SIS MAGAZINE 2011-12 by Singapore International School

The path to excellence is never walked on your own.

Singapore International School, Mumbai Ready for the world. Ready for the future. An IB World School

An IB World School

SIS Spirit

Singapore International School, On National Highway 8, Near Dahisar Toll Post, Dahisar (East), Mumbai - 401104. Tel.: 022 - 28285204 / 05 / 06 Â&#x; Fax: 022 - 28285208 Â&#x; e-mail: admissions@sisindia.net Website: www.sisindia.net

2010-11

Singapore International School, Mumbai Ready for the world. Ready for the future.

A small town boy became the undisputed World Chess champion.

A legendary batsman broke records across the globe. He could not have done it without a perseverant coach, inspiring captains and motivating teammates.

But not without a competent training partner, international exposure and excellent training technology.

A great jockey made it to the top.

A great musician won the world over.

But not without a champion horse, an experienced trainer and a visionary patron.

His thank you speech included an expert mentor, a visionary director and an international filmmaker.

Index

Head of School’s Message

Principal’s Message

Coordinator’s Message

Faculty Snapshots

Students Framed

SIS Spirit 2011

Beyond Textbooks

All School & Inter-school Spirit

Experiential Learning

SIS Sat Club

Celebrations @ SIS

Young Author’s Corner

105

Creative Expression

127

SIS ‘The Second Home’

131

Graduation Day

135

Cultivating Global Learners for 21st Century Challenges For me and for all of us at SIS, saying goodbye can be exciting,

Our schoolÂ´s vision is always global because from its

as well as sad. June at SIS is a time of goodbyes. The most

inception SIS has held strongly to the ideal of educating

exciting and inspiring farewells involve our 2012 graduates,

students to take on roles of leadership and citizenship in the

many of whom are heading off to excellent global placements

global society of the 21st century. As our school graduates its

in university programmes in the US, Canada, and UK.

fifth cohort of IB Diploma Programme candidates and as our

After months and years of preparation to achieve their goals and fulfill their dreams, parents and teachers, as well as the students themselves, see the positive results of all their efforts in the IB Diploma Programme. Having become SIS

Mrs. Sharonee Mullick

learners, these students are truly "ready for the world, ready

Learning how to be a good learner at SIS has been a key factor in helping these students to get admissions to top US, British and Canadian university programmes. Our students have a

Head of School's Message

global perspective and they dream of achieving their

examinations, we are also putting in place the International Baccalaureate Primary Years Programme (PYP) for our youngest students in Kindergarten through Grade 6, fusing the inquiry-based programme structure of PYP with our very effective Singapore Primary Years curriculum.

for the future," as our school slogan promises.

Having become SIS learners, these students are truly "ready for the world, ready for the future," as our school slogan promises. Our students have a global perspective and they dream of achieving their ambitions on the global stage. The world needs their talent, energy and enthusiasm for change.

Grade 10 students finish their IGCSE (Cambridge) Board

ambitions on the global stage. The world needs their talent,

To explain more fully how we want students at SIS to learn, I would point to the attributes of the IB Learner Profile. From the youngest child in Kindergarten to the Grade 12 student who is completing the IB Diploma requirements, every student at SIS learns about what it takes to be an effective learner through the characteristics ofthe IB Learner Profile:

energy and enthusiasm for change. We encourage them to ask themselves, "What would I dare to do if I knew that I could not fail?" Then we teach them that setbacks may come -- and will come -- but that failure happens only when we cease to learn and grow. Thus we should keep on trying until we succeed. Our role is to guide, to support their learning and to encourage them to choose goals

A good learner is a risk-taker who knows that failure is just another opportunity to learn and succeed. The path to success is not always easy or smooth, but the hard spots and challenges make us stronger and teach us a great deal about ourselves. As risk-takers, they are eager to explore new situations, ideas and strategies with courage, persistence and independence.A good learner is an inquirer who knows

which are worthy of their lives.

that good questions lead not just to answers, but to new and Here at Singapore International School, our outlook is global

deeper questions. The answers are provisional, always

from the very start. We strive to offer the very best curriculum

dependent on our maturing and developing ability to

from proven international programmes of the highest

understand ourselves and our world. As learners, we all strive

prestige and efficacy, beginning with the unique South Asian

to develop our innate sense of curiosity about the world. The

perspective and the high standards of the Singapore Ministry

SIS motto: carpe diem (seize the day) is about using every

of Education curriculum at the core of our Primary Years

opportunity to learn and developing a questioning attitude to

Programme, continuing with the discipline, challenge and in-

life. A good learner is knowledgeable because of being

depth study of the IGCSE (Cambridge) Board Examinations,

interested in learning about the whole world. At SIS we

in Grade 10, and culminating in the International

encourage everyone to think globally -- not just in terms of

Baccalaureate Diploma Programme in the final two years of

self-interest. We start from our local concerns and interests,

the SIS experience.Our students love the variety of cultural

move out to learn about the wider implications and then look

perspectives and the depth of teaching experience of our

for opportunities to act locally. "Think globally, act locally" is

faculty, which is highly cosmopolitan.Students can find out at

an adage we embrace wholeheartedly. We encourage our

first hand about what they may expect when they go abroad

students to take a balanced and holistic approach in learning

for further studies from their own teachers, many of whom

about their world. Beyond the library, the laboratory, the

have studied and taught in foreign universities and have

classroom and the computer screen, a good learner must also

themselves held prestigious fellowships like the Fulbright.

learn kinesthetically, through physical activity & training and

artistically, through media & traditions of creative

learning who can do a great deal to help and support

expression. A good learner is a thinker who uses

them -- but ultimately, each of us must work

critical thinking skills to tackle problems that may

constantly to learn. I am immensely proud of the

have many dimensions. A good learner is also open-

community of learners at SIS. When students come

minded and understands that other people may see

to see me, it is often to ask for some new or different

the same problem from differing perspectives,

opportunity to learn, or to propose a new service

diverse cultural backgrounds, and a variety of

activity. Their faces and their voices reveal a passion

concerns. Therefore, a good learner accepts and

for learning that is the ultimate reward for any

understands that there may be many views of the

educator. Through the years here at SIS, I have seen

same problem and that we all learn from the ideas of

this passion for learning, for sharing knowledge, for

others who think differently from us. A good learner

caring and for service to others -- a constant but ever-

also understands that ideas have consequences and

changing flow of students through our school & into

that ethical standards must be applied in exploring

the world, of learners changing & challenging

ideas -- a good learner is principled. A principled

themselves so that they can then change and

person does not learn just for the sake of curiosity.

challenge the world.

better place for all of us. A good learner approaches such action with a sense of responsibility for the consequences of actions undertaken, in a spirit of respect for the dignity of others, with the aim of building a world where principles of justice, fairness and honesty prevail.As a communicator, a good learner applies many skills to get ideas across, including skills in more than one language, skills in the creative & performance arts and skills in using electronic media. At SIS, we encourage students to explore all these channels so that they may express their ideas with originality, creativity and genuine individual strength. A good learner also understands that collaboration with others leads to more powerful understanding and communication. A good learner is caring, shows empathy, compassion, respect towards the needs and feelings of others. At SIS, students provide help to rural communities, work to protect and conserve earth´s precious biodiversity, look for many other meaningful opportunities for service that can make a positive difference to the lives of others and to the environment. Finally, a good learner is reflective. Teachers and students together take time to assess what they have learned, to understand & build on their strengths and to address areas of weakness. They understand that teachers are facilitators of

We ask our students to "be the change you want to see in the world." Are we asking too much of them? Not at all! Every parent and every teacher has seen the enormous potential in our children. They are the hope of our world, the future we are shaping day by day at Singapore International School.

Principal’s Message

Instead, learning leads to action, to make the world a

Mr. Kaisar Dopaishi

My first year at SIS has passed by swiftly leaving a trail

study trips and foreign trips. We continued to see our

of defining moments, challenges and successful

students strive for excellence, achieve laurels for

times, pensive moods, development of new

themselves and also make our school proud of them!

perspectives and setting of new goals. The year was about “continuity, change, reflection and pressing forward and this has cast its shadow on the 4th edition of SIS Spirit.”

ahead as we completed successfully our 5 year IB Diploma Programme Evaluation Self Study protocol. This has helped us to look back on our 5 years in the

The school community supported and also adapted

IBDP, self assess, evaluate and set targets for the next

well to all the new changes such as increase in the

5 years. I am happy to write that from May 2012 SIS

staff and student numbers, “two home room teacher

has also acquired the PYP candidate status which will

concept”, adding of in house SEN teachers and

direct our inquiry based learning at SIS.

personal & college counsellors adding of new courses for IB and IGCSE, the day concept, level based teaching in second language, online reporting & management system, comprehensive staff department system, new format for inter house competition, new assessment policy, integration of technology in the learning process, starting term boarding facility at SIS , new activities such as karate and horse riding. The school has been really

Around our term, weekly and day boarding programmes we have built the SIS community spirit which ties in with our four core value pillars - engaging minds, touching hearts, dignity in action and a sense of enterprise. The year we also bid an emotional adieu to class of 2012 which was with SIS from its inception day! We wish them all God’s choicest blessings and hope they would be successful and ethical global leaders of the future !

galloping ahead!! My heartfelt appreciation to our staff and parents who Coupled with the above changes, the sense of continuity prevailed with our regular calendar of sports, games & co–curricular activities, PTMs, open house events, parent–student matches, SISMUN, Confluence and Conquest which are SIS hosted interschool initiatives, co-curricular activities, CAS, IAYP,

This year was also the time for reflection and looking

are co-partners in this journey of educating minds, hearts and spirit. This magazine is a reflection of our spirit we cherish as SIS community, a reminder of who we are, where we belong and what we value most.

“Let that day be lost to us on which we did not dance once!” What hits me straight away is the many firsts SIS has experienced. Our first year with the two teacher experiment, the first International training on the Reggio Emillia Approach for the LPD teachers, using the Learning Management System, our first Spelling Bee, our first at the Kala Ghoda Fair, the first art workshop on folk art, our first portfolios being developed, Grandparents Day, clubs in Lower Primary Division, the butterfly garden we hope to see being visited before the year is out… All moments we dance to and will cherish. All these and the regular ups and downs could be described as a year of consolidation. The class strength has been slowly picking up as has been the activities on offer. We took the rain dance and kite flying events to the SIS fields creating a panorama of colour and excitement. The art experience at a workshop on M. F. Hussain at the Kala Ghoda Fair along with the exposure to the artist in the classroom and the workshop on folk art has helped create an interest in the arts and most certainly paved the way towards an appreciation of the creative arts. We hope to take this forward through workshops and viewing, thus sensitizing our students to the beauty and finesse required in moulding the citizens of tomorrow. Our focus at raising sensitivity to issues bore fruit through the environment projects – ‘Saying No to Crackers’, the ‘Kids for Tigers’ programme, the ‘Recycle, Reuse and Reduce’ project and the environmental awareness survey that our little ones from Grades 1, 2, and 3 undertook. The outreach programme with our special friends from the Mobile Crèches was furthered through our book collection drive. A big hit was the Grandparents Day with every child from the Lower Primary Division performing for the grandparents and sharing their day’s routine with them hand in hand.

All this did not take away from the academic focus; we worked steadily to cover all that had been planned on the academic front and more. Students faced year long assessments at regular intervals, the results of which we have been communicating to you an Eduberry (another first for our school). The Annual Day was a grand culmination of a successful year. I can thus say with a content smile on my face Ours has been a year of firsts; Many creative bursts. Ours has been a year of learning; Winning, losing nevertheless striving. Ours has been a year of celebration; Spreading the message of a world beyond the nation. Ours has been a year of achievement; Understanding differences, needs, nuances of each moment. Ours has been a year fulfilling, Memories, hues, experiences and sharing. We wrap it up never to forget, A milestone important no matter where to we get.

UPD Coordinator’s Message

LPD Coordinator’s Message

As I sit here pondering and reflecting on the past year… Friedrich Nietzsche’s words come to mind…

The Three Rs and the ABCs of UPD If you are a parent – or even a teenager – reading these lines, I ask you to try to remember the child you were at the age of eight or nine, or even ten or eleven or twelve.

setbacks – is a quality that flourishes in our classrooms and on our playing fields. Teachers and peers respect sincere effort.

These are the years of Upper Primary Division, Grades 4 through 6 and they are surely some of the best years of a person's life.

Reasoning – systematic thinking that challenges unsupported assumptions and probes for coherent explanations develop in UPD classes as students discuss and debate ideas, research to find answers to questions and communicate their ideas to others.

At SIS, the programme of Upper Primary Division aims to support each student's development – intellectual, social, moral, emotional and physical -- through this crucial period of late childhood. Every lesson and every activity of the UPD programme is meant to support the child's growth, to encourage resiliency, reasoning and responsible behaviour, which we might well term the “three Rs” of UPD, since these qualities develop late in childhood and are essential to a successful transition through adolescence to adulthood.

Responsible behaviour - is a challenge to all of us, always, at every stage of development. For the UPD student, responsibility acquires many dimensions, from punctuality in following schedules to honesty in following the rules of a game, from careful use of laboratory and sports equipment to the hard choices that must sometimes be made between doing as one pleases and doing what is best for others or for the group as a whole.

Resiliency – picking oneself up and dusting oneself off after an unexpected failure, getting on with the business of living and learning in spite of inevitable

The celebrations always our year’s highlight started with the Janmashtmi pyramid amidst dance and music, followed by the Independence day, Garba, Ramleela, Republic Day. The entire annual calendar interspersed with the festivals and occasion that offered themselves be it Teacher’s Day, Children’s Day, Diwali, Eid, Christmas etc. You will agree with me when I say that the Celebrations Project in December that included the Christmas Musical, the class wise displays, presentations and the children’s parade helped the children learn while they played, at the same time offering them the global vision that we are striving for. The programme on International Mindedness spread over the year is empowering our students with a vision of the world and its graces.

Mrs. Meera Bhalla

Miss Patricia Bailey Conway

Also certain thoughts flit through my mind, thoughts about the student’s journey through school, after having spent five years at Singapore International School, I have now seen quite a few of the students from the time they started school at SIS to them growing to a stage where they are ready to embark on the future course of life as confident young adults. This obviously gives me great pride in the work that has gone in collectively to nurture the inherent talents in the students through the various platforms and the varied opportunities we have been able to provide to the students at school. We have had several reasons to believe that as facilitators – the teachers have played the role of a gardener who prepares the soil, sows all the different type of seeds, nurtures & provides support to all his plants so that all may grow, flourish, blossom and bear good fruit. The beauty of a well tended garden is rarely seen in the similarity of plants, but rather in the glorious variety that makes up the lavish whole. We continue to take pride in the fact that – the conscious effort that goes into tending the youngsters under our care, helping them grow, blossom and reach a fulfilling maturity, where they will be global citizens of tomorrow. Nature does not aim for monoculture, neither do we, which is why we celebrate the efforts and success of our students in all walks of school life from academics, to sport, performing arts to public speaking, service to society to environmental awareness. As partners in this endeavour, we have encouraged students, wanting to spread the message to all the parents, to let the children grow up to be someone we will be proud of when they achieve success, fame and glory in their chosen area of life - to be there to guide them, support them and point them in the right direction - not to force upon them our choice, our vocation or dreams. As Kahlil Gibran rightly said – “You may strive to be like them, but seek not to make them like you. For life goes not backward nor tarries with yesterday.” We have believed in giving them the opportunity to develop skills through the MUN programmes in SISMUN, and the other MUNs that our students have attended. We are well aware that in the years ahead these students will be leaders on the global stage in their chosen profession. Bearing this in mind we help them in learning skills of etiquette through our ILEAP initiative to groom them as cultured individuals. Every activity has grown in magnitude in terms of the intellectual standards being raised keeping up with the changing demands of the desirable skill set among the students.

monitors the progress, the growth of his varied plants and develops ways & means to keep the growth constant & healthy, we constantly monitor the progress of your children and work towards maximizing their own potential. Towards this end we have introduced regular assessment schedule of which you are kept abreast of through our reporting system of Eduberry. Every opportunity where the child needs help - whether to find his or her path, develop the morals required for a successful & fulfilling life, nurturing a child to develop a good social & spiritual quotient or choosing a right career -at SIS there is always someone a child can look up to. An in-house counselling team has come a long way in reinstalling the philosophy of giving individual attention and helping a child through the educational journey. On the academic front I am happy to report that we have maintained consistently excellent results at the IGCSE Examinations. We have had several of our students get subject highest across the subjects. Our distinguished team of subject experts, our teachers’, guide students at every stage be it academic or pastoral and this care continues to grow in strength as we grow in numbers. The SIS Student Council – which comprised student representatives - has provided students to be a part of the decision making process. The student council has undertaken student led projects and has been successful. We swell with pride at the sense of responsibility our students have shouldered so well on several occasions. In a nutshell, as we look at the end of an academic year, we continue to seize the day filled with endless opportunities hoping to see our students become ambassadors of the school’s ideals and values. As aptly stated by Eleanor Roosevelt – “The future belongs to those who believe in the beauty of their dreams” – Our collective dream is to nurture a global citizen with good universal values while maintaining high academic standards.

As in my analogy of the gardener who constantly

Mrs. Vijaya Jegatheesan

UD Coordinator’s Message

MD Coordinator’s Message

As we come to the end of yet another academic year, all the events of the year along with the interactions between me and the students and those between themselves merge to form a collage of an image which feels like seeing though a kaleidoscope. The children on their journey towards growing up are developing certain attitudes, character, preference, inclination towards different subject areas and are starting to look at their career options. This is a stage where there are marked changes in attitudes & behaviour and each one out there is trying to master the set which will lead them to winning ways.

School life is one of the most important phases of a person’s life; it shapes your future, your aspirations and your dreams. At SIS we try to ensure that enough opportunities are provided to the students for them to achieve all of these. With the advent of the 2011-12 school year, the International Baccalaureate Program at SIS is really building on its success. What we started as a group of 28 students in the IB class of 2007, now grown to a total of 130 students in the IB Diploma Program for UD 11 and 12. These students are attending best universities in UK, USA, Canada, Singapore, as well as in India. This year one of our students, Rohan Sawkar, has earned the Global Undergraduate scholarship in the Business Studies program at York University, Canada. This is a full scholarship being offered to very few outstanding international students. On behalf of entire SIS family, I wish our graduating class of 2012 a success in all their future endeavours. The school fraternity has worked with the students to help them widen their horizon in terms of understanding and interacting with people from different cultures, experiencing simulation of Model United Nations and staging plays that underscore the need to develop a global perspective. Again this year, our UD students visited US & China, to take part in the annual and rather prestigious, Harvard MUN & China MUN. During the course of their stay, they got an opportunity to understand the functioning of the United Nations as well as examine issues from the perspective of other countries. Their learning was further consolidated when our school hosted its SISMUN and we had an opportunity to interact with different schools from across India, thus enabling us to perceive our national affairs in an international and global context.

One of the highlights of this year has been the staging of two in house productions, a play in English examining the ever changing, fluid identity of urban Indians and a play in Hindi probing the impact of globalization on Indian society. The two productions modelled on modern theatrical norms, using minimal props & dual dialogues, were engaging and enriching for the students at SIS. The International Global Citizen Awards program was started last year at SIS. This year we had Silver and Bronze Awards recipients at SIS, who exemplify this international mindedness while being aware of our culture and practices. We devised a reflection sheet where students evaluated themselves under categories like understanding other culture, personal global footprint and working with others, with some interesting insights from students. I feel this exercise has helped them in developing tolerance & appreciation towards other cultures and this is especially desirable in today’s world as the world is increasingly interdependent. All these achievements are possible because of the dedication, commitment and co-operation from the Head of School, Principal, Teachers and Students. I sincerely thank our faculty for all the help and support they give to each and every student at SIS and wish everyone the best for the next academic year.

Besides this, the physically demanding International Award for Young People (IAYP) trips, undertaken by the UD students helped them understand nature and build physical endurance. It also taught them the value of team spirit and view nature as an integral part of human life. One of the students, Devika Gupta noted that, “I was amazed to see how little we need to survive and being close to nature is so refreshing, harmonising”. As an offshoot of this thought process we have now started to develop our in house butterfly garden and regular attempts tree plantation is zealously undertaken by our UD students as their CAS activity.

Mrs. Jasmine Madhani

Faculty Snapshots

Divisions

Teaching Departments (MD & UD) Social Science Dept.

01. Arvinder Kaur, 02. Soumen Sinha Babu, 03. Roopa Chakrabarty, 04. Bhanu Prasad Singh, 05. Mousumi Sinha Babu, 06. Yves Beaulne 07. Aparajita Datta, 08. Krushna Charan Patnaik, 09. Annapurna Udhalikar

LPD UPD

Top Row: 01. Aarya Patil 02. Sabina Vashisht 03. Muskkan M. Sayyed 04. Evita Fernandes 05. Sandra Monteiro

Top Row: 01. Winnie Beaulne 02. Archana Trivedi 03. Liliana Bandani 04. Meena Pramod Patwa

06. Jincy Prasad 07. Yogesh Patil 08. Swapnil Pednekar 09. Laurice Rodrigues 10. Sanjivani Seernani 11. Ketki Pradhan

12. Jill Desiree Samuel 13. Twisha Patel 14. Monika Lunia Bottom Row: 01. Renuka Dsouza 02. Pronomita Banerjee

05. Cecilia Romer Bottom Row: 01. Flona Patrecia Tauro 02. Madhu Madhok 03. Patricia Bailey Conway

03. Sonia Kedia 04. Meera Bhalla 05. Mahua Ray 06. Archana Trivedi 07. Cecilia Romer 08. Anushua Saha

Boarding Dept.

01. Damodar Agni, 02. Mukesh Gupta, 03. Cecilia Romer, 04. Victor Romer

English Dept.

04. Twisha Patel 05. Ketki Pradhan 06. Fiona Cunningham

01. Kara Linae Shelly, 02. Asha G Kumar, 03. Roopa Chakrabarty, 04. Charmaine Ruth Jesudoss

Science Dept.

Top Row: 01. Avijit Gupta, 02. K G Vinodh, 03. Damodar Agni, 04. Ajay Pawar, 05. Kishor Joshi, 06. Jaydip Chaudhuri Bottom Row: 01. Vijaya Jegatheesan, 02. Meena Pramod Patwa, 03. Kavita Pradeep Kumar, 04. Dr. Sreekala Pillai, 05. Madhu Madhok, 06. Flona Patrecia Tauro, 07. Bindu Balakrishnan

Second Language Dept.

Library Dept.

Support Learning System Dept.

01. Merel Stephanie, 02. Sangeeta Deshwal, 03. Annapurna Udhalikar, 04 . Julio Cesar Landaverde, 05. Liliana Bandani, 06. Pramod Kumar Trivedi, 07. Rini Ghosh, 08. Archana Trivedi

Sports Dept. 01. Sunita Monteiro, 02. Maushumi Biswas, 03. Ana Ovicdo Landaverde, 04. Liliana Bandani

01. Pramila Agarwal, 02. Suchetha Vasant, 03. Kunjan Dedhia

Standing : 01. Santosh Shete, 02. Aarya Patil, 03. Uday Verma, 04. Jincy Prasad, 05. Milin Jadhav, 06. Gabriel Fernandes, 07. Kevin Andrew Kerr Sitting: 01. Gorachand Jana, 02. Mangesh Iswalkar

Fine Arts & Performing Arts Dept.

Event Team

Maths & ICT Dept.

01. Jaydip Chaudhuri, 02. Neelam D. Mishra, 03. Sumita Gulati, 04. Jasmine Madhani, 05. Akila Rajagopalan, 06. Pritha Kumar, 07. Ranjan Biswas

01. Goutam Sen, 02. Yogesh Patil, 03. Jennifer Dsouza, 04. Naresh Rathod, 05. Mahua Ray, 06. Muskkan M. Sayyed, 07. Jeevan Wadekar, 08. Swapnil Pednekar

01. K G Vinodh, 02. Soumen Sinha Babu, 03. Mukesh Gupta

Teaching Staff

Top 1st Row (left to Right) 01. Jeevan Wadekar 02. Swapnil Pednekar 03. Akila Rajagopalan 04. Sanjivani Seernani 05. Jincy Prasad 06. Achumbeni Jha 07. Kunjan Dedhia 2nd Row (left to Right) 08. Kevin Andrew Kerr 09. Bhanu Prasad Singh 10. Ajay Pawar 11. Arvinder Kaur 12. Sumita Gulati 13. Suchetha Vasant 14. Evita Fernandes 15. Pramila Agarwal 16. Mahua Ray

17. Aparajita Datta 18. Mousumi Sinha Babu 19. Rini Ghosh 20. Archana Trivedi 21. Madhu Madhok 22. Piyali Lahiri 23. Anushua Saha 24. Twisha Patel 25. Ankita Rai 26. Kayeri Patel 27. Gabriel Fernandes

34. Maushumi Biswas 35. Roopa Chakrabarty 36. Bindu Balakrishnan 37. Winnie Beaulne 38. Yves Beaulne 39. Charmaine R. Jesudoss 40. Fiona Cunningham

41. Kara Linae Shelly 42. Jaydip Chaudhuri 43. Merel Stephanie 44. Santosh Shete 45. Mangesh Iswalkar 46. Naresh Rathod

4th Row (Left to Right) 47. Krushna C. Patnaik 48. Damodar Agni 49. Luz Maria Engineer 50. Meena Pramod Patwa 51. Pronomita Banerjee 52. Aarya Patil 53. Sangeeta Deshwal

54. Ana O. Landaverde 55. Julio C. Landaverde 56. Sonia Kedia 57. Annapurna Udhalikar 58. Jennifer Dsouza 59. Neelam D. Mishra 60. Flona Patrecia Tauro 61. Dr.sreekala Pillai

3rd Row (left to Right) 28. Uday Verma 29. Ranjan Biswas 30. Avijit Gupta 31. Liliana Bandani 32. Kavita P. Kumar 33. Jill Desiree Samuel

02 08

16 35

26 22 20

17 36

24 43

38 37

5th Row (left to right) 64. Soumen Sinha Babu 65. Kishor Joshi 66. Goutam Sen 67. Asha G Kumar

19 15

29 48

68. Patricia Bailey Conway 69. Vijaya Jegatheesan 70. Kaisar Dopaishi 71. Sharonee Mullick 72. Jasmine Madhani 73. Meera Bhalla 74. Pritha Kumar 75. Mukesh Gupta 76. K G Vinodh 77. Pramod Kumar Trivedi

12 13

62. Muskkan M. Sayyed 63. Yogesh Patil

46 57

Admin Staff

01. Priti Shah 02. Suresh Pawar 03. Tilak Manral 04. Lizy Varghese 05. Som Bhola 06. Sohan Singh Thiara 07. Motiram H Devasi 08. Shailesh S. Sutar 09. Musharaf Laddha 10. Keshardev Tokshiya

Circle of Trust

18 14

11. Sivaraj N Nadar 12. Anindita Sen 13. Sadhna Mishra 14. Aditi Bhowmick 15. Bijal Gandhi 16. Sukriti Patel 17. Harshita Tewary 18. Satya Vimal Prabu 19. Phidarilin Sohtun 20. Aldrin Phillips

21. Sujata Patil 22. Shirley Alphonso 23. Ayra Ambrose 24. Priti Pandya 25. Saloni Modi 26. Vinita Monis 27. Veena Mendadkar 28. Vishal Poddar 29. Firoza Rupani 30. Heena Raj

31. Ranbir Singh Sengar 32. Liral Rathod 33. Gunjan Pujari 34. Priyanka S Mishra 35. Falguni Shruti 36. Praveen Sharma 37. Gajendra Shekhawat 38. Chandrashekhar Varma 39. Swapnil Dhasal 40. Shashi Pankaj Patil

22 29

37 01

19 15

34 30

38 40

25 09 05 13

20 24

31 36

SIS Care

SIS Navigators

We The People

Students Framed

School & House Leaders

Boarding Captain

Head Boy & Head Girl

Amal Mehta

Cultural Captain Sports Captain Ketki Chinnoy

Aryan Chhabria Diya Neogi

Nihal Godhania

Aryaman Jalota

House Prefects

Ashay Gupta

Abishek Pillai Akanksha Upadhyay

Nitika Bhushan

Yash Master

Simran Agarwal

Shanav Mehta

Akshta Chabria

House Name - WIMBLEDON House Colour -GREEN Core Values: Touching Hearts Key Attributes: Encouraging effort and praising achievement Rising to the occasion Overcoming adversity Creating tradition and sense of belonging

Touching Hearts

House Name - GRANDMASTER House Colour - BLUE Core Values: Engaging Minds Key Attributes: Concentration on task Planning / strategies Time Management Goal Setting

Engaging Minds

House Name: FORMULA 1 House Colour: RED Core Values: A Sense of Enterprise Key Attributes: Taking a risk to make a change Finding new ways to do old things Arousing curiosity Resilience - bouncing back

A Sense of Enterprise

House Name - PGA Tour House Colour -Yellow Core Values: Dignity in Action Key Attributes: Giving your best effort Fairness / sportsmanship / etiquette Community mindedness Acknowledging othersâ&#x20AC;&#x2122; achievements

Dignity in Action

KG 1

T1. Jill Desiree Samuel T2. Monika Lunia 01. Josh Jakhia

02. Dhruv Agarwal 03. Grisma Shetty 04. Anika Panjwani

05. Adhieraaj Aggarwal 06. Brind Mittal 07. Mikeala Romer

08. Maya Beaulne 09. Jason Jakhia 10. Shubham Jaydip

T1. Sanjivani Seernani T2. Sandra Monterio T3. Sabina Vashisht 01. Vedika Baradwaj

KG 2

02. Humaira Fatima 03. Hartegh Singh 04. Moksh Tunara 05. Ansh Sheth

06. Moesha Khandelwal 07. Aswin Pillai 08. Kavya Anand 09. Reyaansh Aggarwal

10. Maya Merel 11. Krishna Khot

07 07

09 10

06 04

10 08 03 01

LPD 1

T1. Ms. Evita Fernandes T2. Ms. Sonia Kedia 01. Archit Sinha Babu 02. Pravar Trivedi

03. Amrita Shivarama 04. Vaibhavi Parihar 05. Shrusty Singh 06. Aishwarya Shivarama

07. Anwesha Patnaik 08. Noella Horo 09. Raven Beaulne 10. Vibha Ranganathan

11. Meher Kundu 12. Mahima Shah 13. Gaurav Malhotra 14. Ayush Kumar

LPD 2

T1. Renuka Dsouza T2. Pronomita Banerjee 01. Ruhi Shroff 02. Vir Sanghvi

03. Shivank Menon 04. Nayena Sen 05. Rahil Nathani 06. Arjun Iyer

07. Shub Pereira 08. Aaditya Nair 09. Iishaanah Shirodkar 10. Chahit Bhatt

11. Ashni Sheth 12. Rishi Vaghasia 13. Tanisha Agarwal 14. Tanav Chaudhury

02 T1

12 14

08 03

11 14

T1. Mrs. Anushua Saha T2. Mrs. Laurice Rodriques 01. Anaaya Bajla 02. Palash Dudhat 03. Amey Panjwani 04. Jaskeerat Kaur 05. Shrihan Shrivastav 06. Keya Sanghavi

LPD 3

07. Shravan Patel 08. Jashan Doshi 09. Tejas Shivaraman 10. Kunal Verma 11. Rajat Jain 12. Chayn Kohli 13. Aananya Parihar 14. Tanishq Goyal

15. Ansh Khetan 16. Thea Shroff 17. Kanupriya Agarwal 18. Riyaan Rebello 19. Deep Goradia 20. Yuvraj Garg

T1. Mrs. Madhu Madhok T2. Ms. Patricia Conway 01. Arsallan Sayed 02. Neil Ghosh 03. Aneesh Rohira 04. Smeet Shinde 05. Anika Vyas

UPD 4

06. Aisa Ulfe 07. Anjani Naidu 08. Reina Bhatkuly 09. Siddharth Davda 10. Dakshesh Bhattad 11. Saheel Agre 12. Grace Hendricks

07 01 03

14 04

18 07

13. Pratham Arora 14. Arundhati Kapur 15. Namita Rajasubramanian 16. Vidyut Baradwaj 17. Tilak Patel

19 11

15 17

10 20

01 05

06 14

17 13

T1. Mrs. Winnie Beaulne T2. Mrs. Meena Patwa 01. Ashish 02. Tia Bhorania 03. Tara Ranganathan 04. Khushi Gandhi

UPD 5

05. Khushi Jain 06. Hinal 07. Namya 08. Mihir 09. Arshia 10. Neel

11. Tanish 12. Shravan 13. Sarthak 14. Rohit 15. Reev 16. Dipan

17. Yash 18. Neev 19. Bhushan

T1. Ms. Fiona Cunningham T2. Mrs. Flona Tauro 01. Hiya 02. Aishani 03. Anika 04. Riya 05. Ishu 06. Aniket

UPD 6

07. Sagar 08. Rishabh 09. Harshwarden 10. Hrithik 11. Rohan 12. Vraj 13. Shreyashi 14. Hrishikesh

15. Upamanyu 16. Ayaneel 17. Nandini 18. Aliya Amarnath 19. Saachi 20. Neysa 21. Devika 22. Preksha

23. Ankika 24. Jenika Absent in photograph 25. Palak Nayak

15 16

02 03

07 09

12 21 18

04 22 01

20 12

02 24

T1. Mr. K.G.Vinodh 01. Rishi Sapte 02. Abhishek Mathur 03. Rishav Mehta 04. Sara Shirodkar 05. Shubhankar Padhya 06. Sonal Varma 07. Dhrumit Naidu

MD 7A

08. Ishita Aggarwal 09. Heli Desai 10. Dhruv Pandya 11. Ashika Rohira 12. Gaurav Raghani 13. Kunal Gupta 14. Kylle Chandran 15. Ishaan Desai

16. Sarthak Ghosh 17. Harsh Sethia 18. Ajit Jagdale 19. Vedant Pansari 20. Varshika Sivamani 21. Peony Chinoy 22. Denzel Nieu Lyngdoh 23. Suchi Doshi

T1. Ms. Moushami Sinhababu 01. Mannini Tandon 02. Aswathy Pillai 03. Rahul Sen 04. Devika Pillai 05. Hetvi Goradia 06. Ishani Shrivastava 07. Rhea Soni

MD 7B

08. Pranay Shah 09. Anmol Thakkar 10. Mihir Patel 11. Ayesha Munot 12. Grina Shah 13. Aditya Singh 14. Sambhav Shah 15. Meha Patel

16. Akarsh Bhushan 17. Farhaan Colabawalla 18. Trishan Kotecha 19. Vihaan Kohli 20. Sharvil Desai 21. Rohan Rodrigues 22. Varun Pitambar 23. Payal Chandak

05 08

16 17

02 08

04 03

23 20

05 01

15 17

21 18

03 04

11 13

20 21

T1. Ms. Rini Ghosh T2. Ms.Akila 01. Parmeshwar Srivastava 02. Prithvi Devidasani 03. Kanishka Gupta 04. Kanishka Gupta 05. Tasha Lakhwara 06. Harsha Chhoriya

MD 8A

07. Netanya Hinduja 08. Het Tanna 09. Sukirti Garg 10. Anushka Patel 11. Tavish Lakhwara 12. Yug Deo 13. Yash Thakkar 14. Veer Pinto

15. Rutwick Vora 16. Vir Hirani 17. Dylan Mascarenhas 18. Utsav Shah 19. Yash Modi 20. Aashwath Chowta

T1. Ms. Arvinder Kaur T2. Ms. Sumita Ohri 01. Risheek Chakraborty 02. Shashank Karnik 03. Sneha Arora 04. Shania D'costa 05. Sagar Setty 06. Shwet Agarwal

MD 8B

07. Aviral Shukla 08. Yash Munot 09. Parnika Singhee 10. Neev Jiandani 11. Shonan Bangera 12. Yash Naik 13. Triyansha Biswas 14. Saumil Mody

03 02

15. Riya Philip 16. Shashank Vailaya 17. Ninochka Pruthi 18. Siddhesh Parekh 19. Sean Jacob Kuruvilla 20. Chintan Goradia 21. Floyd Dsouza

13 20

17 18

03 14

09 11

MD 9

T1. Mr. Jaydip Chaudhuri T2. Ms. Neelam Mishra 01. Ranvir Singh 02. Vrishank Menon 03. Samit Godhania 04. Armaan Mistry 05. Viraj Rai 06. Vighnesh Mulye

07. Stavan Shah 08. Gagan Damani 09. Preksha Bhangale 10. Dhruv Thakker 11. Dhanalakshmi Vikram 12. Dhimant Verma 13. Harsh Shah 14. Rutvij Khandekar

10 17

23. Amyjoy Hendricks 24. Delice Mascarhenas 25. Janvi Bhattad 26. Jeevesh Garg 27. Gayatri Thakur 28. Devki Bhalla 29. Marisha Shetty 30. Shankhini Saha

T1. Ms. Sangeeta Deshwal T2. Mr. Avijit Gupta 01. Kush Pande 02. Neeraj Menon 03. Aman Lalka 04. Neetika Bhushan

MD 10A

01 02

24 29

11 08

19 08

11. Nihal Godhania 12. Alexandre Dsouza 13. Rihen Shah 14. Ashay Gupta 15. Rishab Mahadev

11 05

05. Sumer Gaikwad 06. Aryaman Jalota 07. Shreya Desai 08. Aditya Soni 09. Simran Aggarwal 10. Akshita Chhabria

02 01

15. Alessia Ulfe 16. Sahil Rai 17. Palash Jain 18. Shivika Adhwaryu 19. Simrann Agarwal 20. Ishav Kohli 21. Riya Awtaney 22. Kartikeya Singhania

12 13

T1. Ms. Kavita Kumar T2. Mr. Krushna Patnaik 01. Faiz Khan 02. Abhishek Pillai 03. Mudit Garodia 04. Diya Neogi 05. Shanav Mehta 06. Urjita Davda

MD 10B

07. Yash Master 08. Akanksha Upadhyay 09. Ketki Chinoy 10. Anish Puri 11. Rohit Bhojwani 12. Shashwat Lahoti 13. Aamir Thacker 14. Siddhesh Vaidya

15. Varun Gupta 16. Prashil Shah 17. Puneet Pichholia 18. Aryan Chhabria 19. Nishaant Nair 20. Tejas Shah

UD 11

T1. Mr. Julio T2. Ms. Charmaine 01. Fenil 02. Meeti Desai 03. Yash Bhagat 04. Simran Agarwal 05. Upasana Goel 06. Aryesh Chaudhari 07. Veer Bhalala 08. Ameya Patil

06 01

29. Ananya Somani 30. Yash Karwa 31. Sudarshan Iyer 32. Yash Sangani 33. Disha Devdas 34. Rishabh Jain 35. Manasi Goel 36. Rohan Mehra 37. Siddhant Goyal 38. Shainice Francis

03 T1

19. Vansh Panjabi 20. Shruti Gadiyar 21. Manan Mansotra 22. Aaron Shandilya 23. Faiz Bhanji 24. Somil Sheth 25. Parth Tanna 26. Harshwardhan Chedha 27. Divyam Agarwal 28. Neha Trambadiya

13 15

25 27

09. Jai Govind 10. Jayshree Soren 11. Mahek Jain 12. Rushabh Shah 13. Rishabh Thakker 14. Pranay Pathak 15. Amal Hosangady 16. Parth Chajjer 17. Rimi Sharma 18. Shyam Jajal

36 37

11 14 T1

20 19

35 T2

UD 12

T1. Asha Kumar T2. Soumen Sinha Babu 01. Shaian Dcosta 02. Akash Chadha 03. Kunjan Shanghavi 04. Rishabh Sethi 05. Zeel Mehta 06. Soham Patel 07. Rohan Sawkar 08. Revika Toshniwal 09. Yash Agarwal 10. Nikita Shah

11. Rahul Kamte 12. Gunjan Phalod 13. Kanak Pansari 14. Zahra Baldiwala 15. Yash Somani 16. Umang Poddar 17. Devika Gupta 18. Yash Doshi 19. Shashvat Singhania 20. Akaknsha Massey 21. Jasmer Mago 22. Juhi Shah

23. Dave Kohli 24. Hrishikesh Bhaskaran 25. Nidhi Shah 26. Vanya Vij Absent in photograph 27. Kinneri Saha 28. Diksha Patel 29. Akash Chadha 30. Joshua Singh Panesar 31. Dhruv Sharma

19 02 16 04

06 07

18 T1

14 17

20 22

Glimpses ‘11-’12

45 46

SIS Spirit 2011

Beyond Textbooks

Inter-House Football

Inter-House Throwball

Inter-House Lawn Tennis

Touch Rugby

Annual Athletic Meet

Aqua Games

Inter-House English Debate

Inter-House Elocution

Hindi Divas

Hindi Drama

Overall House Championship Tally

Position

Points Awarded

Badminton

Tennis

Table Tennis

Total Points

Position

Points Awarded

Quiz

Hindi Elocution

Hindi Debate

Essay Writing

Dance

Music & Singing

Art & Craft

Conduct

Turn - Out

Wimbeldon (Green)

1.5

Formula1 (Red)

1.5

PGATour (Yellow)

1st-4, 2nd-3, 3rd-2, 4th-1

1st-8, 2nd-6, 3rd-4, 4th-2

Position

Total Points

Points Awarded

Cricket

Points Awarded

Basketball

Position

Football

Total Points

Volleyball

Studies

Throw Ball

Position

Athletics

Total Points

Swimming

English Debate

Touch Rugby

Grandmaster (Blue)

Points Scheme: 1st - 8, 2nd -6, 3rd - 4, 4th - 2

Grand Total

Academics

Hockey

House

Co-Curricular Activities

Minor Games

Points Awarded

Major Games

All School & Inter-school Spirit

Staff Vs Students - Football

Gothia Cup Goodwill Sports â&#x20AC;&#x201C; Parents Vs Students - Cricket

Invitational Football

Hockey

LPD Quiz

‘Drishti’ - Science Fair

Prize Distribution for Spelling Bee and Story Telling

Sanctuary Club - Competition Senior School Production A Play on Swami Vivekananda

Confluence and World Economic Forum

Experiential Learning

Malaysia

HMUN (US)

Delhi - Agra

Rajasthan

IAYP Camp Rajgarh

IAYP Gold Camp Mukteshwar

IAYP Gold Residential Project Saputara

CAS

Social Responsibility Act Kids for Tiger

Donation Drive Diwali Sale

A Visit to the Biscuit factory

Shopping Expedition

SIS Sat Club

• Taekwondo • Techno Club • Forensic science • Sailing

• Golf • Horse Riding • Kick Boxing

Celebrations @ SIS

Independence Day

Rain Dance

Diwali Mela

Holi

Janmashthami

Childrenâ&#x20AC;&#x2122;s Day

My Magical Mom

Christmas Musical

Grandparentâ&#x20AC;&#x2122;s Day

Celebrations Around The World

Navratri

Kite Festival

International Evening

100

Workshop for Kalaghoda Festival

101

102

Workshop for Kalaghoda festival

Kalaghoda Festival Display by SIS Students

103

104

Young Author’s Corner

Floods in July 2005

English

In the floods of Mumbai over 1000 lives were lost. People people’s shoulders. Thankfully, I was with my maid at home,

My name is Archit. I live in Mumbai. I study at SIS. I am seven years old. I am a tall boy. My favourite movie is Iron Man. I enjoy going to the beach. I sleep with my brother.

I was turning three, so my mother wanted to celebrate my

Archit Sinha Babu, Grade 1

were stuck in the water because the water came up to the

What I like to do with my grandparents I like to play snakes and ladders with my grandparents. I like to go shopping with them. I like to play golf with them. I enjoy listening to stories narrated by them. We have a great time when we all sit and watch cartoons together. Kavya, KG 2 I like to sleep with my grandparents. I like to go out shopping with them. I like to play shopping games with them and also play in the snow. I enjoy swimming with them. Maya, KG 2 I like to read books with them. We enjoy watching television together. We like to go out for walks together. They make jalebis for me. They take good care of me when I am out with my friends. Vedika KG 2

Rain

If I Were a Kite If I were a kite, I would be a dragon kite. My fire would burn other kites. My colour would be red and orange. I would go to Europe, Asia, and all other continents. I would see the Colosseum in Europe and the Taj Mahal in India. It would be very good to fly up in the sky and it would be fun too. I would burn other kites with my fire and I would be the only one to fly and soar high in the sky. I would also be a kite that can throw ninja stars with led on other kites and throw fire balls on them. Eventually, I would get cut by the other kites and I would never get back to my old form.

Deep Goradia, Grade 3

She also likes to see the frogs hopping from one place to another. Humaira, KG 2 Moesha likes to see the falling raindrops. She also likes to see the grey clouds. Moesha KG 2 Ansh makes it a point to get wet in the rain and float the paper boats made by him. Ansh, KG 2

birthday. I hadn’t celebrated my birthday so my mother

I was scared so I tried to call my mother. She answered my

My name is Noella. I am six years old. I go to SIS. I enjoy playing badminton with my mother. My favourite colour is white. My mother reads a story to me every night before I go to sleep.

call and calmed me down. I was ok after that, until I realized

Noella Horo, Grade 1

went to Crawford Market to buy presents. Unfortunately, when she was returning it started to rain and then it flooded.

it was very late and my mother had not come. I panicked and called her again and she told me to sleep. I fell asleep and my mother came at 11 o’clock. My dad was in London and his flight was cancelled because of the weather. We were safe and alive by the grace of God but my heart goes out to people who lost their lives and homes. Reina Bhatkuly, Grade 4

If I were a kite I would be blue in colour and the pattern would be of a snake, so that I can scare everybody. Then, I would have a Bollywood or Hollywood star fly me, so that he would fly me very high. If I had luck, I would go to some other country like Rome or Egypt. When my kite would get cut, I might land in some rich person’s house and I would have so much fun. If I don’t, then I would have fun in the air.

One sunny morning my family decided to go to a farm. The first thing we saw was a pig playing in the mud. After that we saw a chicken hatching an egg. When we were going to see the cows grazing on the grass we saw a snake. The farmer said it was ok the snake will do no harm. Then we saw a bee passing by and a dog running away from it. We also saw a rooster. Finally it was time to go home.

My Super Mom! My mother’s name is Anupam. She is pretty. She enjoys cooking. She cleans our home. She is the principal of Tree House. I love my Super Mom! Vaibhavi Parihar, Grade 1

My Favourite Toy

Amey Panjwani, Grade 3

One Sunday my sister got a toy cat for me. I named it Nina. It is white with a yellow nose. I always play with it. I made a bed for it. My sister and I enjoy dressing it. I carry it with me sometimes when I go out It is my favourite toy.

If Toys Could Talk I woke up in the middle of the night and I heard voices! My toys are talking! I heard them saying, “Master, friend Rajat came yesterday and accidentally broke the engine of the car and lost the remote control of the car!” This was a nightmare! I pinched myself to check if I was dreaming. I screamed because this was real! My toys looked at me and said, “Hello!” I fainted. The toys were close to the sink and they threw cold water on me. My beyblades could talk only when they spin. My toys were saying, “Let’s have a cricket match.” My board game was playing Harry Potter and the Sorcerer’s Stone. My flame Libra was making a hole in the wall which goes to the bathroom! My toys were saying, “It’s very cold in here with the AC, on so let’s turn it off.”

Vibha Ranganathan, Grade 1

Spring Is Fun Spring is a beautiful season, flowers are beautiful in Spring. Easter eggs are seen. Babies come out from the eggs. There is new life. Spring is magical. Butterfly with colourful wings are there. Everyone likes to play and be happy in Spring! Meher Kundu, Grade 1

Tejas Shivaraman, Grade 3 105

On The Farm

Aishwarya Shivaraman, Grade 1

The person who would fly me would make me a super kite and take me to space. In space, I would see the moon, the planets and the sun. But I would burn myself, so I would not go close to the sun. When I would come a bit lower I would have a kite fight.

Humaira likes to get wet and play in the garden when it rains.

All About Me!

106

The lost Land of Jujania

Mumbai of my dreams I like my city and it is pretty. It’s name is Mumbai. I live in Mumbai. My family lives here, too. I wish it had no traffic. I also wish it had no pollution in the sky. I wish it had no beggars. I like my city to be clean. I love to live here. I wish it had clean oceans and seas. I love my Mumbai. So please do not spit and litter the place. Rahil Nathani, Grade 2

The holiday of my dreams My dream is to go to Fairyland on a flying white horse. I would sleep and then play with the sweet flying horse. I would hear the frogs croaking and the bees buzzing. Then I would go back on my flying horse to my house and sleep again. Tanisha Agarwal, Grade 2 I would like to go to U.S.A. on a jet-ski. I would fly in the air to my hotel room. I would swim in the pool, then I would go snorkelling. The thing I would want to eat is Chinese food. I would go to an amusement park. Next I would go to the sea world. I would have a Coke, go back to my hotel room and back home after that.

I want Mumbai city to be clean and beautiful. I like this city because there are lots of rides. I want Mumbai to be very tidy. I want less noise pollution in Mumbai city. I don’t want woodcutters cutting down trees. I want the people of Mumbai to be happy. I like Mumbai because it is wonderful. I want Mumbai to be the best city. I don’t want animals dying. I will help Mumbai by keeping it clean. Tanav Choudhary, Grade 2

Shivank Menon, Grade 2 The holiday of my dream is to go to fairyland. I would like to go in a flying house. I would go with my two fish and my brother. We would meet a lot of fairies. My brother would see the king of the elves while I would see the queen of the fairies. In fairy land all the fairies would become our friends. The fairies would make me a fairy too. All the houses outside the palace would be so tiny. It would be a lot of fun, that I would not want to go home. Ashni Sheth, Grade 2

Rain poem Rain rain go away Baby John wants to play;

At the beach Yesterday I went to the beach. I went there with my family. I walked around the beach on the sand. I played in the water on a motor bike. I made a sand castle and later played a cricket match. I stayed there for an hour. I saw a large blue whale in the water. I found beautiful shells on the beach. I had so much fun.

Let the sun come our way

Kiddies Shubham: I like to play. I like to be a train or a car or a horse. Mikeala: I like my school because it has everything, books and toys. I also like my teachers. Anika: I like my mummy because she gives me milk and lets me play downstairs. KG 1

107

Alex came home and all he thought about was the star. When Alex went to bed he gazed at the star. That night he dreamed about the star. He dreamt about a city on that star with floating cars, trains, and more. The next day he thought about the star for a long time. He bought a telescope and went back home. When the star appeared, suddenly he felt a pull on his arms. That mysterious pull dragged him to the planet Jujania. The queen of Jujania saw him and remembered an ancient scroll that said, “A boy from Earth will seek this land and be carried to Jujania to defeat the almighty king of horrors.” The queen picked up the boy and pulled him to her carriage, saying, “You, the chosen one, must be taken to the palace at once.”

The queen said, “ No. You are the right one. Now come with me to the palace at once.”

Vir Saraiya, Grade 2

Shivank Menon, Grade 2

In school, Alex learned about the solar system and stars. He realized the star he always gazed at was fake. He was petrified. He rushed to the library after school and looked in every book about stars; he saw that the star did not exist.

The boy replied, “I’m not the one you seek, for I am a normal boy.”

Just leave some drops for the crops, So we can get a chance to play

It was night when a boy called Alex looked out his window and glanced at the stars. He imagined what it would be like in space. As years passed, this boy glanced at the same spot, a planet unknown to man called Jujania. Alex wondered and dreamed what the star was called.

When they arrived at the palace, the boy was given weapons that would help him in defeating the almighty king of horrors. The queen told the boy the whole story of how Jujania had found out he was bad. The queen told him all the king’s strengths and weaknesses and he was set. Alex had to climb many mountains to reach the almighty king of horrors’ den. When Alex came face to face with the almighty king of horrors he was petrified. He dropped his weapon and then carefully picked it up with fear. Alex and the almighty king of horrors had a fight. They twisted and turned. Alex decided to use one of his weapons, the magic perfume. Alex sprayed the perfume on the king’s face and the almighty king of horrors fell into a deep sleep and snored away. Alex carefully cut off a sample of his fur and then killed the almighty king of horrors. The king had blood dripping down his back. Alex watched his blood drip. Then Alex returned to the queen. The queen was delighted and she gave Alex a medal, a big one and congratulated him for saving the town. Grace Hendricks, Grade 4

108

Independence Day Essay To be independent means not relying on another or others for aid and support. For a country it means not to be controlled by others or to come under another’s authority or jurisdiction. It also means freedom to express ideas to exercise a free choice in security or voting for a party to govern the country. I can be more independent by getting a solid education that will help me in work that pays well. It will help me to be able to invest wisely. This will make me have a solid self-esteem. Being independent will help me discover and understand my true potential and abilities. It will help me to care about other people. I will insist that every Indian gets a solid education, which will help them to earn a better livelihood. I would set up a good infrastructure to help India progress economically. It would be vital to help people of different religions to live in harmony. I would extend all help to remove corruption so that my country becomes stronger and wiser. Reina Bhatkuly, Grade 4

The Sports Day On 17th December we had our annual athletic meet. I was fresh and ready for the race. I was nervous and the first race was the obstacle race in which I took part in the heats. I came 4th but in the final race I came 3rd. I got a bronze medal. The other races took place. Then it was the march past and when that ended it was our drill time.

Then Rahul and some big students did a boxing display. They fought with each other and kicked steel plates. It was my best sports day. I enjoyed my sports day very much and it is one of my memorable sports day.

The Jantar Mantar was started by Jai Singh in 1728. It took five years to build it. Jai Singh built five Jantar Mantars in all but the one in Jaipur was the biggest. Aurangzeb gave Jai Singh his title of Sawai.

Birds are beautiful In the branches of the tree Rome is the best place for birds, there Domes are covered with birds

We had fun doing the drills and Milin Sir had promised us that if we did our drills perfectly, then after Christmas vacation we would have a whole week’s recreation and we did well, as he said. Then I went up to play football with my friends. I enjoyed kicking the ball into the goal and defending our goal. After few minutes I went down to the field because the gymnastic display was starting. I was doing back roll and handstand to roll. In the pyramid, I was doing chakkasan, in pyramid 2 I was sitting on Aniket and Vraj like a horse, with Saheel standing on me, and in pyramid 3, I was on Vraj’s shoulders while he was standing. I enjoyed my sports day. I will never forget it.

Jantar Mantar

Acrostic Poems by Grade 4 Students

Dakshesh Bhattad

Rat is a small animal And it has an enemy – that’s a cat. Tumbling over cheese – there’s a rat! Vidyut Baradwaj H = herbivorous

The word Jantar means instruments and the word Mantar means formula or calculation. Jaipur was Jai Singh’s new capital, built between 1727 and 1734. The first Jantar Mantar was built in the Mughal Capital, Delhi. Jantar Mantar was built using the materials in the local area, namely stone and marble. There are 26 instruments in the observatory. These are made of seven different metals mixed together. The Samrat Yatra is the largest instrument. Its shadow is used to tell the time of the day. The Jantar Mantar has people all over the world visiting it, as it is a UNESCO World Heritage Site. Both astronomers and astrologers use it to gather information. Thus we see that the Jantar Mantar is a source of both material and nonmaterial heritage. We must therefore preserve it.

O = our friend R = responsible S = smart E = energetic Siddharth Davda

Arundhati Kapur, Grade 4

Smeet Shinde, Grade 4 Grumpy gorilla,

The Football Match

On the loose, Ravage the whole city, will you? Inspired by your primate-like cousins, the monkeys! Like no other, you are so impatient Lovely deep fur you have! Always so impatient Neil Ghosh

School Lesson I had fun during one school lesson with my teacher. She taught us decimals. I had a lot of fun. I was the first one to finish my math. If I got something wrong and Ms. Madhu was giving the answer, I would quickly change it.

If I try listening more I might do better in my lessons. Though I was not so happy with my marks, now I pay attention in class. I know I will do better next time. So now I keep on trying.

When we were playing a quiz on decimals, I got the answers right . I was very happy. Then I was so happy when I came to see my test marks.

I liked this because it made me pay attention so that I can do better next time. So now I keep on trying. I hope I do better next time. Who knows? I will keep trying on and on! I wonder if I will do better next time. I wonder. I really enjoyed doing this class. I really, really did.

My lesson did not really turn out so well as I had expected, but I did try my best. I know I did. I hope I can do better. My teachers told me, “Whatever marks you get, they are good marks if you have tried your best.”

109

Arundhati Kapur, Grade 4

We were at the football field and we played fastest of all. We had a draw when we finished the match at 3:00 pm. We had a lot of fun. We also roamed around the field saying that it was a draw, so people were very happy and parents started cheering us. My mom clapped and told me I was playing good. Then after some time we had a new match and in that match we lost, so I was very sad. I told myself I would play better and win the cup. Then there was a rematch. I was very happy and told myself that I would beat them and win the world cup so we went into the grounds. Then people were cheering us and told us that we could win, so show your real power and then play keeping in your mind that you have to win. We made one goal and we were very happy so then we started shouting. At last we won! People were happy. They learned their lesson, we became friends and never fought together. We were all very happy. This was the end of the fighting. Dakshesh Bhattad, Grade 4

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“Veni, Vidi, Vinci” Inter-School Art Competition The Inter-School art competition was held at the Sir J.J. School of Arts, in South Mumbai. There were about 175 children in total and I was in the middle age group slot, 11-14. Our topic was ‘Something You Really Like’. My Painting I painted a texture painting about ‘Urban Lifestyle’. I used oil pastels and poster-water paints to paint my picture. I drew highways and high rises with lights on and the roads all busy to set the night time scene. My Experience I really had fun at this contest. Besides being in the contest we got to do lots of things. Two of the sculpture department students made statues for us and we attended an award ceremony. Tara Ranganathan, Grade 5

Animal Riddles

The Mysterious Forest and the Prince

Q.12

Once there was a very brave, handsome and wise prince called Jonathan. He had one big problem. He didn’t have a princess. The king and queen were very worried about that. The prince searched far and wide but could not find a suitable spouse.

I am grey I live in the jungle

Q.01 Black and white is my colour, China is my home and bamboo is my food. Friends, Who am I? Q.02 I love eucalyptus leaves, Some people think I am from the bear family but that is not true. Who Am I?

Q.07

I trumpet

I live in the woods.

Who Am I?

I’m very big and furry. I have a big nose, a little tail and four legs.

Q.13

I like to eat fish and berries

I am green and slimy.

Who Am I?

I can hop. Who Am I? Amrita Shivaraman, Grade 1

Q.08 I’m a soft and furry pet. I have four legs and a long tail.

Q.03 I run very fast but I can’t fly. I lay the biggest egg. Who Am I? Noella Horo, Grade 1

Q.14

I have sharp teeth and claws.

I am brown

I like to chase mice.

I live in the sea

Who Am I?

My tail is curled Who Am I?

Q.09

Aishwarya Shivaraman, Grade 1

I have a little tail. Q.04 I am yellow. I have black spots. I can climb on tree. Who am I?

My nose is called a snout. I live on a farm.

Q.15

I can say, “Oink-oink”

I am strong.

Who Am I?

I am the king of the jungle.

Anwesha Patnaik, Grade 1

I have a mane. Who Am I?

Q.05 I am red. I am small I walk in a line to carry food. Who am I? Mahima Shah, Grade 1

Q.06 I am tall I have a long neck I am yellow Who Am I? Pravar Trivedi, Grade 1

Q.10 I have a tail. I can fly. I have green feathers. Who Am I?

Q.16 I live in the ocean. I have eight hands. I am purple. Who Am I?

Q.11 I have four legs. I am very smart. I like to smell things. I can wag my tail. Who Am I? Gaurva Malhotra, Grade 1

Vaibhavi Parihar, Grade 1 Answers: 01 04 07 10 13 16

Panda, Cheetah, Bear, Parrot, Frog, Octopus.

02 05 08 11 14

Koala, Ant, Cat, Dog, Sea horse,

03 06 09 12 15

Ostrich, Giraffe, Pig, Elephant, Lion,

One fine day Jonathan was roaming about on his horse. After some time he entered the neighbouring forest of his kingdom which was unknown to him and which had been banned since many dangerous things like monsters had set up their lair in the forest. As he went deeper, he suddenly heard some voices and hid behind a bush. What he saw and heard totally shocked him. Two witches were having an argument about who will marry Prince Jonathan. Then the two of them went different ways with an unresolved argument. The prince then tied his horse to a tree and quietly followed one of the witches. The witch knew she was being followed and led the prince to her cottage. She then turned around and asked the prince to marry her. The prince simply declined which angered the witch and then a duel started. They fought for quite some time; at last, the prince emerged victorious by slicing off her head. As the prince sat down to take some rest, a small boulder hit his head and the prince fainted. When he regained consciousness, he saw before him a monster as terrible as Frankenstein. It shouted, “I hate to eat people when they are sleeping, so now get ready to be chomped up.” Jonathan immediately took his shield and sword out. On seeing this, the monster took out his thorny club. Then a legendary fight began. The monster blew fire and swung his club wildly. Jonathan didn’t attack, he only defended himself. He was waiting for the monster to make an error. That moment came quite quickly. The monster came close and tried to blow fire onto the prince’s face, but Jonathan ducked and chopped off the legs of the monster. Then he stabbed the monster’s chest. As the prince got ready to leave, he heard a voice behind him and turned around. A huge diamond was lying where a dead body had been seconds ago. It said, “Hello, Prince Jonathan, I am a spirit that had been cursed to live as a monster. Now that you have freed me, I can grant you two wishes”. The prince replied, “I want a wise and beautiful princess. I also want you to clear this forest of all its hazards”. The wishes were granted and the prince and the princess reached home. His parents were overjoyed to see the couple and immediately started planning their marriage. The marriage was celebrated with a huge party to which everyone was invited. Then they lived happily ever after. Rahul Sen, Grade 7B

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No Turning Back... He was slowly inching his way to his post - the small, old temple on the left of the narrow, conjested road. Enshrouded with three shawls, a blood- stained headscarf and a dead woman’s clothes, he dragged his tired feet, dreading his near future. He had no room for regret or sorrow. From up above, ambushed and coverted, his fellow accomplices watched him with their hawk-like eyes, observing his every move. Even his best friends in the houses above would shoot him if he turned and walked away from his doom. Resignation was his last resort. All he could do was accept his fate as a suicide bomber and die, blown up into a thousand pieces along with other innocent victims he did not know personally. Passersby did not recognize him as a man nor did they notice the huge bulges in his body. He was carrying about twenty wired bombs strapped to his body, shielded under his clothes. As he made his way across the road, the sirens started blowing. The rally was approaching; the politician’s motorcade was arriving. The terrorists above were preparing themselves to shoot the guard cars, all replete with black cats who had dedicated their lives to the politician. He was sitting near the temple on a small, dusty bench, nervously waiting with every bone in his body rattling. His friend’s laconic instructions made him feel like a dummy. The cars started passing... approximately fifty cars loaded with security were confidently making their way through the busy street. He flinched when one of the guards loaded his rifle. Finally, he saw the politician’s car arriving. Slowly, he got up and pulled the veil over most of his face. This was the crucial moment. With the detonator on him, he pulled his finger near it, and then drew it back. His lachrymose face was now ashen. He muttered a small, comforting prayer and placed his hand near the detonator again. The images of his family raced through his head. His children and wife were all oblivious to the reprehensible crime he was about to commit. In the midst of all these thoughts, he suddenly seemed to realize the uselessness and futility of his act.

The politician’s car was now just seconds from arriving, but then there was a moment frozen in time which made him think. He was looking the seated man in the eye and the man was looking back at him. He thought about the children and wife of the man, his loved ones and relatives. He was just about to obliterate everyone’s lives and his own at the push of a button. This was ridiculous and he was being treated like a tawdry dummy, gullible and easily persuaded; now he regretted it. But now it was far too late. As the politician was at point blank range from him, he stared into the man’s eyes. Everything seemed to move so tardily... another moment frozen in time. He wanted to be released from this hell. He realized the terrible blunder he was in. What is the purpose of it all? Nothing... Nothing... That was when he turned around and began to walk away. The men above, not wanting to lose the opportunity, automatically pushed the detonator they had with them and it blew him up. At the push of a button every single person on the street was dead including the terrorist. He was dead along with many others, and he received no remuneration. Riya Philip, Grade 8

Mumbai – The City of Contradictions An utter waste of a city! Confusion stalks its streets and vain hopes live within the ones who call it home...Mumbai. A local political turmoil, a vain and underpowered attempt at the creation of what they call the great city. The heartless men here live off trickery and deceit and lost innocents are forced into survival mode. One would go to extremes as to calling this place a “life-ruiner”, but her natives call it “home”. One sees in this city, so compact and dense, minorities and neighbourhoods forced together. People here are interdependent, even though they appear to be uncooperative. A slight twitch in traditional ways sets off a wildfire like falling dominoes. It is often as if strings interconnect all the heads of the populace, and every time an individual

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falls, he or she pulls everyone down with him or her. This unique feature is not necessarily a negative aspect. The men and women here share a close bond, a bond so close that they surrender their awkwardness and attitudes to fit in and feel acceptance. Such is Mumbai. The city’s structure is far from commendable. The less urban are shattered and tainted with signs of distaste left by testosterone-filled youngsters. As for the more modern areas, it is far more bearable. Significant changes can be observed if one were to travel from Malad to town. One would notice how the trash-filled streets would slowly disperse into a more liveable choice. It would also be seen that the buildings would grow considerably taller and the roads considerably wider. Unfortunately, the town has lost all its social recognition. Back in the small and congested streets of Malad, people still see each other’s faces; one would see an aspiring young adult making his way to work or a mother returning home with a bag of vegetables to feed her children. However, in the heart of the city, where the streets are large and windows are tinted, contact is restricted to social networking sites and mobile phones; no one sees the other’s face anymore. It is astonishing how in the name of progression, one abandons all one’s values. Still, Mumbai is a city of great hopes. Warmth radiates from positive souls here, and decisions are respected. Trains are filled with many who are content to have survived the day, and beaches are shared by the ones who are hopelessly in love. Such is the beautiful place we call Mumbai. Vrishank Menon, Grade 9

Descriptive Writing – First Encounter She Is Not the Queen of England! I sank into the worn, wooden Starbucks seat. “Be calm,” I whispered to myself, “she’s only your future sister-in-law, not the Queen of England!” I looked around. Was I nervous? No doubt about it. My nerves were killing me. Probably it was because I had secretly arranged to meet with her, my brother’s future wife. Somehow, the bustle of my surroundings calmed my frantic mind. My eyes wandered around the room. I caught sight of a lady wearing a peach coloured silk shirt. It was just like the one I was wearing when I had met with Jonathan (he’s a pretty good big brother, so he flies in to meet me a lot). We were in “The Hare and the Tortoise”, a modern Japanese restaurant on Ealing Broadway, enjoying bowls of steaming hot rice and teriyaki salmon. That was when he had told me about Natalie. I glanced at my watch. It was four fifty nine. I had decided to be a bit early (we were meant to meet at five o’clock), so I had been at Starbucks for exactly fourteen minutes already. Just as I was about to officially announce that Natalie had been late, I saw a tall, slender figure, gracefully glide across the battered wooden flooring, in six inch heels. I was mesmerized by her aura. Her hair was a glossy, dark brown with soft waves. Two flawlessly round pearls adorned her ears, flattering her bronzed, tan skin. She wore a coral cut-out sleeve shirt, dark skinny jeans, and leopard print wedges. She did not seem as dull as I thought she would be! After all, she did work for a bank. She was closer now, almost at the seat opposite me. I guessed she had recognized my face, as, after scanning her surroundings, her face lit up, and she smiled as she noticed me. She had extremely white teeth! I could just about make out the colour of her eyes. They were a shimmery emerald green, partnered by long, charcoal black lashes. She seemed perfect! A split-second later, I found myself awkwardly staring at her outstretched arm. She sported a French manicure, a sign of high-maintenance. She wore an undeniably enormous diamond ring on her left ring finger… No prizes for guessing it was her engagement ring! I always knew Jonno had great

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taste in jewelry. Needless to say that he learnt from me, and the countless times I had dragged him into Tiffany and Co. Waking myself out of my daydream, I shook her hand. I was almost scared to touch it as it looked so pricelessly delicate! “You must be Amy!” she exclaimed with her radiant smile. “I’m Natalie.” “Yes,” I replied, “Jonathan has told me so much about you, Oh, you mustn’t tell him about us meeting, by the way. He’s not meant to know!” “I most definitely won’t; no need to worry,” she assured me. She seemed lovely. My dubiousness was unwarranted after all! AmyJoy Hendricks, Grade 9

Man and Horse to the Finish Line! Lined up, I could feel the sweat trickle down my spine, the adrenaline kick in and my horse’s heart pound against my right foot. The enormity of the competition hit me like a bolt of lightning. My pulse was racing, and I could sense even the slightest movement; everything around me seemed to slow down. I heard a distant shot and all of a sudden my horse was galloping. Over the roar of the crowd, I could hear the other riders constantly shouting words of encouragement while spurring their horses forward. I could feel their hooves hard against the brick red track, sending jarring sensations up my spine. Suddenly I was back at my training ground, galloping round my track, and I could hear my coach shouting just as I crossed the finish line, “Fifty seven point eight two seconds! You can do better than that Nick.” Words I had heard innumerable times in the past. All that training, the early mornings, the blood, sweat and tears boiled down to this moment. I was jolted back into the ‘real world’ and to my horror I saw that I was in fourth position. My stress mounted further when I felt my horse slowing down. “Faster Emanuel,” I urged, while digging my spurs into his muscular flanks. “Don’t let us down now, not after all that we’ve been through together,

” I implored through gritted teeth. As if in response, I felt him pick up speed. Almost in a blink of an eye, we surged past rider number three and two and were inching closer and closer to the leader. The finish line loomed ahead. Our bodies seemed to move in synchronicity as if we were bound together by an invisible force. Swiftly and surely we gained on the leader. I continued to exhort Emanuel and he responded by another burst of speed that took us past the leader as we crossed the finish line in a blur. Almost immediately we were thronged by people grabbing my hand and yelling congratulations as the cameras flashed continuously. My mouth was dry, and my heart was pounding hard against my ribs. I felt Emanuel tremble violently beneath me. A sense of exhilaration and pride rushed through me. We had done it, we had achieved the impossible. I hugged Emanuel; amidst the crowd, we had the moment to ourselves. “I knew you wouldn’t let me down, boy,” I whispered to him. Ashay, Grade 10

English: The Forgotten British Boon to the World A quintessential global language should undoubtedly possess certain characteristics. It should be easy to learn, understand, speak and write; however, this list is missing a vital element: most importantly, the global language should be able to bring the world and its different cultures together. This milestone has been achieved by an amicable British gesture: the proliferation of English. English has proven its ability to bring the world together not by its universality, but by its versatility. The language isn’t too culture-centric, and adapts to other cultures. Words and phrases from various languages have been incorporated by the Oxford dictionary: ‘déjà vu’ or ‘karma’. These words would be challenging to paraphrase in English to enable their universal comprehension. They have also made the world aware of cultures it was previously indifferent towards. For instance, the word ‘karma’ has sparked global interest in Hindu mythology and Indian philosophy.

businesses, hoardings, tickets and other socio-economic factions incorporate the language. This enables foreign tourists to visit the country and get a true sense of the culture . Imagine all the texts around you being in a foreign language that you can’t comprehend, and you will ironically comprehend my latter statement! From conversing, to asking for directions, English has been a boon for tourists and economies worldwide. English also undoubtedly hones the more orthodox characteristics of an ideal global language: the ease of learning, writing and speaking the language. It consists of only 26 letters of the alphabet, unlike the various Chinese dialects each encompassing a few thousand characters. Certainly, a monkey would prefer to write in Chinese, wouldn’t it? Although Spanish and French have been adopted from the same script as English, the monkey would have some difficulties understanding the accents in these languages. The language is also spoken by about ten times the population of its country of origin, unlike the scenario with Chinese dialects. Yes, the language does have some complications. Some letters, for instance the letter ‘g’ in the word ‘thorough’, are not meant to be pronounced. Yet, this is not as cumbersome a concept to grasp as accents in Spanish where even the direction of the accent makes a difference. Not only is this tougher for the monkey to comprehend, but also for people. Direction is vector geometry, vector geometry is math, and math is definitely not everyone’s cup of tea! The world’s most important language must be globally acceptable and used. Good old deserved English has attained this title and hopefully, shall retain it for centuries to come. Aryaman Jalota, Grade 10

Reflections... Our school’s vision, “Ready for the World, Ready for the Future”, is in sync with my thoughts as I move towards completing my IB program. A distant dream which began five years ago is now an inevitable reality. This journey has had its fair share of twists and turns, but we have come through it together as a class. Personally my experience has been memorable to say the least. It has transformed an uncoordinated introvert into a confident young man with a hint of maturity and responsibility. While words are not enough to convey my thoughts, feelings and emotions, there is an overwhelming sense of gratitude towards all my teachers and friends who have made my moments at SIS memorable. The many teachers who have taught me for varying time periods have each left an impression upon me with their caring nature and diligence towards their work. More often than not they have sacrificed their personal interests to help me. Then there are my friends who have begrudgingly tolerated my constant barrage of irritating and out of context comments and yet been so nice to me. Just for the record these were all my attempts at making conversation about impersonal and academic topics. Nevertheless, as I venture into the world outside, I leave SIS with a sure understanding of my abilities and short comings. This transition into reality is scary as I have lived the dream here at SIS for five long years. Peace out.

The True Face of Mumbai High rises Offices Malls at every nook Cement roads Fancy cars There’s more to it than how it looks. The slums The hawkers The crowd The traffic The unplanned growth There’s more to it than how it looks. Beneath the roads lie potholes

Kanak Pansari , Grade 12

Below the glass building a slum develops Above the trains travel as many as inside it Within the city exist parallel worlds From beggars to big shots There’s more to it than how it looks. People from different strata of society Live together but don’t One’s boss is another’s employee Yet they’re alike in many ways The city isn’t as it appears There’s more to it than how it looks. Ananya Somani, Grade 11

English has also been credited for its contribution to tourism. In India, not only do most novelists write in English, but

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Hindi

vusd fopkj ,d y{; esjs ekrk&firk ds fopkj vkSj esjs fopkjksa esa esy vlaHko lk yxrk gSA vyx&vyx ihf<+;ksa ds fopkj rks vo’; gh gksaxs] ij vxj bu foijhr fopkjksa dks ,d nwljs ut+fj;s ls ns[ksa rks budh viuh&viuh [kkfl;r ,oa [kwfc;k¡ gksrh gSA fopkjksa esa vUrj ftruk Hkh gks] gj ih<+h dk y{; rks ,d gh gS] vkSj og gS] mUufr ikukA mUufr ikus ds fy, rks ifjJe egŸoiw.kZ gSA vkf[kj ifjJe dk Qy ehBk gksrk gSA ;gk¡ ns[ksa rks yxrk gS nksuksa gh ih<+h ds yksx esgurh gSA QdZ bruk gS fd vkt gekjs ikl rduhdh [kwfc;k¡ gS e’khuksa dh Hkjekj gSA gekjs ekrk&firk ds le; bruk vf/kd vfo"dkj ugha gks ik;k FkkA vr% ge ns[ksa rks mUgksaus gels vf/kd esgur dh FkhA

;g Hkkjr ns’k gS esjk

,drk gS cy

tc tc ns[kk ogk¡ losjk

ikuh dh ,d cw¡n Vidh Vi

;gk¡&ogk¡ gS FkksM+k v¡/ksjk]

cspkjh vdsyh cw¡n]

ia{kh djrh ;gk¡ clsjk

iaNh vk;k] mls ih x;kA

;g Hkkjr ns’k gS esjkA

iqjoS;k vkbZ] mls mMk ys xbZ]

rhu fn’kkvksa ls ikuh us gS ?ksjk

vk¡xu dh ekVh us mls lq[kk fn;kA

izÑfr dk ;g migkj lqugjk

fQj ,d lkFk fxjh nwljh] rhljh] pkSFkh cw¡n]

dbZ Hkk"kkvksa dk ;g ns’k]

cw¡n&cw¡n djds rkykc Hkj x;k]

fQj Hkh gS ;g gekjk Lons’kA Hkxoku dk ;g vkf’kokZn ;gk¡ lHkh dk gS Lojkt] lksus pk¡nh dk gS Msjk

ij ih<+h dh laLÑfr;ksa esa Hkh varj fn[krk gSA ekrk&firk fcuk lksps le>s jhfr fjoktksa vkSj /keZ dk ikyu djrs Fks D;ksafd ;g lc muds iwoZtksa ls lkSiksa tkrk FkkA vkt gesa bu lHkh ckrksa ij izÜu mBkus dk vf/kdkj gS cfYd ge ,d u;h laLÑfr dks tUe Hkh ns nsrs gS] tks vf/kdkj ml le; ugh FkkA

;g Hkkjr ns’k gS esjkA fj;k vo=s] d{kk & 9

ykyph dcwrj ,d ckj dh ckr gS] fdlh taxy esa ,d cM+k lk isM+ FkkA ml isM+ ij izfrfnu cgqr ls i{kh vkdj foJke djrs FksA ,d fn ,d cgsy;s us i{kh idM+us dh bPNk ls ogk¡ pkoy nkus QSyk fn;s vkSj mlds Åij tky fcNk fn;k rFkk Lo;a ,d isM+ ds ihNs fNidj cSB x;kA

djksM+ksa cw¡ns ,d gksdj ygjkbZ mlesa lkxj dh lh rkdr rvkbZ iaNh mls ih u ldk] iqjoS;k mMk u ldh] ekVh vk¡xu dh lq[kk u ldhA cw¡n&cw¡n ls curk gS lkxj] Qwy&Qwy ls f[kyrk gS peu]

tkuojksa dk esyk

ekrk&firk dh ih<+h dks Hkkjr ns’k ls cgqr yxko gSA os gels vf/kd ns’k izseh gS] ij ;g vf/kd nqHkkZX; dh ckr gS fd geesa ,sls cnyko vk, gSA xkSj ls lkspk tk, rks blds ykHk Hkh gSA gekjh ih<h vUrjkZ"Vªh; ih<+h gSA vkt lEidZ vfo"dkjksa ds ek/;e ls nwljs ns’kksa dh laLÑfr dks tkuus le>us dk ekSdk feyrk gS] blh otg ls vkt Hkkjrh; nqfu;k ds gj ns’k esa jgrs gSA

?kj&?kj ls gksrh gS cLrh] ,drk esa gh gS rkdr cLrhA nsfodk fiYybZ] d{kk & 7

'kksj epk vycsyk gS tkuojksa dk esyk gSA ou dk ck?k ngkM+rk gkFkh [kM+k fp?kkM+rk] x/kk tksj ls jsadrk dwdwj Hkksa&Hkksa HkkSdrk]

ihf<+;ksa dk vUrj ftruk Hkh gks] geas vius y{; ls gVuk ugha pkfg,A gesa feytqy dj jguk pkfg, vkSj ,drk ds lkFk lQyrk ikuk pkfg,A ftl esy&tksy ds lkFk lfn;ksa ls yksx jgrs vk jgs gSA

cM+s ets dh csyk gS tkuojksa dk esyk gSA xS;k ca/kh jaHkkrh gS

vk;Zeu tyksVk] d{kk & 10

ckx ds Qwy] xqykc] twgh ge gSa ?kj ds QwyA xq¡ts gekjh tc fdydkjh [kqf’k;k¡ ge ij tk,¡ okjh nq%[kMs tk,¡] tx ds Hkwy

cdjh rks fefe;krh gS]

ge gSa ?kj ds QwyA

?kksM+k fgufgukrk dSlk

ge u pkgsa tgku dh nkSyr

Mksa;&Mksa; MqaMds HkSalk]

cl] FkksM+k lk I;kj eqgCcr]

cf<+;k jsye&jsyk gS

fey tk, rks dj ys dcwy

tkuojksa dk esyk gSA

ge gSa ?kj ds QwyA

pSu dksgyh] d{kk&3

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?kj ds Qwy

Lusgk vjksM+k] d{kk & 8

dqN le; ckn ml isM+ ij ,d dcwrjksa dk >q.M vkdj foJke djus yxkA rHkh mldh utj pkoyksa ds nkuksa ij iMhA nkus ns[kdj mudh Hkw[k tkx mBh vkSj os nkus pqxus ds fy, tkus yxsA rc muds eqf[k;k us mUgsa le>k;k fd mls bu nkuksa ds ihNs dqN xM+cM+ yxrh gS] blfy, mUgsa ;g nkus ugha pqxus pkfg,A ij dcwrjksa us vius eqf[k;k dh ckr ugha lquh vkSj nkus pqxus ds fy, pys x;sA lkjs dcwrj tky esa Q¡l x,A mUgsa vius eqf[k;k dh ckr u ekuus rFkk ykyp djus dh ltk fey xbZA fQj muds eqf[k;k us mUgsa ,d fn’kk esa mMus ds fy, dgk rFkk lc dcwrj tky ds lkFk ,d gh fn’kk esa mMs vkSj cgsfy;k ns[krk gh jg x;kA lc dcwrj vius eqf[k;k ds nksLr pwgs ds ?kj tk igq¡psA pwgs us vius iSus nk¡rksa ls tky dkVdj dcwrjksa dks eqä dj fn;kA dcwrjksa us izk.k cpkus okys uUgsa pwgs dks cgqr&cgqr /kU;okn fn;k vkSj lc dcwrj uhys vkleku esa fQj mM x;sA bl rjg gesa irk pyrk gS fd gesa dHkh ykyp ugh djuk pkfg, vU;Fkk ge Hkh dcwrjksa dh rjg ladV esa Q¡l ldrs gSA lkFk gh lkFk gesa ;g Hkh f’k{kk feyrh gS fd ,drk esa gh 'kfä gSA xzhuk 'kkg] d{kk&7

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ckfj’k

ck?k cpkvks

igsfy;k¡

>e&>e ckfj’k cjls gesa ck?k dks cpkuk pkfg, D;ksafd ck?k gekjk jk"Vªh; i’kq gSA

fVi&fVi cw¡ns fxjrs] xM+&xM+ ckny xjts Ni&Ni [kPps [ksyrs

ck?k /kjrh dh 'kksHkk gSA ;g Hkkjr dh 'kku gS vxj ge bls cpk,¡xs rks gekjh vkusokyh ih<+h vius jk"Vªh; i’kq dks ns[k ik,¡xhA

>e&>e ckfj’k cjlsA

lwjt lwjt dk xksyk vk;k ns[kks vk;k

vk’kh"k f=osnh] d{kk & 5

taxy dh lSj

pqids ls ckgj fudyk] ,d fnu eSa vius ifjokj ds lkFk taxy dh lSj djus xbZ FkhA tc ge taxy dh lSj dj jgs Fks rHkh cgqr lkjh vyx&vyx rjg dh vkokt+s vkus yxhA

vkSj lcls cksyk eq>ls] rqels] mlls] blls tkxks&tkxks vk;k lwjt dk xksykA

ek¡

dHkh u Mjrh] dkuksa esa eSa fVd&fVd djrhA

Hkkjr

dHkh fdlh ls ugha vdM+rs]

lcls lqanj lcls U;kjk]

tks mudks NksM+ dj Hkkxs

lkjs tx dh 'kku fujkyh

jkg esa dk¡Vs mldks ykxsA

xaxk&;equk bldh 'kku Hkkjr I;kjk ns’k egkuA

vk¡py dh [kqf’k;ksa dks

ns’k gekjk] ns’k gekjk LoxZ ls lqanj ns’k gekjkA ;s caxkyh] ;s xqtjkrh lc gSa ,d fn;s dh ckrhAA

eNyh jkuh

yksjh dh Fkifd;ksa ls liuksa dks txkrh gS ek¡] R;kx dh Lo;a ewjr cudj tx esa egku curh gS ek¡]

pSu] d{kk & 5

lex xokg gS] nqfu;k dk

cksyks rks fdruk gS ikuhA dNq, HkS;k D;k crykÅ¡ lHkh rjQ ikuh gh ikuhA eNyh ckgj vkvks rks vkiuk ukp fn[kkvks rksA dNq, HkS;k dSls vkÅ¡

bfrgkl u;k jpkrh gS ek¡A

esjk thou gh gSa ikuhA

IykfLVd

thou ikou cukrh gS n;k&{kek dh lfjrk gS ek¡

IykfLVd dk iz;ksx de ls de djuk pkfg,A

yxrk lc dqN euHkkou

[kkuk IykfLVd dh FkSyh esa dHkh ugha ykuk pkfg,A

tc Hkh dksbZ iqdkjs ek¡A

ckt+kj diM+s dk FkSyk ysdj tkuk pkfg,A

eerk dk lkxj gS ek¡]

dqN pht+s iqu% iz;ksx esa ykbZ tk ldrh gSA dkxt+ dh iqucuh phtksa esa ;g fpUg cuk gksrk gSA

usg dk >jrk >juk gS ek¡A iyd uk;d] d{kk & 6

;s iatkch] ;s eæklh ge lc HkkbZ HkkjroklhA ftlds csVksa us lfn;ksa ls /kjrh dk J`axkj l¡okjkAA

eNyh jkuh] eNyh jkuh

gekjs fo|ky; esa fgUnh fnol 14 flrEcj dks euk;k x;kA ml fnu geus ^vkvks Hkj ys [kqf’k;k¡* uked ukVd fd;kA ;g ukVd ge igyh] nqljh vkSj rhljh d{kk ds Nk=ksa us feydj fd;kA bl ukVd esa /kjrh ij lcus feydj ?keaMh tqxuw dks feydj lcd fl[kkrs gSaA gekjk ukVd lcdks cgqr vPNk yxkA

cPpksa ij yqVkrh gS ek¡]

[kq’kh tSu] d{kk & 5

esjh ek¡ esjh ek¡ gS cM+h I;kjh] nqfu;k esa gS lcls U;kjhA lcdk /;ku gS og j[krh eq>s esjh ek¡ vPNh yxrhA gj jkr eq>s lqykrh vPNh&vPNh dgkfu;k¡ lqukrhA cgqr I;kj eSa muls djrh muds fcuk u eSa th ldrhA fguy] d{kk & 5

vjf’k;k vkuan] d{kk & 5

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fefgj HkkyksfV;k] d{kk & 5

ns’k gekjk

eerk dk lkxj gS ek¡

fgUnh fnol

tokc% ?kM+h] twrs

;’k rkEcs] d{kk & 5

uUnuh iVsy] d{kk & 6

usg dk >jrk >juk gS ek¡A

gSa] lcds iSjksa esa iM+rs

Hkkjr I;kjk ns’k gekjk

d.k d.k esa NkbZ gfj;kyh]

taxy dh lSj esa ge yksxksa us cgqr rjg ds tkuoj vkSj ia{kh ns[ksA esjk lcls euilan tkuoj 'ksj vkSj rksrk gSA taxy esa cgqr gfj;kyh FkhA taxy cgqr cM+k vkSj [kwclwjr FkkA tc eSaus ftjkQ dks [kkuk f[kyk;k rc esjs gkFk fpifpik gks x,A ;g rhu ?kaVs dk lSj cgqr gh vPNk FkkA

fj;k Hkkj}kt] d{kk & 6

esgur ls eSa

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fgUnw] eqfLye] fl[k] blkbZ lnk jgs gSa HkkbZ&HkkbZA dksbZ ugha dj ik;k ek¡ dh eerk dk c¡Vokjk] ns’k gekjk] ns’k gekjkAA Jo.k] d{kk & 5

La diversité culturelle en Belgique – Cultural diversity in Belgium

French

L'île de Sein L'île de Sein - De toutes les îles de Bretagne, la minuscule île de Sein, est la plus extraordinaire. les maisons du village sont regroupées dans une petite zone offrant un abri contre les vents. L’île de Sein a deux visages: elle apparaît parfois accueillante et ensoleillée et parfois il y a une brume épaisse ou un vent hurlant. Zeel Mehta (French Ab initio), Grade 12

L'île de Bréhat L'île de Bréhat est le paradis des amoureux de la nature. Les voitures y sont interdites. Ce n’est pas étonnant puisque ses faibles dimensions permettent parfaitement de la découvrir à pied ou à vélo. En vous baladant, vous allez comprendre pourquoi elle est surnommée l’île aux fleurs’…et pourquoi tant d’artistes se sont inspirés de Bréhat. Zeel Mehta (French Ab initio), Grade 12

La Belgique est l'un des nombreux pays connus pour ses différentes cultures et traditions. Au Nord de la Belgique il y a les Pays-Bas, à l’Est il y a l’Allemagne et au Sud il y a la France.

Il y a deux régions en Belgique: la Flandre et la Wallonie. There are two areas in Belgium: Flandre and Wallonie.

Belgium is a country known for its different cultures and traditions. The Netherlands are located in the North, Germany in the East and in France is Southern.

Zeel Mehta, (French Ab initio), Grade 12

Les langues: la Belgique, divisée entre Wallons et Flammands

Languages: Belgium, divided between Wallons and Flammands.

En 1993, le royaume de Belgique devient officiellement un Etat fédéral, dans lequel coexistent deux communautés culturelles et linguistiques. Il y a trois langues officielles: le néerlandais (59% de la population le parle, essentiellement en Flandre), le français (40% de la population en Wallonie) et l’allemand (1% le parle en Flandre). A Bruxelles on parle français et néerlandais.

In 1993, the kingdom of Belgium officially became a federal state, in which coexist two cultural and linguistic communities. There are three official languages: Netherlands (59% of the population in Flandre area), French (40% in Wallonie) and German (1% in Flandre area). In Bruxelles, people speak French and Netherlands.

Mon ami Il s’appelle Shrey Srivastava. Il est né le 13 juillet 2000 et je le connais depuis l’âge de 7ans. Il vit en Angleterre, dans une petite ville Harrow sur la colline. Il va dans une école préparatoire qui s'appelle Alpha. Il joue de la batterie. Il aime dessiner. Maintenant je suis en Inde et lui est toujours en Angleterre mais je me souviendrai toujours de lui. Au revoir mon ami. My friend My friend’s name is Shrey Srivastava. He was born on 13 July 2000 and I have known him since I was seven. He lives in England, in a small town called Harrow on the hill. He goes to a school called Alpha Preparatory School. He plays the drums. He loves to draw. Now I am in India and he is still in England, but he will always be remembered by me, goodbye my friend. Aditya Singh (French Foundation), Grade 7B

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Aryesh (French B SL), Grade 11

Les langues régionales de France Regional languages of France

L’interdiction du voile en France

Querida mamá,

Spanish

Hola! ¿Cómo está usted? Como está el clima ahora en Mumbai? Es muy agradable en Nueva York y estoy muy bien. La semana pasada yo tuve una cena informal con mis amigos.

C’est quoi la laïcité? C’est un principe, une loi qui a été votée en 1905 en France et selon laquelle la religion et l’état sont clairement séparés. Qu’est-ce que ça veut dire ? L’église ne peut pas intervenir dans les décisions de l’état et l’état ne peut pas intervenir dans la vie religieuse. Théoriquement, c’est simple mais dans la vie de tous les jours, ça a crée une grande controverse sur le port du voile. Est-ce que le voile est contraire au principe de laïcité ? En France, les signes extérieurs de religion sont interdits donc le gouvernement a interdit le port du voile à l’école. Si les catholiques ne peuvent pas porter la croix, estce que c’est juste de permettre aux musulmans le voile ? Est-ce que le voile est une barrière pour se faire des amis ? Mais cette loi est-elle toujours positive ? Ça inquiète les musulmans de France. A cause de cela, il y a des manifestations dans les rues et certaines jeunes filles musulmanes n’assistent plus aux cours. Qui a raison ? Y-a-t-il une solution ou un compromis possible ?

The ban of the headscarf in France What is the principle of “laïcité”? It’s a law voted in 1905 in France, according to which religion and government are clearly separate. What does that mean? The church cannot interfere in the decisions of the state and vice versa. Theoretically, it’s simple but in everyday life, it has created a huge controversy regarding the headscarf. Is the headscarf contrary to the principle of “laïcité”? In France, external symbols of religion are banned at school therefore the government has banned the headscarf at school. If Catholics cannot wear a cross, is it fair that Muslims wear the headscarf? Can the headscarf be sometimes a barrier to make friends? Is this law always positive? Muslims of France are worried. Some protest in the streets and some girls have stopped going to school. Who is right? Is there a solution or a possible compromise? Yash Bhagat (French B SL) , Grade 11

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English Hello Hi Yes No Thank you Good bye Sorry

French Bonjour Salut Oui Non Merci Au revoir Pardon

Euskara Kaixo Hola Bai Ez Eskerrik asko Agur Barkatu

La langue nationale de la France, c’est le français, bien sûr, mais vous entendez parler d’autres langues dans les régions. Il y a en effet six langues régionales principales: l’alsacien, le breton, le basque, le catalan, l’occitan et le corse. Il y a des émissions de télé en breton, par exemple, des journaux en basque et en occitan. La langue basque (Euskara) et le français sont parlés dans le Pays Basque. French is the national language of France of course but you may hear some other languages in certain areas. Indeed, there are six main regional languages: Alsatian, Breton, Basque, Catalan, Occitan and Corsican. There are TV programmes in Breton for instance or newspapers in Basque and Occitan languages. Basque language, named « Euskara » and French are both spoken in the Basque Country area. Sudharshan Iyer (French B SL), Grade 11

Yo decidí a preparar una variedad de platos de comida que incluyen los platos tradicionales de India como “Kadhai Paneer” y el pan que llamamos “Naan”. En adición preparé algunos platos locales de Estados Unidos como el pollo y el sándwich de jamón. La idea para preparar una variedad de platos fue para disfrutar la gastronomía diferente de dos culturas con más influencia en todo mundo.

La puerta de colores. Mi primer color es el verde es el color de los árboles y la hierba, amarillo es el color del sol y latón, marrón es el color del bollo y el oso, negro es el color de la noche y el cabello, púrpura es el color de la pitahaya y la uva, blanco es el color del arroz y la cinta de primeros auxilios, rojo es el color de la rosa y la cereza, rosa es el color de los labios y la frambuesa, azul es el color del mar y cielo, mostaza es el color del cielo al atardecer, melocotón es el color de los dedos de los pies y nariz. El mágico hechizo lo digo ante usted. Ahora, por favor, escucha y abierta la puerta, dejar el color del cielo reflejarse en mis ojos. Meha Patel, Grade 7B

The door of colors. My first color is green; the color of trees and grass is, Yellow is the color of the sun and brass brown is the color of the bun and the bear, black is the color of the night and hair Purple is the color of the dragon fruit and grapes, White is the color of rice and first aid tape, Red is the color of the rose and cherry, Pink is the color of the lips and raspberry, Blue is the color of the sea and sky, Mustard is the color of the sky at sunset, Peach is the color of the toes and nose. The magical spell I say to you. Now, please listen and open the door, leave the color of the sky reflected in my eyes. Meha Patel, Grade 7B

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Mis amigos que tú conoces, llegaron a mi casa a los ocho de la noche. Tuvimos un tiempo muy agradable. También con esta cena yo ahora tengo un buen conocimiento de la vida social en Nueva York y sus características diferentes de la vida social en Mumbai, India. Tu hijo siempre, Kanak Pansari. Kanak Pansari, Grade 12

Dear mom, Hi! How are you? How is the weather in Mumbai? It’s very pleasant here in New York and I am fine as well. In the weekend that went by I had friends over for a dinner. I decided to prepare a variety of dishes for the dinner. They included traditional Indian dishes such as “Kadhai Paneer” and “Naan”. In addition I also prepared some local American dishes like chicken and ham sandwhich. The idea was to make dishes gastronomically different of the 2 most influential cultures in the world. My friends, whom you know of, arrived at my house by 8’o clock in the evening. We had a very pleasant time. Due to this dinner I now have a better understanding of the different characteristics of social life in both New York and Mumbai. Your loving son, Kanak Pansari Kanak Pansari, Grade 12

Mi día en el colegio!!

A day in my school

Mi día en el colegio ha sido muy entretenido hasta ahora, eso es porque a mí me encanta el primer día del ciclo de la semana y también porque disfruté mi día con mis amigos y mis profesores.

As of now my days in school has been very entertaining,

Yo vivo en el colegio, entonces en las mañanas voy a desayunar y luego voy para mis clases, pero hoy cuando fui a desayunar y fui a mi clase temprano, vi a uno de mis amigos, lo saludé y empezamos a revisar nuestra tarea para hoy y ver si teníamos las mismas respuestas. Cuando entré a clases no me estaba sintiendo muy bien, porque me dolía la cabeza así que me costó prestar atención en clases (mi primera clase era ingles con Ms Kara), pero si preste atención, entonces cuadro me empezó a sentir mejor fui a mi segunda clase que fue matemáticas y mi tercera clase que fue química Después de mi recreo fui para la clase de arte mientras hacíamos nuestro trabajo la señora Mullick vino a ver lo que hacíamos, antes que ella entrara a nuestra clase, todos nosotros estábamos hablando y trabajando y cuando ella entró todos nos callamos inmediatamente y eso fue un silencio muy extraño, después de arte fui a geografía y luego fui a “ICT” y en esta clase nosotros creamos un blog para nosotros mismos y eso fue muy divertido. Después de mi almuerzo fui a español, y empecé a escribir en este pedazo de papel. Cuando español se acabó yo fui a C.C.A (deportes), y después de eso fui al campo del colegio y empecé a caminar con una amiga y mientras caminábamos empezamos a hablar. Cuando regrese al internado fui a ducharme y después de eso fui a Tabasco (el lugar donde comemos comida chatarra).

Poema de amor Tú eres el diamante, que quiero llevar Tú eres la flor, que quiero oler Tú eres el libro, que quiero leer. Tú eres la belleza, que quiero valorar. Tú eres la persona, que quiero admirar. Tú eres la estatua, que quiero moldear. Tú eres la brisa, que quiero sentirme. Tú eres la persona con quien quiero vivir Tú eres el mundo en que quiero vivir.

because I like the very first day of my school and also I enjoyed my days with my friends and my teachers. I live in the school residence hence every morning I go for my breakfast and later I go for my classes. But today when I went for my breakfast and then my class early, I saw one of my friends, greeted and we began revising our work of today to see if we had the same answers. When I entered the class, I wasn’t feeling well as I was having headache and that was making it difficult for me to pay attention during the classes (my first class was with Ms. Kara). I started feeling better in my second class which was mathematics and my third class which was chemistry. After my break I went for the art class, while we were doing

Mi rutina.

Por IB 11 Español Ab-initio

*Primero en la mañana yo me cepillo mis dientes y me pongo el uniforme. Después como fruta y tomo café en el desayuno luego, voy en el carro a mi escuela. Más tarde yo estudio en clase inglés, español y matemáticas.

before she entered our class, we all were talking and

*Yo almuerzo a las 11:30. Cuando la hora de almuerzo termina yo tengo clase a las 12:10 y luego tengo deportes (CCA) a las 12:50. Al final yo tengo dos clases más y luego voy a casa a las 4:00 de la tarde.

working but when she entered we were all quiet

Tara, Grade 5

our work Mrs. Mullick came to see what we were doing,

immediately and that silence was very strange. After the art class I went for the geography and then for ICT and in our ICT class we created a blog for ourselves and that was fun. After lunch I went for Spanish and began to write in a piece of paper. After Spanish I went for CCA and later went to the school field and began to walk with a friend and while walking we began talking.

Mi rutina. *First in the morning I brush my teeth and wear my uniform. Later I eat some fruits and drink coffee for breakfast then I go by car to my school later on I study in class English, Spanish and mathematics. *I have lunch at around 11:30 when the lunch period is over I have a class at 12:10 after I have CCA class at 12:50. At the end I have two more classes after that I go home at around 4:00 in the afternoon. Tara, Grade 5

When I returned back to my hostel I went for a shower and later went to Tabasco (the place where we eat junk food).

En este momento he terminado de escribir en este pedazo de papel (en el laboratorio de computación).

Now I have finished my work in this piece of paper (in the

Actividades

Activities

computer lab)

Te veo mañana mi querido diario.

See you tomorrow dear diary.

Yo me miro en el espejo Tú escribes en el cuaderno Nosotros trabajamos en oficina Ella estudia en clase El lee el periódico Yo conjugo los verbos Yo hago helado Tú respondes a la profesora Yo vivo en Mumbai Tú tienes muchos pasteles Ellas hablan español Ellos escuchan música Yo preparo pastel Yo canto muy bien Aliya, Grade 6

1- I look at myself in the mirror 2- You write in the notebook 3- We work in office. 4- She studies in class 5- He reads the newspaper 6- I conjugate the verbs 7- I make ice- cream 8- You replay to the teacher. 9- I live in Mumbai 10- You have many cupcakes 11- They speak Spanish 12- They listen to music 13- I prepare a cake

Ashika, Grade 7B

Aliya, Grade 6

A love poem You are the diamond, which I want to wear You are the flower, which I want to smell You are the book, which I want to read You are the beauty, which I want to value You are the beauty, which I admire. You are the statue, which I want to carve You are the breeze, which I want to feel You are the person with whom I want to live You are the world in which I want to live. By IB 11 Spanish Ab-initio

Mi horario Por la mañana me levanto a las 6 de la mañana, me ducho, me pongo el uniforme de mi escuela. Mas tarde como mi desayuno, luego tengo clases y después nosotros vamos a comer el almuerzo a las 11:30 de la mañana, después del almuerzo tenemos otra clase, cuando termina vamos a jugar en el jardín. Al final tenemos dos clases más y luego nosotros nos vamos a casa donde descansamos mucho. Aneesh Rohira, Grade 4

My routine In the morning I get up at 6 am, have a bath, wear my school uniform. Later I eat my breakfast, later have class and lateron all of us have lunch at 11:30 am, later after lunch we have one more class, when this is finished we go to play to the garden. At the end we have two more classes and then go home where we relax very much. Aneesh Rohira, Grade 4

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Opinión personal sobre “Una vida saludable”

En una sociedad que convive con el miedo, la solución más fácil sobrevivir como cobardes. Estoy de acuerdo con el punto de visto de la frase. Es siempre más fácil sobrevivir como cobardes pero eso no puede resolver el problema, solo va a aumentarlo. En mi opinión, en una sociedad que convive con miedo, la gente necesita ser valiente y luchar por sus derechos. Aunque ellos les faltan es importante que no vivan con el miedo. Creo que cuando alguien vive con el miedo no sabe sus límites y se acepta el dolor sin límites porque se piensa que es más fácil. No es sano convivir con el miedo. Al contrarío nosotros pensamos y sentimos, juntos. En una vida es más difícil vivir con el miedo porque es difícil hacer algo cuando solo se puede pensar en sus miedos y no pensar nada más. Yo pienso que la gente le parece que es más fácil vivir como cobardes pero no se puede ver los efectos y las consecuencias de vivir como cobardes. También muchas veces los matones son matones porque piensan hay sola una opción de vivir, y es como los cobardes. Es posible mantener un equilibrio entre el cobarde y el matón. Con este equilibrio alguien puede vivir sin miedo y eso es más fácil que todas otras opciones. Manasi Goel, Grade 11

Creo que la vida sana es necesaria para tener la vida activa. Para lograr la meta hay que seguir un régimen. Debemos seguir un horario de alimentación adecuado y ejercicios. Una dieta equilibrada es muy importante para vivir una vida saludable. Hago ejercicio todos los días con el fin de mantenerme en forma. Me levanto por la mañana y hago yoga, bebo mucha agua y jugos para no deshidratarme. Por la mañana, para mi desayuno, tomo muchas frutas, cereal y tomo un café. Para el almuerzo, tengo ensaladas y pescado. El pescado es muy bueno para una vida saludable. Pienso que una dieta equilibrada es muy importante para todo el mundo. En mi tiempo libre, me gusta leer libros y también me gusta tomar un poco de jugo de frutas. En mi opinión, hay que beber mucha agua. No prefiero la carne roja porque tiene mucha grasa. Me gusta comer las nueces por la mañana, ya que es bueno para nuestro cerebro. Me gusta comer zanahorias ya que son muy buenos para nuestros ojos. También me gusta beber jugo de tomate, ya que es bueno para la circulación de la sangre. En mi opinión, todo el mundo debería tratar de seguir una vida sana y una dieta equilibrada. Porque una vida equilibrada es necesaria para vivir saludable. Hacer ejercicios es muy importante para una vida sana. Shruti, Grade 11

The easiest solution is to survive like a coward in a society which lives with fear

Views about “Healthy life”

I agree with this point of view. It is always much easier to live like a coward but it cannot solve the problem as the problem will only increase. In my opinion a society that lives with fear, people need to more courageous and fight for their rights. It is important not to live with fear. I think that when one lives with fear they don’t know their limits and just accept the pain as they think it is much easier. It is not healthy to live with fear. On the contrary we think and feel it together. In a life it is more difficult to live with fear and not think much. I think that the people find it to be easier living with fear without understanding effects and consequences of living like a coward. Also many a times the victim(bully) think that there is only one option to live and that is like a coward. It is possible to strike a balance between a coward and a bully. With this balance someone can live without fear and that would be easier than other options. Manasi Goel, Grade 11

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I think that healthy life is required for active. In order to achieve this goal one has to follow a diet. We must follow an appropriate routine for food and exercise. A balanced diet is very important for a healthy life. I do exercises everyday in order to stay fit. I get up in the morning and practice boat, drink a lot of water and juices so that I don’t get dehydrated. For my breakfast in the morning I eat fruits, cereals and drink coffee. For my lunch I eat salads and fish. Fish is very good for a healthy life. I think that a balanced diet is very important for everyone in the world. In my free time I like to read and also like to drink some fruit juices. In my opinion one has to drink a lot of water. I don’t prefer red meat as it contains a lot of fat. I like to eat nuts in the morning as it is good for our brains. I like to eat carrots as they are good for our eyes. I also like to drink tomato juice as it is good for blood circulation. In my opinión everyone in the world must follow a healthy life and a balanced diet. A balanced life is necessary for a healthy life. Exercising is also important for a healthy life. Shruti, Grade 11

Holi y Tomatina Buenos días: Os presento la fiesta de Holi en India y la fiesta de Tomatina en España. Voy a contar las semejanzas entre las dos fiestas. Se celebra la Tomatina cada ano en la ciudad de Buñol de Espana. Para la fiesta ellos piden más que cien toneladas de tomates. También la fiesta está más conocida como la lucha más grande del mundo de los alimentos. Una semana antes de la fiesta también empieza la fiesta de música y baile en las calles de Buñol. Y un día antes por la noche hay un concurso de Paella. El dia de la fiesta aproximadamente 30.000 a 40.000 mil personas viene de todas las partes para participar en la gran lucha. Empieza la fiesta a las 11:00 de la mañana. Los tomates vienen de la provincia de Extremadura que es famosa por los tomates y también son baratos. Al contrario Holi que también se llama fiesta de colores se celebra en todas las partes de la India. Se está celebrado en Braj, una provincia en el norte de India. Es el lugar de nacimiento de Dios Krishna. En lugar de tomates las gentes juegan con polvos de colores y a veces colores mojados en agua. Un dia antes ellos queman “Holika” y las gentes bailan y cantan. Y con Holi llega la estación de primavera. Ese día los amigos y los parientes se abrazan. Las casas preparan diferentes tipos de dulces. Shruti, Grade 11

Holi and Tomatina Good Morning, I would like to present to you all the festival of Holi in India and the festival of Tomatina in Spain. I will narrate the similarities between the two festivals. The festival of Tomatina is being celebrated very year in Buñol, Spain. Hundred tons of tomatoes are required for the festival. The festival is also known as the biggest fight in the world for food. A musical and dance fest begins a week before the festival in Buñol. And a day before there is a Paella contest. On the day of the festival 30,000 to 40,000 comes from all parts come and participates in this great fight. The tomatoes are brought from the Extremadura province of Spain which is famous for tomatoes and it is cheap. On the contrary the festival of Holi is also called as the festival of colours in all parts of the world. It is celebrated in Braj, in the northern province of India. It is birth place of Lord Krishna. A day before they burn “Holika”, people sing and dance. The

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spring season comes with Holi. That day friends and relatives embrace each other. Different sweet dishes are prepared in each house. Shruti, Grade 11

Más que un lugar (More than one place)

Perú es un país ubicado en Sudamérica. El nombre “Perú” viene del quechua y aimara (lenguas nativas del Perú) “Piruw”. Pero Perú es más que su nombre en quechua, Perú es un sentimiento, es una pasión. Perú para mí y 30 millones de personas mas es llevar la blanquirroja (la bandera de Perú es rojo, blanco, rojo) en el corazón. Es cantar y sentir el himno nacional. Perú es muchas cosas. Lo más importante de Perú es su cultura. La cultura peruana viene desde hace miles de miles de años con Caral, la primera ciudadela en las arenas de Sucre. Luego vinieron los Mochicas, Virus, Waris, Chachapoyas (Culturas peruanas antes de la conquista de los incas) y al final los Incas. Los Incas hicieron florecer la cultura peruana con Machu Picchu, sus andenerías, los quipus y sus templos. Pero Perú sigue siendo más que sus culturas. En Perú existen tres zonas geográficas la costa, la sierra y la selva. Esas tres zonas enriquecen la cultura general peruana y hacen que el país sea multicultural Peru is a country located in South America. The name "Peru" comes from the Quechua and Aymara (native language of Peru) "Piruw". Peru is more than its name in Quechua, Peru is a feeling, is a passion. Peru for me and 30 million people is to have blanquirroja (the Peruvian flag is red, white, and red) in the heart. When you sing the national anthem, you are feeling every word. Peru is many things, most important of Peru's culture. Peruvian culture is thousands of years old with thousands of Caral, the first citadel in the sands of Ica. Then came the Moche, Virus, Waris, Chachapoyas (Peru Cultures before the conquest of the Incas) and finally the Incas. The Incas flourished the culture with Machu Picchu, its terraces, quipus (Incan method for counting) and their temples. But Peru is still more than their cultures. Peru has three geographical areas the coast, highlands and jungle. These three areas Peruvian culture enrich and make the country is multicultural

Una

de las zonas de Perú es la costa. En la costa

encontramos una variedad de danzas, comidas y música. Los bailes tradicionales de la costa son la marinera norteña y el festejo. La marinera norteña es un baile donde la mujer coquetea con el hombre de una manera delicada y muy femenina. Las mujeres que bailan marinera se visten con unos vestidos largos, con bordados y en la mano llevan un pañuelo blanco. El cabello normalmente lo llevan trenzado y danzan descalzas. El hombre se viste con un terno y utilizan una correa de textiles nativos. Llevan un gorro de paja en la cabeza y el pañuelo blanco en la mano. A veces el hombre puede estar montando un caballo mientras baila y bailan con el caballo. Fue creado en 1789 en honor de de la Marina Peruana de Guerra. El festejo es un baile entre parejas en el que los movimientos son fuertes sobretodo en la zona pélvica y el estómago. El festejo es típico de la zona de Ica al sur del país. Lleva mucha percusión, como el cajón, las cucharas y la quijada de burro. Este baile también es conocido como baile afro-peruano porque floreció en la época de la esclavitud africana en Perú. La vestimenta de esta danza es normalmente de colores rojos y blancos por la bandera de Perú. Otra danza importante de la costa es el vals peruano. Este es el vals vienés con influencia de los instrumentos típicos peruanos como la guitarra, el cajón y las cucharas.

One of the areas of Peru is the coast. On the coast we find a variety of dances, food and music. The traditional dances of the northern coast are the “Marinera” and “Festejo”. The “Marinera del Norte” is a dance where the woman flirts with the man of in a gentle and very feminine way. The woman dancing wears long dresses with embroidery and in her hand carries a white handkerchief. Her hair usually braided they follow his lead him barefoot. The man wears a suit and uses a native textile strap. He wears a straw hat on his head and a white handkerchief in his hand. Sometimes the man may be riding a horse while dancing and dance with the horse. It was created in 1789 in honor of the Peruvian Navy War. The “Festejo” is a dance between couples in which the movements are strong especially in the pelvic area and stomach. The “Festejo” is typical of the area of Ica, south of

the country. It has lots of percussion, as the “Cajon” (a hollow box, with a hole in the middle), spoons and “Quijada de burro”. This dance is also known as Afro-Peruvian dance because it flourished in the era of African slavery in Peru. The costume of this dance is usually red and white for the Peruvian Flag. Another important dance is the waltz from Lima. This is the Viennese waltz with the influence of typical Peruvian instruments the guitar, Cajon and spoons.

Otra de las zonas de Perú es la sierra. El baile típico de la sierra se llama huayno y hay muchos tipos de huayno. Esta danza está desde los tiempos del Imperio incaico (Tahuantinsuyo). Los instrumentos que se utilizan en esta danza son la quena, el arpa, la guitarra, el violín y el charango. Pero en sí, lo más importante de la sierra es Machu Picchu en Cusco. Machu Picchu viene del nombre del quechua sureño “Machu Pikchu” que significa “Montana Vieja”. Es mundialmente conocida como el Santuario Histórico de Machu Picchu. Machu Picchu es una ciudadela incaica, hecha totalmente de piedras. Esta ciudadela es una de las maravillas del mundo, y el año pasado celebró 100 años de su redescubrimiento por Hiram Bingham el 24 de julio de 1911. El fue guiado a Machu Picchu por unos nativos cusqueños que le enseñaron la ciudadela. Machu Picchu es uno de los lugares turísticos más importantes del Perú, ya que es una ciudad hecha totalmente en piedra por los Incas y fue la residencia del primer emperador Inca, Pachacútec. Machu Picchu es impresionante porque es una ciudad construida totalmente de piedras en medio de montañas. Si escalas las montañas puedes tener una vista total de Machu Picchu. El día 7 de julio del 2007 fue considerada una de las Maravillas del Mundo, y en el Perú ese mismo día se celebra el "Día del Santuario Histórico de Machu Picchu, Nueva Maravilla del Mundo",

Another area of Peru is the highlands. The typical dance of the mountains is called “huayno” and there are many types of huayno. This dance is from the time of “Tahuantinsuyo” (Incan period). The instruments used in this dance are the flute, harp, guitar, violin and charango (smaller guitar). But the most important place of the mountains is Machu Picchu in Cusco. Machu Picchu is the name in Southern Quechua "Machu Pikchu" which means "Old Mountain" It is worldwide known as the Historic Sanctuary of Machu Picchu. Machu Picchu is a citadel, made entirely of stones. This citadel is one of the wonders of the world, and last year celebrated 100 years of its rediscovery by Hiram Bingham on July 24, 1911. He was led to Machu Picchu by some natives of Cusco who showed him the citadel. Machu Picchu is one of the most important sights of Peru, as it is a city made entirely of stone by the Incas and was the residence of the first Inca emperor, Pachacuti. Machu Picchu is simply spectacular because it is a city built entirely of stone in the middle of the Andenian Mountains. If you climb the mountains you can have a total view of Machu Picchu. On July 7, 2007 it was considered one of the Wonders of the World, and in Peru the same day is the celebration of ' Day of the Historic Sanctuary of Machu Picchu, New Wonder of the World "

camaleones. Los anfibios de la selva son salamandras, ranas y sapos. En la selva baja también encontramos algunos tipos de peces como el paiche o la doncella. La cultura peruana es milenaria y muy rica. Es rica porque tiene diferentes tipos de danzas, comidas, animales. Perú es en verdad un lugar hermoso que hay que visitar.

The last area is the jungle of Peru. In the Peruvian jungle, the traditional dances are cheerful and colorful. One of the dances of the jungle is "Amuesha" which is a war dance. This dance is danced to the sound of drums, maracas, drums and quenillas. This is the dance of the native community Yanusha. The dances of the jungle represent everyday life in different ways. The wild fauna is diverse and divided into the high jungle and low jungle. Found in the low jungle are mammals, reptiles and birds. Among

La última zona de Perú es la selva. En la selva peruana, las

the mammals are found monkeys, spectacled bears and

danzas tradicionales de la selva son alegres y coloridas.

tapirs. The reptiles are mostly snakes and lizards. Birds are

Una de las danzas de la selva es la “Amuesha” que es una

the “Gallito de las Rocas” (picture), toucans,

danza guerrera. Esta danza se baila al son de los tambores,

hummingbirds and pilcos. The “Gallito de las Rocas” is the

maracas, bombo y quenillas. Esta es la danza de la

national bird of Peru, who lives in the rocky areas of the

comunidad nativa Yanusha. Las danzas de la selva

country. The jungle area has 50% of fauna of Peru. In the

representan su vida el día a día de diferentes maneras. La

high jungle we find more animals than in the low jungle. In

fauna selvática muy es diversa y se divide en la selva alta y

birds we find the woodpecker, the parrot and the harpy

selva baja. En la selva alta encontramos mamíferos,

eagle among some. Among the mammals are monkeys,

reptiles y aves. Entre los mamíferos que encontramos

foxes, opossums, sloths, manatees and dolphins. Jungle

están monos, osos de anteojos y el tapir. Los reptiles son

reptiles are lizards, charapas (a type of turtle which is

mayormente serpientes y lagartijas. Las aves son el gallito

small), anacondas, iguanas and chameleons. Amphibians

de las rocas, los tucanes, picaflores y los pilcos. El gallito de

of the forest are salamanders, frogs and toads.

la selva es el ave nacional del Perú, que vive en las zonas rocosas del país. La selva baja tiene el 50% de fauna del Perú. Entre las aves encontramos al pájaro carpintero, el guacamayo y el águila harpía entre algunas. Entre los mamíferos encontramos monos, zorros, zarigüeyas, osos perezosos, manatís y bufeos. Los reptiles de la selva son

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lagartos, tortugas charapas, anacondas, iguanas y

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Peruvian culture is ancient and rich. It is rich because it has different types of dances, foods, animals. Peru is truly a beautiful place to visit. Alessia Ulfe

Creative Expression

t r A t f a r C

y r e t t o P

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SIS ‘The Second Home’

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SIS ‘The Second Home’

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Graduation Day

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Graduation Day