CBSE to introduce dual-level system for Science and Social Science subjects: Experts explain what students can expect

NEW DELHI: The Central Board of Secondary Education (CBSE) is in the works to introduce a two-fold system for its Science and Social Science subjects in class X. Currently, CBSE offers this dual-level system for Mathematics at the class 10 level, namely 'Standard Mathematics (Code: 041)' and 'Basic Mathematics (Code: 241)'. According to a recent TNN report, beginning from the 2026-27 academic session, students will be allowed to choose between 'standard' and 'basic' levels of curriculum for science and social science subjects too. Presently, the Board's curriculum committee is awaiting final endorsement from the governing body.
The initiative was recently approved during a meeting of the CBSE curriculum committee. Its goal is to offer flexibility and lessen academic stress. The revised framework is designed to cater to different learning capabilities and student interests.
TOI spoke to school principals and teachers from various schools across the country to understand the potential impact the new changes could have on students, as well as what students should expect in terms of curriculum differences and assessments once the new system is rolled out in 2026.

Currently CBSE offers two levels of Mathematics in class 10, one being ‘standard’ (advance) and the other being ‘basic’. In the 2023-24 Board exams, 15,88,041 students registered for the standard level Mathematics, while 6,79,560 opted for the basic level, reveals a TOI report.
Speaking to TOI, Sarojini Chandola, Mathematics teacher at ASN School in Mayur Vihar, Delhi, clarified that both subjects follow the same syllabus and use identical textbooks. She said, "The syllabus for both standard and basic Math is the same, and for both, the same NCERT textbook is followed."
When asked why a separate paper was introduced despite the shared syllabus and textbooks, she explained that the key distinction lies in the difficulty level and nature of the questions. “Basic Math can be expected to have more lenient, scoring questions, although in most cases the question papers for Standard and Basic Math are more or less on the same level of difficulty,” Chandola said.
Standard Mathematics includes application-based, analytical questions that require a deeper understanding of concepts. For instance, while both levels might teach a certain formula, Basic Mathematics might ask students to verify it, whereas Standard Mathematics could pose a complex problem for the student to apply the formula.
Speaking about how the dual level benefits students, Sharmila Bagchi, Principal Incharge, The Somaiya School, Mumbai, explained that the difference between basic and standard Mathematics lies in how concepts are applied and the complexity of the questions asked in exams. Those who choose basic Math may find it less demanding in terms of application but also face limitations for future educational paths, such as when pursuing engineering. In contrast, standard Math offers broader opportunities but demands a deeper grasp of concepts.
"The choice between basic and standard Math isn't just about difficulty; it's about the doors each path opens, shaping the student's academic future and the depth of their understanding," observed Bagchi.
In terms of weightage and exam patterns the distribution of marks further differentiates the two levels. In Basic Mathematics, a larger portion of the paper is allocated to easier questions, emphasising facts, basic concepts, and straightforward applications. Topics that are more challenging receive reduced weightage. For example, Basic Mathematics may assign more marks to simpler topics like polynomials, while Standard Mathematics focuses more on analytical topics like triangles.

The expected changes in Social Sciences aim to make the subject more accessible, particularly for students who find theoretical and in-depth content challenging. Neetu Ahlwadi, a Social Science teacher from ASN School, shared her insights, noting that in subjects like history, the emphasis on deep exploration might be reduced for the basic level.
“In the case of history, in-depth studying might be curtailed to an extent—info-boxes and trivia can be overlooked when teaching the basic level of any social science subject,” she explained.
In terms of assessments and exams, students at the basic level are more likely to be tested on foundational concepts or key historical events, rather than being asked to explore those events in depth.
Political Science chapters around ‘Outcomes of Democracy’ or ‘Federalism’, which some students find particularly complex, could also see simplification. Basic-level exams may focus on straightforward concepts, avoiding topics that require advanced critical thinking or detailed memorisation. This move in a way acknowledges that not every student has a natural aptitude for theoretical subjects, such as Nationalism in Europe, which is rich in facts and information.
Bidyunmala Salunke, Principal of Orchids The International School, Newtown, Kolkata, observed that the upcoming changes in Social Science highlight a nuanced approach to balancing standard and basic levels. This approach focusses on tailoring the curriculum to accommodate the diverse learning needs and academic aspirations of students.
“Suppose they are studying political science. For a student who is not interested in going into the depth of social science, political science questions can be related to happenings, the structure, the formation, the format—that is informative. But for a child who wants to appear for an IAS exam or pursue further research, the focus will shift to in-depth analysis,” she elaborated.
Salunke emphasised the role of case studies and critical thinking at the standard level, pointing out that materials like NCERT books already include sections that prompt analysis, opinion formation, and evaluation. These elements, she noted, will remain central for students aiming for a deeper understanding, while the basic level will focus on providing foundational information.

Talking about anticipated changes in the soon-to-be-announced dual-level system in the Class X Science paper, Bagchi from Mumbai’s The Somaiya School highlighted the flexibility and personalisation that the new system will bring to science education. “Bringing a choice in Science will be a very progressive step towards personalising education, enabling students to engage with subjects at a depth that matches their interest and academic goals,” she noted.
She highlighted how the new system aligns with the broader goals of the National Education Policy (NEP), providing students with the choice to specialise in subjects like science or to simply acquire basic knowledge.
Drawing a comparison with international curricula like IGCSE and IB, which already offer core and extended levels, she suggested that this change would help bring India's curriculum in line with global standards while catering to a wider range of student needs.
Salunke from Kolkata’s Principal of Orchids The International School explained that under the new two-tier system, science assessments will be tailored to students' interests and academic goals. “If a child is not interested in STEM, they can just go with the basic knowledge which will be sufficient for them for the rest of their life,” she explained.
For students at the basic level, the focus will be on providing fundamental information. However, for those at the advanced level, assessments will require deeper analysis of the topics. Salunke emphasised that such an approach would allow students to engage with subjects at a level that suits their future ambitions, whether that involves general knowledge or more specialised, in-depth study.

“The textbook has to change. The approach is different, so the textbook has to change. And the syllabus will also be reduced for the basic level,” Bagchi remarked, highlighting efforts by NCERT to align textbooks with the evolving approach to teaching and learning in social science.
When discussing the potential benefits of these changes for students, Salunke highlighted the positive impact on academic performance. She said, “For the student, the merits would be that they are able to score more.” By tailoring the curriculum to offer both standard and basic levels, students can engage with content that aligns with their interests and career aspirations.

In discussing the expected changes in assessment patterns and whether or not teachers who are already teaching the concerned subjects would require additional training, Bagchi emphasised that significant adjustments will be necessary, particularly for students opting for advanced levels.
“Assessments will definitely have to change, where the students who are opting for an advanced level, their complexity will change, and therefore the assessment level will also have to change. This will definitely even need teacher training,” she observed.
Bagchi added that while core concepts remain unchanged, the depth of understanding assessed—whether through formative or summative evaluations—will differ. Advanced-level assessments, she explains, will demand a deeper and more complex approach compared to basic levels.