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OSSTET Classical Teacher (Sanskrit) Syllabus 2026, Exam Pattern
OSSTET Classical Teacher (Sanskrit) Syllabus 2026, Exam Pattern, Exam Date 2026
Detail Information about Odisha Secondary School Teachers Eligibility Test (OSSTET) has published notification 2026 for the notification of Classical Teacher (Sanskrit) entrance exam. Those Candidates who are Interested to the following entrance exam and completed all Eligibility Criteria can read the Notification & Apply Online. In this page we provide the Complete Syllabus of this Notification with Latest Update Exam Pattern and the Exam Date also.
OSSTET Syllabus 2026 - Overview
| Conducting Body | Board of Secondary Education, Odisha |
| Name of the Exam | Odisha Secondary School Teachers Eligibility Test (OSSTET) |
| Post Name | Classical Teacher (Sanskrit) |
| Exam Level | State |
| Exam Date 2026 | 30th September 2026 |
| Mode of Application | Online |
| Category | Syllabus and Exam Pattern |
| Official Website | www.bseodisha.ac.in |
OSSTET Classical Teacher (Sanskrit) Syllabus 2026
Section I
Odia (20 marks)
ดูชก เช (Language-I: MIL-ODIA)
ଏହି ପାଠ୍ୟକ୍ରମରେ ପୂର୍ଣସଂଖ୍ୟା ୨୦ ଏବଂ ଏଥିପାଇଁ ୨୦ଟି ପ୍ରଶ୍ନ ସହିବ।
ପ୍ରତ୍ୟେକ ପ୍ରଶ୍ନର ମୂଲ୍ୟ - ୯ ନମ୍ବର I ପ୍ରତ୍ୟେକ ପରେ ତୁମସଂଖ୍ୟ କେବଳ ୧, ୩,୪ କ୍ରମରେ ପ୍ରତି ପ୍ରଶ୍ନ ସହ ତିନି ସଂଭାବ୍ୟ ଉତ୍ତର ଦିଆଯାଇଥିବ, ତା'ମଧ୍ୟରୁ ସବୁଠାରୁ ଉପଯୁକ୍ତ ଉଭରକୁ ବାନ୍ଧିବାକୁ ହେବ।
ନିମ୍ନ ପ୍ରଦଶ ବିଷୟମାନଙ୍କରୁ ପ୍ରଶ୍ନ ପ୍ରସ୍ତୁତ କରାଯିବ ।
1. ଅବବୋଧ ପରୀକ୍ଷଣ : ପ୍ରାୟ ୧୫୦ ଶବ୍ଦ ବିଶିଷ୍ଟ ଏକ ଗଦ୍ୟ ଅନୁଛେବ ପ୍ରଦାନ କରାଯାଇ, ତା'ର ଆଧାରରେ ୫ଟି ପ୍ରଶ୍ନ କରାଯିବ । ପ୍ରତିପରେ ୪(ଗରି)ଟି ଲେଖାଏଁ ସମାଜ୍ୟ ଉତ୍ତର ପ୍ରଦର ହୋଇଥୁବ । ପରୀକ୍ଷାର୍ଥ ତା'ଭିତରୁ ସବୁଠାରୁ ଉପଯୁକ୍ତ ଲେଉଟିକୁ ବାଛିବାକୁ ହେବ । ପ୍ରତି ଉପଯୁକ୍ତ ଉତ୍ତର ପାଇଁ ୧ ନମ
2. ପଦ ନିଶ୍ଚୟ : ଗୋଟିଏ ନିର୍ଦିଷ୍ଟ ବାକ୍ୟ ଦିଆଯାଇ ତହିଁରୁ ଗୋଟିଏ ପଦକୁ ରେଖାଙ୍କିତ କରି ସେହି ପଦଟିକୁ ଜିଲ୍ଲାଇବା ପାଇଁ ପ୍ରତ୍ନଜରାଯିବ । ଏଥିପାଇଁ ଊରିଟି ସଂରାଜ୍ୟ ଉତ୍ତର ଦିଆଯିବ; ପରୀକ୍ଷାର୍ଥୀ ଠିକ୍ ଇଇଟିକୁ ଦଖିବେ ।
3. ଏହି ପରି ବିଶେଷ । ସର୍ବନାମ I ବିଶେଷଣ । ଅବଂୟ / କ୍ରିୟାପଦ ଇତ୍ୟାଦି ୫ ପ୍ରକାର ମଧ୍ୟରୁ ୨ ପ୍ରକାରର ୨ଡିକୁ ଚିହ୍ନାଇବାକୁ ହେବ । ଏଥୁପାଇଁ ଭିନ୍ନ ଭିନ୍ନ ଦୁଇଟି ବାକ୍ୟ ମାଧ୍ୟମରେ ଦୁଇଟି ପ୍ରଶ୍ନ କରାଯିବ ।
4. ବାହ୍ୟ ପରିଚିତି : ସରଳ, ଯୌତିକ, ଓ ଜଟିକ ଦାଖା କିମ୍ବା ଦୁଇପ୍ରକାର ବାଜ୍ୟର ମିଶ୍ରରୂପ ଭିତରୁ ଯେକୌଣସି ବାକ୍ୟଟି ପ୍ରଶ୍ନରେ ଦେଇ ତାହାର ପ୍ରକାର ଚିହ୍ବାଇବାକୁ କୁହାଯିବ । ସଂଭାବନା ସ୍ୱରୂପ ଗଳିପ୍ରକାର ଉତ୍ତର ଦିଆଯିବ, ତା ମଧ୍ଯରୁ ପରାସାର୍ଥୀ କେବଳ ଠିନ୍ ଉତ୍ତରଟିକୁ ବାଛିବେ।
5. ଶବ୍ଦ । ଷQ ବିଧି : ୭ଟି ମଧ୍ୟରୁ ଗୋଟିଏ ଆଧାରରେ ପ୍ରଶ୍ନ ପ୍ରସ୍ତୁତ କରି ୪ଟି ସଦ୍ୟ ଉତର ଦେଇ ଗୋଟିଏ ବାଛିବାକୁ କୁହାଯିବ ।
6. ସାଧାରଣ ଅଡୁଛି : ଶବ୍ଦ ଓ ବାକ୍ୟ ପ୍ରତ୍ୟେକରୁ ଗୋଟିଏ ଲେଖା ପ୍ରଶ୍ନ ଦିଆଯାଇ ସେଥୁରୁ ଠିକ୍ ଉତ୍ତରଟି ବାଛିବାକୁ ତୁହାଯିବ ।
7. ପୂବି: ୨ଟି ପ୍ରଶ୍ନ ଦିଆଯାନ ପ୍ରତ୍ୟେକର ଗଳିଟି କମ୍ଭାବ୍ୟ ଅର୍ଥ ଦିଆଯିବ ଓ ଠିକ୍ ଜଜର ବାଛିବାକୁ ନିର୍ଦ୍ଦେଶ ରହିବ।
8. ଅଳଙ୍କାର : ଅନୁପ୍ରାସ, ଉପମା, ଉତ୍ପ୍ରେକ୍ଷା, ରୂପକ, ଶ୍ଳେଷ – ୫ଟି ଅଳଙ୍କାର ମଧ୍ୟରୁ ୨ଟି ସ୍ଵତନ୍ତ୍ର ଉଦ୍ଧୃତି ଦିଆଯାଇ ଅଳଙ୍କାର ଚିହ୍ନାଇବାକୁ ପ୍ରଶ୍ନକରାଯିବା ସମ୍ଭାବ୍ୟ ସ୍ଫୁରିଟି ଉତ୍ତରରୁ ଗୋଟିଏ ବାଛିବାକୁ ବ୍ୟବସ୍ଥା କରାଯିବ।
9. କୃଦନ୍ତ : ଗୋଟିଏ କୃଦର ନିଷ୍ପନ୍ନ ପଦର ଗଠନ କିମ୍ବା ପ୍ରତ୍ୟେୟ ଚିହ୍ନାଇବାକୁ ପ୍ରଶ୍ନକରାଯିବ । ୪ଟି ସମ୍ଭାଜ୍ୟ ଉତ୍ତର ଦିଆଯାଇ ଠିକ୍ ଉତ୍ତରଟି ବାନ୍ଧିବାକୁ ନିର୍ଦ୍ଦେଶ ରହିବ ।
10. ତଦ୍ଧିତ : ଗୋଟିଏ ତଦ୍ଧିତ ନିଷ୍ପନ୍ନ ପଦ ଦିଆଯାଇ ପ୍ରତ୍ୟେୟ ନିର୍ଣ୍ଣୟ କିମ୍ବା ଋରିଟି ଭିନ୍ନଭିନ୍ନ ଶବ୍ଦ ମଧ୍ୟରୁ ତଦ୍ଧିତ ନିଷ୍ପନ୍ନ ଠିକ୍ ଶବ୍ଦଟିଏ ରଖ୍ ତାକୁ ଚିହ୍ନାଇବାକୁ କୁହାଯିବ ।
11. ସମାସ : ତତ୍ପୁରୁଷ, କର୍ମଧାରୟ, ବହୁବ୍ରୀହି, ଦ୍ବିଗୁ, ଦ୍ବନ୍ଦ୍ବ, ଅବ୍ୟୟୀଭାବ ସମାସ ମଧ୍ଯରୁ ୨ଟି ପ୍ରଶ୍ନ କରାଯାଇ ସମାସ ଚିହ୍ନାଇବାକୁ କିମ୍ବା ବ୍ୟାସ ବାକ୍ୟ ଦିଆଯାଇ ସମାସ ନିଷ୍ପନ୍ନ ପଦ ନିଶ୍ଚୟ କରିବାକୁ ଦିଆଯିବ ।
12. ଏଥିପାଇଁ ପ୍ରତିଟିର ୪ଟି ସମ୍ଭାବ୍ୟ ଉତ୍ତର ପ୍ରଦାନ କରି ଠିକ୍ଟିକୁ ବାଛିବାକୁ ନିର୍ଦ୍ଦେଶ ରହିବ ।
13. ବିଭକ୍ତି : ବାକ୍ୟଟିଏ ଦିଆଯାଇ ସେଥୁରୁ ରେଖାଙ୍କିତ ପଦର ବିଭକ୍ତି ଚିହ୍ନାଇବାକୁ କୁହାଯିବ ଏବଂ ଏଥିପାଇଁ ୪ଟି ସମ୍ଭାବ୍ୟ ଉତ୍ତର ଦିଆଯାଇଥିବ ।
Section II
English - 20 Marks
1. Comprehension:
a) From an unseen passage in about 100 words - 05 marks
b) From a Poem - 05 marks
c) Grammar and Usage - 07 marks
d) Speaking (commonly mispronounced words) - 03 marks
Testing of reading comprehension of an unseen passage through:
A.
1. Global questions (Skimming to get the gist)
2. Factual questions (scanning to locate specific information)
3. Referential questions (What / Who does 'a pronoun' stand for in the given passage)
4. Inferential questions draw inference based on the context
B.
1. Vocabulary antonyms, synonyms
2. Language usage
Testing reading comprehension of a poem through
1. Global question
2. Factual questions
3. Vocabulary in the text antonym, synonym, meaning as conveyed in the text
4. Inferential questions
5. Appreciation questions on rhyming etc.
Testing of Grammar and Usage in the following areas:
1. Prepositions
2. Direct and indirect speech
3. Рassives
4. Tense
5. Identification of error in a sentence
6. Phrasal Verbs
7. Clause Patterns
8. Punctuations
9. Туpes of sentences
10. Spelling
11. Agreement of verbs with subjects
Section III
Classical Teacher (Sanskrit) (60 Marks)
शिक्षादान पद्धतिः
UNIT- 1: Learning Sanskrit संस्कृतशिक्षणम् (10 Marks)
i. संस्कृतशिक्षणस्य सामौन्यम् उद्देश्य महत्वं च
ii. माध्यमिकस्तरे संस्कृत शिक्षायाः महत्वम्
iii. संस्कृतशिक्षायाः मुगमं कौशलम्
iv. श्रवणम् पाठनम्, वाचनम्, पठनकौशलम् लेखनकौशलम्
UNIT- 2: भाषाप्रशिक्ष (10 Marks)
i. व्याकरणानुवाद पद्धति: (Formal Grammar, Functional Grammar)
ii. प्रत्यक्षपद्वतिः (Preparation, Presentation, Comparison, Assimatation, (Direct method) Application)
iii. परोक्षपद्धति : (Indirect Method) अन्वय पद्धति Teaching Poetry,
iv. आरोह पद्धति: अस्या पद्धतेः गुजाः दोषाः च
v. Indirective Method From Example to approach the sutra method in grammar.
vi. अवरोह पद्धति : (deductive method) Interpretation of the sutra and justification through the examples.
UNIT- 3 : भाषासाहित्यशिक्षण पद्धति : (10 Marks)
i. Method of assessment learning sanskrit language and literature.
ii. गद्य-पद्य प्रशिक्षण परीक्षण योजना
iii. Planning of assessment of teaching prose and poetry.
iv. परीक्षजस्य योजना साफल्यं च परीक्षणस्य अवान्तर साधनानि
v. श्रवणम्, भाषणम् पठनम्, वाचनम्, 'लेखनम्
Group-B (CONTENT)
UNIT-4: Elements of Sanskrit Language (10 Marks)
संस्कृतभाषायाः मौलिकं ज्ञानम्
i. (अदृष्ट सन्दर्भगिताः प्रश्वा: (Comprehensiment to unseen passage)
ii. One Passage from Prose (within 150 words)
iii. गद्यभागस्य एकः सन्दर्भः (१५० शब्दमध्ये)
iv. पञ्चतन्त्रतः हितोपदेशतः (From Panchatantra and Hitopadesha)
v. One verse from Purvamegha or Abhijnuna sakuntalam Word meming, Sandhi, Karaka Vibhukti Samasa, Prakriti Pratyaya.
UNIT- 5: Language Item, भाषागता विषयाः (10 Marks)
i. Parts of Speech - भाषा विभाग
ii. शब्दरूपम्, धातुरूपम्, विशेषणम्, सर्वनाम, संख्यावाचक विशेषणम्
iii. शब्दरूपम् - बालक, फल, लता, मुनि, पति, मति, वारि, नदी, भानु, धेनु, मधु, वधू, पितृ, मातृ, गो, गुणिन् राजन्, गच्छत्
iv. विशेषण सर्वनाम सर्व, तद्, यद्, किम्, इदम्, अस्मद्, युष्मद
v. संख्यावाचक - एक, द्वित्रि, चतुर, पञ्च, षड्
vi. पूरणवाचक - प्रथम, द्वितीय इत्यादि
vii. शब्द निर्माणम् - उपसर्गः, कृदन्तः स्त्रीप्रत्ययः
viii. शब्दज्ञानम् - व्याकरणगताः पारिभाषिकाः शब्दाः
ix. सन्धिः, णत्वविधिः, षत्वविधिः
x. शब्दरुपधातुरुपगतवर्णशुद्धि :
Unit 6: Contributions of famous poet and authors to Sanskrit literature (10 Marks)
i. (Prose, Poetry, Drama and composition.
ii. Bhasa, Kalidas, Bhababiti, Dandin: Banabhatta
iii. Bhartrihari - Jayadev Trivikrambhatta Sriharsa
iv. Bibliography - सहायकग्रन्ध सूच्ची
v. संस्कृत वल्लरी, BSE, Odisha, Cuttack
vi. संस्कृत साहित्यमञ्जरी, BSE, Odisha, Cuttack
vii. ৫৫ লাคต ໘, BSE, Odisha, Cuttack
viii. ସଂସ୍କୃତ ବ୍ୟାକରଣ ପ୍ରକାଶଃ, BSE, Odisha, Cuttack
ix. เดดด ด - Odia Text Book Bureau, Odisha, BBSR.
x. ସଂସ୍କୃତ ଭାଷା ଶିକ୍ଷଣ ଓ ଶିକ୍ଷାଦାନ, BSE, Odisha, Cuttack
xi. +2 ଓ +3 ପାଠ୍ୟ ପୁସ୍ତକ ।
Section IV :
Child Development, Pedagogy, School Management & Evaluation (50 Marks)
Child Development (Process Of Growing Up)
1. Growth and Development
i. Concept and Principles of Development
ii. Difference between growth and development
iii. Factors influencing development (Nutrition, Intelligence, Psychosocial, Heredity, environment, diseases, injury, Siblings & peers)
2. Theories of development
i. Cognitive development theories of Piaget
ii. Language development theories of Noam Chomsky)
iii. Social development theories of Erikson
iv. Moral development theories of Kohlberg
v. Developmental characteristics during childhood ( Physical, Social, Cognitive, and emotional)
vi. Needs and problems at Childhood and adolescence
3. Approaches to Understanding the Nature of Intelligence
i. Psychometric approach (Guilford, Gardner, Thurstone)
ii. Information Processing Approach – Sternberg
iii. Social Constructivist Approach – Vygotsky
4. Addressing Problems of Adolescence
i. Role of Teachers, Parents, and Community
ii. Development of Self – concept of adolescents
iii. Counselling Services for the adolescents
Learning Process / Pedagogy
1. Understanding the Learning Process
i. Learning as a process and as an outcome
ii. Relevance & applicability of theoretical perspectives on learning – Humanistic (Karl Rogers), Constructivist (Piaget and Vygotsky)
iii. Basic Conditions of learning – Readiness, Maturation, Motivation, Maturation, Attention, Task and Methods
2. Organizing Learning
Characteristics and Process of
i. Teacher – centric
ii. Learner – centric
iii. Learning – centric
3. Critical Pedagogy
Concept, Characteristics, Stages & approaches of Critical Pedagogy
4. Addressing Classroom Diversity
i. Using varieties of TLMs
ii. Using Context of the learner
iii. Using Variety of activities while group learning, small group learning, and independent learning
iv. Adopting curriculum to the needs of children with special needs multilingual education.
Educational (School) Management
1. Educational Management
i. Concept, Scope, Importance, and Types – -Centralized and decentralized, Democratic & Autocratic
ii. Structure at National, State, District, and Sub-district (BRCCs, CRCs, SMCs, SMDC) and their roles
2. Management Structure at different levels
i. National
ii. State
iii. District
iv. Subdistricts (BRCs, CRCs, SMCs, SMDC)
3. School Development Plan (SDP)
i. Meaning, Importance, Purpose
ii. Key Actions – Headmaster, Teachers, Students, Parents & SMDC)
4. School-Based Management (SBM)
i. Concept, Importance, Scope, and Process
ii. Objectives of SBM
iii. Resource management – Sources, Utilization & Mobilization
iv. Infrastructural resources
v. Financial Resources
vi. Human resources
vii. Community resources
Assessing The Learner / Performance (Evaluation)
1. Assessment and Evaluation
i. Assessment and evaluation in a constructivists perspective
ii. Concept, Continuous and Comprehensive Evaluation, Formative, Summative and Diagnostic Assessment
2. Assessment and Learning
i. Assessment of learning, Assessment for Learning, Assessment as Learning
ii. Subject-based learning from a constructivist perspective
iii. Assessment tools and techniques – Projects, Assignments, observation, Teacher made Tests
iv. Self – Assessment, Peer – Assessment
v. Portfolios, Rubrics
3. Test Construction
i. Steps and principles of Test Construction
ii. Development of blueprint
iii. Preparation of test items
4. Recent Developments in Assessment
i. Grading
ii. Assessment in the co-scholastic area
iii. Implementation strategy of Continuous and Comprehensive Evaluation
iv. Recommendations of NCF – 2005
1. Growth and Development
i. Concept and Principles of Development
ii. Difference between growth and development
iii. Factors influencing development (Nutrition, Intelligence, Psychosocial, Heredity, environment, diseases, injury, Siblings & peers)
2. Theories of development
i. Cognitive development theories of Piaget
ii. Language development theories of Noam Chomsky)
iii. Social development theories of Erikson
iv. Moral development theories of Kohlberg
v. Developmental characteristics during childhood ( Physical, Social, Cognitive, and emotional)
vi. Needs and problems at Childhood and adolescence
3. Approaches to Understanding the Nature of Intelligence
i. Psychometric approach (Guilford, Gardner, Thurstone)
ii. Information Processing Approach – Sternberg
iii. Social Constructivist Approach – Vygotsky
4. Addressing Problems of Adolescence
i. Role of Teachers, Parents, and Community
ii. Development of Self – concept of adolescents
iii. Counselling Services for the adolescents
Learning Process / Pedagogy
1. Understanding the Learning Process
i. Learning as a process and as an outcome
ii. Relevance & applicability of theoretical perspectives on learning – Humanistic (Karl Rogers), Constructivist (Piaget and Vygotsky)
iii. Basic Conditions of learning – Readiness, Maturation, Motivation, Maturation, Attention, Task and Methods
2. Organizing Learning
Characteristics and Process of
i. Teacher – centric
ii. Learner – centric
iii. Learning – centric
3. Critical Pedagogy
Concept, Characteristics, Stages & approaches of Critical Pedagogy
4. Addressing Classroom Diversity
i. Using varieties of TLMs
ii. Using Context of the learner
iii. Using Variety of activities while group learning, small group learning, and independent learning
iv. Adopting curriculum to the needs of children with special needs multilingual education.
Educational (School) Management
1. Educational Management
i. Concept, Scope, Importance, and Types – -Centralized and decentralized, Democratic & Autocratic
ii. Structure at National, State, District, and Sub-district (BRCCs, CRCs, SMCs, SMDC) and their roles
2. Management Structure at different levels
i. National
ii. State
iii. District
iv. Subdistricts (BRCs, CRCs, SMCs, SMDC)
3. School Development Plan (SDP)
i. Meaning, Importance, Purpose
ii. Key Actions – Headmaster, Teachers, Students, Parents & SMDC)
4. School-Based Management (SBM)
i. Concept, Importance, Scope, and Process
ii. Objectives of SBM
iii. Resource management – Sources, Utilization & Mobilization
iv. Infrastructural resources
v. Financial Resources
vi. Human resources
vii. Community resources
Assessing The Learner / Performance (Evaluation)
1. Assessment and Evaluation
i. Assessment and evaluation in a constructivists perspective
ii. Concept, Continuous and Comprehensive Evaluation, Formative, Summative and Diagnostic Assessment
2. Assessment and Learning
i. Assessment of learning, Assessment for Learning, Assessment as Learning
ii. Subject-based learning from a constructivist perspective
iii. Assessment tools and techniques – Projects, Assignments, observation, Teacher made Tests
iv. Self – Assessment, Peer – Assessment
v. Portfolios, Rubrics
3. Test Construction
i. Steps and principles of Test Construction
ii. Development of blueprint
iii. Preparation of test items
4. Recent Developments in Assessment
i. Grading
ii. Assessment in the co-scholastic area
iii. Implementation strategy of Continuous and Comprehensive Evaluation
iv. Recommendations of NCF – 2005
OSSTET Classical Teacher (Sanskrit) Exam Pattern 2026
Paper- I
Duration : 2 hours and 30 minutes
Duration : 2 hours and 30 minutes
| Section | Subject | No.of Question | Marks |
| Section I | Odia | 20 | 20 |
| Section II | English | 20 | 20 |
| Section III |
Classical Teacher (Sanskrit)
|
60 | 60 |
| Section IV | Child Development, Pedagogy, School Management & Evaluation | 50 | 50 |
| Total | 150 | 150 |
Exam Date 2026 : 30th September 2026
Starting Date of Application Form : 03rd August 2026
Last Date of Application Form : 17th August 2026
OSSTET Classical Teacher (Sanskrit) Exam Free Online Test Series
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OSSTET Classical Teacher (Sanskrit) Exam Paper 1 - English150 questions • 150 mins • 150 marks
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OSSTET Classical Teacher (Sanskrit) Exam Paper 1 - English150 questions • 150 mins • 150 marks
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5. 1500 (+) Current Affairs MCQ with Answer PDF in English.
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FAQs
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