358 extractive question-and-answer pairs built from Curriculum SecP1 2026-27, published by cbseacademic.nic.in. The source is a 47-page publication. Source-evidenced topics include cbse, nep 2020, ncfse 2023, fundamental duties, article 51a, sovereign socialist secular democratic republic, justice, liberty. Every answer is a verbatim span of text the source prints, and each row carries the passage it sits in, its offset in that passage, the source quote, the page and the location in the document, so any row can be checked against the original. Question types in the export: 136 list, 131 factual, 53 summary, 19 definition, 19 relationship. 227 of the 358 pairs (63.4%) ask explanatory questions; the remaining 131 are factual or table-based questions. 99.44% of rows pass the corpus quality gate.
This dataset contains 358 extractive question-and-answer pairs derived from the CBSE Curriculum SecP1 2026-27 document. The questions cover topics such as competency-based education, values, assessment methods, and subject-specific curricula, reflecting the principles of NEP 2020 and NCFSE 2023. Each answer is a verbatim excerpt from the source material, ensuring traceability to the original publication. The dataset includes explanatory, factual, and summary question types, with a focus on educational strategies and frameworks.
Browse more education datasets, including other records from the same source when available.
Explore Education datasets31_Circular_2024 - Question and Answer Dataset
Education · 74 rows
Compendium of CBSE Circulars Vol II - Question and Answer Dataset
Economy · 990 rows
119_Notification_2026 - Question and Answer Dataset
Education · 27 rows
126_Notification_2026 - Question and Answer Dataset
Education · 6 rows
Panchanan Maheshwari - Question and Answer Dataset
Education · 75 rows
0681901_Letter-Pursuing_two_academic__NEP_001 - Question and Answer Dataset
Education · 21 rows
Madrasas in India Organisational Climate and Issues | JOURNAL OF INDIAN EDUCATION - Question and Answer Dataset
Education · 5 rows
Understanding Multilingualism for Promoting Indian Languages, Arts and Culture in Teacher Preparation: NEP 2020. | Educational Trend (A Journal of RIE, Ajmer - NCERT) - Question and Answer Dataset
Education · 8 rows
Use the API URL with your free DD token in notebooks, scripts, and pipelines.
https://www.desidata.in/api/datasets/cbseacademic-nic-in-d2caee4291a3a406235e44b5ab036778/downloadDataset downloads are free. For Python or API downloads, sign in once and create a free DD token; set it as DD_TOKEN or save it in your notebook's secrets. Requests are linked to your account so your download history and counts stay accurate.
# One-time install: pip install desidata
# Set DD_TOKEN in your environment first (create a free token in Profile & settings).
import desidata
df = desidata.load("cbseacademic-nic-in-d2caee4291a3a406235e44b5ab036778")
df.head()First 10 of 358 rows
| question | answer | context | answer_start | question_type | knowledge_quality_score | source_document | source_quote | source_page | source_location | confidence | validation_status |
|---|---|---|---|---|---|---|---|---|---|---|---|
| What tool does NCERT provide to help identify children at risk? | a checklist that enables the identification of children at risk | Teachers can use checklists or rating scales developed by World Health Organisation to track their students' developmental progress and identify areas where children may need additional support. NCERT’s PRASHAST is a checklist that enables the identification of children at risk. It comprises two parts - for use by regular teachers for first-level screening, and for use by special educators and others for second-level screening. | 215 | definition | 1.000 | https://cbseacademic.nic.in/web_material/CurriculumMain27/SecPart1/Curriculum_SecP1_2026-27.pdf | NCERT’s PRASHAST is a checklist that enables the identification of children at risk. | 41 | page=41,block=0 | 0.850 | valid |
| How is mathematics perceived in the vision of NCFSE 2023? | not merely as a body of procedures, but as a disciplined way of thinking that fosters rationality and autonomy | In alignment with the vision of NCFSE 2023, Mathematics is viewed not merely as a body of procedures, but as a disciplined way of thinking that fosters rationality and autonomy. The curriculum builds strong conceptual foundations in number systems, algebra, geometry, mensuration, statistics, and probability, while encouraging students to engage with mathematical reasoning, argumentation, and proof in age-appropriate ways. Learners develop the ability to formulate problems, choose suitable strategies, analyse results, and communicate mathematical ideas with clarity. | 66 | definition | 1.000 | https://cbseacademic.nic.in/web_material/CurriculumMain27/SecPart1/Curriculum_SecP1_2026-27.pdf | In alignment with the vision of NCFSE 2023, Mathematics is viewed not merely as a body of procedures, but as a disciplined way of thinking that fosters rationality and autonomy. | 10 | page=10,block=0 | 0.700 | valid |
| What are Holistic Progress Cards (HPCs) used for? | as formal communication tools between schools and families | schools are required to implement Holistic Progress Cards (HPCs) as formal communication tools between schools and families, providing comprehensive reporting of students' progress based on competencies and learning outcomes achieved. HPCs should focus on individual progress and interests, providing disaggregated reporting to avoid comparisons with peers. Detailed guidelines and prototypes of HPC have been provided by CBSE for Foundational and Preparatory Stage. 43 43 | 65 | definition | 1.000 | https://cbseacademic.nic.in/web_material/CurriculumMain27/SecPart1/Curriculum_SecP1_2026-27.pdf | schools are required to implement Holistic Progress Cards (HPCs) as formal communication tools between schools and families, providing comprehensive reporting of students' progress based on competencies and learning outcomes achieved. | 46 | page=46,block=0 | 0.700 | valid |
| What does accommodation aim to change for students with disabilities? | making changes to assist a student to work with the conditions of disability | While modification is about altering or changing the difficulty levels of the content or the expectations of learning of the student, accommodation is about making changes to assist a student to work with the conditions of disability and be able to demonstrate their learning achievement on the same standards. With accommodations, neither what is being taught changes nor does the grading criteria for students with disabilities.” NCF-SE 2023, Part B, Chapter 4, p. 184 Illustrative pedagogical accommodations: Teaching strategies will require a Universal Design in their planning and structure for equitable access. This is an important accommodation that will help meet learning challenges that students face. | 157 | definition | 1.000 | https://cbseacademic.nic.in/web_material/CurriculumMain27/SecPart1/Curriculum_SecP1_2026-27.pdf | While modification is about altering or changing the difficulty levels of the content or the expectations of learning of the student, accommodation is about making changes to assist a student to work with the conditions of disability and be able to demonstrate their learning achievement on the same standards. | ||||
| What does competency-based education place at the center of the learning process? | the learner’s demonstrated understanding, application, reasoning, and performance | In view of the evolving demands of the 21st century, education must move beyond content transmission towards the development of clearly articulated competencies. As envisaged in NCFSE 2023, curriculum design is anchored in a coherent progression from Aims of Education to Curricular Goals, Competencies, and Learning Outcomes, ensuring alignment between what is intended, taught, and assessed. Competency-based education places the learner’s demonstrated understanding, application, reasoning, and performance at the centre of the learning process. Learning Outcomes describe what students are expected to know, understand, and be able to do at the end of a stage or course of study. The focus, therefore, shifts from mere coverage of syllabus content to meaningful attainment of stage-appropriate capacities. | 428 | definition | 1.000 | https://cbseacademic.nic.in/web_material/CurriculumMain27/SecPart1/Curriculum_SecP1_2026-27.pdf | Competency-based education places the learner’s demonstrated understanding, application, reasoning, and performance at the centre of the learning process. | 31 | |||
| What does modification involve in the context of educational content or expectations? | altering or changing the difficulty levels of the content or the expectations of learning of the student | While modification is about altering or changing the difficulty levels of the content or the expectations of learning of the student, accommodation is about making changes to assist a student to work with the conditions of disability and be able to demonstrate their learning achievement on the same standards. With accommodations, neither what is being taught changes nor does the grading criteria for students with disabilities.” NCF-SE 2023, Part B, Chapter 4, p. 184 Illustrative pedagogical accommodations: Teaching strategies will require a Universal Design in their planning and structure for equitable access. This is an important accommodation that will help meet learning challenges that students face. | 28 | definition | 1.000 | https://cbseacademic.nic.in/web_material/CurriculumMain27/SecPart1/Curriculum_SecP1_2026-27.pdf | While modification is about altering or changing the difficulty levels of the content or the expectations of learning of the student, accommodation is about making changes to assist a student to work with the conditions of disability and be able to demonstrate their learning achievement on the same standards. | ||||
| What does the NCFSE 2023 include as part of the school curriculum? | the entirety of students’ organised experiences in school including goals, content, pedagogy, assessment, school culture, and learning environment | The National Curriculum Framework for School Education (NCFSE) 2023 has been developed as a foundational document for realising the vision of NEP 2020 in school education. As articulated in the NCFSE 2023, curriculum encompasses the entirety of students’ organised experiences in school including goals, content, pedagogy, assessment, school culture, and learning environment. In alignment with this national framework, CBSE has adopted the principles, stage design, Learning Standards, and assessment approach articulated therein. It is being implemented in a phased and systematic manner across classes and domains. | 229 | definition | 1.000 | https://cbseacademic.nic.in/web_material/CurriculumMain27/SecPart1/Curriculum_SecP1_2026-27.pdf | As articulated in the NCFSE 2023, curriculum encompasses the entirety of students’ organised experiences in school including goals, content, pedagogy, assessment, school culture, and learning environment. | 4 | page=4,block=3 | 0.700 | |
| What is the Jadui Pitara prepared by NCERT used for? | the teaching-learning process for the Foundational Years | Mathematical content can represent engagement with the surrounding environment, much like language can. Counting and other mathematical tasks can be combined with interactions with the natural and social settings. The content of art learning experiences should be derived from the school's local environment and designed as activities centred on specific learning outcomes. Schools may also make use of the Jadui Pitara (Collection of teaching-learning material) prepared by NCERT for the teaching-learning process for the Foundational Years. Jadui Pitara is available at DIKSHA portal. Further, it is recommended that all related Teaching-Learning material for Foundational Stage being released by NCERT be used for teaching-learning purposes. 36 43 | 485 | definition | 1.000 | https://cbseacademic.nic.in/web_material/CurriculumMain27/SecPart1/Curriculum_SecP1_2026-27.pdf | Schools may also make use of the Jadui Pitara (Collection of teaching-learning material) prepared by NCERT for the teaching-learning process for the Foundational Years. | 39 | page=39,block=6 | 0.700 | |
| What is the goal of planning homework and enrichment tasks? | to consolidate and extend understanding rather than promote rote repetition. | vii. Demonstrate Constitutional Values and Ethical Conduct - Lead by example by demonstrating constitutional values, empathy, integrity, environmental responsibility, gender sensitivity, and democratic attitudes. Teachers play a critical role in nurturing responsible and informed citizens. viii. Engage in Systematic Academic Planning - Assist the Principal in formulating the Annual Pedagogic Plan. Prepare well-structured lesson plans aligned with instructional time norms and CBSE directions regarding experiential, joyful, art-integrated, and competency-based pedagogy. Plan homework and enrichment tasks meaningfully to consolidate and extend understanding rather than promote rote repetition. ix. Implement Competency-Focused Assessment Practices - Study CBSE exemplar question papers, and competency guidelines to design balanced formative and summative assessments. | 623 | definition | 1.000 | https://cbseacademic.nic.in/web_material/CurriculumMain27/SecPart1/Curriculum_SecP1_2026-27.pdf | Plan homework and enrichment tasks meaningfully to consolidate and extend understanding rather than promote rote repetition. ix. | 36 | |||
| What is the multilingual vision of NCFSE-2023 based on? | a structured three-language framework across stages viz, R1, R2 and R3 | 05 803 The curricula in languages focus on listening, speaking, reading and writing skills and, hence, develop effective proficiencies in all these areas. Language Education at the Secondary Stage is guided by the stage-wise design and Learning Standards of the NCFSE 2023. To operationalise the recommendations of NCFSE 2023, CBSE issued Circular No. Acad-30/2025 dated 22 May 2025 laying down Implementation Guidelines for Language Instruction under NCFSE–2023 across Foundation, Preparatory and Middle-to- Secondary Stages. In accordance with this circular and NCFSE’s multilingual vision, languages are organised through a structured three-language framework across stages viz, R1, R2 and R3. As per the recommendations of NCFSE-2023, two out of these three languages must be languages native to India. | 625 | definition | 1.000 | https://cbseacademic.nic.in/web_material/CurriculumMain27/SecPart1/Curriculum_SecP1_2026-27.pdf | In accordance with this circular and NCFSE’s multilingual vision, languages are organised through a structured three-language framework across stages viz, R1, R2 and R3. | 6 |
Read straight from the file — download or use the API URL for the full dataset.
| 21 |
| page=21,block=4 |
| 0.700 |
| valid |
| page=31,block=1 |
| 0.700 |
| valid |
| 21 |
| page=21,block=4 |
| 0.700 |
| valid |
| valid |
| valid |
| page=36,block=0 |
| 0.700 |
| valid |
| page=6,block=0 |
| 0.700 |
| valid |