CAJCS BRITISH COUNCIL DOSSIER

THE CA'lHEDRAL AND JOHN CONNON SCHOOL

ACTIVITY - 3

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ACTIVITY - 2

ACTIVITY - 6

ACTIVITY - 4 ACTIVITY - 5

BRITISH COUNCIL ISADOSSIER 2019-2020

ACTIVITY - 7

CONTENTS SECTION 1:  About the School 

From the Dean’s Desk



Experience of the ISA Coordinator



Job Description of the ISA Coordinator



International Policy

Approved Action Plan SECTION 2:  Self-assessment and audit summary SECTION 3:  Evidence of activities as per the activity plan 

1) Activity 1: International Mindedness 2) Activity 2: Books and Beyond 3) Activity 3: Around the World with Bread

4) Activity 4: Girl Behind the Mask 5) Activity 5: Cathedral Model United Nations (CMUN) 6) Activity 6: Pen Pals 7) Activity 7: Save Planet Earth SECTION 4: • Supplementary activities SECTION 5:  Future Plans

Enriched with spirit, legacy and character, the history of The Cathedral and John Connon School has been one of excellence & innovation.

Located in a beautiful stone edifice, which is also one of Mumbai’s most prestigious heritage buildings, The School has completed 159 years of excellence in education in the country. Melding traditional values into a contemporary, real-world context, our school prepares students to embark on a journey of academic as well as personal excellence.

The Cathedral and John Connon School was founded by the AngloScottish Education Society in Mumbai, in 1860. The student body of 1,960 boys and girls is divided into four Houses named after the founding fathers. There is a fierce sense of "School first, house next, self-last" as expressed through our school song.

Around 15 years ago we felt the need to move towards the international curriculum and decided to give our students the choice of the AP, which helped in the foreign applications, especially for the US; more recently this was followed by our IB Diploma Programme that began 5 years ago. Adding to this and coming full circlethe more things change the more they stay the same it seems - we have started with our

Cambridge

IGCSE

curriculum from this academic session 2019-2021.

As a result of all these inclusions, as of today our students have a choice to study either the national or the international curriculum, as well as the added op-

tion of the AP courses. In this context, we feel that while every curriculum has its merits, certain skills such as collaboration, communication, and critical and creative thinking are becoming prerequisites in preparing the students for the transformative changes that are occurring around us. With its emphasis on independent study and application skills, these curriculums encourage a variety of skills such as research, thinking, communication, teamwork and selfmanagement, all of which lead to a more productive learning. Students also have a greater flexibility in choosing subjects depending on their interest.

As students move to standard XI the IBDP option with its emphasis on considering multiple perspectives, offer subjects at different levels according to interest and aptitude. It encourages not only personal and independent engagement, but also thinking, research, communication and media literacy skills preparing students to critically engage with local and global issues, and make

real world connections, thereby becoming true citizens of the world, both in attitude and effort.

In its quest to offer a truly global perspective, the school also has several international programmes such as the Harvard Model United Nations in U.S.A, Sunburst Youth Camp at Singapore, EUMIND in The Netherlands, NUS and London Science Youth Forum in The U.K. to name a few.

Tolerance, compassion and inclusion form the warp and woof of this esteemed institution. Championing these values, along with the spirit of inquiry, are the various clubs such as Symposium (the school’s Model United Nations Club), The International

Award for Young People, The Nature Club, The Interact Club, The Literary Club, The Astronomy Club and The Music Club to name a few.

The Creativity, Activity and Service (CAS) component of IB allows the students to enhance their personal and interpersonal development by learning through experience.

Cultural activities and games are an essential part of the curriculum. Inter – House and Inter – School cultural activities such as Debates, Dramatics and Elocution and team games like Soccer, Rugby, Cricket and Basketball, and individual games like Squash, Tennis and Badminton take their place alongside Gymnastics, Athletics

and Swimming and they promote a sense of loyalty and healthy competition.

Exposure to various art forms, such as music, reflects the school’s endeavor to accentuate personal excellence. Students explore and experiment with a range of genres, from choral singing in the long‐standing tradition of the school choir, to En-

core – the school’s very own rock concert! And just as gratifying is the service component, where students willingly and proactively support various social causes, all the while nurturing the essence of empathy and altruism The school is equipped with an array of facilities that are regularly upgraded to keep pace with global demands. Fully air conditioned classrooms and laboratories, computerized and barcoded libraries that offers access to a wealth of resources at your fingertips, promote a conducive atmosphere for learning.

The school has invested in a state of the art digitized interactive flat panels (IFP) for each classroom to teach and discuss lessons using documentaries, films and presentations.

In addition, the school has a Basketball Court,

Badminton

Court,

Cricket net, Gymnasium, Table Tennis tables, Throw ball court and has provisions for Chess and Carom. Further, the school has a

state of the art Teacher’s Resource Centre.

from the desk of the dean “It would be no exaggeration to say that our 160-year-old-school has built a reputation that is synonymous with excellence.

It endeavours to provide an environment that encourages growth, fosters creativity, exploration and discovery; where children can find magic in the mundane, enjoy the gift of robust laughter, broaden their intellectual, physical and emotional horizons and build a strong sense of integrity, compassion and generosity of spirit. School life must be a quest for meaning that goes far beyond the limitations of conventional curricula, text books and standardized examinations, so that when our pupils leave us they are secure in their abilities, strong in their principles and confident to face challenge.�

Mrs. Meera Isaacs Dean

My journey as an ISA coordinator has been both rewarding and enriching. Though our school is involved in myriad activities and events that reflect its ethos, participating in this endeavour was a conscious effort to bring to the fore and appreciate the international mindedness of our school curriculum.

The essence of this programme has showcased the activities of our school which aim at infusing the idea of global citizenship among students in meaningful ways. Each activity was planned as an experience which would enable the students to acknowledge and recognize the socio-cultural differences among nations and make the students productive ambassadors of a one world ideology.

All the sections of the school participated in this programme right from three-year olds in Preprimary school who learnt about climate change and the need to save our planet to Senior school students who simulated the United Nations. The Infant School was exposed to the different reading strategies and participated in the Irma Book Awards.

The students from the Junior section participated enthusiastically in the Pen Pals programme where they communicated from students from USA, Canada, etc. as well as learnt about the different types of bread. The students of Middle School understood the gender stereotypes plaguing the world today while the IBDP section promoted International Mindedness by holding various activities and talks to enlighten the students about the diversity around the world.

The connecting classrooms professional development workshops helped us to access professional development courses and resources to inculcate sustainable partnerships and international learning within the environs of our school. “Education is not the learning of facts, but the training of the mind to think� --- Albert Einstein. I feel that this experience has educated all the students to think for themselves rather than be swayed by popular opinion. The experience of consciously imbibing a global perspective has made deep inroads in the minds of each student to inculcate these goals and that each and every student has come out of this with a rich and varied experience.

Dr. Sonal Parmar



Overall in charge of the entire process of ISA right from planning and initiation of the Action plan to the completion of the project undertaken.



Responsible for coordinating with the British council team and attending workshops to understand the practical application of the ISA.



Envisage an Action Plan taking into account the activities that have to be done to complete the project.



Liaison with all team members with regards to the execution of the Action Plan.



Planning the entire years Action plan schedule with the heads of the different sections to incorporate a cohesive and comprehensive structuring of the timeline of the plan.



Review the project schedule at regular intervals with the team members and heads of different sections of the school.



To plan in a synchronized manner with the teachers so that collaborative activities and learning can take place in conjunction with international partner schools.



Monitor the participation of each teacher to ensure that they are able to handle the additional responsibility of the ISA project comprehensively and deliver on time.



To motivate the maximum number of teachers in this interesting ISA project.



To ensure that parents are also kept informed about the activities.

INTRODUCTION: “The School is a place where everything that goes on bears the stamp of the Cathedral School character and tradition. Our education is international. We are an Indian school where foreigners are at home, a Christian school which children of any faith can call their own. Indeed the School's objective is all round character formation and the development of proper attitudes. Consciously and unconsciously, pupils absorb a great deal apart from subjects they study and in the great examinations of Life, it is these extra assimilations which speak a school's worth.” - Bernard Gunnery, Principal (1953-65).

The philosophy of the School was aptly summed up by Mr. Gunnery as a place that allows students to choose their learning paths melding academics and extra-academics in equal measure.

We believe that education serves to bridge widening gaps in a shrinking world. Our students learn that right and wrong are, more often than not, personal beliefs.

MISSION STATEMENT: The Cathedral and John Connon Schools’ Mission Statement aims to provide an education to young minds that will allow them to: learn how to learn, understand how to adapt to the changing world around them, become global citizens with a local vision, develop a sense of international mindedness and cherish the individuality of man and the commonality of mankind.

OBJECTIVES: At the Cathedral and John Connon School, we endeavor, as individuals and as a community, to be honest, with others and with our own selves, and caring, of other people and of our physical environment.

As a School, we strive to temper our daily thoughts and actions with core values of honesty, compassion, inclusion, tolerance, altruism and service.

The Cathedral and John Connon School understands that today, more than ever, an education is incomplete if it does not add to the value system of a child.

The School therefore is an institution that will provide an enriching learning experience based on a rich value system that shall hold its students in good stead in the future.

The School has a curriculum that aids this belief by extending the boundaries of learning, outside of us as well as within.

We believe that education and its power to drive a generation is undoubtedly the most formidable of all pillars that our society is built on.

Our students graduate as confident global citizens, who are ready to think themselves, face challenges and get sensitive to the problems worldwide.

FUTURE PLANS: The Schools’ curriculum will continue to focus on the happenings in the immediate and far surroundings and its impact on the individual, nation and world.

The students will continue to be made politically, socially and culturally aware of the nation and the world.

The School will continue to strive to develop a sense of appreciation and tolerance of the diversity in language, culture, ethnicity, religion and ideology.

81JBRITISH. 7QYEARS

88COUNCIL

. IN INDIA

ACTION PLAN FORM FOR Foundation Certificate -I Intermediate Certificate ✓ British Council International School Award Note: Please tick only

one box as per the level oflSA you are applying for.

www.britishc6unciU n

. ofthe·. sc h·oo I The Cathedral and John Cohhon School ame · · · stal address of the school (with pih code)

. Purshottamdas Thakurd�s Marg, Fort Mumbai., Maharashtra 400001

.. . ....· JCSE. ISC; IBDP, IGCSE .

1l1at1on. to School Board . . .

T pe of school (Please tick the box.that hest describes your school) • Secondary School

Pre�Primary / Primary School

Special School

Seriior Secondary School

. .

1 965 3 t o'------ yec1rs -----------�·Age range o f pupI·1 s ____ · ✓ Mixed/Co education Boys Girls nd.er of the school:

· ad Teacher i Principal .,...M_r_s_. _M_e_e_r_a_ls_a_a_c_s_ __________________

Dr. Sona! Parmar I ______________________________A. C o.ord.mat ors . .

012 22001281.

2.2674829 T lephone (school). ___________ Fax. obite !':Jo {Principal) ___________________________ .

9811174766 . (ISA C· oorct·inator/s) _________________________ o b.1I e No . ... · · prindpal@cathedral-school.com. · _ .. . 1,s ema1 1 1ct P mqpa .. ______________________________ . · · ssviceprincipal@cathedral-school.com · · · · · ·

· ·

A Coordinator/s..erna, 1 1.ct ..

.

·

·

·

www.cathedral-schocil:com

ebs1te · ··

·

·

··

·

D ta Protection Notit::e T ank you for sharing yovr information with us. This inforfnatiorl will not be shared with any other organisation for any p rpose 'and will remain the property ofthe British Council who may use it for the purpose of promoting BrfUsh Council . a tivities. This may induoe placing your photograph(s)in our publications, and iri our promotional materials. We may w nt to Lise. your information.to send you details cif British. Council activities, services and events (including social e eints) whlch you might find of.interest We wilt disclose this information to the ISA panel. You have the r.lght to ask for f a ·opy of the •in ormation we hold about you.

2.1 Yollr reasons for applying for the Foundation Certificate/ Intermediate Certificate:J British CoUnciLlnternat1onal School Award (maximum 3 bullet points)

In an increasingly globalized world, the school strives to imbibe; inculcate and nurture the ideas ari.d values of global .

dimeri.sion to t(ie students. The accreditation would affirm our belief in providing a holistic education to our students, ;

. The accreditation will reflect our commitment to teach and emulate the 21st century skills thatare required:fo · · survive ah d prosper in a globalized world: ·.

The accreditation provides an .opportunity to the school to promote a global curriculum and encourage int�rriatioria! ' · mindedness.

2.2 Any previous experience (last two years) of activity having an international dimen:sioh . .

3 (maximum . examples)

: When it was conducted

Brief description of the international activity

1

, November 2018 Std. 5-7

World Mythology

Students showcased mythologies of cultures world across through · · charts, games, quizzes and street play.

Harvard Model. United Nations . .

<HMUN).

HMUN v,,,as held at the: Sheraton ·Boston.Hotel. The delegation · represented Saudi Arabia and the primary responsibility of the . delegates was to advcince the .. . . . · Festival of Lights

g

Outcome of the �ctivity

Classes involved

.· lncrea$ed undw.$tandii)g of yariti4s · · . cultures.

• Developed greater under$tahding of the multifarious cultures present in thf;l worlc:l.

Exposure to diverse socio c�ltur.al

• January 20.1 8

• Std, 9-11

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• Increased knowledge and understanding . : of pressing glo))alissues. ' Encouraged responsibility as a global · · · 'citizen. . .

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a:

: June - August • 2017

Various festivals such as Chinese New Year, Pirigxi Lantern Festival (Taiwan), Aomori Nebuta Matsuri (Jap;;i11), St. Martin's Day (Holland), Loi Krathong (Thailand), Festival of Uqhts (Lyon, France), Ghrist!l)c!S . �: .

• Std. 2-4

• Developed variou.s 21st century skills • such as collaboration, pubHc sp1aking; . � • , ' Increased knowledge and under.stanping of the va.rious. festivals cef eqrated by • clifferent countries of the wci/ld. · Encouraged the feeling of. cultural ' • inclusiveness Allowed the students dev�lop various D .. . ..... .. . ,. . fo . . . . .. .. . ·:� .. . -:- . .. . . . .. .. . . . . .

.. . . . . .. . .. . . ..... .. '

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2.3 We Will prepare /revise our s�hool policy to guide our international work in 201.8�19·•

2A We will

produce a Job Description (role & responsibilities) of the ISA Coordinator/�

Both the abov.e documents have to be included in the dossier of evidence which will be. submitted at the end of the year.

✓ ✓

Child Protection We believe that child protection J�quires everyone to take responsibility and that every child matters..

We recognise thatthe care; protection and weifare of children is paramount and that c1il children have tile right to be protected from all types of harm. We also recognise that we have a fimdamental duty of care towards a!I children where oar programmes and operations facilitate contact wlth children,· or have an impact on children,. We aim to achieve this through compliance with UK child protection laws and the relevant laws in each of ttie countrieswherewe.operi3te.and by adhering to Article 19 of the.United Nations Convention on the Rights of the Child (UNCRC) 1989.

A child is defined ii, the .British Council as anyone who has not reached their 18th birthday (UNCRC 1989) irre$pective of the age ofmajority in the country where the child is, or in their. home country.

As pr\ educational institution a school should;seek to protect children by; • • • •

valuing arid respecting them, and listening to·them en$Uring all necessary checks are.made when recruiting staff maintaining $l:rong child protection systems.�nd procedur�s for staff train'1ng its staff and providing a. common undi:;r:!ifanding of child protection ,ss□es to . . inform planriihg and pratti¢e • sharing information about child protection and good practice with children and parents /carers • sharing information about any concerns with the relevant agencies and involvlhg parents and children appropriately .

• providing effective management for staff through clear processes, supervision, and support.

A sc::hool .sh()u!d provide ad�quate anQ appropriate resour�es to impl�merit this policy ahd ensu.re itis comiTlunicated and understood,, The schoo) sh.euld. review this policy regularly to reflec.t new legal and regulatory deVelopmenfs and ensure good prad,te; Data Protection

Th$ British Council will use the information that you are providing for the purpose of implementation ofthe international SchoolAward prqgramme. lt wm also be us.ed t◊ contact you for other British Co.uncil projects, programmes and events.

We may aiso share your information to. 9thE:)r departments of the British Council sb th�t they can use it to inform you about the i:leiai!s of their activlties, services and .eve.nts Oncltidii1g social events).wh(ch might be of intere.st to you.

Use 9f any photographs, matedals and any persona! information about the British Council and staff members is restricted. and. the .school shou Id seek written consent from us before using the same,.

Und.er UK Data Protection law you have the right to ask for a copy ofthe information we hoi.d on you, and the right to ask us to correctar'iy inaccuracies in that information. If you want more information c aboutthis pleas� conta t your lo¢al British Council office or see oµr·website: WwW.britishcoundl.org/privacy

Curriculum activity 1

BRITISH I ?QYEARS

COUNCIL

IN INDIA

S CTION 4: ISA ACTION PLAN N me of the school: C ty:

The Cathedral

& John Connon School (Senior Section)

Mumbai

R gion:

Maharashtra

tivity title mentioning the international dimension: '

ternational Mindedness ' which is a core element of the IBDP Programme.

T e concept of international mindedness emerges in almost all subjects of the IBDP Programme. Emphasis is also g en to the inter-disciplinary aspect, wherever possible. This will be evident in the activities that have been s heduled.

T e e c

e concept of international mindedness is especially evident in the Group 2 languages which expect students to plore the inter-cultural dimension, which is an essential component of Papers 1 and 2 and the Written Task. It ables students to be enquirers, more open-minded and aware of the norms, traditions and customs of other untries around the world.

L arning outcomes - at the end of the activity the students will be able to (* write terms of knowledge, skills and attitude): veral Learning Outcomes will be achieved during the course of the month-long preparations for the celebration of ternational Mindedness Day, which will be observed on 29th March, 2019. ne of the outcomes of the programme will be to bring out the international dimension of languages in terms of formation, identity, culture, language and entertainment. condly, to depict the cultural ethos of a particular country and reveal the similarities in customs and traditions in dia in comparison to other countries around the world. irdly, it will make students consider the changing historical, cultural and social aspects of a country and become are that there can be unity among the diversity that is evident throughout the world and in some parts is being oded. stly, it will show students how the arts and entertainment world use language and image to inform, persuade and tertain.

I

•• BRITISH ?QYEARS COUNCIL IN INDIA

ee

INTERNATIONAL

SCHOOL AWARD

SECTION 4: ISA ACTION PLAN Brief and clear description of the activity that will help in attaining the projected learning outcomes: Preparations for International Mindedness Day will span the entire month of March : they will commence from 1st March, 2019 and will be showcased on 29th March, 2019 as this date has been earmarked by our School for celebrating the concept of International Mindedness. The activities listed below will be conducted in different classes of the school as well as in the common areas. It is being hosted by the students of Yl 1, IBDP. Students participating in the activities will be from Grades 9 and 12 of the school. Students will have the freedom to choose the activities that they wish to be a part of so that there are no restrictions in the exposure they get.

• Screening of a short film in Spanish: this will enable students to learn about the culture of that country.

Learning Outcome achieved: To bring out the international dimension of languages in terms of culture, language and entertainment, consider the historical, social and cultural aspects and explore how films use language and image to inform, persuade and entertain.

• Demonstration and teaching of different dance forms: (Spanish) for students to learn about cultural customs and traditions, and, wherever possible, draw parallels to India.

Learning Outcome achieved: To bring out the international dimension of languages in terms of culture, language and entertainment; consider the historical, social and cultural aspects of Spain; show how the world of arts uses language and image to entertain.

To depict the cultural ethos and reveal the similarities in customs and traditions in India as well as other countries around the world.

To consider the changing historical and social aspects of a country and make students aware that there can be unity among the diversity that is evident throughout the world.

• International jukebox: music from different countries will be played - the variety of genres will help students to align them with genres popularly found in India.

Learning Outcome achieved: To bring out the international dimension of languages in terms of culture, language and entertainment and explore the social and cultural aspects.

To learn how the arts and entertainment world use language and image to inform, persuade and entertain.

• Drawing station: the student will give an interpretation/ idea of the essence of a country - this will enable students to showcase their creativity and innovative abilities, which are core elements of the IBDP Programme.

Learning Outcome achieved: To bring out the international dimension in terms of culture and identity.

• Food stalls of cuisines from different countries, for example France, Spain, -students will discover inter-cultural similarities and/or differences which will broaden their outlook towards countries other than their own.

Learning Outcome achieved: To bring out the international dimension in terms of culture and to explore how eating habits have changed/improved/deteriorated over a period of time.

• Traditional games played in different countries will be showcased. These will enable students to learn about ancient techniques used for calculations which were done without any use of calculators.

Learning Outcome achieved: To make students aware that there can be unity among the diversity that is evident throughout the world

Curriculum activity 2

BRITISH J ?QYEARS

COUNCIL

IN INDIA

ECTION 4: ISA ACTION PLAN me of the school:

gion:

The Cathedral & John Connon School (Infant Section l

Maharashtra

ctivity title mentioning the international dimension: oks & Beyond- Collaboration with an International School- Bank Street College of Education New York acticing the reading cultures from across the globe by reading stories using strategies and participating in Irma ack Awards in collaboration with Bank Street College of Education. New York, U.S.A. The titles of the four books will announced in February, 2019.

L arning outcomes - at the end of the activity the students will be able to (* write i terms of knowledge, skills and attitude): 1 Attitude: To instill love for reading 2 Skills: To strengthen reading comprehension skills by learning to use different reading strategies 3 Knowledge: To know about different genres of books, build vocabulary and gain insight into various global perspectives.

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â&#x20AC;˘â&#x20AC;˘ BRITISH 7QYEARS

ee COUNCIL

IN INDIA

INTERNATIONAL

SCHOOL AWARD

SECTION 4: ISA ACTION PLAN Brief and clear description of the activity that will help in attaining the projected learning outcomes: Week 1: 11th March: Reading Big Books: The Dawn Chorus, Author & Illustrator: Suzanne Barton The students will listen to the story as narrated by the teacher while using different strategies. Duration: 1 hour Week 2: 18th March: Activity 1. Listening to an Audio book: Giraffes Can't Dance , Author: Giles Andreae, Illustrator: Guy Parker-Rees. The students will listen to the audio book with focus on Mindful Listening. Duration: 1 hour Activity 2. Listening to the author's book reading, in collaboration with Kahani Tree, Book Store & Library. The author will read her book and discuss Story Elements. She will share her journey with students in an interactive session. Duration: 1 hour Week 3: 25th March: Participation in Irma Black Book Awards in collaboration with Bank Street College of Education, New York Activity 1. Reading aloud of Irma Awards Books 1 & Book 2 in classrooms with reading strategies. Duration: 1 hour per book, 2 hours in all Activity 2. The parents will take up an online survey using Google Forms shared by the school. The survey will help the school authorities gauge the reading cultures in students' home environment, hence help in planning the Reading Programme for the school year.

Week 4: 1st April : Participation in Irma Black Book Awards in collaboration with Bank Street College of Education, New York Activity 1. Reading aloud of Irma Awards Book 3 & Book 4 in classrooms: Story reading sessions with various reading strategies Duration: 1 hour per book, 2 hours in all Week 5: 8th April: Participation in Irma Black Book Awards in collaboration with Bank Street College of Education, New York Activity 1: Follow up Activities, exhibition of research, guest speakers, field trips Duration: 1 hour per book, 4 hours in all Activity 2: Reading Workshop for Parents: 'Raising Young Readers at Home' in collaboration with One Up Library & Book Store, New Delhi. A literacy expert will share tips on the importance of read alouds, reading strategies and methods used globally covering different countries.

Activity 3: Book Fair for students and parents with many international titles of different genres, covering global values, issues and experiences, in collaboration with One Up Library & Book Store Duration: 1 hour Week 6: 15th April: Participation in Irma Black Book Awards in collaboration with Bank Street College of Education, New York The students will vote for the book of their choice from the four books above. These books are internationally chosen titles from across the globe. Duration: 5 minutes per student

CTION 4: ISA ACTION PLAN onth and duration of activity:

11th March to 18th April, 6 weeks, 11.os hrs

: 4 classes- Std 1, 38 students in each = 1 52 students- 6-7 years

untries covered:

USA, UK, Australia&Singapore

S

bjects covered:

T

" . ac h ers responSI ble.

English Reading, Comprehension Sharmila Lele, Anjum Barodawala, Neha Banka, Divya Shroff, Kashmira Velati, Aradhana lsrani, Shaagrika Kohli, Tenaz Batliwalla, Shikha Davda, Sonia Shrivastav

E aluation methods to measure the learning outcome among the pupils: Strategy based worksheets Interactive discussions Q & A sessions Riddles Quizzes Expression through Art & Dramatisation Collage making Show&Tell Research based presentation Group work Differentiated planning & activities

E idence to be provided in the portfolio: Photographs & videos of the activities Scanned copies of the worksheets and other submissions A copy of the online survey done by the parents Photographs taken during voting The copy of voting result

c-urriculum activity 3

YEARS BRITISH COUNCIL I ?Q IN INDIA

ECTION 4: ISA ACTION PLAN me of the school:

gion:

The Cathedral & John Connon School ( Junior Section)

Maharashtra

tivity title mentioning the international dimension: A ross curricular project on 'Around the World with Bread' D fferent types of bread in India and around the world.

L arning outcomes - at the end of the activity the students will be able to (* write terms of knowledge, skills and attitude): quire the knowledge of: story of bread t pes of bread e of bread (cultural) ing the skills of: r search a alysis ( classification, comparison ) r flection ( cultural and social perspectives) llaboration evelop and hone the attitude of : a areness of and sensitivity towards different cultures v lue of food

ee BRITISH I 70 YEARS ee COUNCIL IN INDIA

INTERNATIONAL

SCHOOL AWARD

SECTION 4: ISA ACTION PLAN Brief and clear description of the activity that will help in attaining the projected learning outcomes: Research work - history, types and the uses of bread in different parts of the world. Interviews, visit and talks to support research.

Understanding the researched material and sharing the same by classifying and comparing the data/ information.

In groups and pairs, delve into the cultural differences in the use of bread , food habits and social norms connected to meals.

Understanding and appreciating the value of food in a personal , national and global perspective. â&#x20AC;˘ Masterclass - Cooking Demo followed by Tasting Session - invite a chef to demonstrate and children will then taste the food â&#x20AC;˘ Trip to the Bakers - A culinary experience to introduce the children to the fundamentals of baking. Children will be taken to the bakery to expose them to the different varieties of bread available and the process of baking , equipment & ingredients used ,slicing & packing bread * Chef on the Hot Seat - Interviewing the chef, stewards at a restaurant * Book Reading - Read books with stories featuring/ highlighting breads. * Assembly - topics and class to be decided Videos of 'Master chef' activity, class assemblies, 'Chef on the hot-seat' activity will be shot for documentation.

onth and duration of activity: C asses / no. of pupils involved: untries covered: bjects covered:

June, July 2019 Std 2 to Std 4 I 456 pupils

Aiming at Egypt,France and India

Geography, History, Environmental Science, Math. English, Values, Art, Music, Dance, Comput1

T achers responsible:

All teachers of The Junior School

E aluation methods to measure the learning outcome among the pupils: P esentation by group/ individual iz orksheets S rvey

E idence to be provided in the portfolio: P P S S

oject Journal work - with all the worksheets, artwork and learning otographs - field trip to the baker. class assemblies, children's work ort Videos - 'Master chef activity, class assemblies. 'Chef on the hot-seat' activity ills Chart- based on Howard Gardner's theory of multiple intelligences

a

cu¡rriculum activity 4

N me of the school: The Cathedral & John Connon School ( Middle Section)

tivity title mentioning the international dimension: G RL BEHIND THE MASK

L arning outcomes - at the end of the activity the students will be able to (* write terms of knowledge, skills and attitude): OWLEDGE: TO UNDERSTAND GENDER STEREOTYPES IN SOCIETIES ACROSS THE UK, AGHANISTAN, INDIA AND JAPAN. S ILLS: TO EVALUATE AND ANALYSE THE GENDER STEREOTYPES IN DIFFERENT SOCIETIES AND THE ROLES ASSUMED BY WOMEN ITUDE: TO SENSITIZE AND EMPATHISE WITH GENDER INEQUALITIES THAT EXIST IN SOCIETIES ACROSS THE UK, AFGHANISTAN, I DIA AND JAPAN

•• BRITISH ee COUNCIL

I 7QYEARS

IN INDIA

INTERNATIONAL

SCHOOL AWARD

SECTION 4: ISA ACTION PLAN Brief and clear description of the activity that will help in attaining the projected learning outcomes: THE ACTIVITY AIMS TO SPREAD AWARENESS ABOUT EXISTING GENDER STEREOTYPES AND ITS IMPACT ON WOMEN IN SOCIETY PROJECT STUDENTS WILL RESEARCH AND IDENTIFY GENDER STEREOTYPE ROLES IN SOCIETIES ACROSS THE AFORMENTIONED COUNTRIES STUDENTS WILL BRAINSTORM AND DISCUSS THE ROLE OF WOMEN IN SOCIETY TO BRING ABOUT GENDER BIAS. STUDENTS FURTHER IDENTIFY AND RESEARCH ON A WOMAN WHO HAD TO ASSUME A MALE IDENTITY IN ORDER TO MAKE MARK FOR HERSELF IN THE SOCIETY AND PRESENT THE SAME THROUGH A PROJECT. PRESENTATION STUDENTS WILL DO A BOOK PRESENTATION TO SHOW THE CONTRIBUTIONS MADE BY WOMEN IN LITERATURE STUDENTS WILL DESIGN BOOK COVERS ON THE THEME, 'GIRL BEHIND THE MASK'.

ECTION 4: ISA ACTION PLAN onth and duration of activity: C asses / no. of pupils involved: untries covered:

AUGUST2019 GRADE 6 - 160 PUPILS

NOIA, AFGHANISTAN. JAPAN AND UK

ac h ers respons1"ble:

NILAKSHI SINHA, ROHINI NEVIS, SEEMA MEHTA, KANIKA JAMES, VELANIE PEREIRA

E aluation methods to measure the learning outcome among the pupils: R B T P

SEARCH PROJECT OK COVER ACHER'S REPORT RENT FEEDBACK

E idence to be provided in the portfolio: P V S F

OTOGRAPHS EO RECORDINGS OF STUDENT PRESENTATION ANNED COPIES OF RESEARCH PROJECTS EBDACK FORM BY TEACHERS, STUDENTS, PARENTS AND THE TEACHER'S REPORT

•• BRITISH ee COUNCIL

l?QYEARS IN INDIA

INTERNATIONAL

SCHOOL AWARD

SECTION 4: ISA ACTION PLAN

Curriculum activity 5

me of the school:

The Cathedral & John Connon School (Senior Section)

ctivity title mentioning the international dimension: llaboration for Model United Nations - Students from the school RATO BANGALA SCHOOL ( Nepal) will visit and p rticipate in our Model United Nations THE CATHEDRAL MODEL UNITED NATIONS, CMUN 2019 and there will be a r ciprocal visit from our school for their MODEL UNITED NATIONS 2019(RBS MUN),NEPAL. They will collaborate, p rticipate and exchange ideas.

LLABORATION WITH AN INTERNATIONAL SCHOOL- RATO BANGLA SCHOOL (NEPAL)

L arning outcomes - at the end of the activity the students will be able to (* write i terms of knowledge, skills and attitude): 1 F 2 3 4

he MUN will allow the students to expand their knowledge and learn about pressing issues the world is facing/ rm informed opinions, and develop keener insight into the happenings of their country and the world at large.

Enhance 'real-world' life skills- leadership, the art of diplomacy, negotiation and collaboration. uild a work ethic, an attitude that helps not only in the MUN but also in life.

Be more responsible global citizens and future leaders.

I

â&#x20AC;˘â&#x20AC;˘ BRITISH 7QYEARS

ee COUNCIL

IN INDIA

INTERNATIONAL

SCHOOL AWARD

SECTION 4: ISA ACTION PLAN Brief and clear description of the activity that will help in attaining the projected learning outcomes: The CMUN conference seeks to provide the youth of today with an open platform to discuss and debate issues of global importance. CMUN, by maintaining a very high standard of debate, and simulating multifaceted committees, ensures that its delegates unite in their effort to end strife and reshape the future, while paving the way for greater international harmony. During the conference, young delegates, representing a variety of nations, are given the chance to hone their skills of debate and diplomatic discussion and to develop the spirit of compassion and cooperation. The students of Rato Bangala attend this MUN and we collaborate with this school for our main event CMUN 2019.

RBS MUN-It is conducted by Rato Bangala School.Nepal and is usually held in December every year. Many students from Cathedral and John Connon School participate in this MUN.The aim of RBS MUN is to undertake the role of United Nations diplomats representing countries from all over the world, the students then tackle complex issues from regional conflicts to environmental problems to financial issues and in this process, develop a deep understanding of issues which shape today's world.

S CTION 4: ISA ACTION PLAN onth and duration Of activity: C asses/ no. of pupils involved: untries covered: bjects covered:

RBS MUN- December 2019. CMUN 2019-AUGUST 23-25.

GRADES8 TO 12 (OVER450 STUDENTS ARE INVOLVED)

INDIA, NEPAL

International relations, Global Politics

ach ers respons1"ble:

DR.S. PARMAR MRS ANSHUMA SHAH MRS CEBONE D'SILVA

E aluation methods to measure the learning outcome among the pupils: T E MAIN CRITERIA IS :LOBBYI NG,SPEAKING,POSITION PAPERS AND FEEDBACK FORMS.

E idence to be provided in the portfolio: 1. holographs of the event.

2. ebsite screenshots - www.rbsmun.com www.cathedralmun.com 3. eedback forms from CMUN 2019 4. owerpoint Presentation of the Orientation Programme of CMU N 2019 5. ewsletters at CMUN 2019 6. nvitation letters and emails assigning the committees

Curriculum activity 6

S CTION 4: ISA ACTION PLAN N me of the school: C y:

The Cathedral & John Connon School ( Junior Section)

Mumbai

R gion:

Maharashta

A tivity title mentioning the international dimension: 'P n - Pals'- a collaboration with an International School from USA and/or Canada T e project will involve communicating with another child of the same age from a school outside the country t ough a series of letters, postcards and emails and offer a window into each others' lives.

L arning outcomes - at the end of the activity the students will be able to (* write i terms of knowledge, skills and attitude): T introduce international interaction for children at an early age where they can be exposed to the differences and al o many similarities in their lives, to help them adapt to multiculturalism which is an integral part of being a global ci izen. By creating e thusiasm to communicate with a friend, the aim is to integrate practical skills like reading, writing ,research and u e of technology while encouraging the child to think creatively.

A the end of the activity the children will evelop social awareness of other cultures arn about the geographical aspect of the location of the partner country nderstand the importance of technology in communication e responsible digital-natives

I

â&#x20AC;˘â&#x20AC;˘ BRITISH ?QYEARS ee COUNCIL IN INDIA

INTERNATIONAL

SCHOOL AWARD

SECTION 4: ISA ACTION PLAN Brief and clear description of the activity that will help in attaining the projected learning outcomes: The project will involve communicating with another child of the same age-group from a school outside the country through a series of letters, postcards, emails and offer a window into each others lives.

The activity will also involve students plotting the route between the 2 countries on a world map.

The children will write about: Their likes/dislikes Family Food Clothes The city and school Population of their country The Flag The National Anthem Festivals A field trip to the Post Office will be organised - to gain an insight into the Indian Postal System and Network.

Other forms of communication will be explored - Speed post and Email - to understand the evolution of effective communication as a means to stay connected.

The children will learn about email etiquettes and cyber- safety.

BRITISH YEARS COUNCIL I ?Q IN INDIA

S CTION 4: ISA ACTION PLAN onth and duration of activity: C asses I no. of pupils involved: C untries covered: S bjects covered:

October 2019- 4 weeks std 2 to Std 4-456 pupils

USA, Canada

English, Social Studies, Computers

T achers responsible:

All Class teachers

E aluation methods to measure the learning outcome among the pupils: T e children will write a piece on new things they have learnt about the country where the pen-friend resides.

V nn diagram - comparing similarities and differences.

E idence to be provided in the portfolio: P P Le P

tographs of the students tographs of the field trip er samples ent feedback

Curriculum activity 7

S CTION 4: ISA ACTION PLAN N me of the school: THE CATHEDRAL AND JOHN CONNON SCHOOL PRE-PRIMARY SECTION

tivity title mentioning the international dimension: " ave the Planet" T e project /activity aims to teach the children about how human beings are exploiting the natural resources.

I ading to natural disasters and climatic changes around the world. The students will learn about climatic changes a d natural disasters in USA, India, Japan and Australia.

L arning outcomes - at the end of the activity the students will be able to (* write terms of knowledge, skills and attitude): K owledge - To understand the challenges the Earth is facing, the causes, effects and remedial measures to save t e planet. Information will be given on occurrences in the United States of America, India, Australia and Japan.

S ills - The children will learn ways to help save our planet in their own little way by incorporating skills into their e eryday life using the concepts of "Reduce, Reuse and Recycle". titudes - The children will have more awareness, develop empathy and practise a more positive and mindful a proach towards conserving and saving the planet.

â&#x20AC;˘â&#x20AC;˘ BRITISH

ee COUNCIL

l?QYEARS IN INDIA

INTERNATIONAL

SCHOOL AWARD

SECTION 4: ISA ACTION PLAN Brief and clear description of the activity that will help in attaining the projected learning outcomes: The activity aims at teaching children how human actions are impacting our planet Earth. The three main areas that will be covered are water and air pollution, global warming and the greenhouse effect, deforestation and afforestation.

The children will learn about wildfires and storms in the USA, heat waves. bushfires and destruction of coral reefs in Australia, typhoons and floods in Japan and air pollution and deforestation in India.

The project will cover activities like: -Brainstorming -Watching documentaries, short movies of the topics mentioned above -Exposure to books and encyclopedias covering the topics -Talk by experts on the topics mentioned -Free art to let children express their understanding of topics being taught -Making slogans, posters with illustrations and post it around the school -Word search and puzzles -Celebrating Van Mahotsav -A Plantation Drive done in India every year -Practising the 3Rs - Reduce, Reuse and Recycle -Field Trips Presentation of the topics mentioned above will be done through an exhibition, collages, dramatization, PPT, art and craft, scrapbooks, games. experiments, poems, rhymes and stories, celebrating Earth Day, display boards depicting cause and effects, picture talk, discussing newspaper and magazine articles.

BRITISH COUNCIL

l?QYEARS IN INDIA

CTION 4: ISA ACTION PLAN onth and duration of activity: October. November 2019 / 4 weeks C asses I no. of pupils involved: Nursery and Kindergarten/ 80 pupils untries covered: United States of America. Australia, Japan and India bjects covered: English. Social Studies and Science T achers responsible:

E aluation methods to measure the learning outcome among the pupils: uizzes unsheets ata Interpretation to assess what the children have absorbed while learning lassroom Discussions to understand children's' viewpoints and opinions on saving planet Earth

E idence to be provided in the portfolio: holographs and Video Clips of the presentations and activities being done around the topics mentioned above canned copies of scrapbooks and funsheets eedback Forms from the parents arents, Visitors Reports, Visiting Experts Reports

to self-check whether the key parameters are met. Please submit a copy of this form in your ISA portfolio after cross-checking against the key parameters.

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ACTIVITY COVER SHEET

Spain

TEACHERâ&#x20AC;&#x2122;S REPORT The International Mindedness Day was conceptualised keeping in mind the learning outcomes of bringing awareness of cultures of different countries and helping students to explore the differences that exist between their countries and othersâ&#x20AC;&#x2122;. The activities selected were engaging and ones that the students could enjoy while learning as well. Once the necessary permissions were received the work to organise the event began in full gusto. The Year 11 IBDP students were selected to host the event while the Year 9 and Y12 students were invited to be the guests for the exhibit.

The Year 11 students were then involved in the planning process. The activities were introduced to them and they were asked to select which activity they wanted to host. A schedule was made for the guest students to take part in the various activities. This along with the invitation was sent out by the Vice Principal of the school to the various sections of the school.

On the 29th of March, 2019 the event was ready for take-off. The third floor of the school was cordoned off for the various activities. This was done to ensure that the rest of the school would not get disrupted during the working day. Each classroom on the third floor was assigned to a different activity namely- International Dance Forms, International Math Tricks, Jukebox, Foreign Film Screening and International Foods. To ensure the smooth transition of students from one activity to the next, teachers were appointed for duty to help students navigate from one activity to the next. The rest of the school staff was also invited to explore the activities and as mentioned in the guest report they truly enjoyed themselves. The activities were scheduled to take place from 10:45am to 3:30pm with a lunch break in between where the Year 11 students set up stalls to sell bite sized international foods. The day ended with a talk given by a native from Ghana- Christian Nyanor Ohene. The students thoroughly enjoyed his interactive session while learning about Ghana. All in all the event was a success and our learning outcomes were achieved.

All in all, the event was a success. However, we had to make a few changes to our initial action plan. While brainstorming with the students during the planning process, they realised that a

few of the activities could be changed to better alternatives. The drawing station activity was replaced by the Travel Journal activity which was a better fit for the learning outcomes and was a more structured activity. The second activity that we changed was the Traditional Games activity that we switched to Math Tricks with an objective to encourage academic learning alongside the other activities. To conclude, the learning outcomes for the most part were met.

We do feel, however, that a topic like International Mindedness cannot be covered in the span of one working day but will require a lot more time if one has to fully understand it. Keeping this in mind perhaps next year the event can be planned as week-long affair where the activities can be conducted as part of the individual classrooms as well as intra-school activities.

INVITATION EMAIL

COLLABORATION WITH CLAP GLOBAL

INTERNATIONAL DANCE FORMS Through this activity the student volunteers taught the participants different dance forms from countries like Spain and America to learn about cultural customs and traditions, and, wherever possible, draw parallels to India.

Learning Outcome achieved: •

To bring out the international dimension of languages in terms of culture, language and entertainment; consider the historical, social and cultural aspects of Spain; show how the world of arts uses language and image to entertain.

• To depict the cultural ethos and reveal the similarities in customs and traditions in India as well as other countries around the world.

•

To consider the changing historical and social aspects of a country and make students aware that there can be unity among the diversity that is evident throughout the world.

INTERNATIONAL SHORT FILM SCREENING The short film enabled students to learn about the culture of Poland and how students cope with challenges that come along with adolescence.

Learning Outcome achieved: To bring out the international dimension of languages in terms of culture, language and entertainment, consider the historical, social and cultural aspects and explore how films use language and image to inform, persuade and entertain.

INTERNATIONAL JUKEBOX Music pieces from different countries were played. The variety of genres helped students to align them with genres popularly found in India.

Learning Outcome achieved: â&#x20AC;˘ To bring out the international dimension of languages in terms of culture, language and entertainment and explore the social and cultural aspects. â&#x20AC;˘ To learn how the arts and entertainment world use language and image to inform, persuade and entertain.

FOOD FROM AROUND THE WORLD The students set up food stalls of cuisines from different countries, for example France, Spain, with an aim to discover inter-cultural similarities and/or differences which enabled them to broaden their outlook towards countries other than their own.

Learning Outcome achieved: To bring out the international dimension in terms of culture and to explore how eating habits have changed/improved/deteriorated over a period of time.

MATH TRICKS Vedic and Japanese math tricks were taught to explore new ways of solving mathematical problems in a simpler way.

Learning outcome: To bring out the international dimension in terms of appreciation of native mathematical resources as a learning tool.

TRAVEL JOURNAL The Travel journal activity aimed to give students the opportunity to share their experiences from the various trips they have been to. The students presented a collection of adventures, stories, memories and discovery to their peers.

Learning Outcome achieved: To bring out the international mindedness in terms of uunderstanding, respecting and valuing different cultures, embracing diversity.

CLAP CLASSROOM Clap Global is a platform that enables a unique exchange of cultures by helping international travellers visit local classrooms and engage in meaningful and often surprising conversations with students. This session involved a talk from a guest lecturer from Ghana which the students thoroughly enjoyed.

Learning Outcome : To learn about different cultures through real stories and real people, and gradually develop an understanding of the world that is deeper than popular stereotypes.

STUDENT REFLECTIONS AND FEEDBACK Dance: For International Mindedness Day, Ishani, Isha, Avanti, Samanyu, Rahul and I, were in charge of International Dance Forms. We decided to teach Line Dancing and Salsa, because they were easy and lively to perform.

We learned about line dancing’s unique origin from folk dance, and had already learned about salsa from Spanish class, which made it interesting to share about. After a lot research, I managed to find a line dance on a country song, called ‘Boot Scootin’ Boogie’ which Ishani and I taught the rest of the group. We designed it so that it could be performed on any song, showing how all genres of music, from all parts of the world are extremely similar, and connect to other cultures at the same time. We had a great time putting together costumes and Avanti had a blast making the Power Point Presentation. On the final day, we taught students from standard nine the dances, and gave them some background about their origin. Most students enjoyed it, and that made it enjoyable for us, too, but when the students were being difficult to manage, we started to get tired and it felt monotonous. We had classes that listened to instruction, learned the dances with ease, and then watched the presentation silently, and some which were the complete opposite.

Overall, we enjoyed learning about other countries and their dance forms, and then imparting this knowledge to our school mates. It was a great way to spend the day.

Math Tricks The international mindedness math session was conducted by Kabir Kothari, Akshat Agarwal, Rathvir Tandon, Utkarsh Mishra, Siddharth Krishnamurthy and Chaitanya Motwane. We had prepared Vedic and Japanese math tricks to teach the participants.

Each session was for thirty minutes wherein most of the session was for the tricks and the last 10 minutes was a talk on number systems around the world. The participants really enjoyed the tricks we taught them and especially the talk on the number systems, as it was really interesting. The participants were also given sums to solve based on the tricks that they had just learnt. The visiting teachers really appreciated the techniques taught to the students.

In conclusion, it was a great experience for all the students involved as everyone learnt a lot and took back a lot from the experience.

-

STUDENT REFLECTIONS AND FEEDBACK Food Stalls Shiv Kothari, Akshay Bahl, Rahul Vyas and Aryaman Himmatsingka were put in charge of food stalls for the International-Mindedness Day. We had the task of finding foods from different countries that we could sell for a reasonable price in break. We decided to go with pizza, as it would be the easiest to sell and nachos and croissants. We spoke to the students about the background of the food we were selling. When we had researched the origins of these foods, we were not aware of the actual history behind them.

For example, pizza is much more than the fast food it has been reduced to today. It has its origins in Naples in 1889 and traditionally did not even use cheese. When we spoke to the others about the impact of this day, they were quite positive in their response and appreciated the effort we had put into the event; not only the food, but also all the other areas. We sold around 6200 rupees worth of food and all our profits went to charity. It was fun and we had a great time participating in International Mindedness Day.

Foreign film Shivang Raisurana, Mudit Sanklecha, Arshia pramod, Siddhant Mehta, Paree Desai, Meha Shah, Sharanya Ruia, Dhruv Sanghai , Vir Diwanji and Varun Shroff were put in charge of the Foreign Film screening.

In this process, the country we explored was Poland. Endemic Albert (Endemit Albert) was directed by Polish film student Zuzanna Slawinska, who shared the writing credit with Jakub Wรณjcik. Made at the Polish National Film School, it tells the story of Albert, whose only real friend is a tortoise, Anatol. Bullied at school and afraid of girls, he decides to take inspiration from the animal world and become an alpha male. It was a coming of age film that taught us the importance of humility and equality between people.

It also shows what being a human being truly means and the importance of being mindful of what we say and do. I also got huge insights into the culture of Poland, its people and also their thought processes.

We held many discussions which were interesting. We had many important ideas come up and we also learnt the manner in which my juniors feel about the entire situation. In the end, the collaborative process was one which really helped us as we learnt the importance of working with others and got an insight into the manner in which people think.

STUDENT REFLECTIONS AND FEEDBACK International Jukebox Bhakti Shah, Tara Banatwala, Vibhav Amarbabu, Angela Mathew, Renuka Gawande, Jahnavi Jaipuriyar, Yohann Poncha, Cyrus Sethna and Yash Bhatia were in charge of the International Jukebox activity on International Mindedness Day. We curated music from nine different countries, namely, The Netherlands, South Korea, Japan, Jamaica, Nigeria, France, Spain, Brazil, and Iceland. We read up a bit about each countryâ&#x20AC;&#x2122;s music, and tried to get songs from most of the traditional and modern genres prevalent in that country. We gave some background for each country, and played samples from each country for the students that came in, giving the artist name and the release year for each song.

We did this for every batch of students that came in. The experience was a good one with the twelfth graders, as they were a smaller class, and we were able to conduct the activity as planned. They enjoyed it. The experience as a whole was fun and enriching.

Travel journal Rehan Chagla, Akshata Kapoor, Amiti Daga, Adya Khandelwal, Saumya Choksey, Tanisha Rathi and Tanish Mehta were in charge of the Travel Journal activity for International Mindedness Day. Talking about countries we have visited, to an external audience really helped us cherish the memories we made over there even more. It was different, shared the personal experiences of our visit to these countries, something others wont be able to tell them. Flipping through photos from our travels was a delight, as we got to compare the different countries that we had visited. The ninth standard were tough to manage but were equally enthusiastic about the countries that we wanted to speak to them about.

Clap classroom talk The International Mindedness Day celebrations concluded with a talk by Christian Nyanor Ohene from Accra, Ghana at 1:30pm. He conducted a very interactive and entertaining session with the students on the culture and practices of people from Ghana. It was very enlightening, as the students did not know much about the country and by the end of the talk they left with a wealth of knowledge. Learning about people from other countries helps to bridge the gap that might exist because of stereotypes and this was a great way to end the day on a positive note.

VISITING FACULTYâ&#x20AC;&#x2122;S FEEDBACK

Please complete a separate sheet for each activity

ACTIVITY COVER SHEET

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Headmistress’ Report Books & Beyond Our hope is that our students will become smarter, happier, more just and more compassionate people because of the world they experience within those hundreds and thousands of lines of print. We know that students need time to read at school and at home every day.

An introduction to different genres of fiction, non-fiction and poetry at a young age builds a stronger literacy base. The emerging readers all over the world are growing in various reading skillsets and developing with global perspectives to become global citizens. Books from around the world reach out to children all over and reading aloud stories helps them strengthen their Socio Emotional Learning. This empowering tool of literature helps young readers in building their confidence to face the challenges that come along while understanding the core human values of acceptance and tolerance of differences and teaches them to overcome their negative emotions of fear, anger and insecurity.

Keeping this overall understanding and objective in mind, our participation in the Irma Black Awards was planned from different perspectives. The Award is unusual in that children are the final judges of the winning book.

The activity helped readers to view text and illustrations as an inseparable part of a story. Readers learned to examine text from two different lenses and at the same time understood how these lenses compliment and support each other. This approach aided the readers’ thinking and nurtured the ability to read, talk and confer through text and art. It was a great opportunity to empower the children and to make them realise the power of their voice early on in their lives. Read aloud of the books supported engagement and responsibility as they learned to assess the text and rate the book as per the parameters laid down. Hence, Reading and Critical Thinking were nurtured from their foundation years.

The activities planned around the read aloud sessions included free expression, discussions, collaboration, an author’s visit, a talk by the literacy expert for the parents, a book exhibition and field trips thus creating a very enriching platform to move ahead into reading of the finalist books. The books were read aloud in classrooms, the school garden, the library room and a public garden.

The finalist titles this year were:    

We Don’t Eat Our Classmates The Wall in the Middle of the Book Stumpkin Sun! One in a Billion.

From here, we now move on to create various reading experiences for the students to develop their Comprehension, Critical Thinking and Problem Solving and Socio-Emotional Skills throughout the year.

Mrs. Sharmila Lele Headmistress

Reflection of Internationalism

Read Alouds are indispensable and rich classroom reading experiences which help build a community. They contribute greatly to the childrenâ&#x20AC;&#x2122;s development. It is through these activities, that children can be exposed to different cultures, the norms of each culture, the similarities and differences that people share and the opinions that work towards the growth of healthy societies, which, in turn would lead to greater confidence and a sense of belonging for the children.

All the universal values below were highlighted in all the four finalist books of the IRMA Black Awards. This is the key that opens up the road to global citizenship.

The aim is to create an umbrella of global values that bring the children across the globe together in understanding each other as irrevocably interconnected global citizens.

Living cohesively in a society Love

Compassion

Friendship

Respect

UNIVERSAL VALUES

Understanding

Kindness

Tolerance Promoting Peace Togetherness

Building Relationships

We continue our read aloud journey towards nurturing students throughout the year.

Week 1 11th March

Reading Barton

Big

Books:

The

Dawn

Chorus,

Author

&

Illustrator:

Suzanne

Activity 1: Read Aloud session – This was a precursor to the Programme ‘Books & Beyond’.

A big book ‘The Dawn Chorus’, shortlisted for the Waterstones Children’s Book Award was introduced to the students. It highlights a heartfelt story of tiny nightingale desperate to belong, by an exceptionally talented new author –illustrator, Susan Barton.

Barton’s influences include Japanese prints and illustrators she remembers from her childhood. Her artwork is a beautiful combination of collage, drawing and painting, with a love of patterns and prints. Barton’s inspiration to write the book dawned from listening to the birds one morning.

The students listened to the story as narrated by the teacher while using different reading strategies such as, making connections, visualization, prediction, questioning and retelling to gain a deeper understanding of the story.

They brainstormed to create a mind map on the feelings of the main character ‘Peep - the nightingale’ in the book. This helped them connect their own feelings to real life experiences.

Week 2 18th March Activity 1: Listening to an Audio book: Giraffes Can't Dance written by Giles Andreae, the author of many top selling picture books, a number of which have won national and international awards. However, Giraffes Can’t Dance is the most popular and the best known.

The audio book aimed at developing a Growth Mindset and understanding the power of yet. It also helped the students to strengthen their listening skills.

‘Growth Mindset’- a phrase that can easily be coined as the current global education trend is one of the most powerful community-building lessons which promotes positive influences in our classrooms!

Giraffes Can’t Dance is a smooth read, includes rhymes, and is a perfect platform for launching a conversation about differences in the classroom. The book centres on a Giraffe who can’t dance like all the other jungle animals and is made fun of because of his lack of dancing skills. Gerald is the perfect character and displays tremendous power for teaching our students about Growth Mindset!

Each student identified things that he/she could not do YET on ‘Post it’ notes and displayed on the classroom chart.

Activity 2: Listening to an authorâ&#x20AC;&#x2122;s book reading, in collaboration with Scholastic India.

The author Sakshi Singh read her poems from her book Jalebi Jingles increasing the familiarity of poetry themes and explaining the genre of poetry with hilarious quirky poems revolving around familiar Indian experiences, like jalebis, namkeen, yoga and pot holes, to name a few, Jalebi Jingles is a wonderful experience to read!

Activity 3: The author played a game with the children related to the book.

Week 3 25th March Participation in Irma Black Book Awards in collaboration with Bank Street College of Education, New York

Week 3 Continuesâ&#x20AC;Ś Activity 1: Reading aloud of Irma Awards Books Book 1- Stumpkin authored by Lucy Ruth Cummins Stumpkin is about a pumpkin who believes his perfection is flawed. It is a brilliant choice of a book that promotes values towards the development of global citizenship. It reminds us that imperfections in our minds are likely perfections to others.

Stumpkin reassures us in the end that each of us has a place and a home. Stumpkinâ&#x20AC;&#x2122;s plight speaks to every child who may have been the last one chosen in a gym display or who stands miserably on the side lines of dances because they just feel they would be left out. The values the author projects in her book are Patience, Being yourself, Acceptance, Empathy, Integrity, and Cooperation.

The students identified with the feelings of Stumpkin. The children learnt to recognize differences in other people and accept them.

It taught them that rejecting others who are not perfect could cause them a lot of hurt. When we include and recognize hidden abilities regardless of imperfections, we can create a better world and bring joy and smiles to those around us.

Follow up Activities on ‘Stumpkin’ Done in Week 5 (8thApril) The children completed a worksheet choosing the appropriate feelings and emotions for Stumpkin’s given situations.

Week 3 continues…

Book 2– Sun! One in a Billion authored by Stacy McAnulty, a non-fiction book, involved a lot of fun in understanding our solar system and the power of the Sun. McAnulty, a children’s book author and a mechanical engineer by profession has always been interested in space.

Though the book is intended for 4 to 8-year-olds there was a surprising amount of research involved in it.

Sun! One in a Billion is an autobiography. The readers get to know the Sun’s fun personality. In the book, the Sun’s personality shines also because of the vibrant illustrations by Stevie Lewis. He has brought the Sun to life in a fun and amazing way.

The book highlights factual knowledge as well as stresses on the ubiquitous concept of being connected to the universe. The very essence of the book brings out the global perspective of acquiring knowledge that can empower children internationally. It encourages children to be proud of who they are, be grateful for the qualities that they are endowed with and always be willing to expend themselves, so as to help others or improve other people’s lives. It promotes self-esteem that goes a long way towards good mental health.

Follow up Activities on ‘Sun! One in a Billion’ Done in Week 5 (8thApril) 1. The students visited Nehru Planetarium for a show on ‘Our Solar System’.

2. The children were divided into groups and asked to do research on topics related to the Sun as follows: 1. The Water Cycle 2. The Sun, Plants and Our Food 3. Sun Rises and Sun Sets

4. The Northern and Southern Lights 5. Solar Eclipse 6. Our Solar System

Through this, the skills of Research, Analysis, Collaboration, Communication, Evaluation and Reflection were brought about.

Week 3 Continues…

Activity 2: Parents’ Reading Survey The survey helped in understanding the family’s reading culture for the teachers to understand each reader individually and plan the year’s reading programme accordingly.

The Reading Survey Responses

The Questionnaire

Week 4 1st April Participation in Irma Black Book Awards in collaboration with Bank Street College of Education, New York Book 3 - The Wall in the Middle of the Book authored

by Jon Agee is his gentle reminder that preconceived notions about things and people, over a boundary or otherwise, are often distinctly wrong. It supports the global perspective that assumptions could be misleading. It talks about an invisible fear that becomes greater than us.

It empowered the students to face challenges and explore the other side when they have the fear of the unknown. It taught them to overcome their apprehensions before trying anything new. As the story unfolded, the students were able to understand that making assumptions held them back from the actual reality, which could be promising and beautiful.

Follow up Activities on â&#x20AC;&#x2DC;The Wall in the Middle of the Bookâ&#x20AC;&#x2122; done in Week 5: (8thApril) The students expressed their own journey from fear to achievement through art.

Week 4 continues…

Book 4 - We Don’t Eat Our Classmates authored by Ryan.T.Higgins is a book that gives strength to the global understanding of how personal experiences can shape young minds to build meaningful relationships.

Higgin’s personal experience inspired him to write this book at the time his son was getting ready to start kindergarten and the children across the globe can relate to it. It is the perfect cross-curricular addition to the classroom for teaching students about friendship and being kind.

The main idea of the story is about making friends, and treating people the way you want to be treated. The story tells us that when we act without thinking about others for our own selfish interest, we could be completely unaware of the same, until we encounter similar situations ourselves. This then makes us realise the impact of our actions on others. With this realisation, we can modify our actions and be more considerate towards others.

Follow up Activities on ‘We Don’t Eat Our Classmates’ done in Week 5: (8thApril)

The book helped children to develop social skills and thereby accept their friends the way they are. They completed a story map as a reflection to the story.

Week 5 Book Fair for students and parents with many international titles of different genres, covering global values, issues and experiences, in collaboration with One Up Library & Book Store, New Delhi.

The children were accompanied by their parents and could browse and purchase the books. The children were exposed to various genres of books.

Reading Workshop for Parents: â&#x20AC;&#x2DC;Raising Young Readers at Homeâ&#x20AC;&#x2122; in collaboration with One Up Library & Book Store, New Delhi A literacy expert and reading enthusiast, Dalbir Kaur shared tips on the importance of read aloud, reading strategies and methods used globally covering different countries such as USA, UK, Singapore & Australia. This helped in making our reading programme stronger with well-informed parents for home reinforcement.

Week 6 15th April: Participation in Irma Black Book Awards in collaboration with Bank Street College of Education, New York The students voted for the book of their choice from the four books above. The children were able to analyse, evaluate the books, and express their choice.

Links and Videos: 1. Giraffes Can’t Dance Song – You Tube https://www.youtube.com/watch?v=Zzb5Acl-n70

2. Bank Street College - Website https://www.bankstreet.edu/library/center-forchildrens-literature/irma-black-award/

3. ISA Evidence 2019-20 – Google Folder https://drive.google.com/open?id=15ajBHNin4JpzsyuP_9MO2dSSmzqmkeA4

orati fwd: ISB SchoOI Collab

1/30/2020

on - n.dotivala@cat hedra

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And John Connon SchOOI

Mail

<cweill@bankstreet.edu> From: Cynthia Weill at 03:21 0 202 Jan Date: Fri, 17 Collaboration Subject: \SB School @bankstreet.edu> To: Cy nthia Weill <� ai, India. n Infant School in Mumb edral and John Conno Headmistress of Cath the Lele, mila Shar m her email I received an email fro am pasting a portion of which to collaborate. I or anywhere else with York New ol in cho She is looking for a s h Council with below: ol Awards (\SA) Britis g in International Scho with follow patin along ks partici wee are 4 into ar we est today. This ye months programme here in the anyw or York "I write to you with a requ We have successfully compiled the entire New in oration with a school pation tion with us." our Irma Black partici ng at forming a collab of Irma Black participa nces. We are now looki also seek their sharing and with up activities with evide es activiti try to share these om USA or any other coun hmis@cathedral-school.c se contact Sharmila at: ted in connecting, plea res inte be would act everyone then If you think you 10th or so. I will cont enders by February cont lack a B Irm four know the In the meantime , I should

Dear Friends:

Bank Street Cele te s Black Awards and �oo Ch!ldren's Literature at Annual Irma k Prize Ceremony M,y"·'°"

All the best, Cindy

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On May l 6 the Bank Str eet Center for Ch,!dr n literature h osted ,rs awar nnua! Irma Black Awa ds ceremony to rds:n� 8th Annual Coo k Pnze Presenred each year SI nee 1973, the Irma S and J ames H. Bla ck Awa Chrrdren's Literature rec rd fo xcellence in ognizes outstandin . ooks for young childre :� ill ustrations are oil n in !Ch th e text and y connected, each en!� cing th e other to s tren page and create :� arm gth the conrent on v ry on ized piece The ee �: whic 4 at the Bank St t h i s v y ot e d ;:; on b st e srn gra e ool for Child;en, h;�: d s J and rma Simonton Black, Io m Bank Street Wri;:r: :� n me member a and writer and editor of the o edrtor of ma n y CUtti edge a cademic w k : '�ldren's books . She was�lso an author J nd or s, in iu mg The multicultural, multi-;!

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The ceremo ny bega n with openrng . remark from Bank Street Presid e 5urans ky, GSE '00' nt Shae l Polakowfo/lowed by jed Lippard ,�ean of Children's P literature. rograms ar Bank Stree, and Cynrhia Wer/1. , Dir ector of the Cen rer for Children's "The Children's liter ature Committee r . ew s hundreds o Irma Black A rd and book f s each year and th Cook Prize are u��que in e award Jun es h elp to narr their selecrron process awards will h:�P ed ucato h s l st beca use th rs conrrnue to identify trtles are t '.; ��::� � r . sard Wer// "Both the hrgh qual ity lrterarure books wrth each other• y chr!dren We hope for their stu;e:::�: inspir uldrmate d d these e chi l ren to f m Joy rn read1ng an d d1scuss mg

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by Ryan 1. Higgin s nner.

2019 wi and James H. Black The three honor

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Lucy Ruth Cummins; n and illustrated by rs • srumpkin writte Yo ung Reade for k s Boo eneum publish ed by Ath str ated by illu nu\ty, written by St acy McA ■ Sun! One in a B;l/ion Comp an y Young enry Holt and H b y d lishe

by Dial Book s for Stevie Lewis: pub Jon Ag ee; published and illustrated by the Book written of Middle the • The Wall 1n Readers Arab Emirate s Asi a , and the United ada, Europe , United St ates, Can ldr en in the chi 7,000 1his y ear over voting. participated in the

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From: Sham,·1 .

1 a Lele < Date: F . 7 Jan m> 2020 Subject�/ Irm a Black Award Coll aborat,on To: Barba,::Sho stal <bshostal@ hccs .hunter cunY..ed u> .

Dear Barbara, It is lovely to hear from you . Than k you for connecting with us.

We are situated in Mumbai , India Th e grade 1 stud ents Awards since fou from our Infant r years. It has bee . s ect on hav e be en . n an e nriching e r learning. The to . cipatin x p e nence as each g in Inna Black pres that one can ::;;:, ffe ext end can hav �� rs a great us to collabo te e a lon g lasting impact and shar ra e our e d,,,-" O •-••,::,�' "::-·•-, •ties wrth you.

Our wor1< h opportunity for re Barn to 1pm��'; Howe v e r, y��:: " "' rn . S O ours tt may • -�" "" •,-::::::•.:."-"' not be Possrbl . e for the st . ud e nts to con "-""' ' re I am sharing a link wi.th you to elaborate on our a Black Books in 2 .

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Th e photos are la beled and self-exp lanato .

L ook,ng forward to hean.ng from you.

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ry_ Please let me . know rt you hav e any qu e st ions.

yOUF'S sincerely,

Sharmila Lele Headmistress CaThedraf & .John Connon rn fant .

School Mumbai rnd1a • .

Ph 91 -22-236709 89, 702120240 2, 9821139299

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. .-··

er.cuny� wrote: ostal <bshostal@hccs.hunt Sh ra arba B 0, 06:5 at On Fri, 17 Jan 2020 n with your Irma Black award selectio the l'rith tion pa Dear Sharmila, tic i par will ents' as ar<l plan as to how we orate and share our stud de lab r i col you to out ,,e ab io ous u� wo C1Jct We den5, !' m ll' i our fo< intellectually giflfd stu ssion pert,,,ps through si scu di the inln 5 den school, Hunter is a school stu ng your ve alwa'IS wanted nalion, wed Ove to bo for ..,ny years ar<l l ha ction le se d war be able to st,re our infon a 1acl B a ve participated in the Irm opinions as judges. bme zor,s ,now it we dents' awareness of their stu the den oa br o ol t o to partner with another sch may proceed. thoughts about how we ur yo w kno me let ase Ple Best, Barbara Barbara Shostal/Librarian ry School Hunter College Elementa 71 East 94th Street New York, NY 10128 212/860-1297

. . . ..

··.

On Sat, 18 Jan 2020, 01 :21 Sharon Baller, <sballer@mtsd.us> wrote: Dear Ms. Shannaila Lele, I would truly love to collaborate with you. This will be the fifth consecutive year my first and second graders will vote on the Inna Black Award. My school is located in Skillman, New Jersey. We are close to Princeton University and about an hour drive from New York City. If you like I can send you the google-slide presentation I use to help my students learn to evaluate literature. My student are familiar with American Library Awards; such as, the Coretta Scott King Award, the Caldecott, Newberry, and Theodore Seuss Geisel Awards. Are there special awards for children's literature in India that your students are familiar with? I look foiward to hearing from you

,..K/ •••••••••••••••••••• ................... : ................... .. ·•.

COL1.AsoRAr10

Sincerely, Sharon

Sharon Baller Library Media Specialist Orchard Hill Elementary School sballer@!ntsd.us "I am just a child who has never grown up. I still keep asking these 'how' and 'why' questi�,. \ answer." Stephen Hawking

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On Sat, 8 Feb 2020, 0212 Sharon Baller, <sballer@mtsd us> wrote Sharmila,

...

-...

Hello. Your students completed a very rigorous book study. Will they participate in voting on the 2020 Irma Black award books? The 4 semi-finalist should be announced soon I taughUread the books below with my students last year

• We Don't Eat Our Classmates by Ryan l Higgins • Stumpkin by Lucy Ruth Cummins (Atheneum/Simon & Schuster) • Sun! One in a Billion by Stacy McAnulty, illustrations by Stevie Lewis (Henry HolUMacmillan) • The Wall in the Middle of the Book by Jon Agee (Dial/Penguin Books for Young Readers) - Sharon Sharon Baller

From: Sharmila Lele <hmigg)cathedral-school.com> Date: Sat, 18 Jan 2020 at 19:50 Subject Re: ISB School Collaboration To: Sharon Baller <sballer@mtsd.us>

Library Media Specialisr Orchard Hill Elementary School sballer@mtsd.us "I am just, child 1d10 has never jl!Ol\n up. I still keep asking tliese 'h01v and 'ldiy' questions. Occasionally, I fmd an answer." Stephe11Ha1,king

Dear Ms. Sharon,

It is lovely to hear from you. Thank you for connecting with us.

We are situated in Mumbai, India. The grade 1 students from our Infant se ction have been participating in Inna Black Awards since four years.

It has been an enriching experience as each book offers a great platform for socio-emotional learning. The topics that one can extend have a tong lasting impact on the children.

With this participation we too teach students to evaluate literature. It also allows us to create awareness and strengthen their confidence by empowering them to deal with real life challenges and situations.

It would be a nice opportunity for us to collaborate and share our activities with you. We have LitFests and Library Activities for children's books however no other awards such as Inna Black. Indian children's literature very enriching in local languages as well as English.

Meanwhile I am sharing a link with you to elaborate on our working with Irma Black Books in 2019.

Working of Irma Black Awards 2019 The photos are labeled and self

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We would love to receive your Google Slide presentation.

Looking forward to hearing from you.

Yoirs sincerely, Sharmila Lele Headmistress CathedrGI & ,John ColVIOn Infant School Mumbai, India Ph. 91-22-23670989 7021202402 9821139299

tions.

Fwd: ISB School Collaboration - n.dotivala@calhedral-school.com - Cathedral And J

1/31/2020

From: Sharon Baller <sballer@mtsd.us> Date: Fri, 31 Jan 2020, 03:26 Subject: Re: ISB School Collaboration To: Sharmila Lele <hmis@cathedral-school.com>

Hello. Below are the resources I used for the Irma Black Award last year. I included my google slides "2020 Winners! that I am currently using to get students ready to evaluate books A video call sounds like a great idea.

We could use google to chat as well. I'm not sure of how the time zone differences will affect us. Any ideas?

Sharon

. . ...

..··· . .

·....

COLLABORATION WITH ORCHARD HILL ELEMENTARY SCHOOL

Sharon Baller Library Media Specialist Orchard Hill Elementary School sballq@mtsd.us "I am just a child who has never grown up. I still keep asking these 'how' and 'why' questions. Occasionally, I fmd an answer." Stephen Hawking

5 Attachments

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Date: Fn, Jan 31, 2020 at 9:14 AM To: Sharon Baller <sballer@mtsd.us>

Hello! Thank you so much for sharing your lovely resources. The children feel so empowered when they analyse and evaluate. The Google Slides are powerful too!I After achieving the Social-Emotional Leaming and Growth Mindset with Irma Black Books we continued our tourney into the year's reading programme. We created many opportunities and experiences to strengthen their SEL. We introduced our Grade 1 students to a novel study of• The Hundred Dresses" with greater values of friendship. We have just concluded our annual project based on the Irma Awards, our year's reading programme and the novel study.

Attaching a few photos. Hope you will enjoy them.

We are 10.5 hours ahead of New York. I will be fine If you would like to place a WhatsApp call or Skype in the

Yours sincerely, Sharmila Lele Headmistress Cathedral & John Connon Infant School

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TABLE OF CONTENTS

FROM THE DESK OF THE HEADMISTRESS RESEARCH THE GLOBAL CONNECT VISITS AND TALKS ACTIVITIES AND SUBJECT INTEGRATION WORKSHEETS FINALE SKILLS FEEDBACK

3

FROM THE DESK OF THE HEADMISTRESS

Mrs. S. Ganguly (Headmistress, the Cathedral & John Connon Junior School)

The idea of exploring a staple food like bread from its unleavened origin in Egypt to its many forms across the world - both leavened and unleavened, allowed us to integrate all subjects - academic and non-academic.

Team Effort: Extensive planning and excellent execution by teachers as a team: Over and above the deep research and detailed planning of lessons, worksheets, activities, viewing and doing, the teachers and I worked closely in deciding each and every element of the learning process of the project and finale.

We worked at meticulous planning of the event with the support of the very efficient team of parent representatives. We designed the invite, the gifts, aprons, the display of children’s work, skill’s board, photo booth, etc. We decided on the rounds of the challenge, the recipes, ingredients, the stocking of the same and time frame. The duties of teachers and parents for background support were decided to make the event seem effortless. Everyone went that extra mile, including the photographer who took it upon himself to shoot the event like a TV show. Above all, the children rose to the occasion and participated in the challenge confidently. The non-teaching staff also did their bit to contribute. The project truly was a collaborative effort.

Sharing children’s learning with parents: Each class created an online site using Google Sites and shared the journey of the project (various activities and learning of the children and photographs) on it. The use of paper was minimal beyond the project journal that compiled all the written work done by the students. The sites are inserted below:

2B 2G

2K

2M

3B

3G

3K

3M

4B

4G

4K

4M

4

RESEARCH The children were encouraged to research the history of bread and find fun facts related to different breads around the world which were then shared and discussed in class. The children classified and compared the data/information in pairs and groups and delved into the cultural differences in the use of bread, food habits and social norms connected to meals across the globe and the difference between leavened and unleavened bread. The children gathered information about the countries the breads belong to, the capital cities, the colours of the flag, the language spoken, the currency and other interesting facts integrating the geographical elements.

The children conducted a survey of bread preferences. The data was then tabulated, tallied and plotted as a graph by each child, adding a mathematical angle to their research.

5

THE GLOBAL CONNECT The versatility of bread is incomparable as it comes in numerous forms, sizes and flavours. From the crusty French baguette and the thin Mexican tortilla to the soft Egyptian Aish Baladi bread and the dark and heavy Pumpernickel from Germany, it sure stays true to being one of the most ingenious creations of man. The children explored breads from across the world, with a special focus on France, Egypt and India.

6

7

The Indian Story

Children learnt about various breads across India.

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VISITS AND TALKS The Bakery Visit: The students of The Junior School were divided into groups and were provided with an opportunity to visit various bakeries in Mumbai. The children closely interacted with the team of bakers/chef and got a peek into the baker's life. They were exposed to the responsibilities, tools, outfits, the baking process and products of a baker as they learnt more about the 'Bread on their Plate', and the wide range of options available today. The students were sensitized to the role they play in food wastage and how they can make a difference. Each child made a poster with a slogan to reduce food wastage which were displayed around the school.

Visits to bakeries and kitchens were arranged by parent representatives with the help of the parents of each class. This experience added a high value to the exposure of the children.

9

A talk by the Roti Bank organization: An interactive talk by a facilitator of the 'Roti Bank' was held for the students. The Roti Bank is an organization that aims to bridge the gap between hunger and surplus food and reach out to the underprivileged on a daily basis. After the talk the school has joined in to support this social cause and collects rotis (flattened breads) every Tuesday which are delivered to the Roti Bank.

Workshop on Table Manners: A workshop on table manners and dining etiquette was conducted by a corporate trainer to familiarize the children with mealtime courtesy.

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ACTIVITIES AND SUBJECT INTEGRATION In academic subjects, bread was the theme for English, Hindi, Marathi, Math, Science, Computers, Social Studies, Geography, History, Cultural exploration, etc.

In non-academic areas, PE (Bread basket game), Art (Paper craft of making sandwiches and pizzas using paper), dance (harvest dances), Singing (Bread Song), Library (story time), Values (Hunger and value of food), Quality circle time (Learning about table manners), Outings to Bakeries and kitchens, after school activity (Bread Club) where volunteer parents taught children how to use yeast to make bread.

We analyzed the project using the eight intelligences of Howard Gardener and listed the same for the perusal of parents and visitors.(Click on the hyperlinked words to access list.)

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The Bread Club: A Bread Club was set up to provide hands on experience to the students, of the fundamentals of baking. They learnt about the measurements, portions (fractions), baking temperature, baking equipment and the importance of sequencing in the process thereby integrating academic subjects supporting logical thinking. Bread clubs had volunteer mothers come to school to demonstrate and also help children try their hand at making bread using yeast.

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Book Reading - The children were exposed to books with stories featuring breads, the primitive method of farming and baking tools used for the bread making process.

Bread Talk- Story Telling: Stories and fun facts, related to Indian and global breads were narrated over the Public-Address System by teachers in Hindi and English every morning for a fortnight. They helped the children learn the correct pronunciation and know more about the particular bread. The same stories were recorded and shared with parents using Google Classroom to enable revisits. (Click here to listen)

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Assembly Skits - Various skits were enacted highlighting different themes such as the origin of bread in various ancient civilizations, associated bread stories, the importance of saying no to food wastage and how the children can be responsible about it in our day to day life. The life and hardships faced by a farmer were also highlighted in one of the assemblies. These assemblies integrated Music, Dance, Art, Dramatics, Oration in English and Hindi.

Short skits related to bread were scripted, directed and performed by the children in their Drama class. It was a platform for each child to hone their public speaking skills, build confidence and develop language skills as they showcased their talent to an audience of students, teachers and parents.

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Science experiments - The children had fun growing a mould on a slice of bread by observing it for a week in a closed humid environment and learnt about the science behind it. They also researched the nutritional value of bread and learnt about the presence of starch in most breads, through an 'Iodine' experiment.

Iodine test for the presence of starch

Growing a mould

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Grinding activity - A hands on experience was given to each child as he/she tried to grind wheat grains, using a mortar and pestle.

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Bread Craft- The children were completely immersed while making their chosen bread in the craft classes using paper. From Pop â&#x20AC;&#x201C; Up pizzas to paper-fan sandwiches, the children created unique pieces.

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Physical Education â&#x20AC;&#x201C; The children played the game 'Bread Basket' a version of the very popular 'Fruit Basket', using names of different Indian breads.

Lessons in the Dark- Students watched short value based films integrated with the project theme, which was followed by an interactive class discussion and many reflections.

Language â&#x20AC;&#x201C; The children of grade 2 learnt end blend sounds with bread vocabulary. The children of grades 3 and 4 used their poetry skills to create interesting acrostic poems using words related to bread

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Computers â&#x20AC;&#x201C; Using their computer skills the children each researched about a bread, its origin, geographical location, culture of the country of origin and how to say hello in the local language.

The designed posters were displayed on the final day. The grade 4 students created mazes and games using Coding which was exciting to explore and experiment with, keeping bread as the theme

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WORKSHEETS The children did bread related worksheets across subjects. The worksheets included a variety of activities. The Project Journal was made by binding all the sheets. The children also collected additional information, pictures etc. to complete their journals.

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FINALE Junior Chefs’ Challenge – With an aim to give the students an immersive experience, the children of Junior school participated in a cook-off challenge called the ‘The Junior Chefs’ Challenge’. The children in their house teams donned the chef’s hat and curated dishes keeping bread as the hero, which was executed in 4 rounds, namely, ‘The Bazinga Blindfold Tasting’, ‘The Pressure Test’ for an Appetiser, ‘The Magnificent Mystery Box Challenge’ and ‘The Delectable Dessert’. Each child participated in the challenge with the meticulous planning by the teachers. An experienced chef /baker was invited to judge the dishes created by the teams. Buzzing with excitement, the finale ended on a high note!

Click on the class names below to see the recording of the same.

2B 2G 2K 2M 3B 3G 3K 3M 4B 4G 4K 4M

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SKILLS As we put our project together through various activities that catered to the multiple intelligences and correlated the project theme to every curricular and co-curricular subject, we aimed to hone the skills that helped our children corroborate their understanding and learning that went beyond the textbook and the classroom.

We believe children are â&#x20AC;&#x153;Smartâ&#x20AC;? in different ways hence our Project aimed at holistic learning.

In continuation of the project, the school has tied up with the Roti Bank Organisation. The children generously donate rotis every week to feed the hungry.

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FEEDBACK The project received a lot of wonderful feedback from parents, visitors and students. They shared their comments and feedback by posting in padlets on the class sites. Visitors and parents were full of praise of the learning outcome, awareness and confidence in their children as well as impressed by the standard of the project. They shared their comments and feedback by posting in padlets on the class sites. The same have been inserted below: Parentsâ&#x20AC;&#x2122; Feedback:

It was absolutely amazing to actually play the game that Zaynah had created. What was really impressive was that she could explain the individual modular loops and which part of the game they contributed too. She was even able to explain bugs, which is extremely commendable. Thank you for constantly raising the bar with our children.

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Studentsâ&#x20AC;&#x2122; Feedback

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Visitorsâ&#x20AC;&#x2122; Feedback

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THE GIRL BEHIND THE MASK To understand gender stereotype prevalent in society in different countries, in order to gain global perspective.

ACTIVITY COVER SHEET

Name of the school:

ACTIVITY 4

The Cathedral and John Connon Middle School Girl Behind the Mask Ms.Sinha,Ms.Mehta,Ms.Nevis,Ms.Mistry,Ms James Ms.Periera,Ms.Das English,Social Studies,I.T,Art

-To create an understanding and gain global perspectives about Brief details of the aim, content gender stereotypes and its impact on women in societies across and outcome of the activity: the U.K. Afghanistan, India and Japan.

The UK, Afghanistan, Japan, India N.A. The internet, interviews ,news articles, books August,2019.

160 11 to 12    

Photographs Video recordings of presentations made by students feedback forms by teachers, students and parents.

Scanned copies of students’ research and Video links of the presentations made by children.

TABLE OF CONTENTS FROM THE TEACHERS’ DESK………………………………………………………………….

ACTIVITY PLAN………………………………………………………………………………….

RESEARCH………………………………………………………………………………………….

COLLATING INFORMATION……………………………………………………………

RECORDING…………………………………………………………………………………….

WORK SHEET TO REVIEW THE LEARNING OUTCOME ………………………….

SKILL SET……………………………………………………………………………………………..

FEEDBACK…………………………………………………………………………………………….

FROM THE TEACHERS’ DESK

Mrs.Nilakshi Sinha

Ms.Seema Mehta

Ms.Rohini Nevis

Ms.Shirley Mistry

AIM: The Activity titled, ‘Girl Behind the Mask’ was conducted in standard 6 as an extension to the grade novel, ‘The Breadwinner’. This activity was aimed at developing a global perspective and understanding in children of gender stereotypes prevalent in society in various forms across the world. It was extended work to the grade novel as it connected well with the theme of the grade novel, ‘The Breadwinner’ which has gender discrimination as one of the dominant themes.

CHALLENGES FACED:  Differentiation: The content was varied for its presentation, complexity of the information and task expectations.  Initially, children allotted Japan, found it difficult to find case studies where an individual had to hide behind a façade in order to pursue a dream or etch an existence.

They had to do extensive research and explore different sources to gather relevant information and examples of gender stereotype in Japan  The topic covered a wide range of disciplines such as History, Geography, Civics, Arts and IT. LEARNING OUTCOME:  Students researched into the backgrounds of their chosen case studies, understood their socio-cultural backgrounds, and displayed their understanding creatively through designing book covers, charts and audio-visual presentations  The children developed new perspective and deeper understanding of different cultures and discrimination.  They were surprised to learn that even countries such as the UK and Japan had examples of discrimination against women that could be cited from the past and current times.  They were also amazed at the resilience of some of the victims who fought against all odds, to break all shackles and emerge winners in life, learning about indomitable human spirit.

ACTIVITY PLAN  The students of the 4 classes were given a country to research. The premise for research was the theme of the grade novel, ‘The Breadwinner’ in which the protagonist, Parvana, a victim of discrimination, is forced to disguise herself as a boy, in order to meet the basic requirements of her family.

1.RESEARCH  The children outsourced and researched relevant information, collected pictures and collated matter on a chart in class. They also made presentations to showcase their case studies and followed that up with a discussion. This was concluded with students summarizing their learning and stating their views on gender discrimination and the ‘Girl, behind the mask’. 160 students of grade 6, aged around 11 to 12 years, took part in this project which was covered in four weeks of intense discussion, brainstorming sessions and debates.  The children were divided into four groups and allotted country vis a vis INDIA, AFGHANISTAN, JAPAN & UK. They were given parameters to research on a woman from the country allotted to them, who had to assume a male identity for survival.  Following criteria had to be kept in mind for the research: • Name of the woman • Name for her male identity • Reasons for her disguise • Challenges she faced

2. COLLATING INFORMATION COLLABORATIVE-JIGSAW METHOD

BRAINSTORMING SESSIONS

3.RECORDING Findings of the research were recorded in the form of charts, multimedia presentations, debates, role-play and skits prepared by the students.

They also designed a cover page for their grade novel and gave it an original title, based on their understanding of the theme.

SOME COVER PAGES

CHARTS PREPARED FOR PRESENTATION

GENDER STEREOTYPE IN AFGHANISTAN

GENDERSTEREOTYPE IN UK

GENDER STEREOTYPE IN INDIA

GENDER STEREOTYPE IN JAPAN

ROLE PLAY

DEBATE

The final presentation was in the form of a flip class which was a combination of a variety of creative methodologies devised by the students to present their research.

FLIP CLASS

GENDER STEREOTYPE IN INDIA

GENDER STEREOTYPE IN JAPAN

GENDER STEREOTYPE IN THE UK

WORK SHEET TO REVIEW THE LEARNING OUTCOME :

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SKILL SET The activity explored varied approaches to learning based on the application of different skill sets as follows.

Social Skills • Communication • Collaboration

Self-Management Skills • Organisation Skills • Affective Skills • Reflective Skills

Research Skills • Media Literacy Skills • Information Literacy Skills

Thinking Skills • Critical Thinking Skills • Creative Thinking Skills • Transfer Skills

FEEDBACK The feedback was collected from the students, parents and teachers to assess the learning outcome of the set success criteria for the conducted activity.

STUDENTS FEEDBACK

PARENTS FEEDBACK

TEACHERS FEEDBACK

CMUN

TABLE OF CONTENTS ACTIVITY COVER SHEET TEACHER’S REPORT CMUN ON SOCIAL MEDIA

COLLABORATION WITH RATO BANGALA SCHOOL, NEPAL STUDENT FEEDBACK TEACHER’S FEEDBACK CAJCS DELEGATES VISIT RATO BANGALA SCHOOL FOR RBS MUN STUDENT FEEDBACK TEACHER’S FEEDBACK

D

ACTIVITY COVER SHEET

Activity number

School Name

The Cathedral And John Connon School

Title of Activity

Cathedral Model United Nations, 2019

Teacher Responsible

Dr.S.Parmar, Mrs Anshuma Shah, Mrs Cebone D'Silva, Ms Venita Chhetri

Other Staff involved

Mrs Sini Nair, Mrs Sarah Justin

Subjects involved

History, Economics, Political Science, Sociology

Brief details of the aim, content and outcomes of the activity

Aim: Enhance 'real-world' life skills- leadership, the art of diplomacy, negotiation and collaboration.

Content: Topics discussed: i. Lal Bahadur Shastri's Cabinet, 1965 ii. Historic Security Council iii. The Imperial Council of the Qing Dynasty, 1895 iv. Emergency Summit of the International Civil Aviation Organization, 2001 V. United Nations Commission on Narcotic Drugs vi. Special Session on the Venezuelan National Crisis vii. Special Political and Decolonization Committee viii. Disarmament and International Security Committee ix. Summit of the International Press Outcome: Students are trained to become global citizens and future leaders.

Countries explored

India, Nepal

Link School(s)

Rato Bangala, Nepal

Other sources of information

www.cathedralmun.com

Time period of the activity

August 23 rd to 25th , 2019

Number of students involved in this activity

Approx. 550

Age range of students involved

13 to 18 years

Types of Evidence included

a) b) c) d) e) f) g) h)

Scanned Newsletters Screenshots Emails Scanned feedback forms Scanned CMUN invite Photographs Videos of the event The Times of India Newspaper article scanned

TEACHERâ&#x20AC;&#x2122;S REPORT CMUN had its 23rd annual session from the 23rd to 25th of August, at the Trident Hotel. Over 440 students from across the country came together, as representatives of various nations. Totally there were 16 outstation schools and

approximately 13 schools from Mumbai. Rato Bangala School, Nepal also participated in CMUN 2019.

Our students as well as the students from Rato Bangala learned a lot from CMUN 2019. It gave them an opportunity to interact with other well- informed students and

discuss exigent topics, ranging from the Darfur Crisis in Sudan to the economic Venezuelan Crisis. In the larger committees, I think it was particularly beneficial because the students learned the skills of diplomacy and the need to be impactful. Besides, our students were exposed to the Nepalese culture and enjoyed interacting with the students from Rato Bangala.

The students made lifelong friendships while engaging in healthy competition.

We believe that CMUN as a conference always finds a way to address pressing issues including peacekeeping, human rights, economic and social development and in doing so, fulfils the goal of MUN in providing students with a better understanding of not only global issues but also of the inner functioning of the UN

as an organ by simultaneously exercising diplomacy and working in the spirit of compromise.

A challenge our students faced was handling the large volume of delegates at the conference and navigating through the same. There was a slight language barrier but for the most part, our students did not seem to have any issues with conversing or interacting with the delegates. The experience we had at CMUN and RBS as a delegation was pleasant and smooth and we look forward to such conferences.

Ms. Cebone Martin

INVITATION CARD

FORMAL INVITATION

BY THE PRINCIPAL

CMUN ON SOCIAL MEDIA

WEBSITE

COLLABORATION WITH RATO BANGALA SCHOOL, NEPAL

EMAIL INVITATION TO RATO BANGALA

HOTEL BOOKINGS FOR CMUN

ORIENTATION

PARTICIPANT SCHOOLS

SCHEDULE

NEWSLETTER

POSITION PAPER

CMUN IN THE NEWS

OPENING CEREMONY

VARIOUS DELEGATIONS

COMMITTEES IN ACTION

WINNING DELEGATIONS

RATO BANGALA DELEGATION AT CMUN, MUMBAI

STUDENTâ&#x20AC;&#x2122;S FEEDBACK

TEACHERâ&#x20AC;&#x2122;S FEEDBACK

CATHEDRAL DELEGATION VISITING RATO BANGALA SCHOOL, NEPAL FOR THEIR MUN

EMAIL INVITATION FROM RATO BANGALA

HOTEL BOOKINGS

PARENTAL CONSENT

SCHEDULE FOR RBS MUN

ALLOCATION OF DELEGATES

CATHEDRAL DELEGATION AT RBS MUN

STUDENTâ&#x20AC;&#x2122;S FEEDBACK

TEACHERâ&#x20AC;&#x2122;S FEEDBACK

Table of Contents ACTIVITY COVER SHEET ................................................................................................................................

AN OVERVIEW .................................................................................................................................................

FROM THE DESK OF THE HEADMISTRESS ..................................................................................................

PROJECT FLOW ..............................................................................................................................................

GLOBAL CONNECT .......................................................................................................................................

THE LEARNING OUTCOME...........................................................................................................................

SKILLS ...........................................................................................................................................................

FEEDBACK FROM TEACHERS, PARENTS AND STUDENTS .....................................................................

2

ACTIVITY COVER SHEET Title of Activity: The Pen Pal Project Teachers responsible: Ms. Bharadwaj. Ms. Chawla, Ms. Dalmia, Ms. Bhatia, Ms. Choksey, Ms. Durham, Ms. Pancholi, Ms. Ray, Ms. Vakil, Ms. Irani, Ms. Lokhandwala, Ms. Fredrick and Ms. Tewary.

Subjects involved: English, Social Studies, Environmental Studies Brief details of the aim, content and outcomes of the activity: The aim of the Pen Pals Project was to introduce international interaction for children at an early age where they were exposed to the differences and similarities in their lives. This gave them an insight into multiculturalism, which is an integral part of being a global citizen. In addition, the project also aimed at creating enthusiasm to communicate with a friend using different mediums and integrate practical skills like reading, writing and research while encouraging the child to think and write creatively.

Countries explored: Great Britain USA

Canada Germany

India

Link school(s): ● Woodland Hills Elementary - USA ● Red Oaks School- USA ● Hildreth Elementary School- USA ● Beauvoir - National Cathedral Elementary School- USA ● The William T. Harris School- USA ● Cotton Point Elementary School- USA ● Vincent Massey Public School - Canada ● Berlin Metropolitan School - Germany ● Whitewater CE Primary School- England Time period of activity: 3 months Number of students involved in this activity: 456 Age of students involved: 7-10 years Type of Evidence included: Photographs of students, letter samples, field trip photographs, parent, student and teacher feedback

An Overview The ‘Pen Pals’ Project was instituted by The Cathedral and John Connon Junior School with an aim to provide a greater cross-cultural understanding to our students. It gave them an opportunity to practice the essential skills of communication and collaboration in the global context.

The Pen Pals Project involved communicating with another child of the same age-group ranging from 7 years to 11 years from a school across the globe through a series of letters that offered a window into each other’s lives.

From the Desk of the Headmistress “Letter writing is the only device for combining solitude with good company.” - Lord Byron Throughout my childhood and until fairly recently, letter writing was the only means of long distance communication. It was also a leisure activity of connecting with another person and most often a person you liked - a pal or a relative. There were, of course, formal letters written for a specific outcome, but in connection to the pen pal activity, we are looking at friendly letters written to make a friend, and express oneself.

The pen pal activity introduced the children to many skills and ideas. Writing for an audience they have not met or seen, expressing themselves in writing with enough details to help their pen pal get to know them. The pen pals being from schools in other countries had the added advantage of understanding different perspectives.

To quote Phyllix Theroux, author and columnist, “To send a letter is a good way to go somewhere without moving anything but your heart.”

It taught them patience. They learnt how to take time to think clearly and write succinct sentences and then wait for the letter to travel across land and seas and return with a reply.

To sum up in the words of Nick Bantock, (artist and author) ,“Letter writing is an excellent way of slowing down this lunatic helter-skelter universe long enough to gather one's thoughts.”

4

Project Flow A. Discussion and Sharing The children were introduced to the Pen Pal Project through class discussions and brainstorming sessions related to evolution and importance of communication, comparison of mediums - olden versus present times, popular mediums of communication in current times.

Popcorn Responses - Communication

Mind Map - Class discussions

5

A Think- Pair- Share activity was conducted to exchange ideas and share their views with their peers.

Guidelines for letter writing or emails were discussed.

B. Videos and PowerPoint Presentation A series of videos and a PowerPoint presentation was viewed which gave the students an insight into the importance and evolution of communication over the years, and the different mediums available in the present times.

7

C. Extension Activities and Field Trips Additional enrichment of the project was provided through field trips to the General Post Office, Mumbai and the Philately Exhibition.

Trip to the General Post Office: In connection to the Pen-Pals Project and to help the children better understand the Indian Postal Service, the children of The Cathedral and John Connon Junior School were taken to the General Post Office for a field trip. The children learnt about its operations, postal stationery, responsibilities, the role of a postman, the uniform worn, and the role of the postal system in a world with advanced communication and technology.

Our school stamp commemorating 150 years

Various activities at the Post Office

Sorting of letters according to their Pin code

Conveyor Belt for the parcels

Learning about our postal system 9

Philately Exhibition: The children were taken on a journey around the world as they explored numerous stamps of different countries, different eras and different themes in the Philately Exhibition organized by the India Post.

10

D. Letter Writing The children exchanged three sets of letters with their pen pals across the globe. They were introduced to the format of an informal letter through samples and demonstrations. A brief outline for each letter was shared with the children and their pen pals.

Weâ&#x20AC;&#x2122;ve got mail!

l[TT[R 2 Write about your city, its population, ttie national flag, the national anthem, capital of the country, clothing-national attire and popular attire, food preferences of people and your favourite food.

lHHR 3 Write about the school events corning up - funfair, Sports Day and Grandparents. Write about what you like about each and how you celebrate thern in school.

Bf ( 0 N N f (1 f D Stay connected with your pen pals.

Share your email address if you like or send them a post card.

----------

Global connect The children plotted the country of their residence on the world map. They looked for the country where their pen-pal resides, and plotted it too - thus understanding the geographical location and distance between the 2 countries. They learnt about continents, countries, capitals, flags and currencies.

They brainstormed and saw similarities and differences in the cultures and lifestyles of the 2 countries.

Knowing our Geography

Evidence of Correspondence

Letter Samples

Our Pen-pals across the globe

Woodland Elementary School, USA

Hildreth Elementary, USA

Happy Faces in Cathedral School, Mumbai

A comparison between Us and Our Pen Pals

The Learning Outcome ● Exposure to the cross-cultural differences and similarities, integral to being a global citizen ● Social and cultural awareness of other countries (geography, currency, flag, capital, festivals, life style, etc.) ● Enhancing written expression and writing for an audience/ purpose ● Developing connected skills in reading, research and creative thinking ● Understanding the importance of communication ● Be responsible digital natives ● Promote friendship, an exchange of information and mutual respect The children’s response was overwhelming and the parents too could sense the excitement and anticipation both to receive the letters as well as putting together their little masterpieces for their new friends. Learning was made fun and interactive. The children are now eager and ready to develop friendships across the globe.

Skills Through the Pen Pals Project activities that catered to the multiple intelligences, the children honed the following skills as they collaborated and extended their learning by communicating beyond the four walls of the classroom.

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Making connections Active listening Reading Speaking Appreciating and writing creatively Writing in different genres (Letter Writing) Following instructions Comprehending Questioning Sequencing Building vocabulary Research Discussion

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FEEDBACK from teachers, parents and students Parents

Pen Pals As we move deeper into the first quarter of the 21st century, the world is changing at an unprecedented speed — the fastest in the history of Humankind. Fifteen years ago, Facebook didn’t exist; today, it determines how we think, play and feel. And, yes, how we vote.

With today’s technology, we have the physical world entirely at our mercy; or is it actually the other way around? Because, increasingly, it’s getting hard to know which.

In this era, swipes and taps have replaced handshakes; pings and beeps have replaced human sounds; and our brains crave instant validation for everything we put out into the ether.

Herbert Marcuse in ‘One-Dimensional Man (1964)’, posits that once technological advances reach all of mankind, easing our physical burdens, Man will use all his spare time to create. Well, this has not happened; in fact—we have allowed technology to be a constant distraction and pretty much consume all our attention.

Today, most pedagogical experts agree that schools should to shift focus to generalpurpose life skills and emphasise the four Cs’— Critical thinking, Collaboration, Creativity, and Communication.

For our school, Cathedral & John Connon, to be committing to a “pen pal” programme—at a time when all change is accepted as good and everything else stagnant—is truly commendable.

Modern technology enables kids to communicate with someone halfway across the world in seconds. But, ‘what’ they should communicate, is where all the screens of technology fail— as they will in perpetuity.

For the school to have understood that, now, more than ever before, in the education of children, there is an urgent need to commit to a largely physical process; where a child armed with just a paper, pencil and an idea, is taught the true nature of communication.

And, most importantly, how to invest in a relationship that does not provide instant gratification.

As Mahatma Gandhi famously said: “I do not want my house to be walled in on all sides and my windows to be stuffed. I want the cultures of all lands to be blown about my house as freely as possible. But I refuse to be blown off my feet by any.”

–Antara Mali-Kurrien (Mother of Sayi Kurrien,

Aakanksha Agarwal I would like to thank the school for introducing a pen pal into my child’s life. It is teaching him qualities like patience, acceptance and understanding. It is helping him identify the uniqueness of his culture while breaking down stereotypes and prejudices associated with another. At the same time, he is observing the similarities they share despite being worlds apart.

In a world of instant gratification, it is heartening to see our kids waiting patiently and excitedly for a response from their pals. Arnav puts a piece of himself into each letter he sends, displaying the colourful aspects of his personality. The innocent and curious exchanges between the ‘pals’ are so wonderful.

In short, this one idea has achieved what many lessons may not have.

Arnav Agarwal

Mrs Krupa Gandhi The Pen Pal program introduced at Junior School was a great opportunity for our children to actually connect and build a relationship with a friend afar. Through this, children learnt how to build a relationship through writing which is a wonderful skill to have; especially with the tech era, we are in now!

As a parent, I noticed that my son waited to write his next letter. He would imagine and design the complete layout of his letter. He would ensure that he writes neatly so that his friend can understand ever word. He would be curious to receive replies to all his questions as well as wait to answer his friend’s. He would compare their likes and dislikes and usually ‘blame’ it to the fact that they lived in different countries.

The entire program has taught our children various skills like handwriting, grammar and reading in a fun manner. This has been a beautiful experience for all of them and I wish this friendship turns into a life-long relationship.

Studentâ&#x20AC;&#x2122;s Feedback

Teacher’s Feedback This is the third time, I’ve been part of the pen-pal project, and this year has been special as the entire Junior school was a part of it – Grades 2, 3 and 4.

It has been a fantastic way to develop interaction and build bridges with children across the globe in an enjoyable, interactive manner while exposing them to new cultures and people.

In the age of technological advancements that render many levels of communication dependant on a screen, it was wonderful to have a learning tool that supports the timehonoured tradition of letter-writing. The project aimed at bringing Social Studies down at a personal level.

As this progress has progressed, I have been witness to the growing excitement and involvement of the children, which has been most fulfilling to me as a teacher. The passion and sincerity with which the children have worked on this project could never have been replicated in a class assignment. Needless to say, the learning was tremendous and extremely enriching.

I am grateful to my school and my headmistress for giving us these opportunities. A big shout out to my collaborating school teacher friends – Mrs Eva Vaidya ( Red Oaks School, NJ) and Mrs. Meeta Kothari ( Woodland Elementary School, Iowa) for partnering with us making this collaboration so smooth and meaningful. I look forward to more projects like this in the future.

Mrs Bindi Bhatia (Grade 2 teacher and EVS Coordinator – Junior School)

7

ACTIVITY COVER SHEET

Please complete a separate sheet for each activtty

Activity number

School Name: Cathedral and John Connon Pre-Primary Section

Tltle of activity: Save Planet Earth Teacher responsible: Rekha Talpade, Ashima Mehta Other staff involved: Rohini Shukla, Aashna Patel, Sonia Srivastava, Hirai Sanghavi Subjects involved: English, Social Studies, Science and General Knowledge

The activity aimed at teaching children how human actions are impacting our planet Earth. The three main areas that were covered were water, land and air pollution, global warming and the greenhouse effect, deforestation and afforestation.

The children learnt about wildfires and storms in the USA, heat waves, bushfires and destruction of coral reefs in Australia, Brief details of the aim, typhoons and floods in Japan, air-land-water pollution and content and outcomes deforestation in India. They were also exposed to current of the activity: climate change problems affecting the Earth like the heatwave in Australia, forest fires in the U.S.A and Amazon, floods in Venice, air pollution in New Delhi and the work of Swedish activist Greta Thunberg .The outcome of this activity was that the children learn about issues which are harming our planet.

They learnt ways to protect Planet Earth in their own little way, by practising the concept of the three R's - Reduce, Reuse, Recycle.

Countries explored: Japan, United States of America, Australia, India, Sweden, Italy Link school(s): Yokohama Sai International Pre-School, Yokohama, Japan Other sources of information: Audio-Visual presentations, videos, newspaper articles, expert talks Internet books encvclooedias Time period of activity: October to November 2019 Number of students involved in this activity: Nursery and Kindergarten /80 pupils.

Age range of students involved: 3 to 5 years

Photographs of teaching the topics, feedback forms, field trips, video clips of students talking for student evaluation Type of Evidence (as our students are very young, writing readiness has just included: been introduced), worksheets, puppet shows, exhibition, art and craft, collaboration with Yokohama Sai International Pre-School in Japan, display boards, expert talks

CHANGES MADE TO THE ACTION PLAN 1) As the students in our section are very young, we introduced the activity in April 2019. The inception was with Earth Day celebrations, followed by Van Mahotsav in July 2019.

2) The activity spilled into December 2019. The outdoor exhibition was held in December 2019, due to unpredictable weather conditions.

3) This activity is extensive, we plan to carry it forward through the next year.

4) We were able to collaborate with a school in Japan- Yokohama Sai International Preschool.

Address- Ishi Building, 2nd Floor, Kominatocho, Naka Ward, Yokohama, Kanagawa 231-0802, Japan.

Our teacher Mrs. Rohini Shukla was in touch with Mrs. Bharti Chandiramani , Principal of the School.

5) The exhibition was taken to the Prince of Wales Museum for the general public and the city schools to view from January 2020 to March 2020.

6) We introduced other countries which were not mentioned in the action plan due to their current relevance to the activity: Italy (Venice), countries in Africa and Sweden (Activist Greta Thunberg).

7) Our exhibition in school was viewed by eight schools (over 400 children) who came to visit us. Teacher trainees from Shikshaa and

By The Sea preschool also visited our exhibition as part of their training.

8) We were unable to put a scrap book together as all the art was displayed in the art gallery at the exhibition. The children took their artwork home to be framed.

9) The exhibition has been covered by the Press (The Times of India NIE newspaper) due to the relevance and pertinence of the topic â&#x20AC;&#x2DC;Save Planet Earthâ&#x20AC;&#x2122;.

TEACHERS' REPORTS We live on Planet Earth therefore saving our planet is a very important and relevant topic to teach in a school so as to develop our students into responsible citizens of tomorrow.

This topic is an eye-opener not only for the students but also for the teachers. Topics such as Deforestation, Pollution and Global Warming were brought to light and the solution to these problems 'The 3 Rs' were discussed in detail. The teaching methodologies were innovative so that the age group understands the need of the hour. What was also interesting was the interaction we had with a school in Japan and we also covered some countries like Australia, Italy and the U.S.A. that were in the current news. The journey from a beautiful and happy planet Earth, to its present deteriorated condition, brought a lot of awareness amongst our children. It was very rewarding when the parents came and told us what their children said about saving planet Earth. Both, the teachers and children, took part in different activities. They promised to save planet Earth with a pledge.

Aashna Patel Class Teacher, Sunbeam Nursery

Sonia Srivastava Class Teacher, Moonbeam Kindergarten

Building awareness amongst our students about saving planet Earth was imperative. Taking into account the current prevalence of Global Warming, I could actively research about this topic and teach my students. A presentation including a balance of photographs and videos was the chief teaching aid used. For the children to experience a real feel of Global Warming, the lesson was conducted while the lights and the fans in the room were switched off. It was clearly visible that the children were sweating profusely and experiencing discomfort and irritation. That led them to comprehend the Earth’s dire situation. The deplorable state of the glaciers and videos detailing the heart-rending plight of the polar bears and penguins worked their way into the children’s hearts. After seeing a series of heart-wrenching videos and photos, the children had been thoroughly sensitized to this topic. .

Green Energy was a topic particularly introduced to them. The children were able to connect the dots and identified solar panels on various traffic and street lights on their way home from school. In the days following the lesson, various parents gave us feedback that the children had been telling others in their homes about the topics they had learned. Taking their learning further, children had already started being conscious about their usage of water and electricity at home.

Parents informed us that their children were being firm about switching to bucket baths, insistent on using carpools to get to school and even installing solar panels in their homes! To see such profound involvement of pre-schoolers in a topic like 'Saving Planet Earth' was a gratifying feeling.

TEACHERS' REPORTS The activity- “Save Planet Earth” was a journey for my children and me as a teacher. My aim was to create awareness amongst the students.

When I started preparing the lessons and researched about my topic, my aim was that children understand the importance of Reduce, Reuse and Recycle and how incorporating them in our daily lives will not just make Earth a better place for future generations but also benefit humans. Necessity of reducing the use of things will stop wastage, reusing things will encourage the feeling of sharing with others and recycle will help us create/make something new out of old things. At Pre-Primary, we believe in hands-on- learning and we ensure student participation to the fullest. Teaching was conducted through Story-telling sessions, Puppet shows, Audio-Visual Aids, Talk by experts, collaboration with the partner school in Yokohama, Japan.

Reinforcement of concepts was done through quiz shows, worksheets, art and craft, organizing drives (Toy Collection Drive), pretend play. It was a pleasure to have parent-involvement in helping our children do research. The newspaper articles which were shared by the children during ‘Show and Tell’ sessions. With the guidance of my Headmistress, Mrs. Talpade, continuous support from my co-teachers and help from parents, I feel a sense of achievement. A big 'Thank You' to my ‘Defenders of Planet Earth’- my students. Their questions helped me to learn more! It is a pleasure to hear them sing Our Earth Pledge “ The Earth is my home, I promise to keep it healthy and beautiful….”

Ashima Mehta Class Teacher, Sunbeam Kindergarten

Rohini Shukla Class Teacher, Moonbeam Nursery

The activity ‘Save Planet Earth’ was an enriching experience for the children as well as the teachers. The activity was divided into three sub-topics, Afforestation and Deforestation, Pollution and Global Warming. The children learnt about curbing the above mentioned issues through the concept of Recycling, Reducing and Reusing. They related well to this activity as it is connected to their everyday life. The children had many hands-on experiences while doing experiments and activities such as the soil erosion experiment, volcano, planting trees, making seed-balls with soil and seeds, holding worms during the vermiculture expert talk, making paper pulp from old newspaper, recycling plastic bottles to make a green house, segregating waste and many more such experiences! The children learned through puppet shows, audiovisuals, field trips and expert talks. It was very satisfying to watch the children absorb difficult concepts such as causes and effects of pollution, global warming, deforestation and afforestation and the names of the greenhouse gases. It was impressive to learn from parents that the children were carrying all the information home and insisting that family, friends and helpers practise the concept of Reduce, Reuse, Recycle, segregate waste, save water, not waste food, save electricity and use carpools! The students enjoyed learning about the climate change in other countries and collaborating with a Japanese school. They were fascinated to watch the children in Japan practise the same concept as themselves…segregating waste (in more detail), planting trees and looking after nature. The highlight of this activity was the exhibition! The children loved walking through the live model of the Amazon Rain Forest, a green house, looking at models of the above mentioned topics, their own art, craft and doing the experiments! The students have learned to love nature and protect Planet Earth in their own little way! Overall a very well accepted activity for the students and a rewarding experience for the teachers!

LEARNING OUTCOMES

SAVE PLANET EARTH MULTIPLE INTELLIGENCES

INTERNATIONAL COLLABORATION WITH YSI PRESCHOOL, JAPAN: EVIDENCE

INTERNATIONAL COLLABORATION WITH YSI PRESCHOOL, JAPAN: EVIDENCE

Our children being shown the pictures and videos shared

by YSI Preschool, Japan

Some of the pictures and videos shared by YSI Preschool, Japan (L-R): Plantation drive with neighbourhood seniors; Recycling bins and informative charts in Japan

ART AND CRAFT

EXPERIMENTS

Recycling plastic bottles to make wind chimes

Melting Glaciers and loss of habitat for polar bearsÂ

Painting posters on Pollution

Importance of trees in preventing soil erosion

Recycling old crayon boxes to make photo frames

Volcano: A natural cause of Air Pollution

Paper crumpling to make posters on Global Warming

Wind Energy: A form of sustainable energy

HANDS-ON EXPERIENCES

CELEBRATING VAN MAHOTSAV

Recycling newspaper to make handmade paper as a part of Earth Day celebrations

Taking care of the plants

Recycling old crayons to make rainbow crayons

Painting recycled newspaper bags as a part of Earth Day celebrations

Being careful about water usage while watering the plants

Book and toy collection drive for "Reuse"

Making seed balls

The school gardener helping with the Plantation Drive

EXHIBITION DISPLAY

DISPLAY BOARDS

Display on the causes of Pollution

Peppa Pig-themed clean and green world display board

Segregation of dry waste and Recycle corner

Causes of pollution board made with children's artwork

Artwork and models on Global Warming

A display board with a poem and children's artwork

Puppet show on "Merry Earth"

A vocabulary board based on Earth

A walk through the Amazon rainforest

A display board with children's' promises to mother Earth

MEDIA COVERAGE: THE TIMES OF INDIA NIE

DISPLAY AT THE CHHATRAPATI SHIVAJI MAHARAJ VASTU SANGRAHALAYA : CHILDREN'S MUSEUM

TEACHING

Singing the Earth Pledge

Audio Visual presentation on the floods in Venice, Italy

Presentation on Coral Bleaching in Australia

Puppet show on Deforestation

Learning about the effects of Air Pollution in India

Presentation on Activist Greta Thunberg from Sweden

Presentation on effects of Global Warming in the USA.

Learning about Waste Segregation

EXPERT TALKS

Mr Morarka conducted a workshop and live demonstration on vermiculture. The children created their own vermicompost pit in school.

Mrs Jayakar from Youth For Global Peace and Transformation conducted a talk on "Nurturing Mother Earth" under their project "Earth Embrace"

A representative from the MaitriBodh Parivaar organisation taught the children how to make seed bombs

WORKSHEETS

Field trip to the nearby metro construction site to learn about Deforestation

Solving recycled cardboard puzzles on Afforestation

Field trip to the garden where the children hugged trees to support the Chipko Movement

Show and Tell on a recycled cardboard toy

Field Trip to Chowpatty Beach for a clean-up drive

Show and Tell on a 3Rs poster

Picture Talk on Pollution

VIDEO LINKS USED DURING TEACHING

https://www.youtube.com/watch?v=sAKyhfxxr7s

https://www.youtube.com/watch?v=aXQj2Jyz25I

https://www.youtube.com/watch?v=ko6GNA58YOA

https://www.youtube.com/watch?v=Ke140nuy15E&t=218s

https://www.youtube.com/watch?v=nUstYj4o2VQ

https://www.youtube.com/watch?v=9rEBbF6wnSw

https://www.youtube.com/watch?v=nYlnoxgqEWo

https://www.youtube.com/watch?v=OasbYWF4_S8

https://www.youtube.com/watch?v=oxeo_whmOC0

CHILDREN'S EVALUATION Since our students are aged 3-5 years, they are just being exposed to writing readiness hence, their evaluations have been recorded, according to the format, in video form.

http://bit.ly/2TBAGnB

http://bit.ly/2Rs3agU

http://bit.ly/30w0IKa

http://bit.ly/3688cnM

http://bit.ly/2FYHGTv

http://bit.ly/2NDs9N3

TEACHERS' EVALUATION

PARENTS' AND VISITORS' EVALUATION

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The following courses have been completed by our teachers:

EDUCATION FOR GLOBAL CITIZENSHIP Done by 11 Teachers

ICT FOR INTERNATIONAL LEARNING

ISA COORDINATOR'S CERTIFICATE

CERN VISIT The IB Students went for an international CAS Camp to Cambodia. The tour encouraged the students to â&#x20AC;&#x153;think global, act localâ&#x20AC;?, ensuring sustainable, lifelong learning beyond a specific CAS project.

20 students along with a teacher visited CERN in Switzerland from October 26 to November 2, 2019.

They visited research lab facilities, exhibitions, UN office and attended talks by experts

CAS Trip to Cambodia

NUS ECONOMICS CAMP

A group of 13 students participated at the Economics camp of the National University of Singapore where they interacted with renowned professors and experienced the â&#x20AC;&#x2DC;on-campus lifeâ&#x20AC;&#x2122; and fueled their entrepreneurial imagination.

8 students attended the 61st session of LIYSF held at Imperial College London from 24th July, 2019 to 7th August, 2019 where the students attended plenary lectures, visited laboratories and presented original research papers.

LIYSF

HMUN The Singapore International Science Camp is a perfect example of what a global programme should be. It helped the students develop a sense of respect towards people of various cultures as they work with students from different parts of the world. Students were exposed to some of the latest work in science by eminent scientists and professors.

19 students made their way to Boston for the annual Harvard Model United Nations conference.

The conference lasted four days and saw intense debate on topics ranging from the Regulation of Autonomous Weapons Systems to the possible implementation of a Uniform Civil Code in India.

NUS Singapore International Science Camp

To introduce literature from the world around,the library promoted the theme read around the world. The idea was to ingrain the concept of International Mindedness and to achieve this the theme board of a world map with an indicators to countries and the books which had the backdrop of that specific country was pinned to the board. Also posters, talkers, bubbles were used to bring out the relation between the countries and the books.

This theme was very popular and increased readership.

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ROTI BANK FOUNDATION

The Interact Club joined hands with the Roti bank foundation which was founded by Mr Shivanand, retired Police Commissioner of Mumbai. Students of the Senior school collect rotis every Tuesday morning in containers provided by the Roti Bank Volunteers.

These were distributed to the patients and their families outside Tata Memorial Hospital and Bombay Hospital as well as the children of Anganwadis in Dharavi. The school received a letter from Mr. Shivanand himself complimenting our school on our role in supporting their cause.

TRIP TO HABITAT FOR HUMANITY, KARJAT

As a combined SUPW and Interact activity the students of grades 11 and 12 went to Habitat for Humanity at Karjat in November for a day long trip.

The students engaged in a number of activities like laying bricks for houses and painting the houses which were already built.

TRIP TO LIGHT OF LIFE TRUST, KARJAT

A group of 52 students from Grades 8,9 and 10 escorted by 3 teachers went for a day visit to the Light of Life Trust at Karjat. They took part in a host of activities organized by the trust like a session on yoga and meditation and tree plantation.

They also interacted with the students of the school adopted by the Trust.

COMPUTER FAIR

CAREER FAIR

SCIENCE FAIR

FUN FAIR

ART EXHIBITION ENCORE

DRAMATICS SCHOOL PLAY

The School endeavors to give the students a holistic and international exposure to cultivate them as all round human beings. For this purpose the School will be participating in the following International Activities.

1.

2.

The students will be attending the 68th session of the Harvard Model United Nations which will be held in the U.S in 2021 where school delegates and their faculty advisors from across the world will gather to address some of the worldâ&#x20AC;&#x2122;s most pressing challenges.

The students will be attending the 62nd session of the London International Youth Science Forum from 29th July to 12th August 2020 which will cover a broad range of subjects across STEM fields and students will be able to tailor their programme to suit their own STEM interests.

3.

The students will attend the AUB Summer Program where they will explore a range of approaches to creative thinking and making in a variety of art forms.

4.

5.

The students will participate in EUMIND where they will work on a project in collaboration with an European School.

The students will participate in the Science and Economics Camps organized by the National University of Singapore where they will get exposure to and learn new concepts in their subjects.