ICSE Class 10 Syllabus 2028 Second Languages

ICSE
INDIAN CERTIFICATE OF
SECONDARY EDUCATION
EXAMINATION
YEAR 2028

INDIAN LANGUAGES
Bifurcation of Prescribed Texts in selected
Indian Languages

Developed by:
Research, Development and Curriculum Division (RDCD)
CISCE

January 2026
____________________________________________________________________________________________

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School Certificate Examinations. This publication and no part thereof may be reproduced, transmitted, distributed or
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Examinations.

Council for the Indian School Certificate Examinations (CISCE)

MISSION STATEMENT

The Council for the Indian School Certificate
Examinations is committed to serving the nation's
children, through high quality educational
endeavours, empowering them to contribute towards
a humane, just and pluralistic society, promoting
introspective living, by creating exciting learning
opportunities, with a commitment to excellence.

ETHOS OF CISCE

Trust and fair play.
Minimum monitoring.
Allowing schools to evolve their own niche.
Catering to the needs of the children.
Giving freedom to experiment with new ideas
and practices.
Diversity and plurality - the basic strength for
evolution of ideas.
Schools to motivate pupils towards the
cultivation of:
Excellence - The Indian and Global
experience.
Values - Spiritual and cultural - to be the bedrock
of the educational experience.
Schools to have an 'Indian Ethos', strong roots in
the national psyche and be sensitive to national
aspirations.

SECOND LANGUAGE

Aims:
1. To appreciate the language as an effective means of communication.
2. To acquire knowledge of the elements of the language.
3. To develop an interest in the language.
4. To understand the language when spoken at normal conversational speed.
5. To understand the basic structural patterns of the language, vocabulary and constructions.

INDIAN LANGUAGES
Classes IX and X
Papers will be set in the following languages:

Ao-Naga, Assamese, Bengali, Dzongkha, Garo, Gujarati, Hindi, Kannada, Kashmiri, Khasi, Kokborok, Lepcha,
Malayalam, Manipuri, Marathi, Mizo, Nepali, Odia, Punjabi, Sanskrit, Tamil, Tangkhul, Telugu, Urdu, Bhutia or
any other language of an Indian community approved by CISCE.
There will be one paper of three hours duration carrying 80 marks and Internal Assessment of 20 marks.
The paper will be divided into two sections, Section A and Section B.
Section A: Language (40 Marks)
Section B: Prescribed Texts (40 Marks)

SECTION A: LANGUAGE - 40 Marks
This Section will be compulsory.
1. Composition:
Candidates will be required to write one composition, in the language, which may include short explanations,
directions, descriptions or narratives. There will be a choice of subjects, which will be varied and may be
suggested by language or other stimuli such as pictures and objects.
2. Letter:
Candidates will be required to write a letter from a choice of two subjects. Suggestions may be given. The
layout of the letter with address, introduction, conclusion, etc., will form part of the assessment.
3. Comprehension:
An unseen passage of about 250 words will be given in the language. Questions on the passage will be set for
answers in the language, designed to test the candidates' understanding of the content of the passage.

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4. Grammar:
This will consist of tests in the use of language vocabulary, syntax and idioms, synthesis in sentence
construction, formation of sentences in the language correctly embodying given words or forms. The question
will not require any knowledge of grammatical terms.

SECTION B: PRESCRIBED TEXTS - 40 Marks
Candidates will be required to answer four questions from ONLY two of the prescribed textbooks. All questions
will be set in the language and candidates will be required to answer in the language. The questions set will be
designed to test the candidates’ understanding of the subject matter of the prescribed books.

The study of the prescribed texts has been bifurcated for the following selected Indian languages for the
Examination Year 2028:
Hindi, Malayalam, Punjabi, Tamil, Telugu, Assamese, Bengali (Bangla), Gujarati, Kannada, Marathi, Nepali,
Odia, Urdu and Bhutia.
Note: For list of Prescribed Textbooks, see Appendix - I.
Please note that the ICSE (Class X) Examination paper will be set ONLY on the portion of the syllabus that is
prescribed for Class X. The Class IX Examination is to be conducted on the portion of the syllabus that is
prescribed for Class IX.

INTERNAL ASSESSMENT
Language and Literature:
Class IX: Two or three assignments of reasonable length/duration of which two should be written assignments –
one from the language and one from the literature component of the syllabus.
Class X: Two or three assignments of reasonable length/duration of which two should be written assignments –
one from the language and one from the literature component of the syllabus.

SUGGESTED ASSIGNMENTS
Language:
Class IX: Creative Writing: Students are to write short compositions (approximately 300 to 400 words each), the
stimuli being:
(i) a piece of recorded music;
(ii) a recorded series of sounds;
(iii) a picture/photograph;
(iv) an opening sentence or phrase;
(v) a newspaper/magazine clipping or report;
One piece of factual writing which should be informative or argumentative; one piece of expressive writing which
is descriptive and imaginative; preparation of film/book review.
Aural: Listening to a conversation/talk/reading of a short passage and then writing down the relevant or main
points in the specified number of words and answering the given questions.
Class X: Oral: Prepared speech/declamation; impromptu speech/debate/discussion; report/interview; elocution;
role-play/general conversation on selected topics.

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Creative Writing: Students are to write short compositions (approximately 300 to 400 words each), the stimuli
being:
(i) a piece of recorded music;
(ii) a recorded series of sounds;
(iii) a picture/photograph;
(iv) an opening sentence or phrase;
(v) a newspaper/magazine clipping or report;
One piece of factual writing which should be informative or argumentative; one piece of expressive writing which
is descriptive and imaginative; preparation of film/book review.
Literature (Prescribed Texts):
Classes IX and X
Assignments should be based on the prescribed textbooks on the following lines:
(i) Character/thematic analysis.
(ii) Socio-economic, cultural, historical relevance/background.
(iii) Summary/paraphrase.

EVALUATION
The assignments/project work are to be evaluated by the subject teacher and by an External Examiner. (The
External Examiner may be a teacher nominated by the Head of the school, who could be from the faculty, but not
teaching the subject in the section/class. For example, a teacher of the language of Class VIII may be deputed
to be an External Examiner for Class X projects in the language.)
The Internal Examiner and the External Examiner will assess the assignments independently.

Award of Marks (20 Marks)
Subject Teacher (Internal Examiner) 10 marks
External Examiner 10 marks
The total marks obtained out of 20 are to be sent to CISCE by the Head of the school.
The Head of the school will be responsible for the online entry of marks on the CISCE’s CAREERS portal by the
due date.

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INTERNAL ASSESSMENT IN INDIAN LANGUAGES - GUIDELINES FOR MARKING WITH GRADES -CREATIVE WRITING
(CLASSES IX & X)
Grade Content/Analysis of Idea, Expression/ Effective Structure/ Organisation Vocabulary/ Use of Originality/ Marks
Thought/ Feeling. Expression of Idea of Material Words, Phrases Imaginative/
Innovative
I The candidate analyses the ideas, The candidate expresses The work is very well The use of vocabulary The work is 4
feelings and experiences the ideas, thoughts and structured with a sense of exhibits a high level of imaginative,
effectively. feelings effectively. introduction, body, middle competence in handling interesting and
Reasoning is logical and and conclusion, language. engrossing.
effective. paragraphing and
appropriate sentence
construction.
II The candidate analyses the ideas, The candidate expresses The work is very well The vocabulary exhibits The candidate's 3
feelings and experiences with the ideas, thoughts and structured with some sense competence of word work is quite
well-defined explanations, feelings well and with of conclusion and of usage; correctness of interesting and
reasoning is logical and clarity. paragraph lengths. grammar and spelling. engrossing.
persuasive.
III The candidate analyses the ideas, The candidate expresses The work is fairly well The candidate uses The candidate 2
feelings and experiences with a the ideas, thoughts and structured; straightforward demonstrates the
fair degree of detail and feelings fairly well and candidate follows simple vocabulary and fairly ability to sustain the
explanation. Reasoning is fairly with a fair degree of paragraphing. good pattern of interest of the
logical and persuasive. clarity. spellings. reader.
IV The candidate attempts to analyze The candidate expresses The work shows some The candidate's The candidate is, to 1
ideas, feelings and experiences the ideas, thoughts and understanding of vocabulary is limited some extent, able to
with simple explanation and feelings intelligibly and paragraphing and structure. and the spelling, sustain the interest
detail. Reasoning and arguments in simple language. punctuation and of the reader.
are not very convincing. grammar is sometimes
poor.
V The candidate attempts a basic The candidate is unable The candidate does not There is consistent The candidate is 0
analysis of ideas, feelings and to expresses the ideas, display an understanding of weakness in spelling, unable to sustain
experiences with few simple thoughts and feelings, structure and paragraphing. punctuation and the interest of the
explanations and few details. Is uses simple language grammar. reader.
unable to present proper and the work is not very
arguments. intelligible.

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INTERNAL ASSESSMENT IN INDIAN LANGUAGES - GUIDELINES FOR MARKING WITH GRADES- ORAL ASSIGNMENT
(CLASS X)
Grade Fluency of Language Subject Matter Organization Vocabulary/ Understanding Gesture Marks
Delivery
I Speaks with fluency and Matter is relevant, Content is well Uses appropriate While speaking, the Uses natural and 3
has full operational rich in content and sequenced and well vocabulary and candidate emphasizes spontaneous
command over the original. organized. pronounces words the important points. gestures that are
language. correctly. not out of place.

II The candidate speaks The subject matter The content is The candidate While speaking the Uses some natural 2
with fairly good fluency is mostly relevant, satisfactorily pronounces most candidate emphasizes gestures.
and has reasonable consisting of a sequenced and well words correctly and most important points.
operational command of few original ideas. organized. uses simple
the language. vocabulary.

III The candidate speaks The subject matter The subject content is The candidate While speaking, the Uses very few 1
with poor fluency and is irrelevant and very poor and lacks pronounces many candidate emphasizes natural gestures.
does not communicate lacks originality. organisational words incorrectly and some important
except for the most basic structure. uses inappropriate points.
information. vocabulary.

IV The candidate cannot The subject matter The subject content The candidate is While speaking, the Uses no natural 0
communicate even the is negligible. comprises of mere unable to correctly candidate is unable to gestures.
most basic information. words with no pronounce most words emphasize important
structured sentences. and has a limited points.
vocabulary.

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INTERNAL ASSESSMENT IN INDIAN LANGUAGES (LITERATURE - PRESCRIBED TEXTS) - GUIDELINES FOR MARKING
WITH GRADES (CLASSES IX & X)
Grade Understanding of Text Examples from Text Understanding of Appreciation of Language, Critical Appreciation Marks
(Narrative) text- Interpretation Characterization -Personal Response
and Evaluation
I The candidate demonstrates The account is suitably The candidate The candidate appreciates and The candidate is able 4
expertise in giving an supported by relevant understands the text evaluates significant ways to effectively reflect
appropriate account of the examples from the text. with due emphasis on (structure, character, imagery) personal response
text, with well-chosen interpretation and in which writers have (critical appreciation)
reference to narrative and evaluation. achieved their effects. to the text.
situation.

II The candidate demonstrates a The account is The candidate The candidate appreciates and The candidate is able 3
high level of competence in supported by examples understands the text evaluates significant ways in to reflect a personal
giving an account of the text, from the text. with some emphasis on which writers have achieved response to the text.
with appropriate references to interpretation and their effects.
the narrative and situation. evaluation.

III The candidate demonstrates The candidate The candidate The candidate recognizes The candidate is able 2
competence in giving an understands the text recognizes some some of the significant ways in to communicate a
account of the text with some and shows a basic aspects of the text used which the writers have used personal response
reference to the narrative and recognition of the by authors to present the language. which shows
situation. theme and can support ideas. appreciation.
it by a very few
examples.

IV The candidate gives broad The candidate The candidate relates The candidate recognizes The candidate 1
account of the text with understands the basic the text to other texts differences in the way authors communicates straight
reference to the narrative and meaning of the text. studied. write. forward personal
situation. response to the text.

V The candidate is unable to The candidate is unable The candidate is unable The candidate is unable to The candidate is 0
demonstrate an understanding to understand the text or to relate to the other text recognize the differences in unable to give a
of the basic events in the text. support it with any studied. the way authors write. personal view of the
examples. text studied.

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SANSKRIT

Second Language
(Under Group I)
Candidates offering Sanskrit as a Group II subject may not opt for Sanskrit as a Group I subject.

CLASSES IX AND X
There will be one paper of three hours duration carrying 80 marks and Internal Assessment of 20 marks.
The paper will be divided into two sections, Section A and Section B.
Section A: Language (40 Marks)
Section B: Prescribed Texts (40 Marks)

SECTION A: LANGUAGE - 40 Marks
This Section will be compulsory.
1. Composition: Candidates will be required to write, in the language, one short composition which may include
short explanations, directions, descriptions or narratives. There will be a choice of subjects which will be
varied and may be suggested by language or other stimuli such as pictures or objects.
2. Letter: Candidates will be required to write a letter from a choice of two subjects. Suggestions may be given.
The layout of the letter with address, introduction, conclusion, etc., will form part of the assessment.
3. Comprehension: An unseen passage will be given in Sanskrit. Questions in the language will be set for
answers in the language, designed to test the candidates’ understanding of the content of the passage.
4. Grammar: In addition to the grammar topics listed below, questions will also be set from the grammar topics
covered in the prescribed text books. These will include tests in vocabulary, syntax and idiom, synthesis in
sentence construction, formation of sentences in the language correctly embodying given words or forms.
I ¼d½ Loj vkSj O;atu dk lkekU; Kku vkSj mudk mPpkj.k&LFkkuA
¼[k½ lfU/k %
(i) Loj&lfU/k
(ii) gy&lfU/k
(iii) folxZ&lfU/k
¼x½ “kCn :i %
(i) iqfYyax&jke] gfj] xq:] fir``] xks] Hkor~] fo}l~] jktu~] dfju~A
(ii) L=hfyax&jek] unh] /ksuq] o/kw] okp~] lfjr~~ ekr`A
(iii) uiqlad fyax&x`g] okfj] nf/k] e/kq] txr~] ukeu~] eul~A
(iv) loZuke&loZ] rn~] ;n~] fde~] ;q"en~] vLen~A
(v) ,d ls nl rd la[;kokpd ’kCn lHkh fyaxksa esaA
¼?k½ /kkrq :i %
(i) fu/kkZfjr ydkj&yV~ y`V] y³~] yksV~ ,oa fof/kfyaxA
(ii) bu ydkjksa esa uhps fy[kh /kkrqvksa ds ijLeSin] vkReusin ,oa mHk;in ds :iA
(iii) ijLeSin&Hkw] iB~] ik] xe~] gl~] LFkk] ft] u’k~] vl~] th] ’kd~] b"k~] izPNA
(iv) vkReusin&yHk~] o`/k~] tu~] ;kp~] lso~A
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(v) mHk;in&uh] n~k] xzg] Kk] d`A
¼M½ dkjdksa dk lekU; KkuA
II ¼d½ lekl&vO;;hHkko] rRiq#"k] deZ/kkj;]}U} ,oa cgqozhfgA
¼[k½ dkjd rFkk miin foHkfä;k¡
¼x½ izR;;
(i) d`nUr&d~Rok] rqequ] Dr ¼ä½] rO;r~] vuh;j] äorqA
(ii) rf)r&erqi] bd] Ro] ry~A
(iii) L=h izR;; &Vki~] Mhi~A

SECTION B: PRESCRIBED TEXTS - 40 Marks
Candidates will be required to answer four questions from ONLY two of the prescribed textbooks. All questions
will be set in the language and candidates will be required to answer in the language. The questions set will be
designed to test the candidates’ understanding of the subject matter of the prescribed books.
Note: For list of Prescribed Textbooks, see Appendix - I.

INTERNAL ASSESSMENT – 20 Marks
The teacher shall set and mark specific work assigned to candidates over the two years.
EVALUATION
The assignments/project work are to be evaluated by the subject teacher and by an External Examiner. (The
External Examiner may be a teacher nominated by the Head of the school, who could be from the faculty, but not
teaching the subject in the section/class. For example, a teacher of Sanskrit of Class VIII may be deputed to be
an External Examiner for Class X, Sanskrit projects.) The Internal Examiner and the External Examiner will assess
the assignments independently.
Award of Marks (20 Marks)
Subject Teacher (Internal Examiner) 10 marks
External Examiner 10 marks
The total marks obtained out of 20 are to be sent to CISCE by the Head of the school.
The Head of the school will be responsible for the online entry of marks on CISCE’s CAREERS portal by the due
date.

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INTERNAL ASSESSMENT IN SANSKRIT - GUIDELINES FOR MARKING WITH GRADES - CREATIVE WRITING
Grade Content/Analysis of Idea, Thought/ Expression/ Effective Structure/ Organisation of Vocabulary/ Use of Words, Originality/ Marks
Feeling. Expression of Idea Material Phrases Imaginative/
Innovative

I The candidate analyses the ideas, feelings The candidate expresses The work is very well structured The use of vocabulary The work is 4
and experiences effectively. the ideas, thoughts and with a sense of introduction, exhibits a high level of imaginative,
feelings effectively. body, middle and conclusion, competence in handling interesting and
Reasoning is logical and effective.
paragraphing and appropriate language. engrossing.
sentence construction.

II The candidate analyses the ideas, feelings The candidate expresses The work is very well structured The vocabulary exhibits The candidate's 3
and experiences with well defined the ideas, thoughts and with some sense of conclusion competence of word usage; work is quite
explanations, reasoning is logical and feelings well and with and of paragraph lengths. correctness of grammar and interesting and
persuasive. clarity. spelling. engrossing.

III The candidate analyses the ideas, feelings The candidate expresses The work is fairly well The candidate uses The candidate 2
and experiences with a fair degree of the ideas, thoughts and structured; straightforward vocabulary demonstrates the
detail and explanation. Reasoning is fairly feelings fairly well and and fairly good pattern of ability to sustain the
Candidate follows simple
logical and persuasive. with a fair degree of spellings. interest of the
paragraphing.
clarity. reader.

IV The candidate attempts to analyse ideas, The candidate expresses The work shows some The candidate's vocabulary The candidate is, to 1
feelings and experiences with simple the ideas, thoughts and understanding of paragraphing is limited and the spelling, some extent, able to
explanation and detail. Reasoning and feelings intelligibly and in and structure. punctuation and grammar is sustain the interest
arguments are not very convincing. simple language. sometimes poor. of the reader.

V The candidate attempts a basic analysis of The candidate is unable to The candidate does not display There is consistent The candidate is 0
ideas, feelings and experiences with few expresses the ideas, an understanding of structure weakness in spelling, unable to sustain the
simple explanations and few details. Is thoughts and feelings, and paragraphing. punctuation and grammar. interest of the
unable to present proper arguments. uses simple language and reader.
the work is not very
intelligible.

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INTERNAL ASSESSMENT IN SANSKRIT - GUIDELINES FOR MARKING WITH GRADES - ORAL ASSIGNMENT
Grade Fluency of Language Subject Matter Organization Vocabulary/ Delivery Understanding Gesture Marks

I Speaks with fluency and Matter is relevant, Content is well Uses appropriate While speaking, the Uses natural and 3
has full operational rich in content and sequenced and well vocabulary and candidate emphasises spontaneous
command over the original. organised. pronounces words the important points. gestures that are
language. correctly. not out of place.

II The candidate speaks The subject matter The content is The candidate While speaking the Uses some natural 2
with fairly good fluency is mostly relevant, satisfactorily pronounces most words candidate emphasises gestures.
and has reasonable consisting of a few sequenced and well correctly and uses most important points.
operational command of original ideas. organised. simple vocabulary.
the language.

III The candidate speaks The subject matter The subject content is The candidate While speaking, the Uses very few 1
with poor fluency and is irrelevant and very poor and lacks pronounces many candidate emphasizes natural gestures.
does not communicate lacks originality. organisational words incorrectly and some important points.
uses inappropriate
except for the most basic structure.
vocabulary.
information.

IV The candidate cannot The subject matter The subject content The candidate is unable While speaking, the Uses no natural 0
communicate even the is negligible. comprises of mere to correctly pronounce candidate is unable to gestures.
most basic information. words with no most words and has a emphasize important
limited vocabulary.
structured sentences. points.

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INTERNAL ASSESSMENT IN SANSKRIT - GUIDELINES FOR MARKING WITH GRADES - AURAL ASSIGNMENT
Grade Understanding/ Comprehension Recall Vocabulary Context/ Correlation to Other Marks
Main Idea, Central Theme Areas

I The candidate accurately The candidate recalls all the The candidate uses appropriate and The candidate clearly understands 3
understands the central idea of the important points made (written/ correct vocabulary while recalling the context and can widely
passage as well as the relevant verbal). the points made. correlate the passage to the other
areas.
points in the selected passage/ talk.

II The candidate gives ideas fairly The candidate recalls some of the The candidate uses correct but The candidate can moderately 2
close to the central / main idea of important points made (written/ simple vocabulary while recalling understand the context of the
the passage as well as understand verbal). the points made. passage and can moderately
some of the relevant points heard correlate the passage to the other
in the selected passage/ talk. areas.

III The candidate cannot fully The candidate recalls very few of The candidate makes various The candidate can only faintly 1
comprehend the passage and gives the important points made errors in vocabulary while understand the context of the
only a few ideas related to the (written/verbal). recalling the points made. passage and relate it to the other
central theme of the passage. areas.

IV The candidate is neither able to The candidate is unable to recall The candidate uses incorrect The candidate is unable to 0
understand the central/main idea of the important points made vocabulary while recalling the understand the context of the
the passage; nor able to understand (written/verbal) points made. passage and is unable to correlate
relevant points heard in the the passage to the other areas.
passage/talk.

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INTERNAL ASSESSMENT IN SANSKRIT (PRESCRIBED TEXTS) - GUIDELINES FOR MARKING WITH GRADES
Understanding of Text Examples from Text Understanding of text- Appreciation of Language, Critical Appreciation -
Grade Marks
(Narrative) Interpretation and Characterization Personal Response
Evaluation

I The candidate demonstrates The account is suitably The candidate understands The candidate appreciates and The candidate is able to 4
expertise in giving an appropriate supported by relevant the text with due emphasis evaluates significant ways effectively reflect personal
account of the text, with well- examples from the text. on interpretation and (structure, character, imagery) in response (critical
chosen reference to narrative and evaluation. which writers have achieved their appreciation) to the text.
situation. effects.

II The candidate demonstrates a high The account is supported by The candidate understands The candidate appreciates and The candidate is able to 3
level of competence in giving an examples from the text. the text with some evaluates significant ways in which reflect a personal response
account of the text, with appropriate emphasis on interpretation writers have achieved their effects. to the text.
references to the narrative and and evaluation.
situation.

III The candidate demonstrates The candidate understands The candidate recognises The candidate recognises some of The candidate is able to 2
competence in giving an account of the text and shows a basic some aspects of the text the significant ways in which the communicate a personal
the text with some reference to the recognition of the theme and used by authors to present writers have used the language. response, which shows
ideas.
narrative and situation. can support it by a very few appreciation.
examples.

IV The candidate gives broad account The candidate understands The candidate relates the The candidate recognises The candidate 1
of the text with reference to the the basic meaning of the text to other texts studied. differences in the way authors communicates
narrative and situation. text. write. straightforward personal
response to the text.

V The candidate is unable to The candidate is unable to The candidate is unable to The candidate is unable to The candidate is unable to 0
demonstrate an understanding of understand the text or relate to the other text recognize the differences in the way give a personal view of the
the basic events in the text. support it with any studied. authors write. text studied.
examples.

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