I I

Structurc and Contcnt of IrS'l ll'f

All questions in PSTET w'ill bc Multiple c'hoice eucsrions (MCes), each ca*ying
one mark. with lbur altematives out ol u hich one answcr is correct. There will be
no negati\, e rnark ing.

l'here n ill be two papers of PS'|ET .

i. Paper I will be for a person rvho intends to be a teacher for classes I to V

(Prin-rary Teacher) and fulfllls the r-ninimum qualifications.

ii. Paper 2 will be for a person u,ho intends to bc a teacher lorclasses Vl to VIII
(TG-l-- Trained Graduate Teacher) and fulfills the rninimum qualifications.

l.u'c'c-r. a person * ho intcntls to bc a tcachcr- tbr lcr,cls i and ii mcnti.nr-ti

I

above. antl lirlfills the nrinirnurn tlualiticatitus fbr both levels r'ill havc to uppear
fbr both thc papers (Paper I ar.rd Paper 2).

4. I Paper I (lbr classes I to V): Primarl, Stage

Duratitrn Trvo-and-a-half hor"rrs

No. of MCQs 150

Structure and Content (All Cornpulsor_r, )

i. Chil.l Development and Pedagogir 30 MCQs -i0 Marks

ii. l-anguasc I lPunlabi) - 30 MCQs i0 Marks

iii . Language Il (English) - 30 MCQs 30 Marks

iv. Mathematics - 30 MCQs --l0 Marks

r.. Environrnental Studics - 30 MCQs 30 Marks

NuiLrrc arrd Standard ol-qucstions .

The test items on Child Devclopment and Pcdagogy will fbcus on

cducational psychology of teaching and learning relevant to the age-group of
6-ll years. They will focus on understanding the characteristics and needs
of diverse leamers, interaction with learners and the attributes and qualities

{
E

ofa good facilitator oflearning. Alound 70 percent of the items rvogll fgcgs
on the mentioned llnits (a) and (b) in the syllabus rvhile 30 percent woulcl be
related to Learning and pcdagogy.
o The test items fbr Language I (Puniabi),uvill locus on proficiencics related ro
the medium of instruction. Pedagogy of language development wourd cover
45-50 percent ol'the tcst itc ls.
o Thc Language ll (English) will locus on thc elements of language,
communication and comprehension ski[s. pedagogy of language
development would cover 45-50 pcrcent of the test items.
o The test items in Mathe.-ratics and Environnrental strrdies will focus on thc
concepts. problern solvirrg abilities and pedagogical understanding of thc
subjects. In both the subjcct areas. Pedagogical undcrstanding would cover
25-30 percent of the iterns. In both the subject areas. tesr iten-rs shall bc
evenly distributed over different divisions of the sytlabus of that sr-rbject
prescribed for classes I to V by the Education Depaftment. Gort. of
Punjab/NCERT.
. The questions in the test lor Paper- I w,ill be based on the topics pr-escribed in
the svllabus of classes I to V. but rheir diflicLrlty standard as r,r ell as
linkages. could be up to Secondary stage.

4.2 Paper -2 (for classes VI to VIII) Elementarv Stage :

Duration - Tu o-and-a-half hours

No. of MCQs 150

Structule and Content

i. Child Development and Pedagogy (compulsory) 30 MCQs 30 Marks

ii. Language I (Punjabi) (compulsory) - 30 MCQs 30 Marks

iii. Language II (English) (conrpulsory) - 30 MCQs 30 Marks

ir''. For Matherr-ratics and Science teacher

a. Mathematics & Science - 60 MCQs - 60 Marks

r
V
 *-
-

b. For Social Studies/Social Science teacher

Social Science 60 \4( Qs (rU V;rlk.

c. For any other teacher either (a) or (b)
Naturc and Standard of questions :

a The test items on Child Dcvcloprncnt and pcdagogy ,"vill lbcus on

educational psychology ol teaching and learning relevant to the age-group of
I l-14 years. They will fbcus on understanding the characteristics and needs
and psychology of diverse leamers, interaction u.ith leamers and the
attributes and qualities of a good facilitator of learning. Around 70 percenr
of the items would lbcus on the mentioned Units (a) and (b) in thc syllabus
rvhile 30 percent would be related to Learning and Pedagogv.
The test items for Larrguage I (Punjabi)r.r'ill locus on proficiencies related to
the medium of instruction. Pedagogv ol language dcl elopr.nent would cover
45-50 percent of the test iterrs.
'I-he Language II (English) u ili fbcus
on the eler.nenrs of Ian-uuaee.
cornrnunication and comprehension skills. Pedagogy of language
dcvcloprnent rvould cover 45-50 percent of thc tcst items,
The tcst items in Mathematics & Science and Social Studies,,Social Science
rvill focus on the concepts. problen'r solvine abilities and pcdagogical
understandin-q of the subjccts. The test itcrns of Mathematics & Science will
be of l0 Marts each. Around 25--j0 perccnt of the items in each subject
rvould focus on pedagogical issues of the related subject. However" besides
around 25-30 percent weight age to pedagogical issues in Social Studies ,
Social Sciences. approrin.rately equal weightage would be given to sections
(i). (ii) and liii). The lest itenrs shall bc crcnly distribured ovcr diffbrcnt
divisions of the syllabus of that subject prescribed fbr classes VI to VIII by
the Education Depafiment, Govt. of Punjab/NCERT.
a The questions in the test fbr Paper-2 will be based on the topics prescribed in
the svllabus of classes Vl to Vlll, but. their clifficulty srandard as ir,cll as
linkascs. could be up to Secondary stage.

v V
-

o
i

SYLLABUS FOR PSTET

- I (for classes I to V) Primarv

Paper Stage

I. Child Developnrenr and Pedagogy 30 euestions

a. Child Dcvelopment (Primary School Child)

o Concept of development and its relationship with leaming

. Principles of development of children
o [nfluence olHeredity and Environnrent
o Socialization processcs : Social rvorld & children (Teachers. parcnts and
Peers )

. Piaget. Kohlberg and Vygotsky : constrlcts and critical perspecri\/es

o Concepts of ch ild-ccntered and proeressivc cducation
. Critical perspective ol the construct of Intelligurce
. Multi-Dintensional Intelligencc
r Language and Thought
r Gender as a social construct : gencler roles. gender-bias ancl educational
practice
o lndividual differences ar.r.ronq leamers. understanding dilfcrences based o,
divcrsity of language. castc. gender. cornrnunity, religion etc.
o Distinction belween Assessnrent fbr leaming assessmenl of leaming:
School-Based Assessment. Continuous and Cornprchension Evaluation:
Perspective and practice
. Formulating appropriate queslions fbr assessing readincss levels ol leamers:
for enhancing leaming and critical thinking in the classroor.n an<J assessing
leamer achievement

b. Concept of Inclusive Education and underctanding children with special

needs

r V
-
t
5)

a Addrcssing leanrcrs fl'orr divcrse backgrounds incltrding disadr antaged

and deprived
a Addressing the needs of children with learning ditTlculties, impairmcnt
etc.
- Addressing the Talerrted. Creative, Specially abled Iearners

c. Learning and Pedagogy

. How' childrcn think and leam, hou' and why childrcn 'fail' to achievc
success in school perfonnance
. Basic processes of teaching and learning : children's strategies ol learning;
leaming as a social activity; social context of learning
. Child as a problerr-r solver and a'scientitic investigator'
r Altemative conceptions of learning in children. understanding children's
'errors' as significant steps in the lcarning process
. Cognition and Emotions
. Motivation and Lealning
r Factors contributing to learning - Personal and environmental

II. l.anguage- I (Punjabi) 30 Questions

a. Language Comprehension

Reading unseen passage - two passages: one prose/drama and one poem witlr
questions on comprehension. int'erence. grammar and verbal ability (Prose passage
may be litcrary. scicntiflc. nart'ative or discursive)

b. Pedagogy of Language development

. Learning and Acquisition

. Principles of Language teaching
. Role of listening and speaking I flnction of language and horv childrcn use it
as a tool
e Critical Perspective on thc role of grantmar in learning a languagc tbr
cornmunicating ideas verbally or in wdtten totm
. Challenges of teaching languagc in a diverse classrootn; language
difficulties. etlot's and disorders

r V
-
@

. Language skills
o Evaluating language cornprehensior.r and proficiency : Listcning, Speaking.
Reading and Writing
. Teaching-Leaming Materials : Text-books. rnulti-mcdia materials, multi-
lingual resource ol the classroom
. Rernedial Teaching

IIl. Language - II (English) 30 Questions

a. Comprehension

Tw'o unseen plose passages (discursive/literary/nanativersc ientific ) with

questions on comprehension. grammar and verbal ability

b. Pedagogy of Language development

o Learrr irrg and Acquisition

o Principles of Language teaching
. Role of listening and speaking : function of language and how'children use it
as a tool
o Critical Perspective on the role of grammar in leaming a language for
cor-nrnunicating ideas verbally or in written fonr.r
. Challcnges of teaching languagc in a dir,'ersc classroom; language
difficulties. erors and disordcrs
o Language skills
o Evaluating language comprehension and proficiency : Listening, Speaking.
Re ading and Writing
. Teaching-Learning Materials : Text-books. multi-media materials, multi-
lingual resource of the classroonr
o Remedial Teaching

IV. Mathematics 30 Que stions

a. Content

r Geor.netry
. Shapes and Spatial Understanding

9' v.
 -
-

e Solids around us
. Numbers
. Addition and Subtraction
. Multiplication
o Division
o Measurement
o Weight
o Time
. Volume
e Data Handling
r Pattems
. Moltcy

b. Pedagogical lssues

. Nature of Mathematics / Logical Thinking: understanding children's

thinking and reasoning patterns aud strate-qies of making meanins and
leamir-rg
. Place of Mathematics rn Curriculun'r
r Language ol Mathenrat ics
. Cornrnunity Matlrematics
o Er.aluation through forrnal and intbrmal melhods
o Problerns ol teach ing
e Error analysis and related aspects ofteaching and lcaming
. Diagnostic and remedial teaching

V. Environmental Studies 30 Questions

a. Contcnt

Farnilv and Friends

. Relationships
. Work and Play
. Animals
o Plants

('r- ,
Y///
*
 @

Food

Shelter

Water

Travel

Things we Make and Do

b. Pedagogical Issues

o Concept and scope ofEVS

o Signillcance of EVS. integrated EVS
o Environmental Studies and Environntental Education
. Leaming Principles
. Scope and relation to Sciencc and Social Scicnce
. Approaches of presenting concepts
o Activities
o Experimentation ,' Practical Work
. Discussion
. CCE
. Teaching Material / Aids
o Problems of teaching

Paper - 2 (for classes VI to VIII) Elementarv Stage

I. Child Development and Pedagogr, 30 Questions

a. Child Devclopment (Elemcntarv School child)

r Concept of development and its relationship with leaming

. Principles of development of child
. Influcnce of Hercdity and Environntcnt
o Socralization processes : Social world and children (Teachers. Parents and
Peers)

x \7
E

. Piaget. Kohlberg and Vygotsky : conslructs and critical perspectives

. Concepts of child-centered and progressive education
. Critical perspective of the construct of lntelligence
. Multi-Dimensional lntelligence
o Language and Thought
. Gender as a social construct : gender roles. gender-bias and educational
practice
. Individual differcnces among leamers, understanding differences based on
diversity of language. caste. gender, community, religion etc.
o Distinction between Assessment fbr learning assessment of leaming:
School-Based Assessment. Continuous and Conrprehension Evaluation:
Perspective and practice
. Formulating appropriate questions lor assessing readiness levels of leamers;
fbr enhancing leaming and critical thinking in the classroom and assessiug
leamer achievenrent

b. Concept of Inclusive Education and understanding children w'ith special

needs

Addressing learlers fiorn diverse backgrounds rncluding disadvantaged

and dcprived
Addressing the needs of children with learning diffrcLrlties, 'irrpaimreut'
etc.
Addressing thc Talented. Creative, Speciallv abled learners

c. Leaming and Pedagogy

. How children think and learn; how and why children 'fail' to achieve
success in school perfbrmance
o Basic processes ol teaching and leaming : children's stl'ategies of leaming.
learning as a social activity; social context of lcaming
. Child as a problem solvcr and a'scientiflc investigator'
o Altemative conceptions of leaming in children, undcrstanding children's
'errors' as significant steps in the leamine process
. Cognition and Enrotions

&.- Q*
o/
-

@
. Motivation and Leaming
. Factors contributing to lcarning Personal and cnvironmental

II. Language-l (Punjabi) 30 Questions

a. Language Comprehension

Reading unseen passage two passages: one prose/drama and onc poem with
questions on comprehension, inferencc. srammar and verbal ability (Prosc passage
may be literary. scientiflc. nan'ativc or discursive)

b. Pedagogy of Language development

. Learning and Acquisition

. Principles of Languagc teaching
o Role of lister-ring and speakin-u : tunction of language arrd horv children use it
as a tool
. Critical Perspective on the role of -erarnmar in learning a language for
cornmunicating idcas verbally ol in written fbrtn
. Challenges of teaching language in a diverse classroom; language
dif ficulties. emors and disorders
. Language skills
o Evaluating language cornprehcnsion and proficiency : Listening, Spcaking.
Reading and Writing
. Teaching-Leaming Materials : Text-books. multi-media rnaterials. multi-
lingual resource of the classrobm
. Remedial Teaching

lII. Languagc - II (English) 30 Questions

a. Comprehension

Trvo unseen prose passages (discursive/literaryi narrativc/scientiti c ) with

questions on comprehension. grammar and rcrbal ability

b. Pedagogy of Language development

V
&-'
 1

. Leaming and Acquisition

o Principles of Language teaching
. Role of listening and speaking : tunction oflanguage and how children use it
as a tool
. Critical Perspectivc on the rolc of sratnmar in leaming a langua-ee lbr'
communicating ideas verbally or in written fbnn
o Challenges of tcaching language in a diverse classroomt language
difficulties, errors and disorders
r Language skills
o Er.aluating language comprehension and proficiency : Listcning. Speakrng.
Reading and Wliting
. Teaching-Learning Materials : Text-books. rnulti-media rnaterials, multi-
lingual resource of the classroon-t
r Remedial Tcaching

IV. Mathematics & Science 60 Questions

i. Mathematics 30 Questions

a. Content

Number System

. Knowing our Numbers

. Playing with Numbers
o Whole Numbers
. Negative Numbers and Integers
o Fractions

Algebra

o lntroduction to Algebra
r Ratio and proporlion

Geometry

r Basic Geometrical ldeas (2-D)

. Understanding Elementary Shapes (2-D and 3-D)

4- V
 1

. Slmnetry : (re1'lection)
o Construction (using straight cdge scale. protactor, compasses)

Mensuration

Data Handling

b. Pedagogical lssues

. Nature ol Mathernatics / I-ogical Thinking

. Place of Mathematics in Cun'iculunr
. Language of Mathematics
. Conrr.nur.rity Matlrerratics
o Evaluation
. Remedial Teaching
. Problems of teaching

ii. Science 30 Questions

a. Content

i. Food

. Sources of food
. Components of food
. Cleaning food

ii. Materials

r Materials of daily use

iii. The wortd of the living

iv. Moving things, people and ideas

v. How things work

. Electric currents and circuits

. Magnets

VI. Natural Phenornena

Ce'-
V
VII. Natural Resources

b. Pedagogical Issues

. Nature and Structure of Sciences

. Natural Science i Aims and objectives
. Understanding & Appreciating Science
. Approaches / Integrated Approach
o Observation / Experirnent i Discovery (Method of Sciencc)
o Innovation
o Text Materials / Aids
o Evaluation - cognitiveipsychonlotor/affectivc
. Problems
. Remedial Teaching

\r. Social Studies / Social Sciences 60 Questions

a. Content

i. History

. When. Wherc and hou'

. The Earliest Societies
. The First Farmsrs and Herders
o The First Citics
. Earl,v States
. Nes, Ideas
. The F irst Ernpire
. Contacls with Distant lands
o PoliticalDeveloprrents
. Cullure and Sciencc
o Neu, Kings and Kingdorns
. Sultans of Delhi
. Alchitecture
o Creation ol an crnpire
. Social Change

\z
,{
-F-

. Regional Cultures
. The Establishment of Company Power
. Rural Life and Society
. Colonialism and Tribal Societies
. The Revolt of l8-57-58
o Women and Reform
. Challenging the Caste System
o The Nationalist Movement
. lndia aftel lndependence

ii. Geography

. Ceography as a social study and as a science

o Planet : Earth in the Solar svstem
. Globe
. Environrlent in its totalitv : natural and human environment
. Air
o Water
o FIuman Environr.nent : settlement. tl'ansport and conrrnunication
o Resources: Types-Natural and Hurnan
. Agricultute

iii. Social and Political t-iic

o Diversity
r Govemment
o Local Governnrent
. Making a Living
. Democracy
. State Govemmcnl
o Understanding Media
. Unpacking Gender
. The Constitution

V
D''
 . Parliarllentary Go\ crnlncnl
o Thc Judiciary
. Social .lustice and the Marsinalised

b. Pedagogical Issues

. Concept and Nature of Social Sciences / Social Smdies

. Classroom Processes. activities and discourse
. Developing Critical Thinking
. Enquiry En-rpirical Evidence
. Problems ofteaching Social Sciences / Social Studics
. Sources Primary & Secondary
. Project Work
o Evaluation

NOTE : For a detailcd

syllabus of classes I VIII. please ref-er to PSEB and
NCERT syllabus and textbooks.

A' tr
TET Syllabus (Class 6th to 8th)

Health Education

(a)Aspect of Health Education

Physical Health, MentalHealth,SocialHealth,SpiritualHealth'

(b) Factor influencing health

(c) Assessment tools of physical Health

First Aid

r Meaning
. Objectives of First Aid
r Equipments of first Aid
r Rules of First Aid
r First Aider
r Qualities of First Aider
o tvfethods of Artificial Respiration
r Conditions in Which First Aid is given
o Treatments given bY First Aiders
o Types of injuries in sPorts

Nutrition and Balanced Diet

r Meaning of Balanced Diet
o Balanced Diet for different People
i

r Elements of Balanced Diet

o, Types, Sources, functions,required
quantity,
o Effects of deficiency of protein,
carbohydrates
,Vitamins, Fats,Minerals and
Water.

v,
-
-
-
6
le)

oEffectsofexcessivenessofprotein,carbohYdrates
Fats,Minerals and Water'
,Vitamins,
Vitamins
o Disease related to lack of

Yoga
o Meaning
o Definitions
. History of Origin
r Objectives
o lmportance of Yoga
. Guidelines of Yoga
o Ashtanga Yoga
(a) Meaning
(b) Parts of Ashtanga Yoga
r Surya Namaskara
r Cultural Asanas
o Meditative
r Relaxation Asanas
. Types ,Methods, Guidelines'
Benefits and disadvantages
of wrong Method'
. Pranayama- Definition, Meaning ' Types 'Objectives '
GPidelines and Benefits'

Personal HYgiene
o Meaning
. Definition
o Benefits
r Cleanliness of School, Home , Classroom and
Surrounding.

\r/-
M
Maior DhYan Chand
o Early Life
o Carrier
o Role in lndian Hockey
. Awards
Folk ( Traditional ) Games of Punjab
r Types - KotlaChhapaki, Bandar Killa , Rope Skipping ,,

Pitrhu.
r lmportance
o Methods of fixing turn
National Song and NationalAnthem
o History
r Authors and Books
r Occasions
.lnstructions
. Duration
. Precautions
Human BodY
r Meaning
o Categories
. Body Posture - Meaning, Functions , How to cure and
lmprove.
. Body Functions - Meaning, Various systems of Human
Body.

Physical Capacity
. Meaning

a-
V
 I

-
(e
,, l

o Qualities
o lmportance
o Advantages of exercise
Safety education
o Meaning
Home
o Causes of accidents on roads, Schools and

o Safety Guidelines.
National Flag
o HistorY
r Shape
r Colours
o Size
'Ot.rsion'for
hoisting and Unfirl'
. 'i Fr-

oPrecautionsregardingtheuseofNationalFlag'

Kila RaiPur
Kila Raipur
r HistorY of village
Olympics'
e Origin of Rural
. in Kila Raipur'
nural SPorts
RaiPur'
. Modu'n SPorts in Kila

o Girls in Rural OlYmoics' festivaL-

of Kila Raipur Sports
o'Specialities in foreign countrles'
^
Raipur games
e Popularity of Kila

@r-
V
! r Early Life
r lnterest in Shooting
r Training in Shooting
r Achievements
Discipline

o Meaning
o Types
. N'eed And lmportance
o Role of Sports and Discipline

Posture and its deformities

o Meaning
o Causes
o Exercise to prevent

Sport$ injuries

r Meaning
r Causes
. Types
. Symptoms
r Treatment

Value of Sports

o Vblue for individual

o Value for Nation

+-
-r
 (d I
I

Scout and Guide

o History
r lmportance
r Scout Law
r Scout promise
r Scout MOTTO and Salute
\
-Ao

q
-l
 PART -1

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3\
SUB'ECT . MUSIC

SYttABus toR lrT

t) KnowledS€ Of Musical Terms:

> taya,(Types of Laya)

! Alankar, Aroh, Avroh,Pakad
> Vadi Swar, Samvadl Swar, Vivadi Swar, Anuvadi swat, Vadit Swal
> Adhvadarshak Swar, Shudh Swar, Komal swar, Teevra Swar
> Matra, Sam. Tali, Khall, Thah, DuBun, Chautun
i Vibhag, Alap, Taan, Kampan
. Greh-Ansh, Niyas, Apanias, Aplatva, Bahutva, Tirobhav-Avirbhav
u Upaj, Baaj, Jod-Alap, Maseetkhani Gat, Razakhani 6at, Miirab
z Nada, Swar, Shruti, SaPtak, Sangeet
Raga, Sargam Geet, Sthai-Antra
' Murki,Ghaseet, Mukhda'
Gamak
,. Margi-Deshi, Varan, Kan, Jamima, Meend' Khatka'

2) Explain The Following Gayan Shailies:

- Dhamar, DhruPad
,- Khyal( Orut And Vilambit)
z Thumri
r farana
', lapga
- Geet, [ok'Geet
z Bhaian, Shabad

3I Musical Definitions

; Drfinition Of Raga

7 Shudh Raga
z ChaYalagRaga
, Sankeeran RaEa
. lanY} RaEa

., AshtaYaRaga'
of Ragas)'
, i"j13t', i"t t(Jaties And upiaties
. AEra Gharana lVocall
(Vocal)
t Gwalior Gharana
, Punlab Gharana
(Tabla)

. Delhi Gharana (Tabla)

. laiPur Gharana (5itarI
, Lakhnow 6harana
(5itar)

{ Y
t

4) Detatled Study 0f The

Fot lowing lnstruments:-
, Tanpura
, Tabla
, Shar

' Harmonlum

5) Biographical Sketches And

Contributions Towards Music 0f rhe
i Tansen Fo owing Musicians:

i Ust. taiyar Khan

> Pandit Bhlmsen loshi
> Sardar Sohan Singh
, Ustad Bade Ghulam Ali Khan Sahib
. Ustad Allaudin Khan Sahib
, Pandit Ravi Shankar
; Ustad Kishan Ji Maharai,
i Ustad Alla Rakha Khan
' Pandit Nikhil Banerjee.
6) Detailed Knowledte Of Ragas ln lndian Cla5sicalMusic.
z Bhupali
i Kalyan
z Khamal
- Bhairav
- Bhairavi
, Des
z Vrindavani sarang
; Alahiya Bilaval
; Malbuns
. Bageshri
. Bihag
. Kedar
z theemplasi

7) Detailed fno$led8e otTalas ln Indian Classical Music

z Dadra
i Roopak
/ leevn
, Nehrwa
r )haplal
z Sooltal
z E*tal
' Chaulal
. Dhamar
' Deepchandi
,. Tcental
. filwada.
.r\