LAHD-SSRB Leh Teacher Syllabus 2026: Official Revised Syllabus (Section B) Released for Primary & Upper Primary Posts

​The Leh Autonomous Hill Development Subordinate Services Recruitment Board (LAHD-SSRB) has released the revised Section B Syllabus for the recruitment of Primary Teachers and Upper Primary Teachers (Advertisement Notice No. 01 of 2026). Candidates preparing for the upcoming teacher recruitment examinations in Ladakh and Jammu & Kashmir can now align their preparation with this official pattern.

​Here is the complete unit-wise breakdown of Section B (100 Marks) for both Primary Teacher and Upper Primary Teacher posts.

​LAHD-SSRB Teacher Recruitment 2026: Overview

1. Revised Syllabus for Primary Teacher (Section B – 100 Marks)

​Unit I: Child Development, Learning and Educational Psychology

​Concept, principles, and stages of child development
​Influence of heredity and environment
​Socialization process (role of parents, teachers, and peers)
​Theories of development: Piaget, Vygotsky, Kohlberg (Moral Development)
​Physical, cognitive, language, social, emotional, and moral development
​Individual differences and learning needs
​Learning readiness, motivation, and creativity
​Factors affecting learning
​Learning theories: Behaviourism, Cognitivism, Constructivism, and Social Constructivism
​Multiple Intelligence, growth mindset, mental health, and well-being
​Teacher as facilitator and reflective practitioner

​Unit II: Foundational Stage Education, FLN and Child-Centred Pedagogy

​NEP 2020, NCF-FS 2022, and 5+3+3+4 pedagogical structure
​Balvatika, Vidya Pravesh, and NIPUN Bharat initiatives
​Foundational Literacy and Numeracy (FLN)
​Play-based, activity-based, toy-based, and experiential learning
​Storytelling, circle time, and learning corners
​Multilingual education and local context integration
​School readiness and transition from preschool to Grade I
​Early Childhood Care and Education (ECCE) principles

​Unit III: Curriculum, Teaching-Learning Process and Classroom Management

​Curriculum and learning outcomes
​Competency-based education
​Lesson, unit, and annual planning
​Teaching-Learning Materials (TLMs) and classroom communication
​Inquiry-based, project-based, and collaborative learning
​Classroom organisation, management, and building a positive learning environment
​Child as an active learner
​Constructivist classroom practices

​Unit IV: Language, Mathematics and Environmental Studies Pedagogy

​Language Pedagogy: Principles of language teaching, Language acquisition vs. language learning, listening, speaking, reading, writing (LSRW), and multilingual classroom strategies
​Mathematics Pedagogy: Number sense, mathematical operations, measurement, geometry, use of manipulatives, error analysis, and diagnostic teaching
​EVS Pedagogy: Local environment context, observation skills, community resources, sustainability, climate awareness, and project work
​Activity-based and experiential teaching methods

​Unit V: Assessment, Evaluation and Learning Outcomes

​Assessment for, as, and of learning
​Competency-based assessment, PARAKH, and Holistic Progress Card (HPC)
​Observational tools, anecdotal records, portfolios, and rubrics
​Diagnostic assessment, remedial teaching, and feedback loops
​School-Based Assessment (SBA)
​Continuous Comprehensive Evaluation (CCE) conceptual background

​Unit VI: Inclusive Education, Child Protection and Guidance

​Inclusive education and Universal Design for Learning (UDL)
​Children with Special Needs (CWSN) and the Rights of Persons with Disabilities (RPwD) Act, 2016
​Early identification, classroom adaptations, Individualized Education Plan (IEP), and assistive technology
​Right to Education (RTE) Act, Child Rights, POCSO Act, school safety, guidance, and counselling
​Strategies for gifted, talented, and slow learners
​Addressing learning disabilities and learners from disadvantaged backgrounds
​Classroom accommodations and accessibility

​Unit VII: School Organisation, Educational Technology and Professional Ethics

​School administration, School Development Plan (SDP), and School Management Committee (SMC)
​Teacher responsibilities, professional ethics, and Continuous Professional Development (CPD)
​Information and Communication Technology (ICT) integration: DIKSHA, PM eVidya, e-Pathshala
​Artificial Intelligence (AI) awareness, cyber safety, and digital citizenship

​Unit VIII: Contemporary Educational Initiatives

​National Education Policy (NEP) 2020, NCF-SE 2023, Samagra Shiksha, PM SHRI
​NIPUN Bharat, PARAKH, and APAAR ID system
​Social, Emotional, and Ethical (SEE) Learning
​Sustainable Development Goals (SDG-4) and Environmental Education

​2. Revised Syllabus for Upper Primary Teacher (Section B – 100 Marks)

​Unit I: Educational Psychology and Adolescent Development

​Growth and development during adolescence (Physical, Cognitive, Social, Emotional, Moral)
​Individual differences and learning styles
​Motivation, intelligence, and creativity
​Learning theories and constructivism
​Children as active learners and problem solvers; factors affecting learning
​Learning difficulties, misconceptions, mental health, well-being, and life skills
​Teacher as a mentor and reflective practitioner
​Principles of child development; influence of heredity and environment
​Socialization processes (family, peers, school)
​Theories: Piaget's Cognitive Development, Vygotsky's Social Constructivism, Kohlberg's Moral Development

​Unit II: Curriculum, Instruction and Classroom Processes

​Nature of Curriculum, learning outcomes, and competency-based education
​Child-centred pedagogy and constructivist classroom dynamics
​Classroom discourse, lesson planning, unit planning, and annual planning
​Experiential, inquiry-based, project-based, and collaborative learning
​Classroom management, effective communication, and questioning techniques
​Effective utilization of Teaching-Learning Materials (TLMs)
​Multidisciplinary and art-integrated learning
​Reflective teaching practices and competency mapping
​Unit III: Subject-Specific Pedagogical Content Knowledge
​Language Pedagogy: Language acquisition vs. learning, reading comprehension, grammar, writing skills, listening & speaking, Language Across the Curriculum (LAC), multilingual classrooms, language disorders, remedial teaching, and skills assessment
​Mathematics Pedagogy: Nature of mathematics, mathematical reasoning, language of math, error analysis, diagnostic teaching, and activity-based learning
​Science Pedagogy: Scientific inquiry, observation, experimentation, laboratory management, science process skills, evaluation, and remediation
​Social Science Pedagogy: Historical inquiry, map work, source-based learning, project work, critical thinking, and evaluation
​Activity-based teaching, STEM education, critical & computational thinking, and error analysis

​Unit IV: Assessment, Evaluation and Educational Research

​Assessment for, as, and of learning
​Competency-based assessment, PARAKH, and Holistic Progress Cards
​Bloom's Taxonomy and its application in assessment
​Rubrics, portfolios, and question paper design
​School-Based Assessment (SBA) and Continuous Comprehensive Evaluation (CCE)
​Formulation of competency-based questions
​Diagnostic assessment, actionable feedback, remedial teaching, and Action Research

​Unit V: Inclusive Education, Guidance and Child Protection

​Inclusive education framework and Universal Design for Learning (UDL)
​Addressing Children with Special Needs (CWSN), gifted learners, slow learners, and learning disabilities
​Supporting learners from disadvantaged socio-economic backgrounds
​Provisions under the RPwD Act, 2016
​Classroom adaptations, Individualized Education Plans (IEP), and assistive technologies
​RTE Act, Child Rights, and POCSO Act
​Guidance, counselling, school safety, and gender sensitivity

​Unit VI: Educational Technology, AI and Digital Pedagogy

​ICT integration in teaching and learning
​Digital platforms: DIKSHA, PM eVidya, e-Pathshala, Open Educational Resources (OER)
​Digital learning resources and digital assessment tools
​Artificial Intelligence (AI) in education, adaptive learning, and blended learning models
​Cyber safety, digital citizenship, and ethical use of technology

​Unit VII: School Leadership, Administration and Professional Ethics

​Academic and pedagogical leadership
​School administration and School Development Plan (SDP)
​School Management Committee (SMC) and community participation
​Professional Learning Communities (PLCs)
​Professional ethics, Continuous Professional Development (CPD)
​Record-keeping and modern educational leadership practices

​Unit VIII: Contemporary Educational Initiatives

​National Education Policy (NEP) 2020 & NCF-SE 2023
​Samagra Shiksha Abhiyan & PM SHRI Schools scheme
​PARAKH, APAAR ID system, and SEE Learning
​Ek Bharat Shreshtha Bharat initiative
​Environmental Education and Sustainable Development Goal 4 (SDG-4)

​Key Highlights & Strategy for Home Academy Candidates

​Preparation Tip: Section B heavily emphasizes recent educational policies and modern digital pedagogy (such as NEP 2020, NCF 2022/2023, PARAKH, APAAR, and AI in Education). Focus on conceptual clarity rather than rote memorization.