- Child Development and Pedagogy
- The concept of development and its relationship with learning; principles of child development; the influence of heredity and environment; socialisation processes; the theoretical contributions of Piaget, Kohlberg and Vygotsky; child-centred and progressive education; intelligence and multi-dimensional views of it; language and thought; gender as a social construct; individual differences among learners; the distinction between assessment for learning and assessment of learning; inclusive education covering learners with special needs, disadvantaged and deprived groups, and children with learning difficulties; and the learning process itself — how children think and learn, why and how they make errors, motivation, and the factors that contribute to learning. Thirty questions in every paper, and the section that most rewards genuine understanding.
- Language I and Language II
- Language I tests comprehension and the pedagogy of language development — learning and acquisition, principles of language teaching, the role of listening and speaking, challenges of teaching in a diverse classroom, language skills, evaluating comprehension and proficiency, teaching-learning materials, and remedial teaching. Language II similarly combines comprehension with language pedagogy. The two languages must be different, chosen from the list in the notification.
- Mathematics
- For Paper 1: geometry, shapes and spatial understanding, numbers, addition and subtraction, multiplication and division, measurement, weight, time, volume, data handling, patterns and money — alongside the pedagogical issues of the nature of mathematics, its place in the curriculum, language of mathematics, community mathematics, evaluation, problems of teaching, error analysis and diagnostic and remedial teaching. For Paper 2: number system, algebra, geometry, mensuration and data handling, with the same pedagogical strand.
- Environmental Studies (Paper 1)
- Family and friends including relationships, work and play, animals and plants; food; shelter; water; travel; and things we make and do — alongside the pedagogical concerns of the concept and scope of environmental studies, its significance, integrated approaches, learning principles, the relation to science and social science, activity-based approaches, experimentation, discussion, continuous and comprehensive evaluation, and teaching material and aids.
- Science (Paper 2)
- Food, materials, the world of the living, moving things and people and ideas, how things work covering electric current and magnets, natural phenomena and natural resources — alongside the nature and structure of science, natural science and its aims and objectives, understanding and appreciating science, approaches to teaching, observation and experiment, innovation, text material and aids, evaluation, problems and remedial teaching.
- Social Studies and Social Science (Paper 2)
- History from earliest societies through empires, social change, colonialism and the nationalist movement to independence; geography covering the earth, globe, environment, air, water, human environment, resources and agriculture; social and political life covering diversity, government, local government, livelihoods, democracy, state government, media, unpacking gender, the Constitution, parliamentary government, the judiciary and social justice — alongside the pedagogical issues of the concept and nature of social science, class room processes, developing critical thinking, enquiry and empirical evidence, problems of teaching, sources and project work, and evaluation.
Notice the pattern: every content section carries a pedagogical component. That is not decoration. A large share of the questions in each subject ask how a concept should be taught, why a learner might misunderstand it, or how a teacher should respond — and those questions cannot be answered from subject knowledge alone.
