CBSE changing Class 9, 10 syllabus from 2026-27; 3rd language compulsory, 2 levels of maths, science

CBSE Curriculum 2026-27: The Central Board of Secondary Education (CBSE) is making studying a third language compulsory all the way till Class 10 and starting with students in Class 6 in the 2026-27 academic year. Other changes include an option to take advanced-level papers in subjects such as mathematics and science.

The CBSE has also proposed the introduction of computational thinking and artificial intelligence into the formal assessment system, along with a broader restructuring of subject choices and internal assessments. The reforms will be rolled out from the 2026–27 academic session, with the first major impact expected in the 2028 CBSE board examinations.

The CBSE board’s detailed roadmap, meant to implement the National Education Policy 2020 (NEP) and the National Curriculum Framework for School Education 2023 (NCFSE), introduces wide-ranging changes to curriculum, languages and assessment from the 2026–27 academic session.

The board released the revised curriculum for Classes 9 to 12 this week and conducted a webinar on April 2 to explain the new scheme of studies and transition plan to school leaders and teachers. The session focused on Class 9, where the first phase of implementation begins.

The CBSE board said the transition will be gradual, with no changes to the 2027 exams. The first major structural shift will be seen in the 2028 board exams.

CBSE chairperson Rahul Singh said the framework is still evolving. “This is not the last word. We are proposing a direction and will refine it based on feedback,” he said.

Emphasising the role of technology, he added, “Algorithms define how we interact with the world today, from platforms like Zomato and Swiggy. We want our children to understand that world in the same way.”

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CBSE three-language policy

A key pillar of the reform is the three-language formula, structured as R1, R2 and R3. CBSE has reiterated that at least two of the three languages must be Indian, in line with NCFSE 2023.

The third language will be compulsory from Class 6 in the 2026-27 session and extended progressively to Class 10 by 2030-31. During the transition phase, students will be required to study and pass a third language as part of their secondary schooling.

From the 2028 board exams, appearing in at least two languages will be mandatory. CBSE has also expanded its language offerings, adding Santhali, Maithili, Dogri and Konkani at the secondary level. There are a total of 44 languages listed by the board.

CBSE Class 9 Maths, Science: Advanced levels

From the 2026-27 academic session, students entering Class 9 will have the option to take advanced-level Mathematics and Science.

All students will study the standard curriculum, but those opting for advanced levels will take an additional one-hour examination of 25 marks, aimed at assessing higher-order and analytical skills.

From the 2028 board examinations, students can opt for up to two advanced-level papers. Students scoring 50% or above will have this achievement reflected separately in their marksheets, though it will not be added to the overall aggregate.

CBSE has indicated that this approach is intended to provide additional challenge and depth for interested learners, including those who may be academically advanced, without making it compulsory for all students.

Ultimately the two levels of assessment will also be provided for social science subjects. In the immediate case only the textbooks for social science will change.

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CBSE board exams to have CT, AI

CBSE has placed strong emphasis on computational thinking (CT) and artificial intelligence (AI) as core competencies under the new framework.

Computational thinking will be introduced in an integrated format from Classes 3 to 8, while structured modules will be rolled out for Classes 9 to 12 from 2027-28. The subject is expected to evolve into a formal component of the scheme of studies.

By 2029, CT and AI will be compulsorily assessed as part of the board examination framework marking a shift from internal or module-based learning to formal evaluation.

CBSE Exams: Internal, board assessments split

CBSE has proposed a mix of internal and board-based assessments across subjects, with variations over the transition period.

Art education, which will also be supported with textbooks, and physical education and well-being will continue to be assessed through school-based internal evaluation. Interdisciplinary areas will also follow internal assessment models.

However, vocational education will include both school-based internal assessment and a compulsory board exam from the 2027-28 session onwards, indicating a hybrid model.

Singh said subjects such as vocational, art, physical and interdisciplinary education will be internally assessed in principle. “We will work out the rubrics for that. It should not degenerate into a mark handing out exercise,” he said, adding that the aim is to retain the integrity of these “meaningful subjects” while keeping assessment practical.

The revised scheme introduces new interdisciplinary areas in phases. “Individuals in Society” will be introduced in Class 9, followed by “Environmental Education” in Class 10 in subsequent years. Both subjects are designed to be competency-based and will follow school-based internal assessment.

CBSE said it will continue to extend exemptions and concessions to candidates with benchmark disabilities in line with clause 17(i) of the Rights of Persons with Disabilities Act, 2016. These provisions will apply to both Class 10 and 12 board exams, in accordance with CBSE’s existing guidelines and standard operating procedures.

Also read CBSE 2026: Board tightens rules on cheating, makes it harder to pass; Class 10 gets new marksheets

CBSE asks schools to prepare

CBSE has directed schools to access the complete curriculum documents available on its academic website and familiarise teachers, students and parents with the proposed changes.

Chairperson Rahul Singh said schools must actively engage with the documents and initiate discussions at the school level to understand the implications of the new framework. He also indicated that the Board is open to feedback during the transition phase.

Schools have been advised to make necessary preparations for implementation in line with the guidelines, including sensitising stakeholders to the changes.