{"id":25520462,"date":"2026-09-24T14:05:04","date_gmt":"2026-09-24T08:35:04","guid":{"rendered":"https:\/\/entri.app\/blog\/?p=25520462"},"modified":"2026-09-24T15:21:22","modified_gmt":"2026-09-24T09:51:22","slug":"ctet-study-plan","status":"publish","type":"post","link":"https:\/\/entri.app\/blog\/ctet-study-plan\/","title":{"rendered":"CTET 120 Day Study Plan 2026: Complete Week-by-Week Timetable Based on the Official Syllabus"},"content":{"rendered":"<div id=\"ez-toc-container\" class=\"ez-toc-v2_0_85 counter-hierarchy ez-toc-counter ez-toc-custom ez-toc-container-direction\">\n<p class=\"ez-toc-title\" style=\"cursor:inherit\">Table of Contents<\/p>\n<label for=\"ez-toc-cssicon-toggle-item-6abf9764c9dff\" class=\"ez-toc-cssicon-toggle-label\"><span class=\"\"><span class=\"eztoc-hide\" style=\"display:none;\">Toggle<\/span><span class=\"ez-toc-icon-toggle-span\"><svg style=\"fill: #999;color:#999\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" class=\"list-377408\" width=\"20px\" height=\"20px\" viewBox=\"0 0 24 24\" fill=\"none\"><path d=\"M6 6H4v2h2V6zm14 0H8v2h12V6zM4 11h2v2H4v-2zm16 0H8v2h12v-2zM4 16h2v2H4v-2zm16 0H8v2h12v-2z\" fill=\"currentColor\"><\/path><\/svg><svg style=\"fill: #999;color:#999\" class=\"arrow-unsorted-368013\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" width=\"10px\" height=\"10px\" viewBox=\"0 0 24 24\" version=\"1.2\" baseProfile=\"tiny\"><path d=\"M18.2 9.3l-6.2-6.3-6.2 6.3c-.2.2-.3.4-.3.7s.1.5.3.7c.2.2.4.3.7.3h11c.3 0 .5-.1.7-.3.2-.2.3-.5.3-.7s-.1-.5-.3-.7zM5.8 14.7l6.2 6.3 6.2-6.3c.2-.2.3-.5.3-.7s-.1-.5-.3-.7c-.2-.2-.4-.3-.7-.3h-11c-.3 0-.5.1-.7.3-.2.2-.3.5-.3.7s.1.5.3.7z\"\/><\/svg><\/span><\/span><\/label><input type=\"checkbox\"  id=\"ez-toc-cssicon-toggle-item-6abf9764c9dff\"  aria-label=\"Toggle\" \/><nav><ul class='ez-toc-list ez-toc-list-level-1 ' ><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-1\" href=\"https:\/\/entri.app\/blog\/ctet-study-plan\/#Why_CTET_120_Day_Study_Plan_Is_Built_the_Way_It_Is\" >Why CTET 120 Day Study Plan Is Built the Way It Is<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-2\" href=\"https:\/\/entri.app\/blog\/ctet-study-plan\/#Official_Syllabus_Reference_for_CTET_Study_Plan_2026\" >Official Syllabus Reference for CTET Study Plan 2026<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-3\" href=\"https:\/\/entri.app\/blog\/ctet-study-plan\/#CTET_120_Day_Detailed_Study_Plan_2026\" >CTET 120 Day Detailed Study Plan 2026<\/a><\/li><\/ul><\/nav><\/div>\n<p dir=\"ltr\">A CTET 120 Day Study Plan only works if it&#8217;s built directly on the official syllabus weightage \u2014 not a generic timetable. This CTET Study Plan 2026 is structured section-by-section using the exact question distribution from the official CTET Paper I and Paper II Syllabus documents, so every day of your CTET Preparation Strategy maps to real exam marks. Follow this CTET Time Table across four phases \u2014 Foundation, Content Building, Practice, and Revision \u2014 to cover both papers without gaps.<\/p>\n<h2 dir=\"ltr\"><span class=\"ez-toc-section\" id=\"Why_CTET_120_Day_Study_Plan_Is_Built_the_Way_It_Is\"><\/span><strong>Why CTET 120 Day Study Plan Is Built the Way It Is<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h2>\n<p dir=\"ltr\">The official syllabus splits every subject into precise question counts. This CTET Study Plan 2026 allocates study days in direct proportion to those counts, so high-weightage areas like Child Development and Pedagogy \u2014 worth 30 marks in both papers \u2014 get dedicated time instead of being rushed through.<\/p>\n<div dir=\"ltr\">\n<table>\n<thead>\n<tr>\n<th scope=\"col\">Section (Paper 1)<\/th>\n<th scope=\"col\">Questions<\/th>\n<th scope=\"col\">Section (Paper 2)<\/th>\n<th scope=\"col\">Questions<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>Child Development &amp; Pedagogy<\/td>\n<td>30<\/td>\n<td>Child Development &amp; Pedagogy<\/td>\n<td>30<\/td>\n<\/tr>\n<tr>\n<td>Language I<\/td>\n<td>30<\/td>\n<td>Language I<\/td>\n<td>30<\/td>\n<\/tr>\n<tr>\n<td>Language II<\/td>\n<td>30<\/td>\n<td>Language II<\/td>\n<td>30<\/td>\n<\/tr>\n<tr>\n<td>Mathematics<\/td>\n<td>30<\/td>\n<td>Mathematics &amp; Science (or)<\/td>\n<td>60<\/td>\n<\/tr>\n<tr>\n<td>Environmental Studies<\/td>\n<td>30<\/td>\n<td>Social Studies\/Social Science<\/td>\n<td>60<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h2 dir=\"ltr\"><span class=\"ez-toc-section\" id=\"Official_Syllabus_Reference_for_CTET_Study_Plan_2026\"><\/span><strong>Official Syllabus Reference for CTET Study Plan 2026<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h2>\n<p dir=\"ltr\">This entire CTET 120 Day Study Plan is mapped directly against the official CTET Paper I and Paper II Syllabus documents, section by section, sub-topic by sub-topic \u2014 nothing here is generalized from third-party summaries.<\/p>\n<p dir=\"ltr\" style=\"text-align: center;\"><a class=\"btn btn-success\" href=\"https:\/\/entri.app\/blog\/ctet-syllabus-and-exam-pattern\/\" target=\"_blank\" rel=\"noopener\">CTET SYLLABUS 2026 PDF<\/a><\/p>\n<\/div>\n<h2 dir=\"ltr\"><span class=\"ez-toc-section\" id=\"CTET_120_Day_Detailed_Study_Plan_2026\"><\/span><strong>CTET 120 Day Detailed Study Plan 2026<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h2>\n<div dir=\"ltr\">\n<table>\n<thead>\n<tr>\n<th scope=\"col\">Phase<\/th>\n<th scope=\"col\">Days<\/th>\n<th scope=\"col\">Focus<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>Phase 1: Foundation<\/td>\n<td>Day 1\u201330<\/td>\n<td>Child Development &amp; Pedagogy + Language I &amp; II fundamentals<\/td>\n<\/tr>\n<tr>\n<td>Phase 2: Content Building<\/td>\n<td>Day 31\u201375<\/td>\n<td>Full subject content \u2014 Maths, EVS (Paper 1) \/ Maths-Science or SST (Paper 2)<\/td>\n<\/tr>\n<tr>\n<td>Phase 3: Integration &amp; Practice<\/td>\n<td>Day 76\u2013105<\/td>\n<td>Sectional tests, pedagogy-content linking, weak-area fixing<\/td>\n<\/tr>\n<tr>\n<td>Phase 4: Mocks &amp; Revision<\/td>\n<td>Day 106\u2013120<\/td>\n<td>Full-length mocks, error log, final revision<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n<h3 dir=\"ltr\" style=\"text-align: center;\"><strong>Phase 1: Foundation (Day 1\u201330)<\/strong><\/h3>\n<h4 dir=\"ltr\"><strong>Week 1\u20132 (Day 1\u201315): Child Development and Pedagogy \u2014 Part A (15 Qs: Child Development)<\/strong><\/h4>\n<p dir=\"ltr\">This sub-section carries 15 of the 30 CDP marks in both papers, so it opens the CTET 120 Day Study Plan:<\/p>\n<table>\n<thead>\n<tr>\n<th>Day<\/th>\n<th>Topics to Cover<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td><strong>Day 1\u20132<\/strong><\/td>\n<td>Concept of development and its relationship with learning; Principles of child development<\/td>\n<\/tr>\n<tr>\n<td><strong>Day 3<\/strong><\/td>\n<td>Influence of heredity and environment; Socialization processes \u2013 teacher, parents and peers<\/td>\n<\/tr>\n<tr>\n<td><strong>Day 4\u20136<\/strong><\/td>\n<td><strong>Piaget, Kohlberg &amp; Vygotsky<\/strong> \u2013 key constructs and critical perspectives <em>(highest-yield CDP topic)<\/em><\/td>\n<\/tr>\n<tr>\n<td><strong>Day 7<\/strong><\/td>\n<td>Child-centered and progressive education<\/td>\n<\/tr>\n<tr>\n<td><strong>Day 8<\/strong><\/td>\n<td>Critical perspective on Intelligence; Multi-Dimensional Intelligence<\/td>\n<\/tr>\n<tr>\n<td><strong>Day 9<\/strong><\/td>\n<td>Language &amp; Thought<\/td>\n<\/tr>\n<tr>\n<td><strong>Day 10<\/strong><\/td>\n<td>Gender as a social construct; Gender roles, gender bias and educational practices<\/td>\n<\/tr>\n<tr>\n<td><strong>Day 11<\/strong><\/td>\n<td>Individual differences among learners \u2013 language, caste, gender, community and religion<\/td>\n<\/tr>\n<tr>\n<td><strong>Day 12\u201313<\/strong><\/td>\n<td>Assessment for Learning vs. Assessment of Learning; School-Based Assessment; CCE<\/td>\n<\/tr>\n<tr>\n<td><strong>Day 14<\/strong><\/td>\n<td>Formulating questions to assess readiness, enhance learning and promote critical thinking<\/td>\n<\/tr>\n<tr>\n<td><strong>Day 15<\/strong><\/td>\n<td><strong>Revision + 15-question practice set on Part A<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h4 dir=\"ltr\"><strong>Week 3 (Day 16\u201322): CDP Part B (5 Qs: Inclusive Education) + Part C (10 Qs: Learning &amp; Pedagogy)<\/strong><\/h4>\n<table>\n<thead>\n<tr>\n<th>Day<\/th>\n<th>Topics to Cover<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td><strong>Day 16<\/strong><\/td>\n<td>Addressing learners from diverse and disadvantaged backgrounds<\/td>\n<\/tr>\n<tr>\n<td><strong>Day 17<\/strong><\/td>\n<td>Addressing children with learning difficulties and impairments<\/td>\n<\/tr>\n<tr>\n<td><strong>Day 18<\/strong><\/td>\n<td>Addressing talented, creative and specially-abled learners<\/td>\n<\/tr>\n<tr>\n<td><strong>Day 19<\/strong><\/td>\n<td>How children think and learn; why children \u201cfail\u201d in school performance<\/td>\n<\/tr>\n<tr>\n<td><strong>Day 20<\/strong><\/td>\n<td>Basic processes of teaching and learning; learning as a social activity<\/td>\n<\/tr>\n<tr>\n<td><strong>Day 21<\/strong><\/td>\n<td>Child as a problem solver and \u201cscientific investigator\u201d; alternative conceptions of learning; children\u2019s \u201cerrors\u201d as learning steps<\/td>\n<\/tr>\n<tr>\n<td><strong>Day 22<\/strong><\/td>\n<td>Cognition &amp; Emotions; Motivation and Learning; Personal &amp; Environmental Factors; <strong>Full CDP Revision + 30-Question Mock Test<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h4 dir=\"ltr\"><strong>Week 4 (Day 23\u201330): Language I &amp; Language II \u2014 Pedagogy of Language Development<\/strong><\/h4>\n<p dir=\"ltr\">Both languages share an identical 15-question Pedagogy sub-section, so study it once and apply to both:<\/p>\n<table>\n<thead>\n<tr>\n<th>Day<\/th>\n<th>Topics to Cover<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td><strong>Day 23\u201324<\/strong><\/td>\n<td>Learning and acquisition; Principles of language teaching<\/td>\n<\/tr>\n<tr>\n<td><strong>Day 25<\/strong><\/td>\n<td>Role of listening and speaking; Functions of language as a tool<\/td>\n<\/tr>\n<tr>\n<td><strong>Day 26<\/strong><\/td>\n<td>Critical perspective on the role of grammar in communication<\/td>\n<\/tr>\n<tr>\n<td><strong>Day 27<\/strong><\/td>\n<td>Challenges of teaching language in a diverse classroom; Language difficulties, errors and disorders<\/td>\n<\/tr>\n<tr>\n<td><strong>Day 28<\/strong><\/td>\n<td>Language skills; Evaluating comprehension and proficiency \u2013 speaking, listening, reading and writing<\/td>\n<\/tr>\n<tr>\n<td><strong>Day 29<\/strong><\/td>\n<td>Teaching-learning materials \u2013 textbook, multimedia and multilingual classroom resources; Remedial Teaching<\/td>\n<\/tr>\n<tr>\n<td><strong>Day 30<\/strong><\/td>\n<td><strong>Practice 2 unseen passages<\/strong> \u2013 prose\/drama + poetry, covering comprehension, inference and grammar questions; <strong>Language Comprehension: 15 questions each in Language I &amp; II<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h3 dir=\"ltr\" style=\"text-align: center;\"><strong>Phase 2: Content Building (Day 31\u201375)<\/strong><\/h3>\n<h4 dir=\"ltr\"><strong>Week 5\u20137 (Day 31\u201348): Mathematics \u2014 Content (15 Qs, Paper 1) \/ Number System &amp; Algebra &amp; Geometry (20 Qs, Paper 2)<\/strong><\/h4>\n<table>\n<thead>\n<tr>\n<th>Day<\/th>\n<th>Topics to Cover<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td><strong>Day 31\u201332<\/strong><\/td>\n<td>Geometry, Shapes &amp; Spatial Understanding; Solids Around Us<\/td>\n<\/tr>\n<tr>\n<td><strong>Day 33\u201334<\/strong><\/td>\n<td>Numbers, Addition &amp; Subtraction, Multiplication and Division<\/td>\n<\/tr>\n<tr>\n<td><strong>Day 35\u201336<\/strong><\/td>\n<td>Measurement, Weight, Time and Volume<\/td>\n<\/tr>\n<tr>\n<td><strong>Day 37<\/strong><\/td>\n<td>Data Handling, Patterns and Money<\/td>\n<\/tr>\n<tr>\n<td><strong>Day 38\u201340<\/strong> <em>(Paper 2)<\/em><\/td>\n<td><strong>Number System<\/strong> \u2013 Knowing Our Numbers, Playing with Numbers, Whole Numbers, Negative Numbers &amp; Integers, Fractions<\/td>\n<\/tr>\n<tr>\n<td><strong>Day 41\u201342<\/strong> <em>(Paper 2)<\/em><\/td>\n<td><strong>Algebra<\/strong> \u2013 Introduction to Algebra, Ratio and Proportion<\/td>\n<\/tr>\n<tr>\n<td><strong>Day 43\u201345<\/strong> <em>(Paper 2)<\/em><\/td>\n<td><strong>Geometry<\/strong> \u2013 Basic Geometrical Ideas (2-D), Understanding Elementary Shapes (2-D &amp; 3-D), Symmetry (Reflection), Construction, Mensuration and Data Handling<\/td>\n<\/tr>\n<tr>\n<td><strong>Day 46\u201348<\/strong><\/td>\n<td><strong>Mathematics Pedagogical Issues<\/strong> \u2013 Nature of Mathematics &amp; Logical Thinking, Place of Mathematics in Curriculum, Language of Mathematics, Community Mathematics, Evaluation, Problems of Teaching, Error Analysis, Diagnostic &amp; Remedial Teaching<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h4 dir=\"ltr\"><strong>Week 8\u20139 (Day 49\u201362): Environmental Studies (Paper 1) \/ Science (Paper 2)<\/strong><\/h4>\n<h4 class=\"PDq2pG_selectionAnchorContainer\" dir=\"auto\" data-start=\"49\" data-end=\"95\"><span role=\"text\"><strong data-start=\"54\" data-end=\"95\">Paper 1 \u2014 Environmental Studies (EVS)<\/strong><\/span><\/h4>\n<div class=\"group TyagGW_tableContainer TyagGW_tableContainerWithTableOfContents\" dir=\"auto\">\n<div class=\"TyagGW_tableWrapper flex flex-col-reverse w-fit\" tabindex=\"-1\">\n<table class=\"w-fit min-w-(--thread-content-width)\" dir=\"auto\" data-start=\"97\" data-end=\"648\">\n<thead data-start=\"97\" data-end=\"122\">\n<tr data-start=\"97\" data-end=\"122\">\n<th class=\"last:pe-10\" data-start=\"97\" data-end=\"103\" data-col-size=\"sm\">Day<\/th>\n<th class=\"last:pe-10\" data-start=\"103\" data-end=\"122\" data-col-size=\"xl\">Topics to Cover<\/th>\n<\/tr>\n<\/thead>\n<tbody data-start=\"133\" data-end=\"648\">\n<tr data-start=\"133\" data-end=\"224\">\n<td data-start=\"133\" data-end=\"149\" data-col-size=\"sm\"><strong data-start=\"135\" data-end=\"148\">Day 49\u201350<\/strong><\/td>\n<td data-start=\"149\" data-end=\"224\" data-col-size=\"xl\"><strong data-start=\"151\" data-end=\"173\">Family and Friends<\/strong> \u2013 Relationships, Work &amp; Play, Animals and Plants<\/td>\n<\/tr>\n<tr data-start=\"225\" data-end=\"293\">\n<td data-start=\"225\" data-end=\"238\" data-col-size=\"sm\"><strong data-start=\"227\" data-end=\"237\">Day 51<\/strong><\/td>\n<td data-start=\"238\" data-end=\"293\" data-col-size=\"xl\">Food, Shelter, Water, Travel, Things We Make and Do<\/td>\n<\/tr>\n<tr data-start=\"294\" data-end=\"498\">\n<td data-start=\"294\" data-end=\"310\" data-col-size=\"sm\"><strong data-start=\"296\" data-end=\"309\">Day 52\u201354<\/strong><\/td>\n<td data-start=\"310\" data-end=\"498\" data-col-size=\"xl\"><strong data-start=\"312\" data-end=\"338\">EVS Pedagogical Issues<\/strong> \u2013 Concept &amp; Scope of EVS, Significance and Integrated EVS, EVS &amp; Environmental Education, Learning Principles, Scope &amp; Relation to Science and Social Science<\/td>\n<\/tr>\n<tr data-start=\"499\" data-end=\"648\">\n<td data-start=\"499\" data-end=\"512\" data-col-size=\"sm\"><strong data-start=\"501\" data-end=\"511\">Day 55<\/strong><\/td>\n<td data-start=\"512\" data-end=\"648\" data-col-size=\"xl\">Approaches to Presenting Concepts, Activities, Experimentation\/Practical Work, Discussion, CCE, Teaching Materials\/Aids and Problems<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n<\/div>\n<h4 dir=\"auto\" data-start=\"650\" data-end=\"676\"><span role=\"text\"><strong data-start=\"655\" data-end=\"676\">Paper 2 \u2014 Science<\/strong><\/span><\/h4>\n<div class=\"group TyagGW_tableContainer TyagGW_tableContainerWithTableOfContents\" dir=\"auto\">\n<div class=\"TyagGW_tableWrapper flex flex-col-reverse w-fit\" tabindex=\"-1\">\n<table class=\"w-fit min-w-(--thread-content-width)\" dir=\"auto\" data-start=\"678\" data-end=\"1264\" data-is-last-node=\"\" data-is-only-node=\"\">\n<thead data-start=\"678\" data-end=\"703\">\n<tr data-start=\"678\" data-end=\"703\">\n<th class=\"last:pe-10\" data-start=\"678\" data-end=\"684\" data-col-size=\"sm\">Day<\/th>\n<th class=\"last:pe-10\" data-start=\"684\" data-end=\"703\" data-col-size=\"xl\">Topics to Cover<\/th>\n<\/tr>\n<\/thead>\n<tbody data-start=\"714\" data-end=\"1264\" data-is-last-node=\"\">\n<tr data-start=\"714\" data-end=\"782\">\n<td data-start=\"714\" data-end=\"730\" data-col-size=\"sm\"><strong data-start=\"716\" data-end=\"729\">Day 56\u201357<\/strong><\/td>\n<td data-start=\"730\" data-end=\"782\" data-col-size=\"xl\"><strong data-start=\"732\" data-end=\"740\">Food<\/strong> \u2013 Sources, Components and Cleaning Food<\/td>\n<\/tr>\n<tr data-start=\"783\" data-end=\"822\">\n<td data-start=\"783\" data-end=\"796\" data-col-size=\"sm\"><strong data-start=\"785\" data-end=\"795\">Day 58<\/strong><\/td>\n<td data-start=\"796\" data-end=\"822\" data-col-size=\"xl\">Materials of Daily Use<\/td>\n<\/tr>\n<tr data-start=\"823\" data-end=\"896\">\n<td data-start=\"823\" data-end=\"836\" data-col-size=\"sm\"><strong data-start=\"825\" data-end=\"835\">Day 59<\/strong><\/td>\n<td data-start=\"836\" data-end=\"896\" data-col-size=\"xl\">The World of the Living; Moving Things, People and Ideas<\/td>\n<\/tr>\n<tr data-start=\"897\" data-end=\"972\">\n<td data-start=\"897\" data-end=\"910\" data-col-size=\"sm\"><strong data-start=\"899\" data-end=\"909\">Day 60<\/strong><\/td>\n<td data-start=\"910\" data-end=\"972\" data-col-size=\"xl\"><strong data-start=\"912\" data-end=\"931\">How Things Work<\/strong> \u2013 Electric Current &amp; Circuits, Magnets<\/td>\n<\/tr>\n<tr data-start=\"973\" data-end=\"1026\">\n<td data-start=\"973\" data-end=\"986\" data-col-size=\"sm\"><strong data-start=\"975\" data-end=\"985\">Day 61<\/strong><\/td>\n<td data-start=\"986\" data-end=\"1026\" data-col-size=\"xl\">Natural Phenomena; Natural Resources<\/td>\n<\/tr>\n<tr data-start=\"1027\" data-end=\"1264\" data-is-last-node=\"\">\n<td data-start=\"1027\" data-end=\"1040\" data-col-size=\"sm\"><strong data-start=\"1029\" data-end=\"1039\">Day 62<\/strong><\/td>\n<td data-start=\"1040\" data-end=\"1264\" data-is-last-node=\"\" data-col-size=\"xl\"><strong data-start=\"1042\" data-end=\"1072\">Science Pedagogical Issues<\/strong> \u2013 Nature &amp; Structure of Science, Aims &amp; Objectives, Understanding &amp; Appreciating Science, Integrated Approach, Observation\/Experiment\/Discovery, Innovation, Evaluation and Remedial Teaching<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n<\/div>\n<h4 dir=\"ltr\"><strong>Week 10\u201313 (Day 63\u201375) <em>(Paper 2 \u2014 Social Studies\/Social Science alternative, 60 Qs)<\/em><\/strong><\/h4>\n<p dir=\"ltr\">If you&#8217;ve chosen SST instead of Maths &amp; Science:<\/p>\n<table>\n<thead>\n<tr>\n<th>Day<\/th>\n<th>Topics to Cover<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td><strong>Day 63\u201365<\/strong><\/td>\n<td><strong>History<\/strong> \u2013 When, Where and How; Earliest Societies; First Farmers &amp; Herders; First Cities; Early States; New Ideas<\/td>\n<\/tr>\n<tr>\n<td><strong>Day 66\u201367<\/strong><\/td>\n<td><strong>History<\/strong> \u2013 First Empire; Contacts with Distant Lands; Political Developments; Culture &amp; Science; New Kings &amp; Kingdoms<\/td>\n<\/tr>\n<tr>\n<td><strong>Day 68<\/strong><\/td>\n<td><strong>History<\/strong> \u2013 Sultans of Delhi; Architecture; Creation of an Empire; Social Change; Regional Cultures<\/td>\n<\/tr>\n<tr>\n<td><strong>Day 69<\/strong><\/td>\n<td><strong>History<\/strong> \u2013 Establishment of Company Power; Rural Life &amp; Society; Colonialism &amp; Tribal Societies; Revolt of 1857\u201358<\/td>\n<\/tr>\n<tr>\n<td><strong>Day 70<\/strong><\/td>\n<td><strong>History<\/strong> \u2013 Women &amp; Reform; Challenging the Caste System; Nationalist Movement; India After Independence<\/td>\n<\/tr>\n<tr>\n<td><strong>Day 71<\/strong><\/td>\n<td><strong>Geography<\/strong> \u2013 Geography as a Social Study &amp; Science; Earth in the Solar System; Globe<\/td>\n<\/tr>\n<tr>\n<td><strong>Day 72<\/strong><\/td>\n<td><strong>Geography<\/strong> \u2013 Environment (Natural &amp; Human); Air; Water; Settlement, Transport &amp; Communication; Resources; Agriculture<\/td>\n<\/tr>\n<tr>\n<td><strong>Day 73<\/strong><\/td>\n<td><strong>Social &amp; Political Life<\/strong> \u2013 Diversity; Government; Local Government; Making a Living; Democracy; State Government<\/td>\n<\/tr>\n<tr>\n<td><strong>Day 74<\/strong><\/td>\n<td><strong>Social &amp; Political Life<\/strong> \u2013 Understanding Media; Unpacking Gender; The Constitution; Parliamentary Government; Judiciary; Social Justice &amp; the Marginalised<\/td>\n<\/tr>\n<tr>\n<td><strong>Day 75<\/strong><\/td>\n<td><strong>SST Pedagogical Issues<\/strong> \u2013 Concept &amp; Nature of Social Science; Classroom Processes &amp; Discourse; Critical Thinking; Enquiry &amp; Empirical Evidence; Primary &amp; Secondary Sources; Project Work; Evaluation<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h3 dir=\"ltr\" style=\"text-align: center;\"><strong>Phase 3: Integration &amp; Practice (Day 76\u2013105)<\/strong><\/h3>\n<table>\n<thead>\n<tr>\n<th>Day<\/th>\n<th>Focus Area<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td><strong>Day 76\u201380<\/strong><\/td>\n<td><strong>Sectional Test \u2013 CDP:<\/strong> 30 questions + detailed error analysis<\/td>\n<\/tr>\n<tr>\n<td><strong>Day 81\u201385<\/strong><\/td>\n<td><strong>Sectional Test \u2013 Language I &amp; II:<\/strong> 30 questions each + detailed error analysis<\/td>\n<\/tr>\n<tr>\n<td><strong>Day 86\u201390<\/strong><\/td>\n<td><strong>Sectional Test \u2013 Mathematics:<\/strong> Paper 1 \u2013 30 questions \/ Paper 2 \u2013 30 questions within Maths-Science + detailed error analysis<\/td>\n<\/tr>\n<tr>\n<td><strong>Day 91\u201395<\/strong><\/td>\n<td><strong>Sectional Test \u2013 EVS (Paper 1) \/ Science (Paper 2):<\/strong> Practice + detailed error analysis<\/td>\n<\/tr>\n<tr>\n<td><strong>Day 96\u2013100<\/strong> <em>(Paper 2)<\/em><\/td>\n<td><strong>Sectional Test \u2013 Social Studies\/Social Science:<\/strong> 60 questions + detailed error analysis<\/td>\n<\/tr>\n<tr>\n<td><strong>Day 101\u2013105<\/strong><\/td>\n<td><strong>Weak-Topic Revision:<\/strong> Revisit topics identified through your error log; focus extra time on sub-sections where you repeatedly lose marks<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h3 dir=\"ltr\" style=\"text-align: center;\"><strong>Phase 4: Mocks &amp; Final Revision (Day 106\u2013120)<\/strong><\/h3>\n<table>\n<thead>\n<tr>\n<th>Day<\/th>\n<th>Focus Area<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td><strong>Day 106\u2013108<\/strong><\/td>\n<td><strong>Full-Length Paper 1 Mock:<\/strong> 150 questions, 150 minutes + detailed review<\/td>\n<\/tr>\n<tr>\n<td><strong>Day 109\u2013111<\/strong><\/td>\n<td><strong>Full-Length Paper 2 Mock:<\/strong> 150 questions, 150 minutes + detailed review<\/td>\n<\/tr>\n<tr>\n<td><strong>Day 112\u2013114<\/strong><\/td>\n<td><strong>Second Full-Length Mock:<\/strong> Alternate paper + detailed review<\/td>\n<\/tr>\n<tr>\n<td><strong>Day 115\u2013116<\/strong><\/td>\n<td><strong>CDP Revision:<\/strong> Piaget, Kohlberg, Vygotsky and key pedagogy sub-sections \u2014 high-yield revision<\/td>\n<\/tr>\n<tr>\n<td><strong>Day 117<\/strong><\/td>\n<td><strong>Language Pedagogy Revision:<\/strong> Key concepts common to both Language I &amp; II<\/td>\n<\/tr>\n<tr>\n<td><strong>Day 118<\/strong><\/td>\n<td><strong>Subject Revision:<\/strong> Mathematics\/EVS for Paper 1 or Science\/SST for Paper 2 \u2014 formulas and key content lists<\/td>\n<\/tr>\n<tr>\n<td><strong>Day 119<\/strong><\/td>\n<td><strong>Light Revision:<\/strong> Short notes and key points only; avoid starting new topics<\/td>\n<\/tr>\n<tr>\n<td><strong>Day 120<\/strong><\/td>\n<td><strong>Exam-Eve Checklist:<\/strong> Rest, document check and admit card verification<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p dir=\"ltr\">Follow the day-wise schedule, revise important topics, analyse mistakes after every test, and focus on areas where you need improvement. Keep the final days for revision, mock-test analysis, and exam-day preparation rather than learning new topics. With consistent practice and disciplined revision, you can approach the CTET exam with better preparation and confidence.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>A CTET 120 Day Study Plan only works if it&#8217;s built directly on the official syllabus weightage \u2014 not a generic timetable. This CTET Study Plan 2026 is structured section-by-section using the exact question distribution from the official CTET Paper I and Paper II Syllabus documents, so every day of your CTET Preparation Strategy maps [&hellip;]<\/p>\n","protected":false},"author":115,"featured_media":25660935,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[802,893,1973],"tags":[],"class_list":["post-25520462","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-articles","category-ctet","category-kerala-teaching-exams"],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v28.1 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>CTET 120 Day Study Plan 2026: Complete Timetable &amp; Guide<\/title>\n<meta name=\"description\" content=\"CTET Study Plan 2026: week-by-week timetable for Paper 1 &amp; Paper 2, based on the 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