Punjab TET Exam Pattern 2025, PSTET Syllabus 2024 The Punjab State Education Board will be in charge of administering the Punjab State TET in the year 2024. With the assistance of having a thorough understanding of the Punjab State TET Syllabus 2024, candidates will have an easier time achieving high marks in the written examination.
In order to accomplish this, you will need to thoroughly prepare for the PSTET exam by utilizing the most recent curriculum and exam pattern for the PSTET. Detailed information regarding the PSTET exam pattern and syllabus has been provided in the following paragraphs.
Punjab TET Exam Pattern and Syllabus 2024 Overview
| Conducting Body | Punjab School Education Board (PSEB) |
| Entrance Exam Name | Punjab State Teacher Eligibility Test (PSTET) |
| Post Name | Primary and Upper Primary Level Teachers |
| Category | PSTET Syllabus 2024 |
| Selection Process | Written Test |
| Application Mode | Online |
| Official Site | https://pstet2023.org/ |
The Examination Board offers extensive curricula for both of the PSTET 2024 exams. The test will be challenging, but not as difficult as a bachelor’s degree program. Although the main paper is easier, the upper primary paper is more challenging. Both sets of papers require completion of the first three sections of the written test. To gain a better grasp of the PSTET curriculum, look at the table below. You have the option to print out the syllabus, allowing you to have it on hand at all times for your study needs.
Punjab TET Exam Pattern 2025
PSTET Exam Pattern for Paper-I
| S.No | Topics | No. of Questions | No. of Marks | Duration |
| 1 | Child Development and Pedagogy | 30 | 30 | 90 Minutes |
| 2 | Language I (compulsory) | 30 | 30 | |
| 3 | Language II (compulsory) | 30 | 30 | |
| 4 | Mathematics | 30 | 30 | |
| 5 | Environmental Studies | 30 | 30 | |
| TOTAL | 150 | 150 | ||
PSTET Exam Pattern for Paper-II
| S.No | Topics | No. of Questions | No. of Marks | Duration |
| 1 | Child Development & Pedagogy (compulsory) | 30 | 30 | 90 Minutes |
| 2 | Language I (compulsory) | 30 | 30 | |
| 3 | Language II (compulsory) | 30 | 30 | |
| 4 | (a) For Mathematics and Science teacher: Mathematics and Science (b) For Social Studies/Social Science teacher: Social Science (c) For any other teacher: either (a) or (b) | 60 | 60 | |
| TOTAL | 150 | 150 | ||
Download the Punjab State Teacher Eligibility Test Exam Syllabus 2024 here. Visitors to our website get the newest recruitment information. This document contains the Punjab TET Exam Syllabus. Candidates for Punjab government jobs can apply for this PSTET Notification and check the Teacher Eligibility Test Syllabus 2024 below for exam preparation. The Punjab State Teacher Eligibility Test Exam Syllabus is available on the official website for interested applicants.
Punjab TET Syllabus 2024
The Punjab State Education Board (PSEB) announced the PSTET Notification 2024 with a tentative test date. Candidates for the PSTET 2024 test must know the revised Syllabus 2024 for Paper 1 and Paper 2. Candidates for the PSTET 2024 Exam should study the syllabus to identify the key topics. This article explains the PSTET Syllabus for Paper 1 and Paper 2 and the test pattern.
PSTET Syllabus 2024 for Paper 1
| PSTET Syllabus 2024 for Paper 1 | ||
| Sections | Subsections | Topics |
| I. Child Development and Pedagogy | a) Child Development (Primary School Child) | Concept of development and its relationship with learningPrinciples of the Development of childrenInfluence of Heredity & EnvironmentSocialization processes: Social world & children (Teacher, Parents, Peers)Piaget, Kohlberg, and Vygotsky: constructs and critical perspectivesConcepts of child-centered and progressive educationCritical Perspective of the Construct of IntelligenceMulti-Dimensional IntelligenceLanguage & ThoughtGender as a social construct; gender roles, gender bias and educational practiceIndividual 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 PracticeFormulating appropriate questions for assessing readiness levels of learners; enhancing learning and critical thinking in the classroom and for assessing learner achievement. |
| b) Concept of Inclusive education and understanding children with special needs | Addressing learners from diverse backgrounds including disadvantaged and deprivedAddressing the needs of children with learning difficulties, ‘impairment’ etc.Addressing the Talented, Creative, Specially abled Learners. | |
| c) Learning and Pedagogy | 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 & EmotionsMotivation and learningFactors contributing to learning – personal & environmental. | |
| II. Language I | a) Language Comprehension | 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). |
| b) Pedagogy of Language Development | Learning and acquisitionPrinciples of Language TeachingRole of listening and speaking; function of language and how children use it as a toolA critical perspective on the role of grammar in learning a language for communicating ideas verbally and in written formChallenges of teaching language in a diverse classroom; language difficulties, errors and disordersLanguage SkillsEvaluating language comprehension and proficiency: speaking, listening, reading, and writingTeaching-learning materials: Textbook, multi-media materials, multilingual resources of the classroomRemedial Teaching. | |
| III. Language – II | a) Comprehension | Two unseen prose passages (discursive or literary or narrative or scientific) with questions on comprehension, grammar and verbal ability. |
| b) Pedagogy of Language Development | Learning and acquisitionPrinciples of Language TeachingRole of listening and speaking; function of language and how children use it as a toolCritical 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 disordersLanguage SkillsEvaluating language comprehension and proficiency: speaking, listening, reading and writingTeaching – learning materials: Textbook, multi-media materials, multilingual resource of the classroomRemedial Teaching. | |
| IV. Mathematics | a) Content – 15 Questions | Shapes & Spatial UnderstandingMeasurementWeightTimePatternsVolumeData HandlingPatternsMoneyGeometryNumbersAddition and SubtractionMultiplication |
| b) Pedagogical issues | Language of MathematicsCommunity MathematicsEvaluation through formal and informal methodsProblems of TeachingError analysis and related aspects of learning and teachingDiagnostic and Remedial TeachingNature of Mathematics/Logical thinking; understanding children’s thinking and reasoning patterns and strategies of making meaning and learningPlace of Mathematics in Curriculum | |
| V. Environmental Studies | a) Content | Family and Friends:FoodShelterWaterTravelThings We Make and Do |
| b) Pedagogical Issues | Concept and scope of EVSSignificance of EVS integrated EVSEnvironmental Studies & Environmental EducationLearning PrinciplesScope & relation to Science & Social ScienceApproaches of presenting conceptsActivitiesExperimentation/Practical WorkDiscussionCCETeaching material/AidProblems. | |
PSTET Syllabus 2024 for Paper 2
| PSTET Syllabus 2024 for Paper 2 | ||
| Sections | Subsections | Topics |
| I. Child Development and Pedagogy | a) Child Development (Primary School Child) | Concept of development and its relationship with learningPrinciples of the Development of childrenInfluence of Heredity & EnvironmentSocialisation processes: Social world & children (Teacher, Parents, Peers)Piaget, Kohlberg, and Vygotsky: constructs and critical perspectivesConcepts of child-centered and progressive educationCritical Perspective of the Construct of IntelligenceMulti-Dimensional IntelligenceLanguage & ThoughtGender as a social construct; gender roles, gender bias and educational practiceIndividual 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 PracticeFormulating appropriate questions for assessing readiness levels of learners; enhancing learning and critical thinking in the classroom and for assessing learner achievement. |
| b) Concept of Inclusive education and understanding children with special needs | Addressing learners from diverse backgrounds including disadvantaged and deprivedAddressing the needs of children with learning difficulties, ‘impairment’ etc.Addressing the Talented, Creative, Specially abled Learners. | |
| c) Learning and Pedagogy | 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 & EmotionsMotivation and learningFactors contributing to learning – personal & environmental. | |
| II. Language I | a) Language Comprehension | 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). |
| b) Pedagogy of Language Development | Learning and acquisitionPrinciples of Language TeachingRole of listening and speaking; function of language and how children use it as a toolA critical perspective on the role of grammar in learning a language for communicating ideas verbally and in written formChallenges of teaching language in a diverse classroom; language difficulties, errors and disordersLanguage SkillsEvaluating language comprehension and proficiency: speaking, listening, reading, and writingTeaching-learning materials: Textbook, multimedia materials, multilingual resources of the classroomRemedial Teaching. | |
| III. Language – II | a) Comprehension | Two unseen prose passages (discursive or literary or narrative or scientific) with question on comprehension, grammar and verbal ability. |
| b) Pedagogy of Language Development | Learning and acquisitionPrinciples of Language TeachingRole of listening and speaking; function of language and how children use it as a toolCritical 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 disordersLanguage SkillsEvaluating language comprehension and proficiency: speaking, listening, reading and writingTeaching – learning materials: Textbook, multimedia materials, multilingual resource of the classroomRemedial Teaching. | |
| IV. Mathematics | a) Content | Number SystemAlgebraGeometryMensurationData handling.. |
| b) Pedagogical issues | Nature of Mathematics/Logical thinkingPlace of Mathematics in CurriculumLanguage of MathematicsCommunity MathematicsEvaluationRemedial TeachingProblem of Teaching. | |
| V. Science | a) Content | FoodMaterials – Materials of daily useThe World of the LivingMoving Things People and IdeasHow things workNatural PhenomenaNatural Resources. |
| b) Pedagogical Issues | Nature & Structure of SciencesNatural Science/Aims & objectivesUnderstanding & Appreciating ScienceApproaches/Integrated ApproachObservation/Experiment/Discovery (Method of Science)InnovationText Material/AidsEvaluation – cognitive/psychomotor/affectiveProblemsRemedial Teaching. | |
| Social Studies/Social Sciences | History | The Earliest SocietiesThe First Farmers and HerdersEarly StatesNew IdeasThe First EmpireContacts with Distant LandsPolitical DevelopmentsCulture and ScienceNew Kings and KingdomsSultans of Delhi etc. |
| Geography | Geography as a social study and as a sciencePlanet: Earth in the solar systemGlobeEnvironment in its totality: natural and human environmentAirWaterHuman Environment: settlement, transport and communicationResources: Types-Natural and HumanAgriculture | |
| Social and Political Life. | DiversityGovernmentLocal GovernmentMaking a LivingDemocracyState GovernmentUnderstanding MediaUnpacking GenderThe ConstitutionParliamentary GovernmentThe JudiciarySocial Justice and the Marginalised | |
| Pedagogical issues | Concept & Nature of Social Science/Social StudiesClassroom Processes, activities and discourseDeveloping Critical thinkingInquiry/Empirical EvidenceProblems of teaching Social Science/Social StudiesSources – Primary & SecondaryProjects WorkEvaluation | |