International School Award Dossier, Submitted by Oakridge International School i. wherein, children followed action plan approved by British council. The plan was followed through out the year having collaborative activities. It was a fun learning not only for children but also for teachers as well where they got an opportunity to collaborate with educators all across the globe.

1. International School Award
Dossier
Presented by
Oakridge International School,
Mohali.

4. Section—1

5. Oakridge International School Mohali, was established in the
year 2013 with the vision that every child has a treasure within.
The school kindles in children intellectual, emotional, physical
and spiritual development. It aims to produce successful,
responsible, creative, global citizens striving for excellence and
committed to nature and progress of society.
Aligned to the school vision is its mission that states,
Oakridge International school will be a center of excellence in
education. In keeping with the rich heritage of India it will stress
the simultaneous development of the spirit, the mind and the
body and endeavor to send out compassionate, responsible and
innovative students committed to change and progress in the
development of India and the global environment.
ABOUT THE SCHOOL
1

6. FROM THE PRINCIPAL’S DESK
The purpose of education is to nurture a
love for learning among children and help them become successful and respon-
sible citizens of the world. But the approach of teaching and learning has un-
dergone a sea change. As a result of this, the students are not passive receptors
of content, but are active participants. A Teacher is no longer a disseminator of
information, she is a Facilitator. Children now have opportunities to learn, not
by what is taught but also from their experiences. A Teacher is now a Mentor.
Technology as an innovation in pedagogical practice has been the major game
changer towards this. The students develop their thinking process by engaging
with technology rather than merely consuming it. That is why, from a very ear-
ly age, children are used to algebraic thinking, algorithmic problem solving,
iterative processes and higher order constructs which are all benefits of intro-
duction of computer science to children at an early age. As a result of this, we
see 8-year-olds writing their own computer programs using child-friendly pro-
gramming, which was unheard of, a couple of years ago.
Technology has created a ‘Flat World’ by diminishing the physical boundaries.
The focus is now on Collaborative Learning across geographical domains. This
has been possible, due to the overreaching benefits of the internet, video-
conferencing, self - learning through online courses etc.
In such evolving dynamics, the value-addition of the International Curriculum
has also integrated technology in learning. Children are now Global Citizens,
interacting with their fellow students across the globe and gathering exposure
on the latest happenings as well.

7. The role of educators and schools has thus become very critical in the success of children.
Educators across the globe are collaborating to find ways for effective learning. They use tech-
nology to connect with peers. The children are benefiting immensely as the Virtual and Flipped
Classrooms are helping the classrooms become active spaces that encourage dialogue and
learning.
At Oakridge, the entire focus is on using technology to developing creativity, thinking skills
and problem-solving skills. Teachers have a passion for learning and they are always engaged
in researching and finding out the latest in the field of technology that they can pick up and use
in their classrooms. This approach creates lifelong learners in our students as well. The main
focus is to ensure that the child takes charge of her/his own learning and technology is helping
immensely in this regard.
At Oakridge, we are not using technology just to work with documents or worksheets, but as
an effective pedagogical tool where our young Oakridgers use gaming platforms such as Kodu
or software like Kahoot for analysis of responses, Scratch to engage with technology or Edmo-
do for collaboration. They are also constantly interacting with kids of other schools, over
Skype to enhance their learning on topics. The positive use of technology is surely creating a
league of young learners at Oakridge, who are creating great work and are inspiring others to
do the same.
Ms. Ramanjit Ghuman
Principal
Oakridge International School, Mohali.

8. EXPERIENCE OF THE ISA COORDINATOR
The beautiful journey of the International School Award began back
in August 2017 when my name was nominated as ISA Coordinator by our Principal Ms.
Ramanjit Ghuman. The buzz of not just getting the award rather participating in such a big
event was easily sensed in the school atmosphere. Each and every teacher started giving
their inputs for the activities to be conducted during the program. How will we do? What
strategies will we follow to make it more interesting? How will we bring the concept of
International mindedness into the minds of our children? These were some of the ques-
tions which were arising in everybody's mind. Later on, these questions were cleared dur-
ing the induction program conducted by the British Council. Wherein, I was introduced to
the online courses offered by the organization. After undertaking these courses the under-
standing of the concepts was more lucent and we introduced a set of seven activities, to be
conducted through out the year. The underlying idea was of not only keeping in mind the
international mindedness but also the participation of the entire school and international
collaboration.
This amazing adventure would not have been possible without the support and contribu-
tion of each and every person of the Oakridge fraternity. I would like express my gratitude
to our school principal Ms. Ramanjit Ghuman for giving me this opportunity. Ms. Vineet
Gill for her tireless support during the planning and conduct of the activities, Ms. Neha
Bajaj for her help in the editing of the content, Ms. Taruna Yadav and Mr. Yogesh Mohal
for their unending assistance in preparing the final layout. Moreover, I extend my thanks
to all the teachers-in-charge for making this project a huge success and without whose col-
laboration this project would never have been accomplished.
Ms. Gursimran Kaur
ISA Coordinator

10. ONLINE COURSES CERTIFICATE

30. INTERNATIONAL POLICY
Philosophy:
All members of the school believe in the philosophy of International Mindedness. The inclusion of interna-
tional focus in the school has enabled us to offer children a spectrum of experiences in global areas. The
idea behind this inclusion is to create awareness with regard to national and international identity.
Aims:
To enable the students to know more about global issues and help them:
Understand the complex international interdependencies in the global economy.
To develop curiosity, respect and make them value different cultures and beliefs
To offer continuous communication with students and adults living in different countries
To make them aware of different countries, cultures and languages
To encourage greater involvement in environmental issues
To promote the use of ICT in meaningful contexts for the development of communication skills
To provide an added opportunity for the promotion of equal opportunities, racial equality and citizenship
Objectives/ Intention / Target / Ambition / Aspiration:
To work towards achieving the International School Award
To create action plans to develop each of the Seven Key Concepts of the Global Dimension amongst the
students.
These seven key concepts we recognise as:
To develop the understanding of the various dance forms as well as musical instruments used around
the world.
To gain understanding of the influence of the climatic conditions on the crops grown around the world
and the variety offered in the cuisine.
To understand the Presidential and Parliamentary forms of government.
To gain knowledge and understanding of the native games.
To know about authors around the globe.
To gain understanding of the various ways of conserving resources and managing waste.
To organise regular celebrations of our rich and diverse heritage
Evaluation
This policy will be continually evaluated, as part of the annual review process of international projects and
initiatives. It will also be reviewed by our School Management.

32. JOB DESCRIPTION OF ISA COORDINATOR
ISA coordinator has a huge responsibility on his/her shoulders, right from se-
lection of the teams and teachers-in-charge to the inclusion of the activities re-
flecting international dimensions of it. Some of the key responsibilities of ISA
coordinator are as follows:
1. Selection of the team: While selecting the team members, the ISA coordi-
nator should have following things in his/ her mind.
A. Select people who have the ability of being a leader tomorrow.
B. Segregate work load equally among the teachers-in-charge.
C. Involve teachers from different subject areas.
D. Select people who will motivate their team members for a common goal.
E. Motivate teachers to take online courses offered by British council to
enhance their skills.
2. Preparation of ISAAction Plan: While preparing the action plan, fol-
lowing things should be kept in mind:
A. Integration of different subjects.
B. Introduce the concept of International mindedness.
C. Clarification of Learning objective and outcome.
D. Encourage maximum participation through group activities.
E. Plan and introduce activities as per the budget of the school.

33. 3. Implementation of the Activity: At the time of implementation of the activities fol-
lowing things should be kept in mind:
A. All the activities planned should be conducted well on time.
B. All the activities to be implemented, should be as per the action plan.
C. Students should be aware of the idea and concept behind each and every activity con-
ducted the class.
D. Maximum participation of the students should be promoted.
E. Supervision the programme from its start to the end.
Apart from the other listed description of the ISA Coordinator he/she must posses a vision
to fulfill the dream of not just achieving the ISA trophy but also making it a point to imple-
ment the whole programme with his/her full heart so that the end product is visible in the
learning of the children.

34. Section 2

35. Self-assessment and audit summary

36. Section 3

38. Teachers Report
Activity 1: The World of Performing Arts
Teacher In Charge: Dr. Pooja
This activity saw the children not only enjoying the various dance forms and musical
instruments but also learning and exploring the various performing arts of the differ-
ent countries.
The project allowed the students to explore the connections and differences between
the various musical dance forms and instruments. The children showcased their learn-
ing through musical performances like dances and songs representing the culture of
each country that the children were researching about. The children also presented
their research through a gallery walk that allowed the audience to connect better.
The research was done for the below mentioned countries:
America, UK, India, Italy and Pakistan
Class 4 and 5: Children began by interviewing, researching and discussing the various
dance forms and musical instruments available in the country of their choice. Once
the children understood and compiled their data they began to explore the dance
forms and create a well-choreographed dance performance to be presented to the en-
tire school.
Class 6 to 10: Children initially collaborated and researched the roots of each dance
form and steps, costumes that differentiate each dance form. They, then through an
Inter House Dance competition presented their learning to the school and performed
brilliantly.

39. Brief Description of the Activity
The aim of this activity was to study the diverse ways in which people express themselves
through various performing arts and the role of arts in the different cultures in the
USA,UK, Italy and Pakistan.
Brief flow chart of the activity is as follows:
World of Performing Arts
Upper Primary
Secondary
Grade 4 B
India
Grade 4 A
Pakistan
Grade 5 A UK
Grade 5 B
USA
Pascal
House :UK
Mozart
House :
Italy
Picasso House :
Pakistan
Shakespeare
House : USA

40. DESCRIPTION OF THE ACTIVITY
As a part of the project, the children researched and studied that the Performing
Arts are a powerful means of communication across cultures. Children could un-
derstand and relate to the similarities as well as differences in the predominant
music and dance forms.
Primary :
 Four countries were chosen.
 Dance form and musical instrument was studied and researched.
 They learnt about the history and importance of the instrument.
 Learning was shared with the school community through a gallery walk and dance
performance.
 Hand made cards were used to invite and involve the school community.
 They also understood the relevance of the dance form in context to the 2W and 1H
(When, Why, How)
 Children could identify the points of similarities and difference and there by under-
stand the concept the music and dance are universal forms of communication of
emotions and feelings.
YOUR LOO HERE
Screen shot of mail shared
by ISA Coordinator with
the school community.

41. Upper primary children
showcasing their work to
children and teachers.

42. While researching for the various instruments, the students got to know their significance
and importance and the history behind them. The research work did not last till instruments
only. They also researched about the main dance form of the chosen country and discussed
various points like when ,why and how they perform their folk dance.
Grade 4 A Performing Kawali representing Pakistan Grade 4 B Performing Dandiya representing India

43. Grade 5 A Performing Morris Dance representing UK

44. Grade 5 B Performing country dance representing USA

45. secondary segment :
 The students of the four houses; Pascal, Mozart , Picasso and Shakespeare chose a country each.
 Italy, USA,UK and India were the chosen countries.
 The project encouraged collaboration. Each ‘House’ is a group of students across secondary grades. A
lot of collaboration, peer assessment and peer appreciation happened as they worked on the project.
 Findings were shared with the school community through a gallery walk.
 The Inter—House Dance competition was the platform where the dances were showcased
 The you tube link for the dance competition held in the school is : . The inter house dance competi-
Pascal House: Country chosen UK

46. Mozart House : Country chosen : Italy
Students work

47. Picasso House: Country Chosen : India

48. Shakespeare House: Country Chosen: U.S.A.

49. Judgement Rubrics

50. Press Releases

51. Feedback Forms (Students)

52. Feedback Forms (Teachers)

53. Learning Outcome of the Activity
The event saw a 100 percent participation of the students of grade 4-10. Children participated enthusi-
astically and took ownership of the Project. All time lines were adhered to and the student centric ap-
proach helped children.
By the end of the activity, learners from grade 4—10 learned various forms of dance as well as musi-
cal instruments used across the globe particularly in the chosen countries. They enhanced their re-
search skill by researching about the significance of the dance and musical instruments and worked
on their communication skills and presentation skills by presenting the work through a gallery walk.
International minded was clearly seen in their work when they collaborated with each other and
work together co-operation, collaboration, curiosity, confidence and appreciation were developed
through the project. Children were open minded and developed an attitude of inter-cultural understand-
ing and respect.
Communication through non-verbal means and appreciation of fine arts was also an outcome of this
project.

54. Activity 2 : From the Farmland to the Table (Collaborative Project)
Activity Report

55. Teachers Report
Activity 2: Title: From the Farmland to the Table
A Collaborative Project
Partner School: Gawhar Khatoon High School, Afghanistan
Coordinator: Ms. Khatera Saleemi
Description: The project allowed students to learn about the climatic conditions and study the dif-
ferent crops grown in the countries. The children learnt about the interconnectedness of people
around the world as they delved deeper into the food habits of people. The students compiled their
learnings in the form of a Recipe Book stating the nutritional benefits as well.
The research was done on the following countries:
India, China, Italy, Saudi Arabia, Mexico and UK
Class 6: Children of grade 6 learnt about the climatic conditions in the chosen countries and the
crops grown there, along with, the other elements of their staple diet. They recorded their understanding
in the form of a PPT which was shared with the partner school. Children shared their learning through a
Skype session and presented their findings through PPTs and charts. A comparative study of the climate,
crops and food habits was also compiled. Students also compiled a newsletter, which were then put up
on school bulletin board along with colourful charts, bookmarks designed by the students of grade 6.
Children created awareness within the school community about choosing healthier food options for sus-
tained wellness through role plays, group discussions, debates and a Skype session.

56. Following are the activities done:
1. Exploratory Research work in ICT Lab-The students researched and explored about climate,
crops, staple diet and healthy diet of 6 different countries -China, India, Italy, UK, Saudi Arabia and
Mexico.
Countries Researched on: India, China, Italy, Saudi Arabia, Mexico and UK
Class 6: Children of grade 6 learnt about the climatic conditions in the chosen countries and the crops grown as well as
other elements of their staple diet. They recorded their understanding in the form of a PPT which was shared with the
partner school. Children shared their learning through a Skype session and presented their findings through PPTs and
charts. A comparative study of the climate, crops and food habits was also be compiled. Students also framed newsletter,
which were then put up on school bulletin board along with colourful charts, bookmarks especially designed by the stu-
dents of grade 6.
Children created awareness within the school community about choosing healthier food options for sustained wellness
through role plays, group discussions, debates and a Skype session to collaborate with the partner school.
Following are the activities done:
1. Exploratory Research work in ICT Lab-The students researched and explored about climate, crops, staple diet and
healthy eating of 6 different countries -China, India, Italy, UK, Saudi Arabia,Mexico.
2. Menu Cards- Stay fit, healthy &energized! The students created detailed menu card of the countries, with detailed
nutritional value of different dishes.
3. Press Reports- Each group has a press reporter who is writing and following the research work for their respective groups.
These Press Reports were showcased too.
4. Menu Cards- Stay fit, healthy and Energized! The students created detailed menu card of the countries, with de-
tailed nutritional value of different dishes.
5. Press Reports- A press report was showcased by each group who was assigned with a press reporter. He wrote and com-
piled the entire research work for their respective groups.
6. Posters/Charts-Students created wonderful posters and charts after doing a great deal of research work.
7. PPT Platform - Each group created a Power Point Presentation, reflecting their research work and the same was projected.
8. Wall of Ticking Knowledge!- The research work done by the students was put up on this wall to showcase the efforts put in
by the students. The wall was upgraded on regular bases and all the upcoming events regarding the project were put up.
Class 3, 4& 5:
The children collated as well as created recipes for healthy food options, listing the nutritional value of
the ingredients. The energy in calories and the percentage of nutrients were an integral part of the reci-
pe and the information was represented through a graph. These recipes were then used to create a cook-
book. The children shared the cook book, videos as well as pictures with the partner school.
Using this cookbook, the students of grade 3, 4, 5 and 6&7 participated in the ‘Oak Master Chef’.

57. OAK MASTER CHEF
Passionate cooks from Grade 3,4,5,6 and 7 competed against each other in OAK Master
Chef culinary challenges to develop their cooking skills and win the title of the best chef.
These young talented children who shared a love for food, displayed their culinary com-
petence by preparing an assortment of scrumptious delicacies from around the globe and
the research work done.

58. Description of the Activity
Since, this was a collaborative project. So, GawharKhatoon High School from Afghani-
stan was our partner school ,which we got from schools online website of British council.
The main aim of the activity was to make learners clear about the different climatic conditions across
the globe and how these conditions effect the growth of the crop. Also, children of younger
grades learned about healthy food habits. To relate their learning with daily life they also inquire
about nutritional value of the ingredients present in a particular food item based on which they
even created a cook book containing nutritional recipes in it.

59. Exchange of mail with the partner school.

60. First skype session
with the partner
school.
Glimpse of first skype session

61. PPT Shared with
the partner
school

62. Exchange of mails between Host school and Partner school.

63. Evidences shared by Partner school
Evidences shared by the partner school. Wherein, they were working on climatic conditions
and staple food in Afghanistan.

64. Oak Master Chef
The need to foster talent in a nurturing environment has led us to expand our horizon and en-
compass inclusive opportunities to indulge in various activities, beyond the framework of cur-
riculum. Children love to cook and cooking with kids is a pleasure. Cooking is the making an
edible craft project. Children can learn how to cooperate with their friends and how to take
turns. Above all cooking activities develop self-esteem and can turn fussy eaters on to new
foods. It
involves all five senses too!
Our journey of Oak Master chef started with a holiday homework assignment in which chil-
dren researched about the various crops grown in the different parts of the world under differ-
ent climatic conditions. Then they created beautiful cook books with 3 different recipes, list-
ing all the ingredients in the recipe. They were also encouraged to prepare one recipe and
serve them to their parents to develop their confidence and enhance their presentation skills.
After coming back from the holidays students and teachers evaluated the cook books and one
master cook book was being prepared for every section. In the master cook book children took
out one recipe and evaluated its nutritional value when it is being cooked in three different
ways. E.g- One section of Grade-3 prepared a cook book on recipe of Idli. One recipe was the
plain idli, another one was the fried idli and the third one was the vegetable idli. Nutritional
value of all the three recipes was being calculated and analysed that which form has the best
nutritional value.
To expand their horizons and incorporate the spirit of cooperation in the students we, at Oa-
kridge organized Oak Master Chef Competition for the students. Children were given a
chance to do fireless cooking and prepare recipes of their own choice. Children surprised us
by making their own colourful sandwiches, salads, puddings, desserts etc. This event helped
children understand how, by adding different vegetables food becomes more
Nutritious. The students also developed on their presentation skills and time management
skills.

65. Circulars shared with parents for Oak Master chef
Cook Books prepared
by children .

66. Parents having a look at the
cook books made by children ,

67. Judgement sheet
Evidences for Oak master
chef. Judges judging the dish-
es made by little master chefs.

68. Media coverage

69. Parent’s Feedback

70. Facebook Update

71. Learning Outcomes of the Activity
Participating in the Project helped children gain knowledge of the crops grown in countries
across the globe. They could understand that the climate impacts the type of crops grown and
in turn the crops impact the staple diet of a region. They also co– related the fact that similar
crops/foods lead to a creation of a variety of food items. Children also gained knowledge
about making right choices of food for sustained well—being. The Oak Master chef helped
in showcasing all the learnings. The children could experience that the world is flat and geo-
graphical boundaries do not matter as we connect with people in other countries.
The communication skill, presentation skills and inter personal skills developed as they
worked with the partner school. An attitude of confidence and enthusiasm was also a key
take away from this project.

72. Activity 3: Governance

73. It is believed that sustainable development is the pathway to the future
we want for all. It offers a framework to generate economic growth,
achieve social justice, exercise environmental stewardship and strength-
en governance.
With an aim akin to it, students at Oakridge International School, Mohali
undertook the project ‘Governance,’ which allowed them to inquire about
different forms of governance and the working of organization towards
International Cooperation model.
By learning the governance of different countries like India, USA, Nepal,
Pakistan, UK and China, the students were able to compare the presiden-
tial and parliamentary forms of government. They also developed aware-
ness about the local self governance in rural and urban areas. Moreover,
role of United Nations was observed when the students exhibited their
active participation in MUN.
The students of Grade 4 explored the various levels of government bod-
ies and their hierarchy. To reflect their learning the students created
graphic organisers, furthermore, Field trips and Guest Lectures were
conducted to enhance the know-how of the students concerning the local
governing bodies.
Furthermore, to raise the understanding level of the students the school
conducted the Youth Parliament, wherein, Grade 4 onwards dynamic par-
ticipation was witnessed.
The Student Council discussed the restructuring of the School’s Code of
Conduct. Some issues were brought to the notice of the Council, and the
Student Council presented their plan of action on the same.
Teachers Report
Activity Title: Governance
Teacher-in-charge: Ms. Pratha Keswani

74. Students also raised the issue related to the Increasing use of appropriate language
in the secondary segment. The Council produced their action plan which was already
in practice. Essential agreement had been signed by the students whereby they have
agreed to follow the code of conduct and if they fail to do so then they would have to
accept the consequence, which is already mentioned in the essential agreement.
Secondly, the opposition suggested the Student Council to initiate the Peer Mentor
System which was taken in to account by the Council. They promised that soon Peer
Mentor System would be launched.
The colour code of the school code of conduct was reinforced in the Parliament so
that the School students who were the part of the audience would have the clarity on
the same.
Certain Bills were introduced which highlighted a few common issues and their con-
sequences.
First was ‘Frequent use of foul Swear Words Bill, 2017’ which stated that if a child
uses foul swear words frequently in the class against his friends then he/she will be
given Verbal warning. Intimation to the parent will be sent and the offender will
have lunch with the offended for a week to develop understanding and faith between
each other.
Second was ‘Mocking others and making fun of others Body Image Bill, 2017’ which
stated that if the child mocks at others or makes fun of others’ body image then Ver-
bal warning will be given and he/she will undergo Counselling. Intimation to the
parents will be sent. The offender will be made to sit with the offended at lunch for a
couple of days to reconcile. A written reflection is to be made on why the situation
occurred and how the offender will remedy the situation (To be signed by the par-
ent). If repeated warnings do not work, then contract is to be issued.

75. Third Bill was ‘Constant disobedience of authority figures bill, 2017’ which
included the disrespect for security guards, bus conductors, lady guards and
drivers which stated certain consequences like Verbal warning will be given
to the offender and he/she will undergo counselling to make the him/her
understand, how to value authority of all kinds and respect the same. Inti-
mation to the parents will be sent. He/she will have to write written reflec-
tion and participate in aiding the faculty member disrespected for a few
days.
Last but not the least, fourth bill was ‘Consequences for developing Poor
Grooming Tendencies among the students bill, 2017’ which stated cer-
tain consequences like multiple verbal warnings, with individual counsel-
ling, on the necessity of respectable grooming. He/she has to give an in-class
workshop on the Values of hygiene and proper grooming.
The above mentioned issues were deliberated upon and the consequences
were passed on the basis of the consent given by majority.
The students conducted the Press Conference followed by the Youth Parlia-
ment. Press questioned the Council of Ministers about the Bills passed in the
Parliament and the pertaining issues raised during the session.
Following this, the Oak MUN was organized by the school to enrich the un-
derstanding of current issues related to different countries. This event in-
dulged the students in critical thinking and problem solving which further
promoted them to respect diversity. It acted as a platform for the students to
talk over the solutions pertaining the global issues.
The Project Governance helped the students in developing themselves as in-
formed citizens and leaders.

76. Brief description of the activity.
Kindly note that this activity was planned in the month of August but children of grade 4 did this unit on Governance in the
month of November because of clash with other units in their syllabus. Rest all the activities such as Youth parliament and OakMUN
were conducted in the month of August only.
The main aim of the activity was to make children clear about various forms of government and how they function. Also to make this
concept easy to understand class elections for grade 4 and elections for the post of Head Boy and Head Girl were conducted. Wherein,
whole process right from filling in the nominations to campaigning , voting and declaration of result was done in the school campus.
Children giving speech
that why their peers
should select them for the
post of a Class Prefect.
Children casting their
vote for their favorite can-
didate.
Elected prefects
with their class
teacher.

77. Guest Talk : To gain more knowledge on various local government bodies Jaspreet Kaur
Municipal Corporation ward no.13, Mohali was invited for a guest lecture to explain hierar-
chy in government bodies. She discussed the functioning of the same with the children.
Quiz competition being
conducted in the class on
various forms of govern-
ment and their functioning.

78. Collaboration with Partner school: Since, the children were learning about governance in India
and other countries. We got an opportunity to collaborate with a partner school in U.S.A American
School of Tegucigalpa Tegucigalpa, Honduras . Because of time difference we were not able to do skype
session. So we recorded our children (of grade 4) where in, they were discussing about government sys-
tem and functioning of parliament was shared with the partner school. In response they recorded their
children explaining various forms of government in the U.S.A. However, due to some issues we re-
ceived their video later which was shown to the children in the month of January.
The hyperlink of the video shared with partner school is Oakridge International School, Mohali
The hyperlink of the video shared by American school is American School of Tegucigalpa Tegucigalpa,
Honduras
Screen shot of the mail
shared by the partner
school.

79. Youth Parliament : Children from grade 4-8 organized ‘Youth Parliament’ wherein, they not only
discussed local and global issues and suggested meaningful solutions to them. Also, they relate the
scenario very beautifully with the school code of conduct and even passed the Bill in favor or
against the school rules and regulations. They went a step further and suggested some amemdments
to the code of conduct as well.

80. Press conference : The ‘Press Conference’ was conducted after the ‘Youth Parlia-
ment’ wherein, Press asked the ‘Council Members regarding the issues raised in the
‘House’ and the solutions for the same.

81. Press Publications

82. Feed back of Students
Feed back of Teachers

83. Learning outcome of the Activity
This activity created awareness and brought clarity of the concept of govern-
ance amongst the children. They also learnt how to maintain peace while work-
ing in collaboration with various countries. They understood that the countries
not only wish to provide security to their citizens but also work together to-
wards keeping the planet Earth and its resources intact.
The children through various research methods explored the types of govern-
ment and their functions. They studied the role of United Nations in keeping
peace among the various countries and ensuring that every life form on Earth
gets the equal privilege. They concluded the solutions to various world issues
during their participation in the Mock United Nations activity.
They learnt the art of commitment and stepped ahead onto the path of becom-
ing a better global citizen. Moreover, they put their best foot forward in creat-
ing a friendlier environment, wherein, people with a difference of opinion are
able to express their points with confidence.

84. Activity 4 : The Lost games– Friends, Games and Play.

85. It has been rightly said, "If a race has no history, if it has no worthwhile tradition, it becomes a negligible factor
in the thought of the world, and it stands in danger of being exterminated". To remember the old games the
project "Lost Games" was conducted for the students in Oakridge International School, Mohali.
Objective:-
To create awareness among students to know about the games which were played by the children’s forefathers.
Introduction:-
India has always been rich in culture and tradition, and games have been an important part of Indian culture
since time immemorial. Be it Lord Shiv and his consort Parvati playing Pachisi, the Mughals enjoying an after-
noon of chess – games and sports have always played an important role in the history and mythology of India.
Gradually the time changed and so did our games and sports activities.
In this era of Play Stations, video games and gadgets, we all have almost forgotten the traditional games of In-
dia. Remember the times when we couldn’t wait to come back from school, so that we could go and play a cou-
ple of rounds of kith-kith (Hopscotch) , Lagori, Kancha, Stapoo with our friends?
Here is the list of few games which were played as a part of the Lost Games project:--
1. Lagori or pithoo
The game is also called Pithoo or Lagori in some parts of India. Any number of people can play it. It needs seven
small flat stones; every stone size should be less than the other stone. Keep the stones on each other in decreas-
ing size order. The pile is to be hit with a cloth ball from a fixed distance.
2. Gutte
This traditional game is played by both children and adults. This simple game requires 5 pieces of small stones.
You spin one stone in the air and pick other stones from the ground without dropping the stone in the air. This
game can be played by any number of people.
3. Stapoo or Hopscotch
Hopscotch is a children's game that can be played with several players or alone. Hopscotch is a popular play-
ground game in which players toss a small object into numbered triangles of a pattern of rectangles outlined on
the ground and then hop or jump through the spaces to retrieve the object.
3. Kancha
Kancha was one of the most popular games among children in the neighbourhood. It is played using marbles
called ‘Kancha’. The players are to hit the selected target ‘kancha’ using their own marble ball. The winner takes
all Kanchas of rest of the players.
Teachers Report
Activity Title: The Lost Games– Friends, Games and Play
Teacher-in-charge: Mr. Sunil Singh

86. 4. Gillian danda
The game requires two sticks. The bigger one is called “danda” and the smaller one is called “gilli“. The player
then uses the danda to hit the gilli at the raised end, which flips it into the air. While it is in the air, the player
strikes the gilli, hitting it as far as possible. Having struck the gilli, the player is required to run and touch a pre-
agreed point outside the circle before the gilli is retrieved by an opponent.
5. Poshampa
Two people stand with their hands locked together above their heads and sing a song. The other kids pass under that
bridge and the one who gets caught (when the hands come down like a cage at the end of the song) is out.
6. Kith Kith
See an open surface and a chalk to draw? Lets play Kith Kith! A popular playground game in which players toss a small
object into numbered spaces of a pattern of rectangles outlined on the ground and then hop or jump through the spaces to
retrieve the object. This popular game is also played in other countries and is loved by all.
7. Chain - Chain
In this game the students hold their hand and catch other students.
Learning objectives of the above-mentioned games are:
 To develop eye and limbs coordination.
 To develop agility.
 To strength arms and legs.
 To develop the above mentioned skills in a fun filled and keep in touch with the games played traditionally in the past
by the parents and grandparents of students.
 To develop social skills and the spirit of sportsmanship.

87. Description of the Activity
In todays fast day life, where technology has taken over every thing Lost games-Friends, Games and Play
was designed for the children of early years so that they can be taken back to our roots and can enjoy the
games which their parents or grand parents have enjoyed.
To begin the activity previous knowledge of the children regarding outdoor games was taken and they were
introduced with native games in their physical education lesson.
Pre reflection and
Post reflection for
lost games.

88. Evidences of pre and post reflection

89. Learners learning about traditional games.

90. This activity was clubbed with celebrating Grand parents day wherein, grandparents of the chil-
dren were invited to play traditional games with their grandchildren.
Grand parents playing Hop skotch and Gutte to refresh their memories of child-
hood.

91. The hyperlink of the video to be shared as an evidence is lost game .
Feedback of Visitors

92. Feedback of Teachers

93. Learning Outcome of the Activity
The end of this activity saw the children understanding and respecting the various
old games of their parents and grandparents times. They children were able to see the
change and growth of the old games to newer versions that they play in today’s time.
The children developed social skills through their interaction with people of various
age groups during their research of the games. The also developed communication
skills when they expressed the rules of the games to their peers and other people. The
understanding of each contemporary game became deeper when the children connect-
ed the old games to the new ones.
Sports help develop international mindedness from various angles. Children develop
confidence while performing the various games, they become more empathetic to-
wards others, they become committed to play better by practising more and more.
Through the research of the life of a specific player the children also understood what
qualities are needed to become a better sportsperson.

94. Activity 5 : Learning through the Library— International Library Month
(Collaborative project with partner school)

95. Teacher’s Report
Project 5- Learning through Library: Global Collaborative ap-
proach
Teacher In-charge:
Reeta Bahuguna Sharma (Librarian)
It has been rightly said, “The more you read, the more you know. The more you know, the smarter you
grow. The smarter you grow, the stronger your voice, when speaking your mind or making your
choice.” The same was experienced by the students of OIS Mohali during the celebrations of International Library
Week- 2017.
Objective:
To develop international mindedness amongst the young learners and offer them a glimpse of the
diverse cultures and traditions across the world, an International collaboration- with multiple coun-
tries across the world- was undertaken.
OIS Mohali learning resource centre works with schools, NGOs and international organizations
with an aim to develop responsible young citizens with intercultural understanding and respect for
others so that they become active, compassionate and lifelong learners. Various sessions were con-
ducted with other schools of the world with an objective to collaborate and exchange each other’s’
work.
Skype Sessions conducted worldwide
Skype sessions were conducted to give an opportunity to the students of OIS Mohali, to interact
with the children of other schools worldwide and exchange Inter-cultural facts. The students con-
nected well and learnt from each other. The sessions were a great success and stepped the first rung
of the ladder and headed ahead towards being noble, global citizens.
Skype Session with China on Folk tales
At OIS Mohali we felt that it was important to create a connection between our school and the
schools in our neighbouring nation, China. So in order to fulfil this, the Students of grade V and the
students of grade IV of Yantai Huasheng International School (YHIS) in China exchanged interest-
ing folktales with each other. Overall, it was an interactive session where children from both the
countries were excited to interact and share their learnings.

96. 3-D storyboards, dioramas and character sketches to go with the story and to make the session more interesting. It was also a reflection
of their understanding and thinking skills.
Skype Session with Kazakhstan on knowing more about the authors
A session was conducted for grade 6 and 7 students giving them an opportunity to interact with the young learners of Kazakhstan,
based on the theme ‘To Know more about authors’. It reflected a feeling of oneness among the students of both the countries.
The Kazakh students worked on Indian authors and gave their presentations on the same, additionally, Oakridgers enthusiastically dig
out the information on Kazakh’s renowned authors. It was a great session reflecting knowledge, passion and research skills of the stu-
dents.
Interaction with an author
To implement and enhance the skills learnt from the Skype interaction with Kazakhstan, the library also wanted them to have a hands-
on experience; OIS Mohali Library organized an author’s visit. The popular children’s author Vaijayanti Savant Tonpe enlightened the
the students during this week.
She interacted with the students in Grades 7 and 8. Ms Tonpe gave a very lively and entertaining presentation about being an author
and discussed how she came up with the ideas for her books. She also encouraged students to read a lot as it would help them improve
their writing skills, certainly.
International Bookmarks Exchange Program
Getting to know about other nations’ heritage, communities and culture through reading while being creative is one of the best ways to
fill children’s ever-thirsty knowledge bank. To fulfill this endeavour, OIS Mohali Library conducted a bookmark exchange pro-
gramme with different countries, i.e. USA, Croatia, Portugal and, China.
The Bookmark Exchange involved two or more schools in the world making bookmarks (any style, shape, etc) which were supposed
to be exchanged by postal and digital exchange with the other countries.
The bookmarks were made in connection with their unit of inquiry on celebrations. Young students were actively engaged in getting
knowledge about the various festivals celebrated in India to its application in creating bookmarks. The same, they have received from
other counties. The depiction of the art and culture through the art effects used made the bookmarks look undeniably eye-catching.
Poetry Café
Poetry motivates children and develops their written skills. It also helps students use language with rhythm, images and
enable them to create meaning through poetry. Owing to the importance of poetry in language and literature OIS Mohali
organized the event ‘Poetry Café’. The students from Grade 6-10 presented their self-written poems. The top five participants were
honored with certificates for their noteworthy writing. Handouts containing information on types of poetry and figures of speech used
in poetry was distributed amongst the audience.
Exchange of poems with the USA:
Promoting the value of being global citizens, OIS Library also exchanged poems with the USA. The poems received from the students
in the USA had been written on the topic ‘In My School Locker’. Our students enjoyed reciting those poems.
It was a simple, fun way of sharing the each other’s work and style of composing poetry.

97. Short Story Writing Competition
Writing has always been entertaining and helped the learners learn to be organized. The school decided to give an oppor-
tunity to young learners by organizing a Short Story Writing competition on 8th
September 2017.
The young competitors were categorized in to three groups according to their age groups. Children were free to write in
any genre and not constricted to any particular theme. The ideas submitted, left us flabbergasted. The piece of writing were
evaluated on the basis of a few parameters like Innovation, learning from the story, coherence in the thought process and
grammar skills.
The purpose behind this was also to provide a forum to the budding authors and help them publish their work in the 3rd
Edition of ACORN- A book of short stories, with a view to create an amazing anthology which reflects the creativity and
imagination of upcoming writers.
One Nation Reading Together (ONRT)’ 2017
Reading is always great when it breaks you free from the monotony of daily life. This year the school celebrated the
ONRT on 24th November 2017 from 12 noon to 12: 30 pm in the school ground.
The event commenced with taking oath for reading in English and then in Hindi. The whole school community, including
the drivers and the helpers came together for this significant event. The readers came up with their favourite reading mate-
rial. As reading enhances the knowledge and thinking skills of every person, the main purpose of conducting this event
was to motivate children towards reading.
Learning Outcome
Working collaboratively with other schools really boosts the confidence and enables compare learning systems. Moreover,
it builds international mindedness among children.
Children learn through keen observation and active contribution given to the activities of community around the world.
This type of learning also develops verbal and non-verbal communication skills.
Furthermore, it hones the teamwork skills in children and makes them work in a network environment. The learning is
relevant to e-learning where they can share and gain knowledge.
A lot can be learnt about the culture of a place if we delve deep into their language, folk lore and art. The key learning out-
come of this project was International collaboration and learning through literature and arts. Children developed open
mindedness and they reflected on their experience. Children realized that across cultures, the human feelings and emotions
remain the same. Children also developed empathy and learnt to appreciate different view points. They became aware that
technology helps to break down barriers.

98. Bookmark Activity
The Bookmark Exchange Project involves matched schools making bookmarks and to exchange the same with
each other during October or November.
International Library week was celebrated by the students of EYP I to Grade II and Gr V with great zeal and
enthusiasm. Keeping in mind, the theme of this year ‘Culture and Community’ students showcased creativity
and enhanced their social skills by crafting colourful bookmarks. Whereas Gr V made both digital and hand-
made to be exchanged with the students of schools outside the country.
The main idea behind this exchange programme was to know more about different cultures and communities
around the globe. The bookmark making activity truly aided the kids to become open – minded and to know
how people with different culture and community are connected to each other.
It is a simple, fun way of sharing the pleasure and delights of books and libraries and of making new friends
through school libraries worldwide.
Kindly Note: This Project was having many sub activities. Which required collaboration
from the partner school and they were available in the month of April. So , some of the skype
sessions were conducted in the month of April and other activities happened as per the plan.

99. Children from Early years to Grade 2 making Book marks to be shared with the partner school.

100. Croatia : Students of Croatia made Book Marks and shared the same with Oakridge Internation-
al School Mohali.

101. -
U.S.A. : Evidences of Book Marks made by children in U.S.A. They even rec-
orded the video while making book marks which was shown to Oakridge's.
Book marks received from U.S.A.

102. Feedback Received From Portugal

103. Book Marks received from Croatia.

104. Folktale
One of the IB’s mission statement aims to develop inquiring, knowledgeable and caring young people who help
to create a better and more peaceful world through intercultural understanding and respect. On this note Oa-
kridge Mohali always strives to benefit from knowledge exchange with other country’s school by conducting
skype session.
At Oakridge Mohali we felt that it was important to create connection between our school and the schools in
China, where students can share culture and broaden their worlds. 3rd
May 2017 morning where students of
grade V and students of grade IV of Yantai Huasheng International school (YHIS) in China were few feet away
and culture of two countries was being exchanged. Children from both the countries shared each other’s
folktale to know more about each other’s culture and tradition.
The session started with greeting each other. Our kids greeted Chinese children in mandarin. Some children
made pan pal and also asked questions about popular folk tales of two countries. Overall it was an interactive
session where children from both the countries were excited to talk each other.

105. International Library Week- To Know more about authors’
The International Library week proceeded with an author’s visit, where children of grade 7
and 8 were able to meet Ms.Vaijayanti Savant Tonpe in the school campus. The entire experi-
ence was spontaneous and it was a great learning for the Oakridger’s.
A Skype Session was conducted for grade 6 and 7 to interact with Kazakhstan, based on the
theme i.e. ‘To Know more about authors’, it reflected a quality of oneness among the stu-
dents of both the countries to work together on this mission of authors.
Students of Kazakhstan worked on Indian authors and gave their presentations on the same
and Oakriger’s enthusiastically found out the information on Kazakh’s renowned authors. It
was a great session reflecting knowledge, passion, sincerity and love.

106. Poetry café for grade 9 and 10 was organized in the school where in they compose their own poems
and was shared with the partner school.
POETRY CAFÉ

107. Poems shared by Schools in U.S.A
Children reading Poems from U.S.A

108. One Nation Reading Together
Oath taken by children
during ONRT

109. ONRT: One Nation reading together happening in place.
Members of the
school community
writing feedback
on the Activity

110. Story writing competition:
Several splendid ideas strike children but they’re unable to jot down and make a story out of these ideas, so to
avoid losing these notions and awaking the author in children. While learning in to write the short stories chil-
dren also learn things like plot, character development and writing style. Writing has always been entertaining
and help learn to be organized. Oakridge International School Mohali decided to give an opportunity to young
Oakridgers by organizing a Short Story Writing competition on 8th
September 2017.
The young competitors were categorized in to three groups according to their age as 06 to 16 years. Children
were free to write in any genre and not constricted to any particular theme. The ideas submitted left us flabber-
gasted and we hope they will leave others too. The piece of writing will be evaluated on the basis of parameters
like Innovation, learning from the story, coherence in the thought process and grammar skills.
The purpose behind this was also to provide a forum to budding authors and to publish their work in the 3rd
Edition of ACORN- A book of short stories with a view to create an amazing anthology which reflects their
creativity and imagination.

111. Learning Outcome
This activity demonstrated the creativity of the young Oakridgers, wherein, they learnt
to express their imagination into pictures depicting their heritage and culture. Their
work was shared with the partner school giving them exposure at the international level.
Through this exchange of bookmarks, the children witnessed and understood the con-
nections between their culture and the partner school’s culture.
Children displayed their independent learning when they explored the life and history
of authors. Curiosity got the better of them and this led to the enhancement of their re-
search skills. Children also used their learning and creative bent of mind in composing
poems and writing stories.
This exchange of ideas and concepts with the partner school, inculcated attributes, like
open-mindedness, work in collaboration, and the art of sharing amongst the children. In
addition to this, they developed an understanding of being respectful to each and every
individual’s opinion and thoughts. Improvement of communication skill was an add-
on during the entire programme.

112. Teachers Feedback

113. Student Feedback

115. Teacher’s Report
Project 6– Monument Math
Teacher In– Charge : Ms. Monika Devi
OBJECTIVE
To learn with more than one sense organ ensures the consolidation of any concept for a child or an
adult. This is the reasons the educators have come up with various activities and techniques to ensure
the child is understanding the concept deeply rather than cramming it for a short period of time. The stu-
dents were given a task involving research, field visit and activities consolidating the ideas of calculat-
ing perimeter of irregular surfaces.
Research
The students were assigned a historical monument and they were asked to research about the documents
and use a graphical organizers to record all the details of the monument. The students gathered and
shared knowledge about Pyramids, Stupas, Qutab Minar and school Amphitheatre for a real time obser-
vation and recorded the data.
Field Visit
The students were taken to a War Memorial, where they measured the perimeter of the memorial and
recorded the details graphically. They also learned to conduct practical measurements in a creative way
and understood the co-relation between the problems in the book and real life surfaces.
Layout Measurement
Students were provided details and layouts of monuments for them to figure out strategies to calculate
the perimeter with complete guidance and trick questions.
Challenging Problems
Students were given challenging problems to deal with using yarn, graph paper, ruler, measuring tape
and various techniques to record and analyze the perimeter.
The students learned to apply mathematics by recording, visualizing, understanding and applying the
concept of perimeter and representation in graphical and statistical form. They even came up with inno-
vative solutions to mathematical equations.

116. Graphic organizers made by children on the pictures given to them of different monuments

117. Graphic organizers
made by children on
the pictures given to
them of different
monuments

118. Research work of children on different Monuments

120. Information of Field Visit
shared with the parents

121. Pre and Post reflection
of field visit

122. Field Visit to Monument ( Baba Banda Singh Bhadur War Memorial) Landran, Mohali
to measure and calculate perimeter of the building. Learners also measured Amphie
theatre in the school to find out its perimeter.

123. Learners Making Tessellations on nature using 2D shapes

124. Student Feedback
Teachers Feedback

125. Learning Outcome
Children understood how to apply the concepts of mathematics in real life and
how to connect these concepts to the things around them. The concept of perime-
ter was imbibed through the various research and application techniques on mon-
uments around the country.
Having learnt the use of the concept of perimeter and calculate the same the chil-
dren were able to connect and develop better understanding of the idea. This
helped children to visualise their learning. The creative thoughts were mobilised
when the children had to find new ways to calculate perimeter with maximum ac-
curacy.
And finally through tessellations the children developed enthusiasm and creativi-
ty. They were able to find the best variations to create their themes using the
available resources. This also enabled the children to understand the best use of
available resources and learn to conserve the ones we have.

127. Teacher’s Report
Project 7: WASTE WARRIORS (Collaborative Activity)
Teacher- in- Charge: Ms Neha Doomra
It is believed that sustainable development is the pathway to the future we want
for all. It offers a framework to spread awareness about the need to manage and con-
serve our natural resources for sustainable development. The project will help in un-
derstanding the need to make the right choices for maintaining a balance between hu-
man needs, actions and their impact on the environment.
With the similar aim, our students at Oakridge International School, Mohali un-
der took the project Waste Warriors to gain understanding of the various ways of
conserving natural resources and managing waste. By working under this project they
evaluated, analysed and predicted the cause and effective relationship between human
actions and finite resources. They were able to think critically and came out with the
solutions for their immediate environment.
Grade 3 students created awareness amongst the urban population to keep their
city litter free by using ‘car-bins’. They created car bins using waste material. They
tracked the usage of car bins by doing a survey with whole school, the parents and oth-
ers using online survey tool.
Grade 4 students found out about the impact of indiscriminate use of the finite
resources – water and energy. They designed posters, badges, survey forms to track
energy and water consumption at school and home. They kept an eye on wastage of
water by dripping taps and electricity by switching off the lights when not in use.
Grade 7 students explored about the need and demand for the segregation of
waste. They also research about various ways that are being practiced at home to sort
waste. They lead a campaign in classes, in assembly and in front of parents in order to
create awareness of zero garbage using green and blue bin explaining them their us-
age. They created charts and presented the same with the partner school through
skype. The students discussed about the management of waste both biodegradable and
non- biodegradable waste. They explained that the process of composting and ver-
micomposting that is practiced for management of biodegradable waste.
Also they discussed usage of 3R’s i.e Reduce, reuse and Recycle for the management of
non- biodegradable waste. They discussed that by reducing and reusing the materials
they can conserve the resources. Also they explored that instead of burying, discarding
and burning the waste, it can be recycled and formed new products from them. Thus
protecting the environment.

128. Carbon Footprints!! Grade 8 students explored about the spread of carbon foot-
prints and factors by which they can be reduced. They also collected the information
from various newspaper articles and social media to check to what extent the world is
affected by the carbon footprints. Every student also calculated their own personal car-
bon footprint using online tool and expressed it graphically. Also they prepared ‘Carbon
Footprint Tracker Checklist’ which was used to track the impact of awareness on the choices. They
prepared videos and created PPT to spread awareness and advocate the solutions globally so that hu-
man actions do not affect the environment adversely.
The Project Waste Warriors helped the students in developing themselves as informed
citizens and leaders so………
“Let’s create our new future…….. Everyone Makes a Difference.”
Kindly Note: This Activity was supposed to be in collaboration with a partner school in Sin-
gapore which they agreed as well but somehow. Due to unavoidable circumstances it could
not happen with the partner school in Singapore. So we found our Partner school in Norway.
They accepted our invite and happily collaborated with us in the month of January. Howev-
er, Our children were preparing the same from the month of December but because of above
mentioned reason our skype session held in the month of January wherein, our children
taught them not only about Carbon Foot Prints but also about their waste warriors activity
and DFC ( Design for change activity) wherein, they distributed car bins across the city to
make it more clean and green.

130. Exchange of Mails between Oakridge International School and Noethern lights
International School, Oslo, Norway.

131. Exchange of Mails between Oakridge International School and Noethern lights
International School, Oslo, Norway.

132. Campaign—Waste warriors; Students of secondary school educating school community re-
garding Reduce, Reuse, Reduce.

133. Presentation—Bringing awareness ; Presentations made by children which was shared with
the Partner school.
Slides from the
presentation

134. Slides from the Presentation

135. CARBON FOOTPRINT TRACKER - ANIRUDDHA ROY
Activity/Fuel use Quantity CO2 (kg)
Transportation
Petrol (Lites) 45 104.72
Diesel fuel (litres) 500 1340.67
Auto LPG (kg) 0 0
Taxis (km) 0 0
Local Bus (km) 0 0
Autorickshaw (km) 0 0
Local train (km) 0 0
Domestic Use
Number of LPG cylinders used for cooking 6 255
Amount of CNG used at home (m3) 0 0
Electricity used in a month (kWh) 13000 11700
MY Total Emissions per month (kg CO2/Month) 2242.39
My average Annual Carbon Footprint ( Tons of CO2) 26.91
Carbon Foot Print Tracker made by Children.

137. ECO WARRIORS
Learners of Grade 4 became Eco warriors by spreading their word of saving the environment and
resources. They created posters which were displayed by them in the school. Also, they came up with
the idea of car bins which were distributed in the city to make our city liter free.
Evidence as a video for DFC project done by Oakridge International School, Mohali.

140. Learning Outcome of the Activity
This activity helped children understand how some actions of human beings
lead to the exhaustion of the resopurces of our planet Earth. The strategy of car-
bon footprints was an eye opener as the children could quantify the amount of
resources used by each living being.
The children were able to state the relationship between humans and finite re-
sources. They understood how human actions lead to various changes in the
Earth’s resources. The children using survey techniques, and cause and effect
analysis figured out the change that may affect the Earth and the impact that
these changes will bring to human life.
Children worked in cooperation to find solutions and come up with ideas to
champion the views of conservation. Through the garbage segregation activity
children were able to develop a sustainable plan to manage waste and reuse ma-
terial rather than throwing everything together.
By taking their learning to their homes children went one step further into de-
veloping a cleaner and more eco – friendly environment.

141. Section—4

142. Group 1—Farmers Predicament
Children of Grade 5 put up an Exhibition where in they created their own central idea and dis-
cussed the problems being faced by people. They also worked out for the solution of the
same. They were divided into four groups and did research work on the probable causes and
solutions of the problem. To showcase their work they put up an exhibition to educate the
community.

143. Group 2—Health Issues
Group 3—Road Mishaps
Group 4—Tech Pollution

144. Section— 5

145. Future prospective
Though the planned activities of for the ISA award were completed in the month of
January 2018 but the school has imbibed the spirit of internationalism and collabora-
tion. The school aims to continue the same in the coming time . International collabo-
ration has now been built in the curriculum. The recent collaboration events are:
1) Skype call with Northern Heights in Norway
2) Student Exchange with Hyderabad - Cultural immersion.
For the coming academic year a plethora of learning engagements have been in built in
the calendar. The most prominent being Kindness Council, World Compassion day,
Profile Week, various International events.
The process adaptation will be complete and the spirit of the ISA award will flow
through the school ecosystem.