PSTET Syllabus 2026, Check Exam Pattern, Download Paper 1 and 2 PDF

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PSTET Exam Pattern 2026

The PSTET 2026 exam is conducted by the Punjab School Education Board and is divided into two papers, Paper I and Paper II. Paper I is for candidates aspiring to become Primary Teachers for Classes I to V, while Paper II is for candidates aiming to teach Upper Primary classes, i.e., Classes VI to VIII. Candidates should carefully review the detailed marks distribution and section-wise structure for both papers to understand the exam pattern and prepare accordingly. The complete PSTET 2026 exam pattern and weightage details are provided in the table below for easy reference.

PSTET Paper 1 Exam Pattern

The PSTET Paper I exam pattern includes 150 multiple-choice questions. Each question carries one mark, making the total score 150 marks.

PSTET Paper 2 Exam Pattern

The PSTET Paper II exam, meant for Upper Primary Teachers (Classes VI to VIII), consists of 150 multiple-choice questions. Each question carries one mark, making the total 150 marks. The total duration of the exam is 150 minutes, which equals 2 hours and 30 minutes.

PSTET Syllabus 2026

The PSTET 2026 syllabus, released by the Punjab School Education Board, is divided into four main sections. These include Child Development and Pedagogy, Language I (compulsory), Language II (compulsory), and an optional subject section based on the teaching post chosen. Candidates can select between Mathematics and Science or Social Science as the optional subject.

The syllabus covers important topics such as child development theories, language comprehension and pedagogy, basic mathematics, environmental studies, and subject-specific concepts. This structure is designed to assess both conceptual understanding and teaching aptitude of candidates preparing for the PSTET exam.

PSTET Paper 1 Syllabus 2026

PSTET Syllabus for paper 1 is provided by the Punjab State Education Board on its official website. The candidate may access the PSTET Paper 1 syllabus from the article below.

I. PSTET Syllabus For Child Development and Pedagogy

• 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, and 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

II. PSTET Syllabus For Language I

• 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, the 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

III. PSTET Syllabus For Language-II

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

• Learning and acquisition
• Principles of Language Teaching
• Role of listening and speaking, the 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,g and writing
• Teaching – learning materials: Textbook, multimedia materials, multilingual resources for the classroom
• Remedial Teaching

IV. PSTET Syllabus For Mathematics

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

• Nature of Mathematics/Logical thinking; understanding children’s thinking and reasoning patterns and strategies of making meaning and learning
• Place of Mathematics in the Curriculum
• 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

V. Environmental Studies Syllabus of PSTET

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

PSTET Paper 2 Syllabus 2026

PSTET Syllabus for paper 2 is provided by the Punjab State Education Board on its official website. The candidate may access the PSTET Paper 2 syllabus from the article below.

• 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,n etc.
• 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, for 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, and 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, the 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 resources for the classroom
• Remedial Teaching

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

• Learning and acquisition
• Principles of Language Teaching
• Role of listening and speaking, the 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 resources for the classroom
• Remedial Teaching

IV. (A) PSTET Syllabus For Mathematics & Science

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

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

• I. Food
• II. Materials – Materials of daily use
• III. The World of the Living
• IV. Moving Things, People and Ideas
• V. How things work
• VI. Natural Phenomena
• VII. 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

• When, Where, and How
• The Earliest Societies
• The First Farmers and Herders
• The First Cities
• Early States
• New Ideas
• The First Empire
• Contacts with Distant Lands
• Political Developments
• Culture and Science
• New Kings and Kingdoms
• Sultans of Delhi
• Architecture
• Creation of an Empire
• Social Change
• Regional Cultures
• The Establishment of Company Power
• Rural Life and Society
• Colonialism and Tribal Societies
• The Revolt of 1857-58
• Women and Reform
• Challenging the Caste System
• The Nationalist Movement
• India After Independence

• 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 Marginalized