PSTET Syllabus 2026 for Paper 1 and 2, Download PDF

• Concept of development and its relationship with learning
• Principles of the Development of children
• Influence of Heredity & Environment
• Socialization processes: Social world & children (Teacher, Parents, Peers)
• Piaget, Kohlberg, and Vygotsky: constructs and critical perspectives
• Concepts of child-centered and progressive education
• Critical Perspective of the Construct of Intelligence
• Multi-Dimensional Intelligence
• Language & Thought
• Gender as a social construct; gender roles, gender bias and educational practice
• Individual differences among learners, understanding differences based on diversity of language, caste, gender, community, religion, etc.
• The distinction between Assessment for learning and assessment of learning;
• School-Based Assessment, Continuous & Comprehensive Evaluation: perspective and Practice
• Formulating appropriate questions for assessing readiness levels of learners; enhancing learning and critical thinking in the classroom and for assessing learner achievement.

• Addressing learners from diverse backgrounds including disadvantaged and deprived
• Addressing the needs of children with learning difficulties, ‘impairment’ etc.
• Addressing the Talented, Creative, Specially abled Learners.

• How children think and learn; how and why children ‘fail’ to achieve success in school performance.
• Basic processes of teaching and learning; children’s strategies of learning; learning as a social activity; social context of learning.
• Child as a problem solver and a ‘scientific investigator’ Alternative conceptions of learning in children, understanding children’s ‘errors’ as significant steps in the learning process.
• Cognition & Emotions
• Motivation and learning
• Factors contributing to learning – personal & environmental.

• Reading unseen passages – two passages one prose or drama and one poem with questions on comprehension, inference, grammar and verbal ability (Prose passage may be literary, scientific, narrative or discursive).

• Learning and acquisition
• Principles of Language Teaching
• Role of listening and speaking; function of language and how children use it as a tool
• A critical perspective on the role of grammar in learning a language for communicating ideas verbally and in written form
• Challenges of teaching language in a diverse classroom; language difficulties, errors and disorders
• Language Skills
• Evaluating language comprehension and proficiency: speaking, listening, reading, and writing
• Teaching-learning materials: Textbook, multi-media materials, multilingual resources of the classroom
• Remedial Teaching.

• Two unseen prose passages (discursive or literary or narrative or scientific) with questions on comprehension, grammar and verbal ability.

• Learning and acquisition
• Principles of Language Teaching
• Role of listening and speaking; function of language and how children use it as a tool
• Critical perspective on the role of grammar in learning a language for communicating ideas verbally and in written form;
• Challenges of teaching language in a diverse classroom; language difficulties, errors and disorders
• Language Skills
• Evaluating language comprehension and proficiency: speaking, listening, reading and writing
• Teaching – learning materials: Textbook, multi-media materials, multilingual resource of the classroom
• Remedial Teaching.

• Shapes & Spatial Understanding
• Measurement
• Weight
• Time
• Patterns
• Volume
• Data Handling
• Patterns
• Money
• Geometry
• Numbers
• Addition and Subtraction
• Multiplication

• Language of Mathematics
• Community Mathematics
• Evaluation through formal and informal methods
• Problems of Teaching
• Error analysis and related aspects of learning and teaching
• Diagnostic and Remedial Teaching
• Nature of Mathematics/Logical thinking; understanding children’s thinking and reasoning patterns and strategies of making meaning and learning
• Place of Mathematics in Curriculum

• Family and Friends:
• Food
• Shelter
• Water
• Travel
• Things We Make and Do

• Concept and scope of EVS
• Significance of EVS integrated EVS
• Environmental Studies & Environmental Education
• Learning Principles
• Scope & relation to Science & Social Science
• Approaches of presenting concepts
• Activities
• Experimentation/Practical Work
• Discussion
• CCE
• Teaching material/Aid
• Problems.

• Concept of development and its relationship with learning
• Principles of the Development of children
• Influence of Heredity & Environment
• Socialisation processes: Social world & children (Teacher, Parents, Peers)
• Piaget, Kohlberg, and Vygotsky: constructs and critical perspectives
• Concepts of child-centered and progressive education
• Critical Perspective of the Construct of Intelligence
• Multi-Dimensional Intelligence
• Language & Thought
• Gender as a social construct; gender roles, gender bias and educational practice
• Individual differences among learners, understanding differences based on diversity of language, caste, gender, community, religion, etc.
• The distinction between Assessment for learning and assessment of learning;
• School-Based Assessment, Continuous & Comprehensive Evaluation: perspective and Practice
• Formulating appropriate questions for assessing readiness levels of learners; enhancing learning and critical thinking in the classroom and for assessing learner achievement.

• Addressing learners from diverse backgrounds including disadvantaged and deprived
• Addressing the needs of children with learning difficulties, ‘impairment’ etc.
• Addressing the Talented, Creative, Specially abled Learners.

• How children think and learn; how and why children ‘fail’ to achieve success in school performance.
• Basic processes of teaching and learning; children’s strategies of learning; learning as a social activity; social context of learning.
• Child as a problem solver and a ‘scientific investigator’ Alternative conceptions of learning in children, understanding children’s ‘errors’ as significant steps in the learning process.
• Cognition & Emotions
• Motivation and learning
• Factors contributing to learning – personal & environmental.

• Reading unseen passages – two passages one prose or drama and one poem with questions on comprehension, inference, grammar and verbal ability (Prose passage may be literary, scientific, narrative or discursive).

• Learning and acquisition
• Principles of Language Teaching
• Role of listening and speaking; function of language and how children use it as a tool
• A critical perspective on the role of grammar in learning a language for communicating ideas verbally and in written form
• Challenges of teaching language in a diverse classroom; language difficulties, errors and disorders
• Language Skills
• Evaluating language comprehension and proficiency: speaking, listening, reading, and writing
• Teaching-learning materials: Textbook, multimedia materials, multilingual resources of the classroom
• Remedial Teaching.

• Two unseen prose passages (discursive or literary or narrative or scientific) with question on comprehension, grammar and verbal ability.

• Learning and acquisition
• Principles of Language Teaching
• Role of listening and speaking; function of language and how children use it as a tool
• Critical perspective on the role of grammar in learning a language for communicating ideas verbally and in written form;
• Challenges of teaching language in a diverse classroom; language difficulties, errors and disorders
• Language Skills
• Evaluating language comprehension and proficiency: speaking, listening, reading and writing
• Teaching – learning materials: Textbook, multimedia materials, multilingual resource of the classroom
• Remedial Teaching.

• Number System
• Algebra
• Geometry
• Mensuration
• Data handling..

• Nature of Mathematics/Logical thinking
• Place of Mathematics in Curriculum
• Language of Mathematics
• Community Mathematics
• Evaluation
• Remedial Teaching
• Problem of Teaching.

• Food
• Materials – Materials of daily use
• The World of the Living
• Moving Things People and Ideas
• How things work
• Natural Phenomena
• Natural Resources.

• Nature & Structure of Sciences
• Natural Science/Aims & objectives
• Understanding & Appreciating Science
• Approaches/Integrated Approach
• Observation/Experiment/Discovery (Method of Science)
• Innovation
• Text Material/Aids
• Evaluation – cognitive/psychomotor/affective
• Problems
• Remedial Teaching.

• The Earliest Societies
• The First Farmers and Herders
• Early States
• New Ideas
• The First Empire
• Contacts with Distant Lands
• Political Developments
• Culture and Science
• New Kings and Kingdoms
• Sultans of Delhi etc.

• Geography as a social study and as a science
• Planet: Earth in the solar system
• Globe
• Environment in its totality: natural and human environment
• Air
• Water
• Human Environment: settlement, transport and communication
• Resources: Types-Natural and Human
• Agriculture

• Diversity
• Government
• Local Government
• Making a Living
• Democracy
• State Government
• Understanding Media
• Unpacking Gender
• The Constitution
• Parliamentary Government
• The Judiciary
• Social Justice and the Marginalised

• Concept & Nature of Social Science/Social Studies
• Classroom Processes, activities and discourse
• Developing Critical thinking
• Inquiry/Empirical Evidence
• Problems of teaching Social Science/Social Studies
• Sources – Primary & Secondary
• Projects Work
• Evaluation

Delhi Gharana (Tabla), Jaipur Gharana (Sitar), Lakhnow Gharana (Sitar)