of earner student rlatonship + Choice of wacting methods. = Classroom environmen’ + Uncerssancing of azciptine, power, oc | Facos affecting laring andthe impicaton or: = Designing classroom instructions + Panning scent aces ane + Creating fearing spaces i shoot > Panning and Organization of Teaching earing > Concept ot Stabs and Curicuum, Overt an Hien Curiculum, + Foundational Literacy and Numeracy, Early Cichood care and Education > Conpetoncy based Educator, Experonta laring et. > insructonal Pans ~ Year Pan, Unit Pian, Lesson Pian = Insrusonal tora and resources + tnermaton aa Comnuricaton Technology (ICT) or teaching earningal stunts and stat, Provisioning for guidance and counseling. 4 Developing Schoo! and Common a8 alening rescue. ‘School Organization and Leadership: = Leader a8 2 ralecve practhone team bude ital. coach and mento = Perspecives on Scho! Leade-ship~nsvucionl dtibitd. and anslormatve = von bung, gol sting, ad cesing a School Development Plan + Using School Processes and forums for stenatheing teaching learing-Anrual Calendar, me tabing, parent-teacher forums, schoo assembly, washer deveprent forune, wang aehvvamen cat or mproving aching earn, Sehoo| ‘s-assesement and improvement + rena emer win commun, any an ter negroceng sae an he Escenas meg 08 ‘Perspectives in Eauation= + Role oF sence in acreving aims of eaucaton, + NeP-2020: Eay Chighood Care and Educator: The Foundation of Leeming: Foundatenal Literacy snd Numecy CCurcaum and Pedagogy n Serocs. Holste & Integrated Leamneg, Equlable and wcunwe Education. Learning lor [AE Competency-based wearing and Education + Guiding Principles for Chic Rigs, Pretcting and prvisoring forthe rights of children to a sale and secre school ‘envronmentRigit Chien fee and Campueory Eauton Act 2008 + Historical tudin the Nationa Policies in edveaton wih speci ference lo schon edaton + setae carcaum Pcs Pence, Leaing ard Krew, Cia Aes, Schoo Sage Pedapoy and 2s TOTAL Emre eer eae pment)7 wrong wearing spaces m soot > Panning and Organization ot Te > Concept ct Slabs and Curiculum, Overt ae Hien Curl, + FouncaionalLoracy and Numeracy, Earty Chichood cae and Ecucaton > Competency-based Edveaton, Experientia aring et = insructonal Plans~ Year Pan, Una Plan, Lesson Pian = Insructonal materia and resources = tnermaton aa Commuricaton Technlogy (ICT or teaching earning > assessment of learng, or larg and as lerring: Mearng, purpose. ad considerations in planning each. + Enhancing Taacring-Leaming processes: Classroom Observation, and Feedback, Refecions ard Disogues as moana of torsivevst aching ‘Greating & Conducive Learning Envroninone = The concaps of cversiy,csablty and Incusion Impcalons of dsabily as a social constuct, ypes of sabes. thot deneaion and erventens + The concpt ot schoo! mata heath addressing the curative, preventive, and prometvecmensins of mental hath or al starts ond stl Provscring lor guidance on counseling + Developing Schoo! and Community a5 alearing resource wee ‘Schl Organization and Leadership: + Leader a 2 refeceve practioner, am bul. ater. coach, and mente = Perspectives on Schoo! Leadership = nsrucionl, ditties. and vanslornatve = vision buldng, goal geting, and creating a School Development lan + Using School Processes and forums or senatheing teaching leaing-Anrual Calendar e-iabng,parntsoachor forums, school assembly faasrerdevecementforuns, ising achievement dats or mprewrgtachng earn, Schoo sassessment and improvement = Creaing paresis wit comrnty, edt, neater neghboxng schools and Higher Ecaion nautes forming learning communis. ae 53/ 109 ‘Perspectives in Evcaion J» Rote of choo! in actsving ams of educaon J+ NeP-2020: Eary Chiznood Cave and Education: The Foundation of Learning: Foundatonal Literacy and Numera. CCuricaum and Pedagogy in Seroos, Hole & Integrated Leaning: Equtaole and incswe Education. Learing for 203