STET Sikkim 2026 Syllabus – Sikkim Teacher Eligibility Test

The STET 2026 (State Teacher Eligibility Test, Sikkim) is conducted by the Examination Section, Education Department, Government of Sikkim, for appointment of teachers for Classes I to V (Primary) and Classes VI to VIII (Elementary). The revised syllabus, prepared by SCERT Sikkim, is given below.

STET 2026 (For In-Service Regular Teacher) – Important Dates: Online Application from 24/08/2026; Last date 12/09/2026 (by 4:00 p.m.); Admit Card from 01/10/2026; Examination on 11/10/2026 (Sunday). Exam centres: Gangtok, Namchi and Gyalshing districts.

Exam Pattern Overview

There will be two papers under STET – Paper I for candidates intending to be teachers for Grades I to V, and Paper II for candidates intending to be teachers for Grades VI to VIII.

Paper I – Primary Stage (Grades I to V) – 150 Marks

Language I is English (Medium of Instruction). Language II may be chosen from the vernacular languages taught in schools of Sikkim from Class I to V – Lepcha/Bhutia/Nepali/Limboo/Hindi/Tamang/Rai/Gurung/Sherpa.

Paper I – Detailed Syllabus

1. Child Development and Pedagogy (30 Marks)

• Child Development (15 Questions): Concept and principles of development and its relationship with learning; factors influencing growth and development; domains of development and milestones in early and middle childhood (gross and fine motor skills, cognitive, social, emotional development); development of speech and language; socialisation processes (family, parenting, schooling, peer influence, ECCE); Piaget's stages of cognitive development; Kohlberg's theory (moral development); Acts and policies (NEP 1968/1986, NCF 2005, NEP 2020, RTE Act 2009)
• Concept of Inclusive Education (5 Questions): Meaning and importance; RCI Act 1992, IEDC, RPWD 2016; individual differences among learners from diverse backgrounds; gender as a social construct; learning disabilities; children with special needs (CWSN/divyang); gifted learners; child labour and child abuse (POCSO Act, Child Labour Act)
• Learning and Pedagogy (10 Questions): How children think and learn; theories of learning (Gagne, Pavlov, Thorndike, Skinner, Bandura, Vygotsky, ZPD); Bloom's Taxonomy; concept formation (Bruner, Piaget); thinking and reasoning; basic processes of teaching and learning; transfer of learning; play and its functions; assessment and learning (formative and summative, mean/median/mode, observation, checklists, portfolio)

2. Language I – English (30 Marks)

• Content (15 Questions): Two unseen passages – one prose/drama of 300-350 words and one poem; reading comprehension (skimming and scanning, prediction, HOTS); grammar knowledge (functional grammar, adjectives, adverbs, prepositions, determiners, modals, tenses, clauses, subject-verb concord); vocabulary (synonyms/antonyms, shades of meaning, figures of speech); responding to literature; language policies (Three Language Formula, Language Policy of Sikkim)
• Pedagogical Processes (15 Questions): Language diversity and multilingual contexts (Cummins' theory, code-mixing); challenges in the teaching of English as medium of instruction; language across the curriculum; language acquisition and learning (Krashen, Chomsky's LAD, Bruner's LASS, BICS/CALP); approaches to language teaching at the primary stage (whole language, task-based communicative approaches, TPR); curricular materials and planning (TLMs); assessing language; teaching literature; critical perspectives on grammar and remedial teaching

3. Language II – Regional Language (30 Marks)

• Content (15 Questions): Two unseen prose passages of 300-350 words; reading comprehension; grammar knowledge; vocabulary; responding to literature; language policies
• Pedagogical Processes (15 Questions): Language diversity and multilingual contexts; challenges in the teaching of regional languages as a subject; language across the curriculum; language acquisition and learning; approaches to language teaching; curricular materials and planning; assessing language; teaching literature; critical perspectives on grammar and remedial teaching

4. Mathematics (30 Marks)

• School Mathematics (Content and Learning, 15 Questions): Number (pre-number concepts, operations on whole numbers/integers/fractions/decimals/rational numbers, BODMAS, squares/square roots/cubes, HCF and LCM, ratio and proportion, percentage, profit and loss/discount, simple and compound interest/VAT/GST, exponents, counting principles); Geometry (shapes and spatial understanding, 2D and 3D shapes, Euler's formula, lines and angles, symmetry, Van Hiele's levels); Pattern and Algebra (algebraic expressions, linear equations); Measurement and Mensuration (perimeter, area, volume, measurement tools and units); Data Handling (pictographs, tables, bar graphs, pie charts, mean/median/mode, probability)
• Perspectives and Pedagogical Content Knowledge (15 Questions): Nature and understanding of mathematics; language of mathematics; place of mathematics in school curriculum; community mathematics (ethnomathematics); approaches to learning and teaching mathematics (Piaget, Vygotsky, Bruner, Skemp); understanding resources for teaching mathematics; assessment

5. Environmental Studies (30 Marks)

• Content and Learning (15 Questions): Family and friends (family, relationships, community, plants and animals, Sikkim context); Food and Water (importance of food, cooking and food habits, preservation, sources of water, waterborne diseases, Mid-day Meal, Dhara Vikas Initiative); Clothing and Shelter (artisans of Sikkim, types of houses, natural calamities, migration); Travel and Places (travel and transport, lives and livelihoods of people in Sikkim); Things we make and do; natural resources of Sikkim
• Pedagogical Perspectives (15 Questions): Concept and scope of EVS; significance and relation to science and social science; integrated approach; observation, reporting, discussion, questioning, analysis, cooperation skills; assessment and CCE

Paper II – Elementary Stage (Grades VI to VIII) – 150 Marks

Language I is English. Language II may be chosen from Lepcha/Bhutia/Nepali/Limboo/Hindi/Tamang/Rai/Gurung/Sherpa. Candidates choose either Mathematics and Science (30+30) or Social Science (60) for the fourth section. Social Science is evenly distributed between History, Geography and Civics.

Paper II – Detailed Syllabus

1. Child Development and Pedagogy (30 Marks)

• Child Development: Concept and principles of development and its relationship with learning; factors influencing growth and development; domains of development (physical, cognitive, social, emotional); development of speech and language; socialisation processes (family, schooling, peer influence); theoretical constructs (Piaget, Kohlberg); Acts and policies (NEP 1968/1986, NCF 2005, NEP 2020, RTE Act 2009)
• Concept of Inclusive Education: Meaning and importance; RCI Act 1992, IEDC, RPWD 2016; individual differences among learners from diverse backgrounds; gender as a social construct; learning disabilities; children with special needs (CWSN/divyang); gifted learners; child labour and child abuse (POCSO Act)
• Learning and Pedagogy: How children think and learn; theories of learning (Gagne, Pavlov, Thorndike, Skinner, Bandura, Vygotsky, ZPD); Bloom's Taxonomy; concept formation (Bruner, Piaget); thinking and reasoning; transfer of learning; play; assessment and learning (formative/summative, CCE)

2. Language I – English (30 Marks)

• Content: Unseen passages (prose, drama, poem); reading comprehension (skimming/scanning, HOTS, interpretation of charts/diagrams/graphs); grammar knowledge (functional grammar, tenses, clauses, reporting, passive voice, subject-verb concord); vocabulary; responding to literature; language policies
• Pedagogical Processes: Language diversity and multilingual contexts; challenges in teaching English as medium of instruction; language across the curriculum; language acquisition and learning (Krashen, Chomsky, Bruner, BICS/CALP); communicative and task-based approaches at the elementary stage; curricular materials and planning; assessing language; teaching literature; critical perspectives on grammar and remedial teaching

3. Language II – Regional Language (30 Marks)

• Content: Two unseen prose passages of 300-350 words; reading comprehension; grammar knowledge; vocabulary; responding to literature; language policies
• Pedagogical Processes: Language diversity and multilingual contexts; challenges in the teaching of regional languages as a subject; language across the curriculum; language acquisition and learning; communicative and task-based approaches; curricular materials and planning; assessing language; teaching literature; critical perspectives on grammar and remedial teaching

4. Mathematics and Science (60 Marks) – Mathematics (30 Marks)

• School Mathematics (Content and Learning, 20 Questions): Number (operations on real numbers, arithmetic progressions, BODMAS, ratio and proportion, percentage, profit/loss/discount, SI/CI/VAT/GST, exponents, unitary method); Geometry (lines and angles, triangles, quadrilaterals, circles, tangents/secants, congruence and similarity, constructions, Van Hiele's levels); Pattern and Algebra (algebraic expressions and identities, polynomials, linear equations in one and two variables, quadratic equations); Measurement and Mensuration (area, perimeter, surface area and volume); Data Handling and Probability (grouped/ungrouped data, pictographs, bar graphs, pie charts, histogram, ogive, mean/median/mode, probability)
• Perspectives and Pedagogical Content Knowledge (10 Questions): Nature and understanding of mathematics; language of mathematics; place of mathematics in school curriculum; community mathematics; approaches to learning and teaching mathematics; understanding resources; assessment in mathematics

5. Mathematics and Science (60 Marks) – Science (30 Marks)

• Content (20 Questions): Moving things, people and ideas (force and motion, Newton's Laws, friction, gravitation, work/energy/power); How things work (electricity and its magnetic effects, Ohm's law, sound and light, reflection); Materials (natural and synthetic fibres, metals and non-metals, acids/bases/salts, atoms and molecules, matter in our surroundings, carbon and its compounds, chemical reactions and equations); The world of the living (nutrition, photosynthesis, respiration, transportation, excretion, reproduction in plants and animals, cell and tissues, control and coordination, forest and environment, health and diseases); Natural phenomena and natural resources (lightning, earthquakes, thunderstorms/cyclones, air, water, soil)
• Pedagogical Processes (10 Questions): Nature and structure of science; science curriculum; approaches and methods of teaching science (experimentation, lecture-cum-demonstration, discussion, inductive-deductive, enquiry, problem-solving); planning and learning resources (instructional aids, computer-aided instruction, OER, science kits, lesson plan); evaluation of learner progress (tools and techniques, achievement test, diagnostic test, formative/summative, types of questions)

6. Social Science (60 Marks)

• Content (40 Questions): Social and Political Life (government, democratic rights, electoral politics, how the state government works, the Indian Constitution, judiciary, understanding marginalisation, diversity and discrimination, gender); History (constructing history, the earliest cities, new questions and ideas, Ashoka, the Delhi sultans, the Mughal empire, from trade to territory, when people rebel, women/caste/reform, nationalism in India); Geography (planet earth, globe and maps, domains of the earth, resources, human resources, India)
• Pedagogical Issues/Concepts (20 Questions): Nature and objectives of social science; strategies or methods of teaching social science (project, experimentation, storytelling, survey, picture/graphical interpretation, interview, group work, inductive/deductive, source method, dramatisation); teaching-learning resources (community, audio-visual aids, ICT, storybooks, field trips); assessment (school-based, formative/summative, individual/group/self/peer, CCE, observation, rubrics/checklists/rating scales)

Eligibility (Minimum Essential Qualification)

For Primary Teacher (Classes I-V): Senior Secondary (or equivalent) with at least 50% marks (45% for SC/ST/OBC Central & State) and passed 2 years Diploma in Elementary Education (D.El.Ed.) OR 4 years Bachelor of Elementary Education (B.El.Ed.) OR 2 years Diploma in Education (Special Education).

For Graduate Teacher (Classes VI-VIII): B.A./B.Sc. with at least 50% marks (45% for SC/ST/OBC Central & State) and passed 2 years Diploma in Elementary Education (D.El.Ed.) OR 2 years Bachelor in Education (B.Ed.) OR Senior Secondary (or equivalent) with 50% marks and 4-year B.El.Ed. OR 4-year B.A/B.Sc.Ed or B.A.Ed/B.Sc.Ed.

Note: Only a Diploma/Degree course in Teacher Education recognized by NCTE shall be considered. In case of Diploma in Education (Special Education) and B.Ed. (Special Education), a course recognized by the Rehabilitation Council of India (RCI) only shall be considered.

Application Fee

Online payment of Rs. 500/- (Rupees Five Hundred) only as Examination Fee. Fee once paid will not be refunded. Application for STET will be only through the online form on tet.sikkim.gov.in.

Important Dates

Important Links