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COMPARATIVE ANALYSIS OF SPORTLIGHT ACTIVITIESSPORTLIGHTOUTDOOR SPORTS BRAIN STORMING 25% 10% RESEARCH WORK 10% ELOCUTION 10%PPT10%GK QUIZ DISPLAY BOARD 10% 15% COLLAGE MAKING 10%

Sportlight “The best way learning about FUN anything is by doing” 10% Research Work 25% Elocution GK Quiz 10% Collage Making Display Board15% 10% PPT 10% 20% Outdoor Sports LEARNING20%10% 30% Research Work 10% Elocution 5% GK Quiz 5% Collage Making Display Board PPT Outdoor Sports 20%





Teacher’s ReportStudents of class V and VI participated in the British Council-International School Award activities and thetopic assigned was „SPORTLIGHT‟ –insight to the National and Indigenous Sports of the four countries-India, UK, South Africa and Australia. The aim of the activity was to ignite a yen for sports, which is thekey to a healthy mind, body and soul. To include sports in their daily life, instill discipline, team work anddevelop sportsman spirit. This activity helped enhance creativity, leadership and critical thinking skills aswell as nurture global citizenship in our students.Each activity was initiated through meaningful discussion and deliberation in the classroom.The class teachers in coordination with the concerned teachers divided the students of their respective classinto 4 groups based on the skills and capabilities- English language proficiency, Art proficiency, Computerskills and Outdoor physical activity. Activities were conducted during the months of December and Januarycovering all aspects of the Sport.The students of class V and VI replicated the learning through brainstorming, research work and Quiz underthe general awareness category of „Sportlight‟ which started in the first week of December and continued inJanuary. Sports based on the given countries were assigned to all the sections. The activity entailed researchon history and origin of the sport, equipment used for the game, its rules, sportswear, famous sportspersons,and many more interesting facts about the game.Students gathered information regarding the assigned country and the sport by various sources like articles,newspaper cuttings, internet printouts, etc. Later the students showed their creativity through group activityof collage making, power point presentations and doing up the class bulletin boards in their respective classrooms.The students, in groups of five, were given a chance to explore the various websites related to the subjectmatter. The collected facts were then organized and presented in the slide shows which gave a brief insightof the sports in terms of the history, costume, equipment, rules applicable etc. Various features ofPowerPoint were applied for an innovative outcome. It was heartwarming to see the children work as ateam to give in their best in making the presentations and thereafter confidently explaining the content totheir classmates.Elocution was conducted as an intra-class competition as a part of the „English Week‟ celebrations.However this activity was done in March for class 5 , after the completion of their syllabus when thestudents were free to focus better on the activity since rest of the school were busy with their exams. Theenthusiasm and excitement displayed by the children during the Extempore Elocution was exemplary. Theclass wore a festive look with beautifully adorned wall boards displaying posters and art work related to„Sportlight‟. Judges were overawed by the participants and had to decide the winners amidst the toughcompetition.Outdoor activity was one of the most fun learning and effective part of „Sportlight‟, wherein studentsparticipated enthusiastically in all the National and Indigenous Sports. The activity was thoroughly enjoyedby both students and teachers alike. „Sportlight‟ made students globally aware and appreciate „sports beyondborders‟.The challenge faced was learning the rules of the various games and playing them in the limited time. Asone goes through the „Sportlight‟ activity documentation, the sub activity contents of Class 5 and 6 mayseem similar. The reason for this being that the basic instructions to teachers of both classes were the same.However the sports covered for each class was different viz. Class 5- National Sport and Class 6-Indigenous Sports of the chosen country. The activity in totality was an exhilarating experience.Ms. Geetu Khanna & Ms. Swati ChatterjeeMs. Kavita Patwal & Ms. Anamika DasMr. Nariender TokasTeam - Sportlight

ISA Action PlanCurriculum Activity – 4 Folk Strokes… Collaborative Project

FOLKSTROKES

ACTIVITY COVER SHEETActivity No. 4 School Name: Delhi Public School, Gurgaon Title of Activity: Folk Strokes Teacher Responsible: Ms. Mamta Kumar, Ms. Prerna Narang, Ms. Rupina Anand, Ms. Bhawna Dhawan Other Staff Involved: Subjects Involved: English, Social Studies, Life Skills, Performing Art, Visual Art and ICT Brief Details of the Aim, AIM: Through this collaborative activity students of India andContent and Outcomes of Poland delved into the traditional belief, customs and folk tales of the assigned countries. the activity: Learning Outcomes: Knowledge: Students gained knowledge about folklore with a clear understanding of how the past is relevant to the present times. Skills: Creative and digital skills, Critical thinking and Communication Skills. Attitude: An appreciation for folklores that helped students reconnect with the past inculcating a positive attitude for traditions and values. Countries Explored: India and Poland Link School(s): VIII PrywatneAkademickieLiceumOgólnokształcące, IB World School 006265 Kraków, Poland [email protected] Other Sources of Information:Time Period of activity: 3 weeks of November ‟2017 and 2 weeks of May „2018No. of students involved in Class VIII: 471 Students this activity: Age range of students 12+ years involved:Type of evidence included: Photographs of the activities, Screen shot and links of the blog, Feedback forms(Students, Teachers and Parents), Email exchanges, Teacher‟s Report

• Read and appreciate the folklore of chosen countries• Analyse the similarities and differences of thoughts, expressions and themes in the folklores.• Collaborate and work as a team with the partner school.• Create and manage the Folklore blog effectively.• Foster the feelings of empathy and sensitivity to diverse cultures• Inculcate international ethos in students

FOLK STROKES... COLLABORATIVE PROJECT WITHVIII PrywatneAkademickieLiceumOgólnokształcące, IB World School 006265 Kraków, Poland [email protected] EXCHANGE OF MAILS An idea is born…DPS Gurgaon shares a 4 rhythm strong exchangeprogramme with VIII Prywatne AkademickieLiceum Ogólnokształcące, IB World School006265 Kraków, Poland. (VIII PALO)Students of both the schools will research onfolktales of India and Poland and share these storiesby writing script and enacting the stories when thePolish students visit the school from 21st November2017- 2ndDecember 2017 as well as when Indianstudents visit Poland in ……………..

Exchange of mails fromMs. Anna- Coordinator ,VIII PrywatneAkademickieLiceumOgolnoksztalcace, IB World School,Kraków, PolandwithMs Sapna Dhawan ,Dean Student Welfare DPS Gurgaon andMs Mamta Kumar , Teacher Coordinator of Project Folk Strokes

Request to collaborate on the project FOLKSTROKES ! Bond of friendship being Strengthened over the yearshttps://drive.google.com/open?id=12xc1I2Vuh8itEuSNsOartv24g6BByZAd

Request to the Polish team for the enactment of the Folktale of Krakow The story of the Dragon !

From: Anna Krzeminska<[email protected]> Glimpses of theDate:19 September2017 at 2:39:15 AM IST Indian DayTo: mamtakumar<[email protected]>,SapnaDhawan<[email protected]> celebrated at VIIISubject: Photographs of India day in May 2017 PALO in the previous yearPhotographs of India day celebrated by VIII Palo when the Indian teamwas in Krakow .Photographs sent by Ms. Anna ….Retreating theappreciation and encouragement for international programmes andcollaboration by VIII PALOThus making it easy for DPS to carry forward the collaborationFOLKSTROKES!

Copy of the invite sent to the partner school

Book Week ActivityLEARNING SKILLS ATTITUDEOBJECTIVE DEVELOPED To gain knowledgeTo enable the To be able to put and be able tostudents to their creative, differentiatecomprehend the imaginative and between the goodfolktales of India digital skills into and the evil. Learnand Poland. Gain practice. Critically many importantknowledge about think and analyse the lessons about lifefolklore with a characters in the and life skills fromclear understanding stories . To reflect on these folktales.of how past is the moral values that Also get connectedrelevant to present define our present to the past andtimes thus building existence. Students inculcating aup their confidence would also get to positive attitude forand their ability to understand about traditions andtake decisions. traditional belief of values. India and Poland.

Research work in progress

Story telling session, Enactment and Bookmark Making Activity conducted in the Partner school VIII Palo Learning Outcome  Developed Moral Values through the enchanting world of Folk Tales

Bookmark Making ActivityA note was sent in the almanac so that children come preparedwith the necessary material required to make the bookmarks oftheir favourite character from Polish/Indian folktales. Students seem to enjoy creating bookmarks of their favourite characters of the Folktale they read



Showcasing the beautiful book marks made by the students…..

FOLK STROKES... Story Boards

We at DPS Gurgaon used the story board format as amedium to depict and understand folk tales. Why storyboard… Story board is a writing format placed in logically sequenced order. They appear in many forms, each form is a place for the writer to put information , pictures , symbols or texts. Our students used cartoons, sketches and painted their imagination and put life into these folk tales.

Knowledge Attitude Skills Developed•Learning to research •The folktales grapple •Learn to pick out•Learning to with the deeper meaning of a text. important detailscomprehend •The students can •Learning to write as life lessons learnt differentiate good per the demands of the•Understanding what from bad. story in a chronological the author wants to •Understand the order convey underlying message •Learning art work -use• Evaluating cause and which needs to be of colours and aesthetic effect•Understanding a point followed imbibe an display of stories •Learning skills of of view understanding of•Reading folktales from team work good values.other countries •Emphatic towardsidentifying cultural different culturessimilarities anddifferences

Making of a Story BoardSTEP 1- Plan of Action - BrainstormingThe students discussed the different styles of presentation offolktalesThe diary notes were given to the students in the first week ofNovember to read and identify stories of their choice fromPoland and India.

STEP -2Format of the story board was introduced…Worksheets were assigned to the students of class VIII withinstructions for the story board.

STEP -3Designing the content for the story boardGroups were formed where students brainstormed and discussed thecontent and the art style that they would like to use for designing theirstory board. They were encouraged to gather more concrete informationon its creative aspect. Learning Outcome  Creative presentation of the stories read.  Developed analytic skills.  Generated aesthetic appreciation

STEP-4On the job… numerous story boards were createdThe students on completion reviewed each others work and discussedthe morals and values of the stories.

Sneak Peek into the creative storyboards by the students… The Dragon of Krakow Folktale of PolandCredits :Arnav Gupta,Kanhav Srivastava, Tuhina Gupta & Jyotika Malhotra –Class VIII .



The total number of story boards submitted by the groups were 115 with a mix of Polish and Indian stories

Sharing a few glimpses of students art work that takes you to another world altogether… g



Princess Mirando and Prince Hero Folktale of PolandCredits ; Anahita Roy Sarkar ,Manasvi Jain ,Kamayani .K & Aadi Badola – class VIII



The Mango Tree Folktale from India Sharing glimpses of the storiesCredits : Muskaan Gupta , Aarushi Garg ,Ishika Ghosh & Ishita Saxena – class VIII

The Mango Tree Folktale from IndiaCredits : Muskaan Gupta , Aarushi Garg ,Ishika Ghosh & Ishita Saxena – class VIII

A snake who was defeated by a crow - Folktale from India Learning to sequence The drawing of the characters, their clothes according to the cultural settingCredits : Ishita Sharma ,Amaani Jha ,Sampriya Behera & Mohak Chandna – class VIII

Visitors and parents having a glimpse of the story board depicting Folklore during an exhibition Display of creative thinking and teamwork at its best.

Polish students admiring the artworks done by the Indianstudents during the Indo-Polish Exchange Programme Retreating positive attitude for traditions and values imbibed from the folk tales.

Students, sharing their journey during the making of the Folktales….. STUDENT

Parent sharing their journey during the making of the Folktales…..Visitors sharingtheir journeyduring the makingof the Folktales…..

VISITOR



Link to blog added to school portal Link of the BLOGhttps://indopolfolklores.wordpress.com/

Glimpses of the Blog

Learning Outcome Enhanced Digital Literacy and Creative Designing

The Budding script writers The Making of Innovative propsFolk Tales by Students of DPS GurgaonTo bring the story alive, students of class VIII selected folk tales to bestaged. The ground work for the same was… The teacher facilitators encouraged the students to read variety of folk tales. The students were divided into groups of 10 or 11 They read and chose stories which had an element of drama, usage of props, and a number of characters. All the stories had a message relevant for the students

Bringing Stories alive…. Final productionCritical note:The activities met all the parameters of learning… with fun.The students were given an opportunity to choose the stories they wanted todepict as drama. The consideration interestingly enough was the number ofcharacters in the stories so that all the members in the group would get a chanceto be a part of the theatre. At times the students group was innovative andcreated more characters.The innovative use of props was an eye opener for us teachers. We were thelearners.Team leadership, team building , time management ,and the learning of writing agood script , art work , dialogue delivery, stage presentation were all the tangibleand intangible learning for all.

TEACHER VISITOR