Special Scheme of Assessment for Board Examination Classes X and XII for the Session 2021-22

COVID 19 pandemic caused almost all CBSE schools to function in a virtual mode for most part of the academic session of 2020-21. Due to the extreme risk associated with the conduct of Board examinations during the second wave in April 2021, CBSE had to cancel both its class X and XII Board examinations of the year 2021 and results are to be declared on the basis of a credible, reliable, flexible and valid alternative assessment policy. This, in turn, also necessitated deliberations over alternative ways to look at the learning objectives as well as the conduct of the Board Examinations for the academic session 2021-22 in case the situation remains unfeasible.

CBSE has also held stake holder consultations with Government schools as well as private independent schools from across the country especially schools from the remote rural areas and a majority of them have requested for the rationalization of the syllabus, similar to last year in view of reduced time permitted for organizing online classes. The Board has also considered the concerns regarding differential availability of electronic gadgets, connectivity and effectiveness of online teaching and other socio-economic issues specially with respect to students from economically weaker section and those residing in far flung areas of the country. In a survey conducted by CBSE, it was revealed that the rationalized syllabus notified for the session 2020-21 was effective for schools in covering the syllabus and helped learners in achieving learning objectives in a less stressful manner.

In the above backdrop and in line with the Board’s continued focus on assessing stipulated learning outcomes by making the examinations competencies and core concepts based, student-centric, transparent, technology-driven, and having advance provision of alternatives for different future scenarios, the following schemes are introduced for the Academic Session for Class X and Class XII, 2021 -22.

2. Special Scheme for 2021-22

A. Academic session to be divided into 2 Terms with approximately 50% syllabus in each term:

The syllabus for the Academic session 2021-22 will be divided into 2 terms by following a systematic approach by looking into the interconnectivity of concepts and topics by the Subject Experts and the Board will conduct examinations at the end of each term on the basis of the bifurcated syllabus. This is done to increase the probability of having a Board conducted classes X and XII examinations at the end of the academic session.

B. The syllabus for the Board examination 2021-22 will be rationalized similar to that of the last academic session to be notified in July 2021. For academic transactions, however, schools will follow the curriculum and syllabus released by the Board vide Circular no F.1001/CBSE Acad/Curriculum/2021 dated 31 March 2021. Schools will also use alternative academic calendar and inputs from the NCERT on transacting the curriculum.

C. Efforts will be made to make Internal Assessment Practical Project work more credible and valid as per the guidelines and Moderation Policy to be announced by the Board to ensure fair distribution of marks.

3. Details of Curriculum Transaction

Schools will continue teaching in distance mode till the authorities permit in person mode of teaching in schools.

• Classes IX-X: Internal Assessment (throughout the year- irrespective of Term- I and II) would include the 3 periodic tests, student enrichment, portfolio and practical work/speaking listening activities/ project.

• Classes XI-XII: Internal Assessment (throughout the year-irrespective of Term I and II) would include end of topic or unit tests/ exploratory activities/ practicals/projects.

• Schools would create a student profile for all assessment undertaken over the year and retain the evidences in digital format.

• Guidelines for Internal Assessment for all subjects will also be released along with the rationalized term wise divided syllabus for the session 2021-22.The Board would also provide additional resources like sample assessments, question banks, teacher training etc. for more reliable and valid internal assessments.

CBSE will facilitate schools to upload marks of Internal Assessment on the CBSE IT platform.

4. Term- I Examinations:

•At the end of the first term, the Board will organize Term- I Examination in a flexible schedule to be conducted between November-December 2021 with a window period of 4-8 weeks for schools situated in different parts of country and abroad. Dates for conduct of examinations will be notified subsequently.

• The Question Paper will have Multiple Choice Questions (MCQ) including case-based MCQs and MCQs on assertion-reasoning type. Duration of test will be 90 minutes and it will cover only the rationalized syllabus of Term- I only (i.e. approx. 50% of the entire syllabus).

• Question Papers will be sent by the CBSE to schools along with marking scheme.

•The exams will be conducted under the supervision of the External Center Superintendents and Observers appointed by CBSE.

• The responses of students will be captured on OMR sheets which, after scanning may be directly uploaded at CBSE portal or alternatively may be evaluated and marks obtained will be uploaded by the school on the very same day. The final direction in this regard will be conveyed to schools by the Examination Unit of the Board.

• Marks of the Term- I Examination will contribute to the final overall score of students.

5. Term- II Examination/Year-end Examination:

• At the end of the second term, the Board would organize Term- II or Year end Examination based on the rationalized syllabus of Term- II only (i.e. approximately 50% of the entire syllabus).

This examination would be held around March-April 2022 at the examination centres fixed by the Board.

• The paper will be of 2 hours duration and have questions of different formats (case-based/ situation based, open ended- short answer/ long answer type).

• In case the situation is not conducive for normal descriptive examination a 90 minute MCQ based exam will be conducted at the end of the Term- II also.

• Marks of the Term-II Examination would contribute to the final overall score.

6. Assessment / Examination as per different situations

A. In case the situation of the pandemic improves and students are able to come to schools or contros for taking the exams.
Board would conduct Term- I and Term-II examinations at schools/centres and the theory marks will be distributed equally between the two exams.

B. In case the situation of the pandemic forces complete closure of schools during November-December 2021, but Term- II exams are held at schools or centres.

Term-I MCQ based examination would be done by students online/offline from home – in this case, the weightage of this exam for the final score would be reduced, and weightage of Term-II exams will be increased for declaration of final result.

C. In case the situation of the pandemic forces complete closure of schools during March-April 2022, but Term- I exams are held at schools or centres.

Results would be based on the performance of students on Term I MCQ based examination and internal assessments. The weightage of marks of Term- I examination conducted by the Board will be increased to provide year end results of candidates.

D. In case the situation of the pandemic forces complete closure of schools and Board conducted Term I and Il exams are taken by the candidates from home in the session 2021-22.

Results would be computed on the basis of the Internal Assessment/Practical/Project Work and Theory marks of Term-I and Il exams taken by the candidate from home in Class X / XII subject to the moderation or other measures to ensure validity and reliability of the assessment

In all the above cases, data analysis of marks of students will be undertaken to ensure the integrity of internal assessments and home based exams.


Summary of the poem “How to Tell Wild Animals” by Carolyn Wells | NCERT Class 10 | English First Flight

Introduction to the poem “How to Tell Wild Animals”

“How to Tell Wild Animals” is a very humorous poem written by Carolyn Wells. The poem explains the characteristics of various wild animals in a very hilarious way. The language used in the poem generates a lot of humour in the minds of the readers. The poet introduces the readers to various kinds of wild animals like Asian lion, Bengal tiger, bear, leopard, etc. and explains each of the animals in a very humorous way. She says that one can identify these animals by the way they attack him or her.

Stanza-wise Summary of the poem “How to Tell Wild Animals”


If ever you should go by chance

To jungles in the east;

And if there should to you in advance

A large and tawny beast,

If he roars at you as you’re dyin’

You’ll know it is the Asian Lion…..

Continue reading “Summary of the poem “How to Tell Wild Animals” by Carolyn Wells | NCERT Class 10 | English First Flight”

English Major Notes

Summary | Analysis | Explanation of The Communist Manifesto by Karl Marx | Bourgeois and the Bourgeoisie | Spread of Socialism


‘The Communist Menifesto’ by Karl Marx (1818-1883) begins with a discussion of the issue of class antagonism. Marx writes, “The history of all hitherto existing society is the history of class struggle.” Throughout history we see the oppressor and the oppressed in constant opposition to each other. This fight is sometimes hidden and sometimes open. However, each time the fight ends in either a revolutionary reconstruction of society or in the common ruin of the classes.

Continue reading “Summary | Analysis | Explanation of The Communist Manifesto by Karl Marx | Bourgeois and the Bourgeoisie | Spread of Socialism”

English Major Notes

Analysis/Summary/Critical Appreciation/theme of “Hunger” by Jayanta Mahapatra


Jayanta Mahapatra’s poem ‘Hunger’ is a famous poem written on a unique theme. The poem clearly says about the need for food, and the appetite for flesh and sex, both animal desires. The poor fisherman’s daughter, driven by poverty, is offered for the sexual gratification of the Prufrock-type visitor. The woman’s desire for food cannot be met in normal circumstances. She belongs to a poor father who is in no position to provide for her food. The visitor, apparently a man burdened by passion and guilt at the same time, must have her to release his tension, but cannot overcome the usual pricking of his conscience. Mahapatra’s poetry also has references to the story of Kubuja, the hunchback, who was cured by Krishna in the famous and popular ‘Krishnaleela’ stories. Mahapatra makes an ironical inversion of the expression ‘chips on the shoulder,’ suggestive of pride and overconfidence, as opposed to the nervous sexual energy of the young man. Continue reading “Analysis/Summary/Critical Appreciation/theme of “Hunger” by Jayanta Mahapatra”

English Major Notes

“I Too Sing America” by Langston Hughes – complete poem

I, Too

I, too, sing America.

I am the darker brother.
They send me to eat in the kitchen
When company comes,
But I laugh,
And eat well,
And grow strong.

I’ll be at the table
When company comes.
Nobody’ll dare
Say to me,
“Eat in the kitchen,”

They’ll see how beautiful I am
And be ashamed,—

I, too, am America.

Download pdf of the poem:



Also Read: Review/Analysis/Critical appreciation/Summary of the poem “I Too Sing America” by Langston Hughes

English Major Notes

Review/Analysis/Critical appreciation/Summary of the poem “I Too Sing America” by Langston Hughes

I Too Sing America” by Langston Hughes is an anti-discrimination poem that talks about the injustice of the whites to the blacks. It is believed that in America, the whites are always prejudiced against the blacks because of their colour of the skin. This unfair treatment makes the blacks feel that they do not belong to this country but they are only servants or slaves. But in this poem, the poet feels as if he is in a great competition with the whites as he insists on proving to them that he is an American person. Continue reading “Review/Analysis/Critical appreciation/Summary of the poem “I Too Sing America” by Langston Hughes”

English Major Notes

Nissim Ezekiel’s poem “Very Indian Poem in Indian English”- complete poem

I am standing for peace and non-violence.
Why world is fighting fighting
Why all people of world
Are not following Mahatma Gandhi,
I am simply not understanding.
Ancient Indian Wisdom is 100% correct.
I should say even 200% correct.
But modern generation is neglecting-
Too much going for fashion and foreign thing. Continue reading “Nissim Ezekiel’s poem “Very Indian Poem in Indian English”- complete poem”

English Major Notes

Complete Poem “An Introduction” by Kamala Das

I don’t know politics but I know the names
Of those in power, and can repeat them like
Days of week, or names of months,  beginning with Nehru.
I am an Indian, very brown, born in Malabar, I speak three languages, write in
Two, dream in one. Don’t write in English, they said,

Continue reading “Complete Poem “An Introduction” by Kamala Das”

English Major Notes

Who were Anglo-Saxon people? Briefly discuss the invasion of England by the Anglo-Saxons.


    The Anglo-Saxon people were the Germanic settlers who came to Britain during the 5th and 6th centuries.
Some of the Anglo-Saxon people came to Britain in order to fight and occupy it. But some others came peacefully to find land for farming. The Anglo-Saxons knew that Britain was a rich land. Their own land often flooded, making it difficult to grow enough food. Moreover, there was not enough land in comparison to their population. Continue reading “Who were Anglo-Saxon people? Briefly discuss the invasion of England by the Anglo-Saxons.”

English Major Notes

Write a note on the Reformation movement and its impact/effect on English literature | Causes of Reformation


 The Reformation movement was a momentous event in the history of Europe and it was occasioned by the corruption and evil practices of the Roman Catholic. The movement by Martin Luther aimed at creating a new religion that could be based upon the scriptures. It was after a long time that the English church passed from a position of chaos and confusion into a state of stability. It was during the reign of King Henry VIII that the reformation was turned at once a into a political, religious and a social event. The recognition of the King as the head of the church, the subjection of the clergy to the laity and the division of the estates and social influence of the monasteries among the ordinary people constituted a great social and religious revolution. It was a consequence of this movement that protestantism was born. The reformed religion was also called new religion and very soon its influence was felt over a wide area in England as well as in other parts of the continent. Continue reading “Write a note on the Reformation movement and its impact/effect on English literature | Causes of Reformation”