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2025 board exams answer sheet scans are now made available to students by the Central Board of Secondary Education (CBSE). How is this possible? It is the re-evaluation process, and students can check their answer sheets and request verification or a retestation if they feel there has been a wrong marking.

This online facility aims to enhance transparency and provide students' results that truly indicate their hard work. Scanner answer sheets are accessible to students who appeared for Class 10 as well as Class 12 exams to verify their scores and apply for re-evaluation before the deadline lapses.

How to get scanned CBSE answer sheets?

To download scanned copies of answer sheets, students need to follow the below steps:

The authentic official CBSE Portal is available at http://cbseit.in/cbe/web/rchk.

Login by furnishing your roll number, date of birth, and other relevant information.

'Apply for Answer Book': Choose the subjects for which you wish to scanned copies.

Method: Pay the fee online using a debit/credit card, internet banking, or other relevant payment methods.

Scan copies will be loaded into the student's login account for downloading and viewing by the students after processing.

Request for verification of marks.

If you find any error like totaling error or unmarked questions while scanning the answer sheets: 

Go to the same webpage.?

Choose "Apply for Verification" on the subjects.

Pay Rs. 500. Waiting for the report of verification, which will be placed online.

Seeking re-evaluation of certain questions.

Even after verification, you are free to seek re-evaluation of certain questions to which answers they have been provided. :-

Apply for Re-evaluation after verification.

List numbers of the questions that need to be revised.

Pay Rs. 100. Again, the board will check the answers that you have marked, and any alteration in marks will lead to an alteration in your results.

From June 3, 2025, applicants may apply for re-evaluation from CBSE. The portal will remain open until June 7, 2025.

In a record-breaking feat, 38 of the 44 students from Arunachal Pradesh's West Kameng district border villages of Jang and Dirang have cleared the May 23 All India Sainik School Entrance Examination, thanks to a free, rigorous coaching program conducted by the Indian Army's Gajraj Corps from July 2024 through April 2025. Intended to bridge the knowledge gap in backward areas, the program offered intensive academic training and motivational inputs, which enabled students to gain the discipline and confidence to compete at the national level. The Army celebrated the achievement as a validation that talent does not recognize barriers and confirmed its dedication to empowering the youth through education. The success has been cheered as a light at the end of the tunnel and as an inspiration of national pride and patriotism, representing the Army's vision of building the country through accessibility and opportunity.

The achievement is owed to a free, high-impact coaching program conducted by India's Gajraj Corps between July 2024 and April 2025.

The program was initiated in a statement to fill the study gap among rural students and the program was meant to empower young minds in some of the most rural and disadvantaged parts of the nation.

The release further added that the army trainers provided special academic training and motivational guidance, built skills, discipline, and confidence to compete on a national platform.

The Public Relations Officer (PRO) also added, "These talented young minds are the future of India. Their success is a testament to the fact that talent has no boundary, and with proper mentoring, even the farthest corners of our country can shine."

This historic achievement is an icon of hope and national pride in the Indian Army's tireless mission of nation-building through education, empowerment, and inclusivity. Gajraj Corps wishes these young achievers and their families congratulations on this achievement and to continuing to light up many more to follow.

This order was issued six years after a local NGO had submitted a petition citing the total lack of a government school within a 3-4 km radius of the area

The Delhi High Court has rapped the Delhi government and its agencies for failing to open a newly constructed government school in Northwest Delhi’s Kirari despite the building being ready and staff already appointed.

The court has directed that all deficiencies be fixed and the school be made functional by July 15 without fail. It remarked: "It seems the concerned authorities do not have the required will to initiate the operation of the school… the infrastructure that has been developed is still to be utilized. Such a strategy cannot be welcomed for the reason that even though the government has spent public money, the school is not operating since no admissions could be made."

This move is made six years after an area NGO had brought a petition to notice indicating the total lack of a government school in a 3-4 km radius in the area.

The Indian Express dated May 16 mentioned that two government schools, one of which is the Kirari school, have been idle for months since inauguration. The Kirari school had been inaugurated by the former AAP government earlier this January.

The case was registered in 2019 by Hamara Prayas Samajik Utthan, an NGO that works on education rights. The HC had dismissed the case then after ordering the Delhi Development Authority (DDA) to provide land for the school. The land was provided, and the Prem Nagar 3 building in Kirari was built and opened in January 2025.

But more than a year after that, the school is still not open.

On 21 May this year, a division bench of Chief Justice D K Upadhyaya and Justice Tushar Rao Gedela again heard the case after the petitioner NGO submitted a new application requesting directions to make the school operational.

The court considered inspection reports of two meetings conducted in April and May this year. The reports enumerated various serious issues in the school building:

There is no electricity since the connection cost has yet to be approved in the budget.

The septic tank capacity is too small to accommodate the anticipated 4,000 students.

No sewage connection or any other system for wastewater disposal exists.

All the science and vocational labs are unfinished, having no plumbing or fittings.

Building has uncovered balconies, stair gaps, and unlocked rooftop gates, which the court said were hazardous to children.

Furniture is lacking, particularly for the main wing.

"Notice of electric connection has already been placed by TPDDL, yet the budget has not been released to the electricity department of the PWD by the Directorate of Education, GNCT of Delhi. The matter has been taken up with the higher authorities for further action," said the PWD.

There is no approach road to the school, and it is practically challenging for students and faculty to access it. In this context, officials in meetings directed the school head to remind the DDA on constructing an approach road to the school.

All these issues, the court observed, have been well known to the government for months now, yet nothing has progressed. "Such an approach cannot be appreciated," said the bench, "… The school, as we have been told, is to accommodate 4,000 children in the area, which, by itself, should have induced the authorities to make the school operational."

The court has directed the issue to be put directly before the Secretary, Department of Education, who must himself ensure that all issues that are pending are settled and the school commences operation by July 15.

"During this period, the deficiencies… may be made good by all departments concerned in all respects," the order stated.

The court also asked the DDA to start working immediately on building the access road to the school and complete the work at the earliest.

In order to prevent the school from losing another academic year, the bench ordered the Education Department to initiate the admission process straight away and provide extensive publicity, calling for students to apply. Affidavits of progress should be filed by Secretary of Education and DDA V-C by July 23 in the next hearing.

Assam Rifles is assisting National Integrity Education Development Organisation (NIEDO) in providing coaching to deserving students for JEE and IIT entrance examinations. Axis Bank is providing sponsorship to the initiative of one-year residential coaching program to provide a better tomorrow to meritorious students from all over Nagaland.

The NIEDO–Assam Rifles project has been one of the major ingredients in shaping the professional life of most of the Naga boys and girls from economically backward families by providing them an opportunity to avail quality education. It also offers counseling, thus helping the students not only to prepare for competitive examinations but also to become good citizens.

Assam Rifles, Axis Bank, and NIEDO signed a Memorandum of Understanding (MoU) in May 2022 for the establishment of the "Late Capt N Kengurüse, Mahavir Vir Chakra (MVC) Centre of Excellence and Wellness" at Chieswema, Kohima. Capt Kengurüse of 2 Rajputana Rifles, a native of Nagaland from the Kohima district, made the ultimate sacrifice in the Kargil War when he single-handedly destroyed an well-entrenched medium machine gun bunker. He was posthumously awarded India's second-highest gallantry award for the act of supreme valour.

The institute prepares students for extremely competitive exams such as NEET and JEE. The project has been initiated in 2022 by inducting 30 talented students from the entire Nagaland. The applicants underwent a highly rigorous testing procedure to pick the crème de la crème. The project has been established as a one-year, fully residential coaching and mentoring institute for NEET and JEE exams. Experienced and trained teaching faculty members of NIEDO impart the syllabus, and quality education is delivered. The collaborative effort of NIEDO and Assam Rifles has greatly benefited the people of Nagaland, especially the youth. Following the success of Chieswema centre, Assam Rifles and NIEDO have expanded their efforts to other locations. In August 2024, the same effort was expanded to Ghaspani (Medziphema) with the inauguration of Subedar PB Chhetri, Kirti Chakra Centre of Excellence.

Subedar Chhetri of 7 Assam Rifles received India's second-highest civilian award for leading his troops during an anti-terror operation in J&K at 14,000 feet. During the operation, 72 of the well-trained terrorists, who had come back to J&K after being trained in ISI-funded camps in PoJK, were eliminated and 13 others were arrested.

As Kashmir Valley sweats off due to a severe heatwave, school authorities have done their bit well to spare teachers and students from the heat. School timings in the valley, from May 26, will be changed to begin early in the morning with the objective of avoiding the heat in the afternoon.

It has been instructed, at the behest of the Directorate of School Education, Kashmir (DSEK), that schools in the municipal corporation zone of Srinagar will open from 8:30 AM to 2:30 PM. For schools located in zones where there is no municipal corporation, the timings have been set 9:00 AM to 3:00 PM. The instruction has been issued for all government and government-recommended private schools with strict orders to implement the new timetables.

The heat follows Srinagar recording a sizzling 34.4°C Thursday—close to nine degrees higher than normal seasonal—a near-record high day in one of the nation's hottest-ever temperatures, which otherwise has seen more temperate summers.

"We have never experienced so much heat in May," said Shabir Ahmad, a parent who resides in Srinagar city center. "It is a wise decision to change school timings. Children cannot learn in ovens-like classrooms." said People and concerned parents

Although the remaining part of India is already in the middle of summer vacations, Kashmir Valley also has a definite conventional academic calendar. The states of Uttar Pradesh, Madhya Pradesh, Delhi, Rajasthan, and Tamil Nadu already started their summer vacation as per the climate that dominated these states.

Since, Delhi schools are closed from May 11 to June 30, and Uttar Pradesh schools have their holiday season from May 20 to June 15. School-going kids in Madhya Pradesh receive holidays from May 1 to June 15.

As temperatures across the world increase and climatic change makes its presence felt, shifting the timings of schools may be the new norm and not the exception even for regions such as Kashmir, where heatwaves were once an exception and not the rule.

Since times are evolving, our methodology too evolves accordingly—much more so when it is still in its nascent phase. How to play has been the primary mantra of modern learning in primary schools, mapping a child's journey to school, to life, and to emotional quotient. Other schools on other continents are following suit, realizing that play isn't solely for fun—its a valuable means in which young children can learn. Starting in pre-kindergarten right up to senior kindergarten, the curriculum has been strategically planned in hopes of making it so. In environments like the Common Ground Collaborative, children are assisted in asking questions, investigating, and making sense of the world. It is an open-ended, child-centered practice which encourages curiosity and sharpens the skill required in order to learn lifelong. Play-based learning assumes a crucial importance in Elementary Education

Those formative school years are becoming the entire childhood existence of a child. Early grade school years, though, are gaining much more than books. It's a time of engaging curiosity, forming friendships, and establishing emotional development. Reading, writing, and math skills are required, but so is play. Play makes children imaginative creatures, smart, and social-conditioned characteristics that enable them to be thinking, confident, and collaborative friends.

Relevance of Inquiry-Based Model

Inquiry-based model of learning combined with play-based and conventional models of learning provokes students to pose the question, extend beyond what is included in the textbook, and this sparks life-long curiosity of learning.

The model is brought in a very initial segment of the child's school life, which establishes a solid foundation that could extend elevated levels of learning to high school years. Knowing the 'why' before the 'what' at an early age will allow a child to survive tough subjects and subjects in primary school and throughout their life. Play is also essential to social competence and emotional intelligence in children.

Play cooperatively is also how kids are instructed in good sharing, turn-taking, conflict resolution, and cooperation.

These are life skills that prepare students to be a more respectful and considerate classmate. It also gives students the minimum competence to be an empathetic global citizen. Social and emotional learning is offered in order to enable students to build resilience, empathy, and self-regulation. School counselors and teachers assist the students in learning emotional skills that enable them to cope with adversity in school and life. Why Experiential Learning Matters It is a wonderful idea to have an emphasis on experiential learning.

Discovery and play do not necessarily take place at school—spill out into the big wide world.

When kids are getting their hands dirty with learning such as field trips or project-based learning, it's more tangible and lasting. They can see how what they're learning connects to the real world, and learning becomes interesting with real interest. When they know how to apply it in life, they're not only more interested—but also more open to learning even more. Aside from inquiry-based approaches, students are also open to all kinds of specialist classes. Music, art, and PE are just a few of the core subjects in primary school. These are created to develop the vehicle of autonomous child creativity, establishing their motor skills, and on-going learning in the arts. It will not then be an off-the-question assumption that play is included in being an adult. It shapes human beings and makes the students view life realistically at an early stage in life. It makes them competent enough to recognize the difficulties of the outside world and its intricacies. Theory-based learning would never render the children vulnerable to complexity in institution protocols, industry processes, and in life. Blending best practice with theory provides the students with a strong platform of life.