AWES PGT (Post Graduate Teacher) Interview

AWES runs a centralised Online Screening Test (OST), usually in November, and issues a score card that is valid for three years (lifetime for very high scorers). Score-card holders then apply to individual Army Public Schools, which advertise their own vacancies, usually between December and March. Each school constitutes a Board of Officers chaired by the Principal, with a subject expert and a senior teacher, and often a representative of the station Chairman or the School Management Committee. The board runs a 10 to 20 minute interview with a short demo lesson and checks computer proficiency; the OST score has no further weightage, so the interview and demo decide the appointment. Candidates are probed on subject depth at the level to be taught, lesson planning and activity-based methods, classroom discipline, values and the ethos of an Army school community, and the practical realities of contractual terms, the Army station routine and the frequent arrival and departure of children of transferable soldiers. Hindi and English are both used. The ExamPilot mock compresses this into an 18-minute four-member panel: introduction, subject, pedagogy with a demo micro-segment, school situations and a brief closing.

1. 1

   Demo lesson

   Teach Class 12 Chemistry students the concept of rate of reaction in five minutes, using an example from an Army kitchen or a vehicle workshop.

   What a strong answer covers

   A relatable hook such as a pressure cooker cooking dal faster or rust on vehicle parts, factors affecting rate explained with that example, a simple graph of concentration against time, and one quick question to the panel acting as students. Avoid a hook that is never connected back to the concept.

2. 2

   Army-school ethos

   Many students in an Army Public School have a father or mother posted in a field area for long stretches. How might that show up in your Class 11 classroom, and how would you respond?

   What a strong answer covers

   Recognises possible anxiety, extra responsibilities at home, distraction around news of operations, and pride. Responds with sensitivity, flexible deadlines where justified, a word with the class teacher and counsellor, and regular contact with the parent at home. Avoid ignoring the context or discussing a parent's posting publicly in class.

3. 3

   Transferable students

   A student joins your Class 12 Mathematics section in November after a posting from a school that followed a different chapter order. Board exams are four months away. What is your plan?

   What a strong answer covers

   Quick diagnostic test, identifying gaps such as integrals or probability, a written catch-up timetable agreed with the student and parent, extra periods or peer support, and checking internal assessment and practical records from the previous school. Avoid leaving the student to self-study or overloading with everything at once.

4. 4

   ICT

   The Board of Officers will check your computer proficiency. Show us how you would use a spreadsheet to analyse your Class 12 pre-board results and plan remedial work.

   What a strong answer covers

   Concrete steps: entering marks question-wise, using averages and conditional formatting to find weak topics and students, charts for the department meeting, and turning the analysis into targeted remedial groups. Avoid claiming general computer knowledge without describing a specific, practical use.

5. 5

   Lesson planning

   Write the learning outcomes and assessment plan for a Class 11 Economics lesson on measures of central tendency, and tell us how you would know the lesson worked.

   What a strong answer covers

   Two or three measurable outcomes such as calculating and interpreting mean, median and mode for real data, an activity using class data, an exit question and a competency-based task. Evidence of learning comes from student work, not from completing the chapter. Avoid outcomes like students will understand averages.

6. 6

   Values

   Army Public Schools place weight on discipline and values. How would you build these into your Class 12 English classes without turning lessons into moral lectures?

   What a strong answer covers

   Uses literature itself, for example characters' choices in prescribed texts, to discuss integrity, courage and empathy; sets classroom norms with students; models punctuality and fairness; and uses debates or reflective writing. Avoid sermonising or claiming values can be taught by rules alone.

7. 7

   Motivation

   Your first appointment will usually be on contract. Why are you applying, and how would you approach the year knowing confirmation depends on performance?

   What a strong answer covers

   A frank, mature answer: interest in the school community, commitment to results and co-curricular duties, readiness to be evaluated and plans to build a record, such as board results and feedback. Avoid sounding bitter about contractual terms or treating the job as a temporary stop.

8. 8

   Situational

   A Class 12 Physics student wants to attend a coaching centre instead of school practicals and says the parents agree. How do you handle this?

   What a strong answer covers

   Explains to student and parents that practical and internal assessment are mandatory for the board, discusses balancing coaching with school, offers clear schedules and doubt sessions, and involves the Principal if attendance becomes a compliance issue. Avoid ignoring the absences or criticising coaching institutes harshly.

9. 9

   Pedagogy

   In History, how would you teach Class 12 students about the Partition so that a classroom with students from different regions and backgrounds discusses it maturely?

   What a strong answer covers

   Uses oral histories, NCERT sources and multiple perspectives, sets ground rules for respectful discussion, focuses on human experience and evidence, and steers away from blaming communities. A strong answer explains how to handle an emotional or provocative remark calmly. Avoid avoiding the topic or presenting a single partisan narrative.

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