The Uttarakhand Vidyalayi Shiksha Parishad, Ramnagar (Nainital) has published the syllabus for UTET-I & II 2026 as part of the official Information Brochure, alongside the exam notice dated 14 July 2026. UTET 2026 Syllabus applies to both UTET-I (Primary, Classes I–V) and UTET-II (Upper Primary, Classes VI–VIII), and covers every subject a candidate can be tested on, topic by topic.
This article lists the complete syllabus for both papers, exactly as given in the official brochure, with nothing summarised or left out. For dates, eligibility, fee and the full application process, candidates can check the UTET 2026 notification article on this site. Information verified from the official UTET-I & II 2026 Information Brochure, Appendix 6 (Structure and Content of Syllabus), published by the Uttarakhand Vidyalayi Shiksha Parishad.
Quick summary of UTET 2026 Syllabus
| Detail | Information |
|---|---|
| Exam | UTET-I & II 2026 |
| UTET-I applies to | Classes I–V (Primary stage) |
| UTET-II applies to | Classes VI–VIII (Upper Primary/Elementary stage) |
| Question type | Multiple-choice, one mark each, no negative marking |
| Total questions/marks per paper | 150 questions, 150 marks |
| Duration per paper | 2 hours 30 minutes |
| Subjects in UTET-I | Child Development & Pedagogy, Language 1, Language 2, Mathematics, Environmental Studies |
| Subjects in UTET-II | Child Development & Pedagogy, Language 1, Language 2, and either Mathematics & Science or Social Studies/Social Science |
Download UTET Previous Year Question Papers PDF
UTET-I syllabus (Classes I–V, Primary Stage)
I. Child Development and Pedagogy — 30 questions (30 marks)
a. Child Development (Primary School Child)
- Concept of development and its relationship with learning
- Principles of the development of children
- Influence of heredity and environment
- Socialization processes: social world and children (teacher, parents, peers)
- Piaget, Kohlberg and Vygotsky: constructs and critical perspectives
- Concepts of child-centred and progressive education
- Critical perspective of the construct of intelligence
- Multi-dimensional intelligence
- Language and 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.
- Distinction between assessment for learning and assessment of learning; school-based assessment, continuous and 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
b. Concept of inclusive education and understanding children with special needs
- 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
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 and emotions
- Motivation and learning
- Factors contributing to learning — personal and environmental
II. Language I — 30 questions (30 marks)
a. Language Comprehension
- Reading unseen passages — two passages, one prose or drama and one poem, with questions on comprehension, inference, grammar and verbal ability (the prose passage may be literary, scientific, narrative or discursive)
b. Pedagogy of Language Development
- 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
III. Language II — 30 questions (30 marks)
a. Comprehension
- Two unseen prose passages (discursive, literary, narrative or scientific) with questions on comprehension, grammar and verbal ability
b. Pedagogy of Language Development
- 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
IV. Mathematics — 30 questions (30 marks)
a. Content
- Geometry
- Shapes and spatial understanding
- Solids around us
- Numbers
- Addition and subtraction
- Multiplication
- Division
- Measurement
- Weight
- Time
- Volume
- Data handling
- Patterns
- Money
b. Pedagogical issues
- Nature of Mathematics/logical thinking; understanding children’s thinking and reasoning patterns and strategies of making meaning and learning
- Place of Mathematics in 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 — 30 questions (30 marks)
a. Content
- Family and Friends: relationships, work and play, animals, plants
- Food
- Shelter
- Water
- Travel
- Things we make and do
b. Pedagogical issues
- Concept and scope of EVS
- Significance of EVS, integrated EVS
- Environmental Studies and Environmental Education
- Learning principles
- Scope and relation to Science and Social Science
- Approaches of presenting concepts
- Activities
- Experimentation/practical work
- Discussion
- CCE (Continuous and Comprehensive Evaluation)
- Teaching material/aids
- Problems
UTET-II syllabus (Classes VI–VIII, Elementary Stage)
I. Child Development and Pedagogy — 30 questions (30 marks)
a. Child Development (Elementary School Child)
- Concept of development and its relationship with learning
- Principles of the development of children
- Influence of heredity and environment
- Socialization processes: social world and children (teacher, parents, peers)
- Piaget, Kohlberg and Vygotsky: constructs and critical perspectives
- Concepts of child-centred and progressive education
- Critical perspective of the construct of intelligence
- Multi-dimensional intelligence
- Language and 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.
- Distinction between assessment for learning and assessment of learning; school-based assessment, continuous and 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
b. Concept of inclusive education and understanding children with special needs
- 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
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 and emotions
- Motivation and learning
- Factors contributing to learning — personal and environmental
II. Language I — 30 questions (30 marks)
a. Language Comprehension
- Reading unseen passages — two passages, one prose or drama and one poem, with questions on comprehension, inference, grammar and verbal ability (the prose passage may be literary, scientific, narrative or discursive)
b. Pedagogy of Language Development
- 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
III. Language II — 30 questions (30 marks)
a. Comprehension
- Two unseen prose passages (discursive, literary, narrative or scientific) with questions on comprehension, grammar and verbal ability
b. Pedagogy of Language Development
- 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
IV. Mathematics and Science — 60 questions (60 marks)
Candidates choose this paper only if they select “Mathematics & Science” as their subject for UTET-II; otherwise they attempt the Social Studies paper below.
i. Mathematics — Content
- Number System: knowing our numbers, playing with numbers, whole numbers, negative numbers and integers, fractions
- Algebra: introduction to Algebra, ratio and proportion
- Geometry: basic geometrical ideas (2-D), understanding elementary shapes (2-D and 3-D), symmetry (reflection), construction (using straight edge scale, protractor, compasses)
- Mensuration
- Data handling
Mathematics — Pedagogical issues
- Nature of Mathematics/logical thinking
- Place of Mathematics in curriculum
- Language of Mathematics
- Community Mathematics
- Evaluation
- Remedial teaching
- Problem of teaching
ii. Science — Content
- Food: sources of food, components of food, cleaning food
- Materials: materials of daily use
- The world of the living
- Moving things, people and ideas
- How things work: electric current and circuits, magnets
- Natural phenomena
- Natural resources
Science — Pedagogical issues
- Nature and structure of Sciences
- Natural Science/aims and objectives
- Understanding and appreciating Science
- Approaches/integrated approach
- Observation/experiment/discovery (method of Science)
- Innovation
- Text material/aids
- Evaluation — cognitive, psychomotor, affective
- Problems
- Remedial teaching
V. Social Studies/Social Sciences — 60 questions (60 marks)
Candidates choose this paper only if they select “Social Studies” as their subject for UTET-II.
a. Content — History
- 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
Content — Geography
- 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
Content — Social and Political Life
- 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
b. Pedagogical issues
- Concept and nature of Social Science/Social Studies
- Classroom processes, activities and discourse
- Developing critical thinking
- Enquiry/empirical evidence
- Problems of teaching Social Science/Social Studies
- Sources — primary and secondary
- Project work
- Evaluation
Preparation notes
This is added context based on how the syllabus is generally structured for TET exams, not part of the official notification. Confirm exam pattern details with the official brochure.
Both papers weight the pedagogy sections as heavily as the content sections in each subject — a candidate who only revises subject content (Maths, EVS, Science, Social Studies) without covering the pedagogy sub-topics is likely to miss a large share of questions in every paper. The Child Development and Pedagogy paper, common to both UTET-I and UTET-II, draws directly on theorists such as Piaget, Kohlberg and Vygotsky, so candidates preparing for either level benefit from studying this section together. For UTET-II, choosing between Mathematics & Science and Social Studies should be based on the candidate’s own teaching background, since both carry equal weight (60 marks) and cannot be attempted together.
Important links
- UTET 2026 notification, dates, eligibility and fee
- UTET 2026 syllabus PDF (official)
- UTET-I & II 2026 Information Brochure
- Apply online at ukutet.com
- https://www.indiajobalerts.com/category/syllabus/
FAQs
Is the UTET-I syllabus different from the UTET-II syllabus?
The subject list overlaps — both include Child Development and Pedagogy, Language I and Language II — but UTET-I is aimed at Classes I–V and covers Mathematics and Environmental Studies, while UTET-II is aimed at Classes VI–VIII and covers Mathematics & Science, or Social Studies, in place of EVS.
Can a candidate study only Mathematics & Science or only Social Studies for UTET-II?
Yes. A candidate selects one subject at the time of application, and only that paper’s syllabus applies to them for the 60-mark section. The other three sections — Child Development and Pedagogy, Language I, Language II — are common to all UTET-II candidates.
Is there negative marking for wrong answers in the syllabus-based questions?
No. As per the official brochure, there is no negative marking in UTET-I or UTET-II. A wrong answer, an answer left blank, or an answer marked incorrectly on the OMR sheet all receive zero marks, but none result in a deduction.
Does the syllabus include a fixed set of textbooks or reference books?
The official brochure lists only topics, not specific books, so this article does not name any. Candidates should prepare each topic from the pedagogy and content areas listed above, using any standard reference material.
ABOUT THE AUTHOR
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