209 extractive question-and-answer pairs built from 01 - Principles of the Cbse Curriculum, published by cbseacademic.nic.in. 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. 142 of the 209 pairs (67.9%) are explanatory questions and 67 restate a figure. 98.56% of rows pass the corpus quality gate.
Use the API URL with your free DD token in notebooks, scripts, and pipelines.
https://www.desidata.in/api/datasets/principles-of-the-cbse-curriculum-2026-27-question-and-answer-dataset/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("principles-of-the-cbse-curriculum-2026-27-question-and-answer-dataset")
df.head()Sign in with Google to download.
Strong coverage with minor gaps in documentation or freshness.
CBSE Notification 118 - Question and Answer Dataset
Economy · 21 rows
Disaster Risk Reduction - Question and Answer Dataset
Economy · 281 rows
CBSE Exposure Visit Guidelines and Locations - Question and Answer Dataset
Economy · 41 rows
Central Board of Secondary Education Notification - Question and Answer Dataset
Economy · 1 rows
Annual Report 2015-16 by agriwelfare.gov.in - Question and Answer Dataset
Economy · 1,013 rows
Higher Education in India - Question and Answer Dataset
Economy · 1,594 rows
Gender Policy of NABARD - Question and Answer Dataset
Economy · 14 rows
ICAR Annual Report 2025-26 - Question and Answer Dataset
Economy · 1,101 rows
First 10 of 209 rows
| question | answer | context | answer_start | question_type | knowledge_quality_score | source_quote | source_page | source_location | confidence | validation_status |
|---|---|---|---|---|---|---|---|---|---|---|
| What does the NCFSE 2023 include in its definition of 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 | 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. | 4 | page=4,block=3 | 0.700 | valid |
| How is Mathematics conceptualized according to 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 | 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. | 10 | page=10,block=0 | ||
| What type of approach is used in arts education assessment? | a continuous, holistic, and competency-based approach | 08 48 a Pedagogical Approach Art pedagogy is process-oriented, experiential, collaborative, and developmentally appropriate. Learning experiences are rooted in local culture and resources, while encouraging exploration, improvisation, and interdisciplinary connections. Teachers function as facilitators who create enabling environments, provide materials and guidance, and foster reflection. Workshops, exhi- bitions, artist interactions, and exposure visits are encouraged to enrich learning. b Assessment Approach Assessment in Arts Education aims to nurture students’ creative abilities, artistic expression, critical thinking, and values such as curiosity, collaboration, and sensitivity, rather than focusing only on technical skills. In line with NCF-SE 2023, it follows a continuous, holistic, and competency-based approach, integrating assessment for learning, as learning, and of learning. | 778 | definition | 1.000 | In line with NCF-SE 2023, it follows a continuous, holistic, and competency-based approach, integrating assessment for learning, as learning, and of learning. | 13 | page=13,block=0 | 0.700 | |
| What does the practical part of summative assessment emphasize? | demonstration of artistic skills in Visual Arts, Music, Dance, and Theatre | Formative assessment is embedded in daily classroom processes through activities, discussion circles, teacher observations, peer and self-assessment, and students’ art journals that promote reflection and creative exploration. Summative assessment at the secondary stage includes theory and practical components, where theory evaluates conceptual understand- ing of art forms through written or open-book examinations, while practical assessment focuses on demonstration of artistic skills in Visual Arts, Music, Dance, and Theatre, supported by portfolios, artefacts, performanc- es, project work, and participation in artistic events. Exact details of the assessment scheme in Arts Education are provided in the syllabus document of Arts Education. | 457 | definition | 1.000 | Summative assessment at the secondary stage includes theory and practical components, where theory evaluates conceptual understand- ing of art forms through written or open-book examinations, while practical assessment focuses on demonstration of artistic skills in Visual Arts, Music, Dance, and Theatre, supported by portfolios, artefacts, performanc- es, project work, and participation in artistic events. | ||||
| How is Physical Education and Well-being treated within school education? | as a core component of school education, with the same rigour and expectations as other disciplines | (vi) Education in Interdisciplinary Area Physical Education and Well-being at the Secondary Stage promotes holistic development by integrating physical fitness, mental well-being, resilience, cooperation, and sportsmanship. In alignment with the Aims of School Education and the Learning Standards framework of NCFSE 2023, this curricular area is recognised as a core component of school education, with the same rigour and expectations as other disciplines. (vii) Physical Education and Well Being 10 43 | 358 | definition | 1.000 | In alignment with the Aims of School Education and the Learning Standards framework of NCFSE 2023, this curricular area is recognised as a core component of school education, with the same rigour and expectations as other disciplines. | 13 | page=13,block=11 | 0.700 | valid |
| What does the approach to Vocational Education aim to develop in students? | Vocational capacities, knowledge, and relevant values | By the end of Class X, learners are expected to demonstrate competence in selected domains of work, appreciation for dignity of labour, and readiness for further academic or vocational pathways. Details are given separately in the syllabus for Vocational Education. The approach to Vocational Education in NCF 2023 aims to achieve the following objectives: a. Vocational capacities, knowledge, and relevant values will be developed for all students, and this will create the possibility of their joining the workforce after school if they choose to. b. Provide the possibility of learning range of vocations–ones that are aspirational, as also those that are most relevant locally and contextually (if different), also new and emerging vocations. c. Provide exposure to various types of work to all students establishing the dignity of work. d. | 360 | definition | 1.000 | The approach to Vocational Education in NCF 2023 aims to achieve the following objectives: a. Vocational capacities, knowledge, and relevant values will be developed for all students, and this will create the possibility of their joining the workforce after school if they choose to. | 15 | |||
| What type of courses are Mathematics and Science described as? | standard Mathematics and Standard Science Course | The subjects Mathematics and Science as given in the tables 2 to 6 at the preceding pages, refer to the standard Mathematics and Standard Science Course. These will cover the common prescribed syllabus, will be compulsory and will be studied by all students. 1 Mathematics and Science 2 2 Mathematics Advanced and Science Advanced: will be optional, and meant for students who wish to study additional topics beyond the common syllabus. The details are as follows: 16 43 i. The external examination conducted by CBSE at the end of Class X shall be based on the prescribed syllabus and the competencies for Class X for the respective academic session. ii. All candidates shall be required to appear in both components of assessment, namely, the Internal Assessment and the External/Annual Examination conducted by the School or the Board, as applicable. | 104 | definition | 1.000 | The subjects Mathematics and Science as given in the tables 2 to 6 at the preceding pages, refer to the standard Mathematics and Standard Science Course. | 19 | page=19,block=0 | 0.700 | valid |
| What is the purpose of Mathematics Advanced and Science Advanced courses? | meant for students who wish to study additional topics beyond the common syllabus | The subjects Mathematics and Science as given in the tables 2 to 6 at the preceding pages, refer to the standard Mathematics and Standard Science Course. These will cover the common prescribed syllabus, will be compulsory and will be studied by all students. 1 Mathematics and Science 2 2 Mathematics Advanced and Science Advanced: will be optional, and meant for students who wish to study additional topics beyond the common syllabus. The details are as follows: 16 43 i. The external examination conducted by CBSE at the end of Class X shall be based on the prescribed syllabus and the competencies for Class X for the respective academic session. ii. All candidates shall be required to appear in both components of assessment, namely, the Internal Assessment and the External/Annual Examination conducted by the School or the Board, as applicable. | 354 | definition | 1.000 | 1 Mathematics and Science 2 2 Mathematics Advanced and Science Advanced: will be optional, and meant for students who wish to study additional topics beyond the common syllabus. | 19 | page=19,block=0 | ||
| What does a portfolio demonstrate in Internal Assessment? | a curated collection of student work demonstrating progress towards identified Competencies over time | The Portfolio shall form an integral component of Internal Assessment and align with the philosophy of the Holistic Progress Card (HPC) envisioned in NCFSE 2023. A portfolio shall be a curated collection of student work demonstrating progress towards identified Competencies over time. It may include written work, projects, reflections, art-integrated tasks, experimental records, presentations, and evidence of interdisciplinary learning. The portfolio shall: i. Encourage student reflection on strengths, areas for improvement, and strategies for growth. ii. Document both process and product of learning. iii. Contain a limited number of thoughtfully selected artefacts to avoid undue burden. iv. Be assessed using clearly defined rubrics shared in advance. The emphasis shall be on quality of engagement and growth rather than volume of compilation. | 183 | definition | 1.000 | A portfolio shall be a curated collection of student work demonstrating progress towards identified Competencies over time. | 27 | page=27,block=5 | 0.700 | |
| What is the role of principals in the teaching-learning ecosystem? | the Head and pedagogical leader of their schools | All Principals have a crucial role to play in the evolution of the teaching learning ecosystem as the Head and pedagogical leader of their schools. In the role of school pedagogical leader, the principal is expected to undertake the following: i. Lead, guide and support the teaching and learning processes in the school by focusing on class -room specific requirements for transacting the curriculum, so that both teachers and students perform at their optimal best. ii. Direct the entire focus of all school activities towards the students’ learning and acquiring of necessary competencies. Every activity taken up by the school, therefore, should be mapped for the educational competencies, and for life skills, values, etc., being acquired by the students. iii. | 98 | definition | 1.000 | All Principals have a crucial role to play in the evolution of the teaching learning ecosystem as the Head and pedagogical leader of their schools. | 30 | page=30,block=1 | 0.700 | valid |
Read straight from the file — download or use the API URL for the full dataset.
| 0.700 |
| valid |
| valid |
| 13 |
| page=13,block=0 |
| 0.700 |
| valid |
| page=15,block=2 |
| 0.700 |
| valid |
| 0.700 |
| valid |
| valid |