ISA Dossier Project Report 2019-20 (Hollotoli School)_final

About the School Hollotoli School, established in 2006, is recognised by the Government of Nagaland. The School is affiliated to Central Board of School Education (CBSE) since 2009, vide affiliation no. 1430012. Established by the Hollo Education Society, the Hollotoli School is a beacon of learning. As one of the leading schools in Nagaland, Hollotoli School strives to change the educational landscape. We believe that the process of learning is dynamic and it never stops. We are committed to our duty and responsibility to nurture the leaders of tomorrow. The Board conducts final examinations in March: All India Secondary School Examination (AISSE) for class X and All India Senior Secondary Certificate Examinations (AISSCE) for Class XII. The School is committed to provide learning experiences that will assist our students to achieve their potential to adjust to a diverse and ever changing society. From a promising start, the school has progressed to become an educational institution par excellence. Every child at Hollotoli goes through a process of participative learning, acquiring knowledge as they colour their individual canvas to get an identity of their own at every stage of school years. Children are groomed to become individuals having the capability to face the challenges of the world waiting to welcome them. The prefectural system helps our students to uphold the team spirit as they chisel leadership skills, much beyond the limited boundaries of clan, community, religion and ethnicity. In compliance with changes taking place all over the world regarding paradigm shift in approach to learning and education, we have made an endeavor to make teaching based on \"Learning Outcome\". To fulfill this aim, we have introduced Detailed Assessment managed by Educational Initiatives in classes 3 to 8 to understand learning pattern in every child during their formative years, so that they get remediated well on time. While we celebrate the success of our students in Science Olympiad, Asset Talent Search, Hollotoli Debate and Heritage Quiz, we applaud the academic performance of Hollotolians. We endeavour to move on the path of continuous self-analysis and introspection to \"Shine with Honor\". To bring ideas into practice, we bring together a plethora of activities dramatics to debate, elocution to creative writing, painting to photography, and music to dance (Classical and Contemporary). Achievements Hollotoli School is proud to be awarded \"The Duke of Edinburgh's International Award\" for providing and equipping young people with life skills, builds confidence and engages with communities. Millions of young people have already taken part in the world’s leading youth achievement award – pushing personal boundaries. An exciting self-development programme for 14 - 25 year olds providing a challenging and rewarding programme of personal development. The Award has a presence in over 140 countries and territories around the world. The participants in this programme are supported by over 170,000 adult volunteers. Mission Hollotoli School is committed to provide learning experiences that will assist our students to achieve their potential to adjust to a diverse and ever changing society. From a promising start, the school has progressed to become an educational institution par excellence. It is our earnest endeavour to make the students a value based and sensitive world citizens for a better tomorrow. Motto The school motto – \"Shine with Honour\" – embodies the essence of discipline, hard-work and fair play. It also endorses its belief in all-round excellence.

Facilities Library The library is the centre of the School’s academic life. It supports the teaching of all our departments as well as the special interests of the staff and the students. Apart from the extensive collection of literary and reference books, the library provides: • Newspapers, periodicals, magazines. • Collection of DVDS and CDS. • Class use for library lessons and project work based on library materials. • Space for private study.

Chemistry Laboratory Laboratory experiences are essential for students in many science courses. Students are allowed to have a lab partner while getting involved in the lab activities. An experienced faculty member associated with the concerned subject is always present at the time of any experiment in the lab. Students are also allowed to have some extra time to set up a lab/workshop to complete their assignments on time. This allows more time to focus on procedures and results and eliminate the stress that may result from time constraints. To ensure safety, a teacher provides a thorough lab orientation and necessary adjustments to procedures, depending on the specific lab activity or experiment/s. Physics Laboratory Physics Laboratory is well equipped with all the apparatus and equipments. The students are encouraged and motivated to undertake experiments supervised by experienced faculty members. The lab is built with up-to-date scientific instruments and stands well equipped as per the curriculum.

Biology Laboratory The school Biology Laboratory is equipped with modern equipments and apparatus. Students get the chance to learn different concepts of the living world through models and specimens available in the lab. Teachers assist the students during lab experiments. Computer Laboratory 1 Computer Laboratory 2 (smart class) As technology continues to lead society’s future, computers in the classroom are a common sight. The school has two computer labs where there are sufficient computers for all the students during a single period/class. In one of the labs, students solve online exercises (Mindspark and Detailed Assessment) based on their academic syllabus. A computer helps children focus on the project at hand and serves as a vital tool for maintaining a student’s interest in the topic learned. Computers bring an element of hands on learning to the classroom that is engaging and mentally stimulating. Dance and Music The school provides dance and music classes to students of all skill levels and abilities. The experiential nature of learning at dance classes enables students to learn at their own pace. The school has a dedicated dance teacher where all forms of dance such as modern as well as classical lessons are taught. Students participate through dancing as well as watching, and supporting others in the group. The class environment values a commitment to self and to the group as well.

Music is the art of combining vocal or instrumental sounds, for beauty of form or emotional expression. The school provides music classes in instrumental and vocal, among which are classical religious, popular, theatrical, and modern ones. Classes are structured into multi-age and multi- levels. This approach provides students the opportunity to be learners and leaders, two aspects of education that we deeply value while learning music. School Infirmary The school has an infirmary that provides a qualified nurse who tends to the medical needs of the children with all the necessary medical equipments. Students are sent to the infirmary when they need medical assistance. Auditorium The school has an auditorium large enough for all types of formal assemblies, lectures, award ceremonies, dramatic plays, musical theatre productions, concert performances of orchestra, band, chorus, dance competitions and so on. These various events place a range of demands on the room. For all events, it is essential that everyone in the room can clearly hear what is presented for enjoyable experience. This is the goal of acoustical design for the school auditorium. The acoustical design of the auditorium is different than that of any other high school space, because of the specific demands of the performing arts, which distinguishes the auditorium from a common lecture hall. The auditorium provides many students their first introduction to performing arts, both as audiences and as performers. The school makes sure that this introduction has to be a positive one. Hence, we strive to provide a space that is highly functional, artistically flexible, easy-to-use and satisfying for performers and audience.

Dining Halls The school has two large and spacious dining halls. Tremendous efforts are made to improve the nutritional aspect of meals provided by the school. Along with serving healthier and nutritious food, with a variety of vegetarian friendly options, the school also allows students to bring their own Tiffin box if there is a need. The lunch timing is divided into two time-slots—one for the lower classes and the other for higher classes. Sufficient time is given to the students to make sure that they have their meal satisfactorily. School Transport The school has a fleet of Yellow Bus and Winger Car transportation system where students are picked up and dropped at the destined locations. School transportation is divided into two types. Theyare:  to and from transportation, which refers to transporting students to school and back to their homes or a nearby drop-off, and  point-to-point or ―activities transportation, which refers to transporting pupils toeducational activities or programs. To and from transport occurs on a more regular schedule and fixed route, whereas point-to-point  Transportation is more likely to be occasional.

Message from the Principal In this ever changing global society, the formative years which a child spends in school, to a large extent helps in shaping his or her future identity as an individual. Thus it is imperative on the part of school to create an atmosphere, an eco-system whereby each and every student during their formative years, develops sound understanding of national and international issues, learn to respect indigenous identities amidst cultural diversity, appreciate different perspectives in this plural world, to have an international dimension which will further help them to come together in spite of borders, distances, languages and cultures. The world is wide open today with conflicting issues, complex social, economic and political struggle, like those of indigenous ethnic groups amidst diminishing quality of the environment, up against mighty agents of progress. Thus to understand this dynamic nature of the human society, students should be equipped with broader knowledge, deepened understanding of co-operative learning and shared responsibility, humanistic outlook that includes appreciation of diverse backgrounds and viewpoints. At Hollotoli, as we endeavor to groom global citizens, for tomorrow’s world, participation in British Council ISA activities will enable our young minds as well as all other stake holders viz-teachers, parents and administrators understand and appreciate different perspectives of cultures and learn to build bridges of trust, respect and understanding across cultures, as we venture out fostering international ethos under the umbrella of ISA programme. Mrs. Suparna Roychoudhury Principal Hollotoli School

Experience of the ISA Co-ordinator My experience as an ISA co-ordinator has been rather fulfilling. Initially, when I was asked by the school management to take up this responsibility, I was rather perplexed. The reason being, that this is a completely new venture by the school and I didn’t know how or where to start. When we were invited for the seminar, I had the opportunity to meet not only the executives from British Council who guided us but also experienced teachers from other schools who were kind enough to share their experiences and thoughts on ISA projects. My colleague and I came back with great zeal to start working on our action plans and to take on the tedious tasks of instilling a global dimension into the learning process of the students. The ISA journey of Hollotoli School began in the month of September 2019. We planned and executed 4 different activities, titled – i) Embracing cultural heritage – culture consists of connections not of separations ii) Seeds and shoots iii) Changing minds not the climate iv) Slow food – A step towards preserving indigenous cuisine. In the process of implementing this activity, we came to a realisation that children are much more capable of learning and understanding their role as global citizens. It was a joy to see the students enthusiastically learning about diverse cultures, climatic conditions, and food habits etc of different countries with great zeal. To top it all, the teachers involved with the activities also had an exciting time of learning and sharing along with the students. We, the teachers realised the fact that it is of utmost importance that we incorporate globalism into our teaching practices. Only then, the journey of teaching and learning will be a fruitful one. Ms. Lucy Merry ISA Co-ordinator



ISA Coordinator Experience “What we call progress consists in coordinating ideas with realities.” ~Alfred Korzybski~ Coordinating for the ISA programme was a very good experience for me, as I could learn a lot involving in the activities helping and guiding the students to participate and have a sound learning. Communicating and working together with the other staffs also helped me become a better teacher and a colleague. The ISA activities were very beneficial for the students as it helped the students to explore the world and know what the people across the world eat, follow, believe and do. Through the various activities that were done on food, culture, beliefs, science, and climate, the students learned that the countries around the world have similarities and dissimilarities with one another and that there was so much to learn and do. All the teachers and students benefited participating in the activities. The students also have greatly improved their language and communication skills, research skills, thinking, motor and social skills. The ISA programme is appreciable as it builds connections among students and teachers and also creates a good relationship among co-team members and schools. This programme has given the students and the teachers an opportunity to connect themselves across the globe and have a fun learning. All the students had a meaningful hands-on experience and learning. Along the way, we faced several hurdles, but the strong determination and faith, good team members and cooperation and a lot of hard work has made it possible for us to accomplish the goals. I look forward that learning continues with zeal and enthusiasm. Miss Rharhü Mocha ISA Co-ordinator



Activity 1 Name of the School: HOLLOTOLI SCHOOL City: DIMAPUR Curriculum Activity 1 (Title and brief description): Embracing Cultural Herita Through this activity the students will learn about the cultural heritage of South Ko SDG: Quality education, sustainable cities and communities. Learning Outcomes (max. 3) - at the end of the activity the students will be a Knowledge - to understand the essential cultural heritage of South Korea, China, Skills - Develop reflective and scientific outlook towards the art of life. Attitudes – to instil positive attitude towards conservation and reservation of natur Description Month and Classes Coun duration of / no. of cove activity students involved Sou Students will be instructed by the 3 weeks in Kore teachers to carry out the activities and the month of 9,10,11 Chin collect information through primary September. Total no. Japa and secondary sources. of India students- 40 Inter-school Quiz competition. Special assembly will be conducted by the students on the theme ‘preservation and conservation of cultural heritage for the future generation.’ Board display competition on the culture of South Korea, Japan, China and India.

Non-Collaboration age: ‘culture consists of connections not of separations. orea, China, Japan and India and how it can be preserved. able to: Japan and India. ral, cultural, living, tangible and intangible heritage for the future generation. ntries Subjects Teachers Evaluation Evidences to ered covered responsible methods to be provided measure the in the uth Art and Meryani learning outcome portfolio ea craft among students na English Students feedback/ Quiz Score an Social sheet a science Omenjungla peer feedback General Kidisungla Assembly Score sheet knowledge presentation of board IT display PowerPoint competition presentation Photograph, Video, Board display photographs Assessment Circular to other schools Score card of the interschool Teacher’s competition report

Activity 2 Name of the School: Hollotoli School City Curriculum Activity 1 (Title and brief description): Seeds and shoots Getting the benefits from different kinds of seeds and shoots. Sustainable Development Goal- Life on land Learning Outcomes (max. 3) - at the end of the activity the students will be abl Knowledge - Understand how the countries like India, Korea and Japan depend on Skills - Develop a sense of caring for the nature, knowing the importance of each p Attitudes - Have a different outlook towards plants around the world as medicinal us Description Month and Classes Countries duration of / no. of covered The students will be students asked to bring various activity involved India, kinds of seeds and Korea, spade to plant. November ( Nursery and Japan Sing/read a song/poem 1 week) Preparatory (68) about gardening. Make a seed book (5 different seeds) Make food for animals, birds and human being using play dough. Paint bugs on stones and make flags to be used in the garden. Board display. Introduction of the countries- India, Japan and Korea to be done showing them the flags of

y: Dimapur Non-Collaboration le to: plants for living. plant and leaves, and also learn the art of planting seeds. se and also consider the plants as healthy food. Subjects Teachers Evaluation methods to Evidences to be covered responsible measure the learning provided in the English, Rharhü, outcome among portfolio Maths, Sievino students EVS, Art, Craft, Presentation of Circular sent to Motor skills poems/songs Parents Food making Photographs using play dough Video clippings Teacher’s Report Seeds collection Art & colouring

these countries and giving them information how these countries depend on plants for survival and depend on plants for medicine.



Activity 3 Name of the School: HOLLOTOLI SCHOOL City: DIMAPUR Curriculum Activity 1 (Title and brief description): Changing Minds not the climate. Students will learn how improper use of resources leads to climate change and the co (SDG – Protect the Planet) Learning Outcomes (max. 3) - at the end of the activity the students will be able Knowledge – Know about the green house effects, global warming and protectin Skills – Develop communication skills and will be able to tackle more challenges Attitudes – Recognise the way they can as global citizens lower their impact on Description Month Classes Countries and / no. of covered The teacher will ask the students about duration students climate change. After the students of involved Nepal and brainstorm and come up with their activity Greenland answers will explain all the different 3 weeks Classes IV components of the environment. The in the and V students will be asked to discuss what month of human activities can help or harm the October No. of climate and do some research work on students - climate change and collect information on 108 Nepal (changes in monsoon patterns are greatly influencing climate change and Greenland (warming of the Oceans resulting in sea level rise) to do the following activities. 1. Road show 2. Poster making 3. Science exhibition

Non-Collaboration onsequences of climate change on living beings. to: ng the environment globally s through practical means. environment at home, school and in other places. Subjects Teachers Evaluation Evidences to be covered responsible methods to provided in the measure the portfolio English, Moushumi learning outcome Art, Shweta among students Videos of the road EVS, Audience feedback show Science, form Social Pictures Studies Judgment sheets of Slides and poster making Music competition and Posters science exhibition Exhibits of science exhibition. Videos of the students making posters. Teachers Report

Activity 4 Name of the School HOLLOTOLI SCHOOL Curriculum Activity 1 (Title and brief description): Slow Food- A step towards pre Brief description: The activity aims to make children realize that ethnic food serves these traditional and regional cuisines for a sustainable lifestyle. SDG- Quality Education Learning Outcomes (max. 3) - at the end of the activity the students will be able to: Knowledge - gain awareness about how different regions of the world are identified w Skills - develop the basic skills required to prepare indigenous culinary delights. Attitudes - appreciate the origin of ethnic food and respect every country’s unique eth Description Month and Classes Countries duration of / no. of covered activity students involved As a part of spreading awareness 1 week in VI, India, about ethnic food and the need of January Japan preserving these traditional cuisines 2020. VII, and Thailand to promote a sustainable lifestyle, the students will be asked to collect VIII information about similarities and differences in Malaysia, Japan and 180 India. An exchange of the information students gathered will be done via e-mail between the students of the two schools. An Inter- House Board competition will also be held on the theme “The slow food movement: A delicious revolution on the world stage”. Students will be asked to collect

City: DIMAPUR Collaboration eserving indigenous cuisine. as a manifestation of its ethnicity for a group of people and the need to preserve with the kind of food they make and eat. hnicity. Teachers Evaluation methods Evidences to be responsible to measure the provided in the Subjects learning outcome portfolio covered among students Science, Deborrah Board Display Screenshots of the email Social Aienla Science, Art, Lucy Competition sheet exchanges with the English, Jennita General collaborating school Knowledge Score sheet of the judge and feedback from the Presentation external judge of the Quiz questionnaire Cook-off challenge received from the partner Quiz questionnaire Scanned copies of judgment sheets, Photographs PPT of the questions of the quiz competition, Observation report by teachers

information on the different varieties of ethnic cuisines around the world through the internet, newspapers, and magazines, and there will be an Inter- House Quiz competition held based on the ethnic cuisines of the world. Indigenous Cook-Off: Junior students will gather information about recipes of indigenous cuisines of their country. They will prepare an indigenous food item in school as a part of a cooking challenge and share information with the school. A guest judge who is involved with slow food will be invited to deliver a lecture as well as judge the competition. The partner school will also do similar work and share it with us. There will be an exchange of work and learning among the students.

Teachers report

International Policy of Hollotoli School  To groom Hollotolians as world citizens- we envisage to instill a global outlook and equip the Hollotolians not only with sharp minds but also with wise and humane attitude. We are obliged to mould sophisticated actors for the world’s stage.  To look beyond gender, class, race, nationality and culture- a human mind insulated by narrow and dogmatic perception about gender, race, nationality etc., is rather a threat than a hurdle for the upliftment of human species. Our school adamantly upholds the cause to break free every Hollotolian from such domestic mentality by constant inculcation of universal virtues.  To advocate and promote international understanding through exposure on various platforms: - Collaborative studies - Teacher, student exchanges - Insight of international cultural studies, through appreciation of language, culture and history - Participation in MUN  Our school at a microscopic level upholds cosmopolitanism, pluralism and the core value of unity in diversity.  In our curriculum, we assimilate various aspects of international understanding. Hollotolians are nurtured to appreciate diverse value system, respect all cultures, religions and languages. ‘Vasudhavia Kutumbakam’, a Sanskrit phrase from Maha Upanishad, which means “the world is one family”, has been one of the founding principles upon which the Hollotolians are earnestly nurtured.

International Co-ordinator Job Description  Coordinator provides the details of the project to the concerned teacher and monitor that the project is being carried out as per the action plan.  The data related to the project are given by the coordinator to the concerned teacher. These data are the details from the internet on the topic.  The clippings on different topic are downloaded by the coordinator.  The clubbing of data into the dossier is being done by the coordinator.  The coordinator becomes the channel between the ISA team member and the school members for any kind of communication.  The coordinator search partner schools and send mails to different schools for partnership.  The dossier preparation is done by the coordinator.







ACTIVITY COVER SHEET Activity Number -1 School Name: HOLLOTOLI SCHOOL Title of Activity: Cultural Heritage: “Culture consists of connections not of separations” Teacher Responsible: Omenjungla, Meriyani, Kidisungla Other staff Involved: Abenthung and Samuel Subjects Involved: Social Science, Fine Art, General Knowledge, English & I.T. Brief details of the aim, Aims - The main motive of hosting the inter-school quiz content and outcomes of competition as one of the activity under the umbrella of ISA the activity: activities was to test the students on their knowledge of Indian culture and encourage them to learn and know more about our wonderful land of diversity where an entirely different aura of history, religion and culture separates one part from another. The special assembly featured a ramp walk showcasing the different attires of the nation which were geared towards showing the diversity and splendor of the nation. The stage was radiated with a spirit of unity and diversity, beautifully exhibiting the uniqueness of different cultures and traditions. The objective of the Board display competition was to inculcate the values of embracing and appreciating the varied cultural heritage among the students, and to develop a comprehensive understanding of the essential cultural heritage with special reference to the countries of Japan, China, South Korea and India. Content: Students will be instructed by the teachers to carry out the activities and collect information through primary and secondary sources. (a) Inter-school Quiz competition. (b) Special assembly will be conducted by the students on the theme ‘preservation and conservation of cultural heritage for the future generation.’

(c) Board display competition on the culture of South Korea, Japan, China and India. Countries explored: Outcome- Students will be able to  understand the essential cultural heritage of South Korea, China, Japan and India  Develop reflective and scientific outlook towards the art of life.  Instill positive attitude towards conservation and reservation of natural, cultural, living, tangible and intangible heritage for the future generation. South Korea, China, Japan and India Link school(s): Non-collaboration Other sources of 1. Primary source information: 2. Secondary source Time Period of Activity: 3 Weeks Number of Students 40 Students involved in this Activity: Age range of students 14-18 yrs involved: Type of evidence Quiz Score Sheet, Circular to other schools, Teacher’s report, included: Photograph, Video Miss Meriyani Kithan Miss Omenjungla Pongener Miss Kidisungla Changkiri

Teacher’s Report With the aim to showcase and celebrate the vibrant culture and heritage of India, our school observed the annual Heritage Week for the students of classes IX, X and XI. The aim and objective was to enable children to create a sense of pride, honor and to instill in the minds of students, the importance of cultural diversity. The project aimed to raise awareness among students about the diverse culture across the world and to sensitize them to protect and conserve the rich culture. It also focused to enhance the values of embracing and appreciating the varied cultures as it has become the need of the hour in the world of globalization. The project consisted of different activities ranging from conducting inter-school quiz Competition, heritage special assembly and board display competition on different culture. Through this project the students were able to explore and discover the rich diverse cultures around them and help them to make valuable connections with these cultures. It was a resourceful learning experience for the students which has enabled them to not only understand and appreciate the diverse cultures surrounding them but also to carry forward the value of preserving and conserving these cultures for the future generations. Students were able to comprehend the mesmerizing factual information, data and sources related to the subject of Social science, general knowledge, performing arts, music and literature. All the three activities has empowered and enhanced the students in their learning process . Students were able to discover and uncover their critical thinking, communication skills, understanding skills, creativity and extempore skills.

Activity-1 Inter-school Quiz competition 2019 An inter-school quiz competition on ‘cultural heritage’ was organized during the Heritage week celebration at Hollotoli School in the month of September 2019. It was an interesting activity initiated by the school to increase awareness about our glorious regional diversity among school children. The main motive of hosting the inter-school quiz competition as one of the activity under the umbrella of ISA activities was to test students on their knowledge of Indian culture and encourage them to learn and know more about our wonderful land of diversity where an entirely different aura of history, religion and culture separates one part from another. Aim: To inculcate interest, awareness and consciousness about our glorious nation with special focus on North- East India among school children. An interesting quiz contest will test students on their knowledge of Indian culture and encourage them to learn and know more about our wonderful land of diversity where an entirely different aura of history, religion and culture separates one Part from another. It aims to provide a comfortable platform to students to compete smartly and to improvised and extempore their confidence level in a spirited manner. Details of the competition are as follows: 1) The Quiz is open for students from class IX-XII. 2) A School can send a maximum of one team. 3) A team must have 3 (three) members. 4) A preliminary written round will be conducted. 5) The top 6(six) teams will be selected for an on-stage final. 6) The participants must carry their identity card. 7) The participants are expected to carry pens for the quiz. Participants may carry a writing board to the venue. No books of any kind will be permitted inside the hall. 8) Please fill in and send the confirmation form attached herewith before 13th August 2019. 9) Mail your entries to [email protected]. 10) Participants are requested to bring a print out of the confirmation email where we acknowledge your entry on the day of the competition.

IIIrd INTER-SCHOOL QUIZ COMPETITION, 2019 Content: The questions will be based on the rich cultural heritage of India with special focus on North-East India. We also bring attention to bring an interesting amalgamation of national as well as local heritage and culture. Questions will cover the following:  Indian art and architecture.  Indian crafts and painting.  Indian Music and Dance.  Indian languages and literature.  Cultural heritage of North-East India: Tangible culture and Intangible culture.  Cuisines of North-East India – Famous tribal food and local dishes.  Fairs and festivals of North-East India.  Natural heritage of North-East India.  Industrial heritage of North-East India.

Six schools including Hollotoli School participated in the competition with great zeal and enthusiasm. It was a brilliant platform for the students to extempore and explore their knowledge at a greater level.

Hollotoli students performing welcome song before the compettition.

Hollotolians: Mesmerized and totally engaged in the flow of the quiz-competition.

Running trophy for the competition Gigal Horam of class XII Arts: anchor for the competition

Participants: all set to fight the battle of the Brains 

Audience: excited for the competition

Highlights of the interschool-quiz competition 2019: Content:  Indian art and architecture  Festivals of India  Indian Music and Dance  Indian languages and literature  Monuments  Indian crafts and painting  Cultural heritage of North-east India  Natural and industrial heritage of north-east India  Fairs and festivals of north-east India  Cuisines of North-east India Rounds: Quiz master: Kidisungla  Preliminary round was conducted, where changkiri participating schools had to attempt 50 MCQs in an OMR sheet.  Knock-out round was commenced before the final round.  Final round consisted of the following: 1. Infinite bounce round 2. Hangman round 3. Gridlocked round 4. Dus Ka Dum round

All the participating teams were awarded with participation certificates

Medals and certificated were awarded to the winners.  Gold medals with the running.  Trophy for the winner.  Silver medals with certificates for the first runner up.  Bronze medals with certificates for the second runner up. Hollotoli School won the inter-school Quiz competition victoriously with a defeating score of. The running trophy was won by Hollotoli School followed by Delhi Public School Dimapur as the first runners up and Pranab Vidyapith as the second runners up.

Winners (Hollotoli School)

First Runner Up DELHI PUBLIC SCHOOL

Second Runner Up PRANAB VIDYAPITH HR.SEC SCHOOL