New Delhi, 18 April 2026 – CBSE is launching one of the most ambitious updates to India’s school‑education system in years, with the 2026–27 syllabus redefined for Class 9 and 10 around a “competency‑based, credit‑driven, and holistic‑progress” model. The changes are built to reduce rote learning, ease exam pressure, and make students’ academic and vocational growth visible through modern tools like biannual exams, two‑level subject papers, National Credit Framework‑linked credit hours, and Holistic Progress Cards.

Biannual Board Exams from 2026

Starting in 2026, CBSE will allow two Class 10 board‑exam sessions in a single academic year as part of the NEP‑2020 rollout. The first exam will be held in February–March and will remain the main, compulsory attempt, while the second session in May–June will be optional, mainly for improvement or compartment‑subject clearance. If a student appears for both, CBSE will compare the scores in each subject and record the higher mark (Best‑of‑Two) on the final marksheet, reducing the “one‑shot fear” that has long defined Class 10 board exams.

Competency‑Based, MCQ‑Heavy Question Papers

CBSE has shifted the assessment focus from rote recall to critical thinking under the 2026–27 curriculum. Now, roughly 50% of questions in many subjects will be competency‑based: MCQ, case‑based, source‑based, and assertion‑reasoning‑type items that require analysis and application rather than memorisation. Traditional long‑answer questions have been trimmed to around 30%, while more weight is given to internal projects, practicals, art, and physical education, whose activities are now clearly framed in CBSE‑defined rubrics.

Holistic Progress Card (HPC) and 3‑Dimensional Evaluation

Beyond marks, CBSE is introducing Holistic Progress Cards that track soft skills, collaboration, ethics, sports, and vocational activities through a three‑dimension evaluation model: peers, teachers, and self‑assessment. Under National Education Policy 2020, this change aims to show each student’s growth across academic, physical, and emotional domains, moving beyond the outdated “marks‑alone” report card to a more balanced view of a child’s abilities.

Credit System and National Credit Framework (NCrF)

CBSE is now applying the National Credit Framework (NCrF) to Classes 9–12, turning learning into a credit‑based system similar to higher education. The framework sets 1200 hours of structured learning (academic, vocational, and internal) as the target, with every 30 hours equal to 1 credit—yielding a total of 40 credits per year. Core subjects take about 1050 hours (35 credits), while the remaining 5 credits come from internal assessments, physical education, and vocational courses, which are now compulsory and integrated into the board‑level system. These credits are to be stored digitally in an Academic Bank of Credits linked to Digilocker, improving record‑keeping and mobility between general and vocational education.

Two‑Level System for Mathematics and Science

From the 2026–27 session, Class 9 students will see a Two‑Level system in Mathematics and Science, inspired by CBSE’s earlier split‑level Mathematics model.

Standard Level (80 marks): Mandatory for all students, a 3‑hour paper covering core syllabus.
Advanced Level (25 marks): An optional 1‑hour paper building on Standard, aimed at those targeting competitive exams like JEE or NEET.

Students scoring above 50% in the Advanced paper will earn an “Advanced Qualification” tag on their marksheet, which can strengthen eligibility for PCM/PCB streams in Class 11. This “Differentiated Instruction” model reduces one‑size‑fits‑all stress while letting high‑aptitude students push boundaries.

New 2026–27 Focus: AI, Third Language, and Vocational Learning

CBSE’s 2026–27 syllabus also adds AI and computational thinking from Class 3, a mandatory three‑language formula from Class 6, and vocational subjects in Class 9–10, with hybrid internal and board exams to be fully operational by 2027–28. Subjects like Art Education, Physical Education & Wellbeing, and Interdisciplinary Studies (for example, “Individuals in Society”) are now compulsory at the school‑level, assessed through internal CBSE‑approved schemes rather than being ignored endpoints.

Together, this package signals a clear shift for Indian secondary education: CBSE is no longer just a “board‑exam factory” but a coordinator of holistic, credit‑based, competency‑driven learning that prepares students for global‑standard evaluations like PISA while respecting India’s diverse school ecosystem. For parents, teachers, and policymakers, the 2026–27 reforms are a reminder that the future of Indian education lies not in tougher question papers, but in smarter, more humane structures that build skills, reduce stress, and keep every student on the radar.