The OSSC CPGL Syllabus and Exam Pattern 2025 – 26 is an essential guide for candidates preparing for the Combined Graduate Level examination conducted by the Odisha Staff Selection Commission (OSSC). This competitive exam recruits candidates for Group-B in various Odisha government departments.
Understanding the latest OSSC CPGL exam pattern, detailed syllabus, marking scheme, and selection process helps candidates create an effective preparation strategy. A clear understanding of the syllabus allows aspirants to focus on important topics, manage time efficiently, and improve their chances of success in the OSSC CGL 2026 exam.
PLAN OF EXAMINATION
The competitive exam shall comprise three stages.
Stage – I. Preliminary Examination
- Multiple Choice Questions: 150 Marks
- Time: 150 minutes
- There will be negative marking of 0.25 for each wrong answer, if four option are there.
Detailed OSSC CPGL PRE Syllabus
- Odia Language Comprehension – 10th standard
- English Language Comprehension – +2 standard
- Arithmetic – 10th standard
- Data Interpretation (Chart, Graph, Table, Data Sufficiency.) – 10th Standard
- Logical Reasoning and Analytical Ability, General Mental Ability.
- Computer / Internet Awareness.
- General Studies (Indian Constitution, Indian Economy, Indian and World Geography, History of Indian, History of Odisha, General issues of Environment or Climate Change -10th Standard
- Current Events of National and International Importance.
Stage – II. Main Examination
Technical Paper(s) – 200 Marks
Detailed OSSC CPGL Main Syllabus
Technical Paper-I: Compulsory Paper
1. Philosophy of Education & Sociology
Educational Thought: Contemporary Western and Indian educational thought.
Society & Culture: Socialization, modernization, determinants of culture, and the relationship between education and social change.
2. Educational Psychology
Learning: Concepts, nature, scope, theories, laws of learning, and experience-based learning.
Motivation: Functional autonomy of motive and transfer of training.
Individual Differences: Impact of heredity and environment, and educational provisions for different learners.
Intelligence: Nature and measurement of intelligence and special abilities.
Personality: Definition, traits, and various measurement techniques.
Adjustment: Mental health, conflict, frustration, complexes, and defense mechanisms.
3. Teacher Education
Commissions & Frameworks: History from University Education Commission (1948) to Justice Verma Commission (2012), including NCFTE 2009 and Kothari Commission.
Development: Pre-service and In-service training, centrally sponsored schemes, and state/national management structures.
4. Educational Administration & Supervision
Management: Principles and factors of administration in a democracy.
Authorities: Power and functions of Central (UGC, NCERT, NCTE, etc.), State, and Local agencies.
Supervision: Objectives, techniques, and processes to enable school effectiveness.
5. Current Educational Initiatives
National Education Policy (NEP) 2020: Specifically focused on School Education.
Specific Programs: NIPUN BHARAT recommendations, role of DIET, and elementary level assessment.Frameworks: NCF-FS, NCF-SE, and OCF-SE.
Technical Paper – II: Syllabus of Optional Paper
1. Teacher Educator in Foundation Course
Unit 1: Philosophy and Education: Meaning, nature, and function of philosophy. Philosophical methods include contemplation, speculation, enquiry, and analysis.
Unit 2: Society, Culture and Education: Interrelationship among these three elements and education’s role in strengthening the social-cultural base. Modernization concepts and characteristics.
Unit 3: Emerging Social Changes: Roles of Neo-Colonialism, Neo-Capitalism, and Neo-Liberalism. Secular concerns and the identity of Indian education.
Unit 4: Curriculum Transaction and Assessment: Techniques like lecture-cum-discussion, team teaching, brain-storming, and activity-based approaches. Use of ICT and various assessment types (Internal, External, Portfolio, Competency-based).
Unit 5: Educational Research: Designing proposals, identification of problems, research questions, population sampling, and action research.
2. Teacher Educator in Science
Unit 1: Science in School Curriculum: Nature and scope of science and its importance in daily life. Revised Bloom’s Taxonomy for teaching objectives.
Unit 2: Methods of Teaching-Learning Science: Observation, problem-solving, project-based learning, and demonstration. Constructivist approaches (5E and ICON models).
Unit 3: Curricular Activities: Use of TLMs (charts, graphs, models) and activities like field trips, science clubs, and exhibitions.
Unit 4: Assessment: Strategies including achievement and diagnostic tests, plus alternative strategies like rubrics and portfolios.
Unit 5: Learning Resources: Organization and maintenance of the science laboratory and the application of ICT (internet and computer).
3. Teacher Educator in History
Unit 1: Concept and Objectives: Values of teaching history and its correlation with other school subjects.
Unit 2: Methods and Approaches: Story-telling, narration-cum-discussion, dramatization, and the source method.
Unit 3: Resource Materials: Development of TLMs (film strips, OHP, video) and curriculum approaches (Biographical, Chronological, Concentric).
Unit 4: Transaction Strategies: Preparation of unit and lesson plans (traditional and activity-based) and assessment through oral and written devices.
Unit 5: Pedagogical Analysis: Specific content areas like the British power in India, the 1857 Revolt, Socio-Religious movements, World Wars, and the American War of Independence.
4. Teacher Educator in Geography
Unit 1: Geography in Curriculum: Meaning, nature, scope, and objectives.
Unit 2: Methods and Approaches: Observation, discovery, problem-solving, and constructivist approaches.
Unit 3: Learning Resources: Map reading and preparation, geography lab organization, and ICT use.
Unit 4: Curricular Activities: 5E and ICON model lesson plans and activities like geography clubs.
Unit 5: Assessment: Achievement and diagnostic tests, plus alternative forms like projects and assignments.
5. Teacher Educator in Political Science
Unit 1: Concept and Objectives: Values and recommendations of NCF-SE/OCF-SE on teaching Political Science.
Unit 2: Methods: Narration-cum-discussion, dramatization, project methods, and field trips.
Unit 3: Resource Materials: Development of maps, atlas, charts, and digital resources like OHP and computer.
Unit 4: Transactional Strategies: Unit and lesson planning, group discussions, debates, and remedial teaching.
Unit 5: Pedagogical Analysis: Focus on the Indian Constitution, Fundamental Rights, Parliament, Supreme Court, and National Human Rights Commission.
6. Teacher Educator in Mathematics
Unit 1: Foundations: Nature and scope, history of Indian mathematics, and curriculum reforms (NEP 2020, NCF 2005).
Unit 2: Methods: Proof by induction/deduction, analysis/synthesis, and constructivist models.
Unit 3: Curricular Activities: Quizzes, exhibitions, and lab activities.
Unit 4: Key Learning Resources: Lesson planning, questioning to promote thinking, and use of local resources.
Unit 5: Assessment: Designing blue prints, marking schemes, and group/collaboration assessment.
7. Teacher Educator in Odia
Unit 1: Odia Alphabet: Chronological development, vowels, consonants, and joint letters.
Unit 2: Mother Tongue: Importance in curriculum and the Three Language Formula.
Unit 3: Pedagogic Approaches: Strategies for prose, poetry, and grammar in multi-lingual contexts.
Unit 4: Curricular Activities: 5E model lesson plans and portfolio assessment.
Unit 5: Linguistics: Vocabulary types (Tatsama, Tadbhava, etc.) and syntax principles.
8. Teacher Educator in English
Unit 1: English Language: Sounds (consonants/vowels) and remediation of errors made by Odia speakers.
Unit 2: Curriculum: Language policy (NPE 1986, NEP 2020) and place of English in schools.
Unit 3: Pedagogical Bases: Psychology of language acquisition and four-fold language skills.
Unit 4: Transaction & Assessment: Communicative and Constructivist approaches to prose, poetry, and grammar.
Unit 5: Pedagogical Treatment: Analysis of prescribed texts for Classes IX and X, parts of speech, time/tense, and voice change.
9. Teacher Educator in Economics
Unit 1: Concept and Scope: Aims of teaching economics at secondary levels and correlation with other subjects.
Unit 2: Trends and Challenges: Education as consumption/investment and its relation to Globalization and Privatization.
Unit 3: Resource Materials: Visits to banks and stock exchanges; methods like case studies and data interpretation.
Unit 4: Assessment: Construction of achievement and diagnostic tests.Unit 5: Values: Teacher’s role in teaching consumer awareness, entrepreneurship, and conservation of resources.