REPORT ON POCSO COMPLIANCE TRAINING SESSION FOR STAFF MEMBERS
Date: 28th September 2024

On Saturday, 28th September 2024, a comprehensive POCSO (Protection of Children from Sexual Offences) compliance training session was conducted for the teachers, administrative staff, and support staff in the school auditorium by Dr. Anant Vijay Maria, an esteemed advocate practicing in the Supreme Court. The session was organized as part of the school's ongoing commitment to ensure the safety and protection of children within its care by providing all staff with essential knowledge about the POCSO Act.

WORKSHOP FOR TEACHERS ON MENTAL HEALTH AND WELL-BEING

Date: 28th September 2024

On 28th September 2024, a Mental Health and Wellbeing workshop was held for the teachers of DPS Dwarka in the school auditorium. Led by Ms. Aakriti Gupta, an art therapist from Fortis Hospital, Shalimar Bagh, the workshop was highly interactive and focused on enhancing mental well-being, debunking common misconceptions, and equipping teachers with effective stress management strategies.
Ms. Gupta began by addressing widespread myths surrounding mental health, such as the notion that mental illness is a sign of weakness or that only severe cases require attention. She emphasized the importance of early intervention and regular mental health check-ins, much like physical health. She discussed common and rare mental health disorders, providing a framework for teachers to recognize early warning signs such as chronic fatigue, changes in behavior, irritability, and withdrawal. These indicators often go unnoticed in high-pressure environments like schools, making it crucial for educators to be vigilant.
A central theme of the workshop was the relationship between stress and motivation. Ms. Gupta explained how prolonged stress not only reduces an individual’s ability to stay motivated but can also lead to burnout. She encouraged teachers to identify their personal stress triggers and introduced methods to reduce their impact, such as mindful breathing and taking short breaks.
Teachers play a pivotal role in shaping young minds, and their own mental health significantly influences their teaching efficacy. Ms. Gupta highlighted the importance of maintaining a balance between the psycho-social and emotional demands of the job. She suggested building a support system among colleagues and engaging in regular self-reflection to foster emotional resilience.
Concrete steps for lifestyle adjustments were discussed, including the importance of regular physical activity, maintaining a healthy diet, and prioritizing sleep. Ms. Gupta urged teachers to integrate these practices into their daily routine to enhance their overall well-being.
The session included a segment on managing negative emotions such as anger, frustration, and anxiety. Techniques like cognitive reframing, progressive muscle relaxation, and journaling were recommended to help teachers control their emotional responses and navigate difficult situations more effectively.
Emotional intelligence, Ms. Gupta explained, is key to understanding and managing one's own emotions, as well as recognizing and responding to the emotions of others. Teachers were encouraged to develop self-awareness and empathy to improve their interactions with both students and colleagues.
Ms. Gupta touched upon compassion fatigue, a condition common among educators who regularly engage with students’ emotional and psychological challenges. She emphasized the importance of self-care and taking time to recharge emotionally to prevent burnout.
Lastly, she stressed the role of the school environment in promoting mental well-being. Teachers were encouraged to foster a positive, supportive atmosphere within their teams, where mental health is openly discussed, and seeking help is normalized.
Conclusion:
 The workshop was an insightful session that provided teachers with a deeper understanding of mental health and its impact on their professional and personal lives. With practical tools for managing stress, emotions, and lifestyle changes, the session empowered teachers to prioritize their mental well-being, ensuring they remain motivated and effective in their roles. The open discussion at the end allowed for personal reflections and shared experiences, making it a truly enriching and supportive event for all attendees.

WORKSHOP ON THE PRE – PRIMARY CURRICULUM HANDBOOKS FOR TEACHERS
ORGANISED BY HRDC, DELHI PUBLIC SCHOOL SOCIETY

Dates: 03 August – 04 August 2024

The HRDC, Delhi Public School Society conducted a workshop on the Pre – Primary Curriculum Handbook for teachers on 03 August and 04 August 2024, to provide the educators of our youngest learners with practical strategies and insights to enhance educational outcomes. These are based on the guidelines of NEP 2020 and the National Curriculum Framework for The Foundational Stage, which advocate the holistic development of children encompassing the physical, cognitive, social, emotional and aesthetic domains.

The Handbooks are for the Pre-Nursery, Nursery and Pre-Primary class teachers. They emphasise the need for a play based and developmentally appropriate curriculum that fosters all aspects of a child's growth in a stimulating and nurturing environment.

The keynote address was given by Ms. Vanita Sehgal (Executive Director, HRDC, DPSS). Ms. Sehgal emphasised on the importance of spontaneity in a classroom. She highlighted that everything in a classroom need not be planned and there could be ways in which a teacher can bring a spontaneous element in her classroom.

The chief guest, Dr. Kiran Datar (Member, The Delhi Public School Society) in her address, shared her personal experiences and highlighted the importance of zeal in a classroom. She further accorded that when a teacher is bored, unchallenged and unenthusiastic in her classroom, she transmits the same emotions to her students, making the classroom mundane. Therefore, a teacher must constantly challenge herself in order to keep up the learning spirit of her classroom.

The sessions were conducted over a period of two days, wherein 41 teachers from DPS Dwarka attended the training programme. The workshop on Day 1 was conducted by        Dr. Priti Joshi (Professor, University of Delhi) & Ms. Deepti Srivastava (Senior Consultant, Education).

DAY 1
SESSION 1
Topic : Introduction to the Curriculum, Pedagogy and Assessment
     – An Overview to the Handbook
– Domains and Main Principles of Holistic Child Development          

In the first session, an overview of the Handbook was given to the participants. The speakers highlighted the importance of focusing and catering to the developmental domains providing a holistic education to the learners. A classroom is a major part of child’s daily life, and therefore it should be a space that is welcoming, accepting, and a happy space for the child. Keeping this in mind, we as teachers should  encourage children to express and talk. Fostering child’s creativity and imagination is also an essential part of the daily classroom discourse. Various tools of assessment and a framework for holistic progress card were also discussed.

SESSION 2
Topic : An Overview of Key Competencies across Domains
     – Physical-Motor Development and Well-Being
– PSED
     – Aesthetic Development

The session highlighted the crucial areas of Physical, Personal, Social, Emotional Development (PSED), and Aesthetic Development In Early Childhood Education (ECE). Both the resource persons discussed the need for integrating physical activities into daily classroom routines, recommending a minimum of 30-40 minutes of physical activity each day to foster ‘Physical Literacy.’ This concept emphasises developing children’s skills, confidence, and love for movement, ensuring they remain physically active throughout their lives. PSED deals with the concept of self-awareness and self-identity which is crucial to  build the confidence, motivation and curiosity in learners.

Aesthetic development, encompasses visual arts, dance, drama, and music. They suggested to focus on the use and sensitivity to colour and its environmental associations rather than merely teaching colour names. Children naturally express themselves through scribbling, drawing, singing, and dancing, often imitating family members and teachers.

The session further laid importance on building a classroom where there is a balance between child initiated and teacher-initiated pedagogy. Children are traditionally considered to be the recipients of knowledge and therefore knowledge is provided to them in the form of information. However, National Education Policy marks, that children are active participants in learning process. They are natural knowledge constructors and therefore, are an important stakeholder in the teaching learning process. As a teacher, we must provide them an environment that is conducive and that nurtures the child’s natural instincts. Allowing them to be vocal, to explore, to experiment, engage and ask questions that enables them to learn naturally from their environment. But the NEP does not undermine the importance of teacher led activities in a classroom. It highlights that a teacher’s role become all the more crucial as she has the responsibility and ability to direct a child’s action towards meaningful learning.

The role of integrated education was also underlined during the session. The word integration does not only stand valid for integrating the curricular themes, but also the developmental domains – Physical, Language, Early Numeracy, Cognitive and Aesthetic. All the activities, must integrate multiple developmental domains to ensure holistic development of the learner.

SESSION 3
Topic : Key Principles behind Language and Emergent Literacy
     – Competencies
– Experiencing Language and Emergent Literacy Activities and
   Materials

This session focused upon the key principles behind language learning and emergent literacy. Children are natural learners of language. It is an innate capacity of the child to communicate through language. The session on emergent learning stressed upon providing a language rich environment for reading readiness in our classrooms, as language and literacy are interrelated.

Emphasis was laid upon bilingual approach with L1 as Hindi language. ⁠Keeping the biological growth and development of children, they can use triangular crayons and chalks for developing emergent writing skills in the age group 4-5 years. Formal writing should begin from 5 ½ years of age only using pencil colours and pencils.  Interactive oral surroundings in the classrooms can be created through storytelling, reciting, playing games, dance and drama encourages child to communicate.

Foundation of formal reading and writing can be developed through skills, attitudes and language rich environment. The narrative knowledge and oral ability was stressed upon. Nurturing, love for language, books, and reading for pleasure was emphasised. Various components of emerging literacy include oral speech, concepts of print awareness and phonological awareness. Literacy and numeracy are interrelated concepts with literacy as a stepping stone for concepts of numeracy. The resource person illustrated the technique to develop phonological awareness with the help of rhymes and involved the audience in the activity.

SESSION 4
Topic : Key Principles behind Numeracy
     – Competencies
– Experiencing Numeracy Activities and Materials

Language and mathematics go hand in hand. Concepts like estimation, counting, shapes etc, can be done along with languages using picture reading activities. Mathematics is a subject which is learnt the best by doing like categorising, sequencing, etc. The best practice is to use concrete objects to make concepts clear like tallest, shortest loudest, softest, thinnest, thickest and so on. Different stages of learning mathematics tells us about the four major goals and their respective competencies.

• Experience
• Language Development
• ⁠Observing Pictures
• Engaging with symbols

Different activities were conducted using bottle caps, flat dice, beads to understand the concept of ELPS. By adopting the ELPS (Experience, Language, Pictures, and Symbols) approach, we can effectively transform their experiences from concrete objects to abstract symbols. These mathematical ideas should be relevant and meaningful, rooted in their daily experiences. Through engaging and activity-based learning, supported by clear language and visual aids, we ensure that math is accessible and enjoyable, aligning with the natural ways children learn and interact with the world.

DAY 2
SESSION 5
Topic : Identification of Developmental Disorders and Management
   in the School Setup
  Child Rights and Role of the Psychologist in the Management of
  Special Needs in the School Setup

Resource Person : Dr. Mansoor Alam
Director and Consultant Developmental Specialist, Institute for Child Development, New Delhi

The resource person focused on equitable and inclusive education, emphasising practical applications within school settings. Key discussions centred on understanding inclusive education, special education and the management of children with special needs (CWSN).

The session covered the distinction between disability and impairment, highlighting the role of inclusive education in accommodating diverse needs.

It was also highlighted that there are 21 types of disabilities recognised under the Rights of Persons with Disabilities (RPWD) Act, 2016. Differences between congenital and acquired disabilities were explained with special attention given to intellectual disabilities, sensory processing disorders and emotional disorders.

The session outlined the importance of physical, cognitive, expressive language, social-emotional and self-help skills in holistic education.

Various Support Strategies at school include multi-sensory learning, task breakdown, peer tutoring, cooperative learning, and developmentally appropriate practices.

Orientation to of PRASHAST as a screening tool was done. Emphasis was laid on creating accessible classrooms, offering tailored support, and collaborating with special educators and counsellors to assist children with special needs. He also discussed about POCSO emphasising that the teachers must be alert and should communicate with the children. In case of any untoward incident, the teachers must report the case to the authorities

Dr. Mansoor Alam’s session provided valuable insights into identifying and managing developmental disorders within the school setting. By focusing on early detection, personalised management plans and the rights of children, the session highlighted the essential role of Occupational Therapist / Special Educator / Counsellor in creating an inclusive and supportive educational environment. The collaborative approach among educators, parents, and specialists is key to addressing the diverse needs of students.

SESSION 6
Topic : Activity Based Learning:
                       An Exemplar of Art and Activity Based Teaching

Resource Person : Ms. Swati Bhatt
Educationist, Entrepreneur
Executive Trainer & Coach

It was a highly engaging session that stressed upon the NEP and NCF guidelines. Emphasis was laid on the importance of play, conceptual, operational, and transactional approaches to curriculum. The participants were motivated to be open to new experiences, ideas and respect resources. The term "play" includes all activities that engage the child. This could be in the form of physical play, interaction, conversation, questions and answers, storytelling, and read-aloud reading. Many innovative activities like conducting an obstacle race, sensorial tub, demonstrating a habitat, water play, live demonstration of webbed feet of a frog etc. were conducted to explain concepts like life cycle and habitat of a ‘frog’. Incorporating games, toys, and music for effective learning was discussed. Example: Different musical instruments like clatters, wrist bands with ghungroos, egg shells etc. were used to give the feel of a rainy day. Such activities can arouse the interest of the learners and can also be helpful to make children with high energy levels more attentive. Interesting and creative art activities were conducted like making a paper plate frog, a jumping frog, and a clay frog. The integration of art with other subjects was effectively demonstrated. Identification of pet, wild, and domestic animals can be introduced using demonstration methods. Example: Children can use tongs and chop sticks to pick different plastic animals and put them in three different trays labelled as pet, farm and wild animals. Finger puppets can be used to teach mathematical counting, sorting and tallying. Example: Forward and backward counting can be taught by sticking different objects on ice cream sticks.
The resource person concluded the session with a ‘Goodbye Song’ which can be done in the class at the end of the day. She concluded the session by reinforcing that introducing and engaging in innovative activities would develop child’s appreciation for various art forms.

SESSION 7
Topic : Storytelling as a Pedagogic Device

Resource Person : Ms. Jaishree Sethi
Creative Director
Chief Storyteller
Story Ghar

The resource person addressed the challenges that teachers faced while using  storytelling as a pedagogical tool in their classes . The resource person narrated the story "Bheema Gadha" and demonstrated how voice modulation, variety of gestures and change of tone for every character adds life to the story and makes it more appealing to kids. Then a group of teachers volunteered for an activity where they had to work in group of three. In each group one person thought of a situation, second person thought of a problem and added to situation and the third person had to give the solution to the problem. Through this activity, the teachers were explained the three main elements of any story that is- Situation, Problem or climax and Solution or ending.

She suggested few names of renowned authors, books and publishers like Tulika, Pratham etc. The session was concluded with the encouragement that every teacher has many qualities that a storyteller needs. We just need to be ourselves and enjoy telling the stories.

SESSION 8
Topic : Teachers Theatre Training Programme

Resource Person : Mr. Mohit Tripathi
Renowned Actor, Writer and Director, Renaisstance Theatre Society

The resource person conducted various interesting activities like introducing yourself with action, listen and pose activity. Further, all the participants were engaged in an activity where they had to enact in a given situation. These activities actively involved participants to listen, observe and express openly. Further, these activities help in building vocabulary, enhance observational skills, listening skills and promote promptness.
The session empowered participants to harness the transformative power of theatre in their teaching practices. Continued support and expansion of theatre can unlock the full potential of the children.

After the sessions were over, Valedictory Ceremony was held wherein Ms. Vanita Sehgal (Executive Director, HRDC, DPSS) awarded certificates to all the participants. She concluded the workshop by reinforcing that the curriculum, pedagogy, teaching learning strategies learnt through this workshop need to be implemented in the schools and the feedback is to be provided after implementation.

Conclusion

All the sessions provided an enriching learning experience to the teachers. The sessions conducted on Day 1 provided an insight into curriculum, pedagogy, domains and principles of holistic development, key competencies over various domains and assessment with reference to the Pre-Primary Curriculum Handbook.

The strategies of teaching learning acquired during the Art and Activity Based Teaching session on day 2 will be implemented by the teachers in the classroom set up. The session by renowned psychologist provided valuable insight into identifying and managing developmental disorders in the school setup. The collaborative approach among teachers, parents and special educator / counsellor will help in addressing the diverse needs of students. The theatre session empowered the participants to harness the transformative power of theatre in their teaching practices. The story telling session motivated the teachers to make right choice of a story and narrate it with voice modulation, variety of gestures and change of tone for every character to make it more appealing to the learners. The insights gained from this training will undoubtedly benefit both the teachers as well as learners.

VIRTUAL SESSION ON CREATING PROFESSIONAL DEVELOPMENT PORTFOLIOS ORGANIZED BY DPS SOCIETY

Dat/Date: Friday, 26 July, 2024

DPS Society organised a virtual session on Friday, 26 July, 2024 for all Cambridge Nodal incharges of the Core  schools  whose faculty members had attended the Cambridge training sessions held at HRD Centre  (Juy l1-July 6). The virtual session was presided over by Ms. Sunita Tanwar, Secretary, DPS Society and conducted by  Mr. Lalith Prasad, Head Training and Professional Development - South Asia, Cambridge Assessment. Further to the training attended during the first week of July, the participants are required to prepare a Professional Development portfolio in alignment with the competencies learnt during the training.  These portfolios will be reviewed by Cambridge trainers during the online sessions in September/October.
This webinar was aimed at providing teachers detailed information on the modalities of preparing the PD Portfolios.
Mr. Lalith Prasad began by explaining the need for creating a PD portfolio. He conveyed that such portfolios provide an insight to the trainers whether competencies / skills explained have been well understood and are being implemented in schools by the trainees. Mr Prasad reiterated that the format shared with schools should be read thoroughly by all participants for a better understanding. Mr. Prasad subsequently elucidated all the nuances of the format shared and dealt with the template of Short Term and Long Term plan in detail. He emphasised that evidences of the task conducted in class must be attached in the form of digital evidences like recordings / pictures / artifacts etc. All the pointers like Curate, Feedback, Assessment and Reflection etc mentioned as the tools to prepare a PD portfolio should be kept in mind while preparing the same. The resource person also stressed upon the fact that Long Term Plan should include tasks that trainees intend to take up over a period of six months or an year and how these intentions can align with the Cambridge Curriculum .The webinar ended with a Q & A session where further queries of teachers were addressed. Towards the end Ms. Tanwar requested Mr. Prasad for an exemplar plan . It was decided that all PD portfolios must be completed over a period of one month and each school must make one PD portfolio first which can be reviewed and can be later used as an exemplar portfolio by other members.
It was a fruitful webinar that clarified queries of all attendees regarding the PD portfolio. We are thankful to DPS Society for organising this webinar which will enable all attendees to dwell deeply into the details of creating a PD portfolio.

WORKSHOP ON EARLY CHILDHOOD EDUCATION ORGANIZED BY DPS SOCIETY, HRD CENTRE

Day/Dates: Thursday, 20 June 2024 – Saturday, 29 June 2024

Innovation, creativity, and inclusivity are fundamental elements of contemporary education. With the implementation of the National Education Policy 2020 in Indian classrooms, the country's education system has undergone a revolution. The NEP and NCF – FS extensively address the critical importance of Early Childhood Education, marking a significant advancement in educational reform.
The objective of Early Childhood Care and Education (ECCE) is to acquaint educators with current policies and pedagogical practices. Additionally, it calls for teachers to enhance their observational skills to foster an enriched teaching and learning experience.
The Early Childhood Education Programme organized by Human Resource Development Centre, Delhi Public School Society concentrated on the different facets of the National Education Policy (NEP).Workshops and interactive sessions were designed to familiarize teachers with the policy. These sessions aimed to equip educators with the tools to create child-centered, play-based learning environments within their classrooms. Eminent resource persons conducted the sessions over a period of 10 days.

Session: Conceptual Understanding of NCF
Resource Person: Dr. Reeta Sonawat (Director at Ampersand and Executive Director of ECA)
The session emphasized the profound significance of "Panchakosha Vikas," which embodies five-fold development during the early years: It was elaborated on the dynamic five-step learning style that educators should adopt during the foundational years: Adheeti (Introduction), Bodh (Conceptual Understanding), Abhyas (Practice), Prayog (Application), Prasaar (Expansion). By adopting this transformative five-step learning style, educators can cultivate deeper understanding, inspire practical application, and promote continuous intellectual growth in children during their foundational years. Optimal learning occurs when children are respected, valued and actively engaged in the learning process.

Session: Mastering Communication Skills for Educators
Resource Persons: Dr. Sunetra Narayan (Professor, Indian Institute of Mass Communication)
Dr. Shalini Narayanan (Independent Medical Consultant, Former faculty
Indian Institute of Mass Communication, New Delhi)

This session mentioned that communication skills are fundamental to success and fulfilment in both personal and professional life. The session covered some broad themes regarding communication, basic functions of communication, propaganda theories, techniques, impact of communication and applicability to education sector.  Characteristics of Digital media and social media were emphasized. Impact of these social media platforms on children in terms of addiction, cyber bullying, cybercrime, loneliness and aggression was also highlighted in the session.

Session: Playway Activities for Enhancing Pre-Skills in Children
Resource Person: Dr. Alok Kr. Upadhyay (Associate Professor in Disability Studies, School of Counting Education (SOCE), IGNOU, Delhi
                                                                         

This session stressed that 3 E’s (Environment, Experience, Exposure) and the 3 P’s (Presence, Participation, Product) when given adequately to all the learners, leads to inclusion in reality. Also, it was mentioned that playway activities are a fantastic way to enhance pre-skills in children of foundational stage. We have to increase the activities according to the levels of the students. We must also plan the activities keeping inclusion in mind while planning in a progressive way.

Session: Art and Craft
Resource Person: Ms. Anjali Agarwal (Artist Founder, Kaladham Noida)

The workshop covered the details on how art and craft play a significant role in kids' lives, offering numerous benefits for their development, growth, and well-being. It stimulates imagination, creativity, and storytelling, helping develop a unique perspective and vision.
Participants acquired new skill and technique in art and craft. The workshop helped build confidence in their artistic ability. They also learnt innovative ways to incorporate Art and Craft into their teaching practices e.g., Drawing different pictures out of simple shapes, creating their own finger puppets etc. Various graphite sketching techniques, including shading and texture were also showcased while sketching Buddha on A-3 ivory sheet with the help of charcoal stick and charcoal pencil.

Session: Social Emotional Intelligence & Developing Language Skills
Resource Person: Dr. Asha Menon (Associate Professor and Head Department of Human Development. Principal, Smt. P.N. Doshi Women’s College, Mumbai)    

Early Childhood Development is critical for child’s future wellbeing as it influence patterns of brain architecture and behavioural development. During the first 5 years of childhood maximum neurons connections are established resulting in rapid growth in all domains of developments such as language, cognitive and socio-emotional domains. Socio-emotional development covers the abilities to adapt with social norms of the society. All these come under the categories of life skills. Therefore, the entire development depends on SEL. Speech and language development in pre-schoolers is essential for several reasons. It lays the foundation for effective communication, allowing children to express their thoughts, needs, and emotions clearly.

Session: Numerical Literacy & Principals of Curriculum Development 
Resource Person: Dr. Shobha Bharat (Associate Professor Department of Human Development Coordinator, Early Childhood Education Smt. P.N. Doshi
Women’s College, Mumbai)

Further a session was devoted to “NIPUN BHARAT” which stands for National Initiative for Proficiency in Reading with Understanding and Numeracy. The main aim of “NIPUN BHARAT”

is to enable all children understand Foundational Literacy and Numeracy(FLN). Through a combination of engaging learning and hands on activities the participants gained an equal understanding on the content Numerical Literacy. The workshop fostered an environment of creativity and collaboration allowing participants to explore and apply new ideas and create happy classroom.
The session explained about the principles of curriculum development, that incorporates Open Spaces, First-Hand Experiences, Spontaneity, a Stimulating Environment, Promotion of Discipline, Problem-Solving Skills, 3R’s (Readiness in writing, Readiness in Arithmetic, and Readiness in Reasoning Skills), Learning through Discovery and the use of Indigenous learning materials. The participants also got an insight into the important factors influencing curriculum planning, that includes the duration of activities, availability of resources, physical environment, teacher-child ratio and, transitions between activities.

Session: Dance and Movement
Resource Person: Mr. Bharat Sharma (Director, Bhoomika CreativeDance Centre, New Delhi)

Dance and Movement workshops have equipped early childhood teachers with valuable tools and techniques to enhance teaching methods. By integrating movement and dance into the classroom, we can foster creativity, improve motor skills and promote emotional & social development among young children. Movement is not only a physical activity but also a way to connect, communicate and express.

Session: Assessment and Record Keeping
Resource Person: Ms. Latha Rao (Director Training, Indian Montessori Centre, Bangalore)
The session on Assessment emphasized that assessment is an ongoing process, integral to a child's initial classroom experience, ensuring a comprehensive understanding of their development over time. It also highlighted the concept of different types of learners and learning styles, noting that conventional emphasis often centres on visual, kinaesthetic and auditory styles. We need to expand our focus to include other forms of learning such as reading, writing, stress, ease, scribble, trust, teach, and copy.

Session: Reading and Writing Readiness
Resource Person: Dr. Vidhya Satish (Director SIES Institute of Comprehensive Education, Navi Mumbai)
The next session underscored the condition of “The Hurried Child". It is a condition where parents over-schedule their children's lives, pushing them hard for academic success and expecting them to behave like miniature adults. Key principles of language education were also discussed. It also highlighted the importance of not forcing children to write until they are ready. Writing readiness begins when children have a solid foundation in reading and genuinely enjoy the process of reading.

THE CAMBRIDGE TRAINING PROGRAMME
ORGANIZED BY DPS SOCIETY, HRD CENTRE, KNOWLEDGE PARK -5, GREATER NOIDA

Dates: Monday, 01 – Thursday, 04 July 2024

RESOURCE PERSONS :

• Early Years               :           1. Ms. Judith Amery             2. Dr. Alison Brothwick

• Primary Stages         :           1. Dr. Alan Cross                   2. Mr. Graham Astley

3. Ms. Judith Amery              4. Dr. Alison Brothwick

Delhi Public School Society is committed to providing the highest quality of education and fostering continuous professional development for teachers. In line with this commitment, DPS Society  collaborated with Cambridge International to deliver a comprehensive training programme aimed at enhancing the teaching skills and pedagogical approaches of  Cambridge Early years and Cambridge Primary. Eminent academicians from Cambridge conducted the very enlightening and interesting sessions.
The Training Programme was presided over by Mr. V K Shunglu , Vice Chairman DPS Society, on 01 July 2024 and by Mr. B K Chaturvedi, Chairman DPSS on 03 July 2024 respectively. They reflected on the importance of pedagogy in effective teaching and learning during Early Years and for Primary classes in their keynote address. The Training Programme conducted by resource persons from Cambridge provided  insight into the Cambridge Curriculum which will help teachers to give learners the confidence they need to thrive and make a positive impact in the changing world. Participants   benefitted  manifolds by imbibing the strategies discussed in the sessions.
The Early years Training sessions held on 01 and 02 July were attended by all teachers teaching Early Years -Ms. Gurpreet Kochhar, Ms Priyanka Sharma , Ms. Meenakshi Kanwar and Ms. Swati Dangwal.
Training Sessions for Cambridge Primary were conducted from 01-04 July 2024. These sessions were attended by 12 teachers in two batches. The 06 teachers who attended the sessions on 01& 02 July are -

• Ms. Maneesha Mahajan
• Ms. Renu Kaushik
• Ms. Shipra Aggarwal
• Ms. Tamara Sharma
• Ms. Ritikaa Makan
• Ms. Manisha Bhalla

Six teachers including the Vice Principal (Primary Wing) attended the sessions on 03 & 04 July 2024. Their names are as follows :

• Ms. Anubha Malhotra
• Ms. Pinki Sharma
• Ms. Smita Shukla
• Ms. Seema Kaushik
• Ms. Riddhi Mahajan
• Ms. Falguni Kapoor

The Early Years and Cambridge Primary programme began with brief introduction to Cambridge pedagogy, active learning and assessment for learning philosophy. The resource persons emphasised on planning effective lessons, content and assessment. Eight sessions each were held for Early Years and Cambridge Primary wherein all aspects of Early Years and almost all curriculum areas of Cambridge Primary were discussed. Each session delved deep into the fact that building an understanding of the concept taught is crucial as knowledge isn’t something we are given but something we construct. What we learn is based on what we already know or understand, hence learning must link to our existing knowledge. They also reiterated that practitioners must pose questions rather than giving answers. They must act as mere facilitators and create a supportive and inspiring environment. Learning Approaches mainly Learning Objectives , Active Learning , Effective Feedback , Using questions effectively, Metacognition , Differentiation, Peer and self reflection , Opportunities for reflection, Objective- led planning and activities were elucidated and how these approaches can be beneficial in each curriculum area was dwelled upon.
A plethora of activities were conducted to engage the participants. This gave them an opportunity to exhibit their creative expressions. The interactive Q& A session helped the participants to clarify any doubts and discuss the intricate details of implementation of various strategies.
All sessions were enriching and fruitful. The various strategies, approach and technique of pair, share and collaborate etc will be incorporated. This will definitely prove out to be beneficial for the learners and aid in teaching learning process. The trainers will further engage in a one day follow-up professional learning support conducted in a virtual / online format. This will help review and support implementation of skills and competencies attained during the offline training.

IN-HOUSE TRAINING WORKSHOP ON ‘EARLY CHILDHOOD EDUCATION ‘

Dates: 12 & 23 JULY 2024

The In-house training workshop on Early Childhood Education was conducted by Ms. Divya Sharma who attended a ten day programme on Early Childhood Education and Care at HRDC from 20-29 June 2024. This workshop by Ms. Divya Sharma was held in two sessions and was attended by the Pre-School and Pre-Primary Faculty. It began with the discussion of key features of ECCE within the framework of NCF and NEP. Pedagogical strategies and techniques were suggested along with teaching learning aids and resources that would help teacher facilitate holistic development of children (Physical, Intellectual, social, emotional, Moralistic etc.)
Then the workshop proceeded with the discussion about The 5 Koshas. It explained the ways children can be helped to rejuvenate and calm their mind, body and soul to pave the way for better creativity and improved awareness.
The teachers were explained about the Nipun Bharat initiative which focuses on all inclusive, integrated, enjoyable and engaging education system. It guides teachers to plan a curriculum and lesson plan that aims to develop the students fundamental Linguistic skills and Mathematical skills.
Media
Thereafter, the attending faculty was made aware of media and its effects on the lives of the children. It can be beneficial if used wisely under adult supervision but if too much exposure is given it can be damaging too.
Hurried Child Syndrome (HCS)
The faculty was made aware about the above mentioned condition in which parents over schedule their children’s lives, push them hard for academic success and expect them to behave and react as miniature adults.

Reading and Writing Readiness
Furthermore, the focus was then brought to the reading and writing readiness in children. It suggested many ways through which the reading interest can be enhanced in the children. To start with, books with rich should be used a lot in the beginning, stories should not be dragged, focus should be on the process and not the product, adopt play based education and that reading process should be made enjoyable.
It taught the educators about the developing interest and seeing relevance of skills of writing in daily life situation. It suggested fingers strengthening exercises and pattern writing activities that can be made interesting through games to captivate children’s attention.
Social Emotional Learning (SEL)
Towards the end the teachers were made to understand the importance of SEL. It’s significance is to promote academic achievement, well being and positive life outcomes. Creating a conducive environment for learning for children is utmost important.
The importance of SEL for the teachers is to be able to :

• Create healthy and safe learning environment and promote human flourishing in their classrooms.
• Teachers equipped with SEL build supportive relationships with students, colleagues and parents. They deal effectively with conflicts and set firm but respectful classrooms.

Fun Games
Certain fun games and activities were demonstrated for learning effective and innovative  teaching techniques like:

• Potato game : this was an innovative strategy to understand the uniqueness of every child
• Music man : this game made the teachers aware how music can help in learning concepts fast.
• The dice game : it was a rare but effective way to teach pattern writing to students in a fun manner.

This workshop highlighted that genuine learning occurs when educators connect intellectually, physically, socially and emotionally with the children which then leads to higher understanding, preservation and enhancement of skills. It always paves way for continuous improvement.
The sessions were highly enlightening and helped teachers to gain insights into how to implement these strategies effectively in their classrooms.

CAMBRIDGE ORIENTATION SESSIONSONSCIENCE, ENGLISH, MATHEMATICS AND GLOBAL PERSPECTIVES RESOURCES

Day/Dates: Monday, 06 May – Thursday, 09 May 2024

An enriching Orientation Session for Cambridge First Language English Resources for Primary and Lower Secondary was organised by The Cambridge University Press & Assessment on Monday, 06 May 2024 through the online mode.  The webinar was conducted by Ms. Tina Servia, Cambridge Lead Trainer and Curriculum Developer, as well as the Senior Principal at Calcutta International School.Through this webinar, participants got a chance to explore a range of Cambridge First Language English resources tailored for primary and lower secondary levels, gaining insight into their content, structure, and suitability for different learning objectives.

The Orientation Session for Cambridge Mathematics Resources for Primary and Lower Secondarywas organised on Tuesday, 07 May 2024byDr.Rahul Sharma, Cambridge Lead Trainer and Curriculum Developer. The main purpose of the webinar was to understand that Primary and Lower Secondary Mathematics covers all learning objectives of the curriculum framework. Dr. Rahul emphasized the fact that Cambridge Mathematics encourages lifelong enthusiasm for analytical and rational thinking. Learners become mathematically competent and fluent in computation, which they can apply to everyday life situations.

The Orientation Session for Cambridge Science Resources for Primary and Lower Secondarywas organised onWednesday, 08 May 2024.The Resource person,Ms. Gandhi began the session with some ice-breaking activities highlighting the fact that each child is an individual and can have his / her own perspective. The orientation aimed at making the teaching of Science more effective and engaging for the children in class.  She emphasised the fact that the Teacher’s Resource Book should be considered as ‘The Bible’ and read thoroughly by facilitators to provide the correct platform to the children.

The webinar on Cambridge Global Perspective Resources for Primary and Lower Secondary, was conducted on Thursday, 09 May 2024and itwas presented by Ms. Achama Mathew.  During the webinar, the participants were introduced to various teaching materials and tools, including workbooks, resource books, and online resources. The session also covered strategies for incorporating these resources into teaching practices to enhance student engagement and critical thinking skills.

All in all, the valuable insights and knowledge gained from the workshops empowered educators to effectively supportlearning in the primary and lower secondary classrooms.

WEBINAR ON ASSESSMENT AT PRIMARY LEVEL (LEVELS I - V)

Day/Date: Wednesday, 01 May 2024

The webinar on ‘Assessment At Primary Level (Levels I - V )’ was organised by the Delhi Public School Society- HRDC. The webinar was initiated by Ms. Vanita Sehgal, Executive Director, HRD Centre, DPS, Society emphasizing the importance of assessment being more than just marks. She stressed that assessment is learning by students in their own way – as stated in NEP 2020. We as teachers and also as parents should stop being judgmental on the basis of marks.

Ms. Vanita Segal introduced her other team members Ms. Sudeshna Madala and Ms. Jyoti Sharma - Both Joint Directors HRDC-DPSS. She then handed over the presentation to Dr. Yukti Sharma- Professor, Department of Education (CIE) Academic Secretary, Institute of Lifelong Learning (ILLL).

Dr. Yukti introduced the presentation by speaking about importance of Perspectives in assessment as it leads to adoption of relevant Strategies. She said that besides assessing performance, assessment promotes learning, holistic personality development and helps evaluate, understand and uncover the learner’s hidden potentialities and talents.

It is important for a teacher to know the readiness of a learner to be assessed. Importance of competency based assessment was emphasized and importance of Qualitative Feedback was stressed upon.

Exhaustive Options for freedom of expression for learners was emphasized by Dr. Yukti. She said that the Primary Stage was ideal to give this freedom of options to learners. Certain examples of such options were given like – day to day documentation of criteria based learning, group work, Individual work by using techniques like clues, prompts and completion of stories. Use/display of empathy, leadership, inter- personal relationships etc. by students was also discussed as available options.
Types of assessment as Formative and Summative Assessments was discussed exhaustively with examples and role of assessment as Assessment OF Learning, FOR Learning and AS Learning was explained with examples.
Dr. Yukti highlighted and explained  certain ‘issues’ that arise in assessment at Primary stage like - Idea of assessment predominates and controls education, Need for Parent’s orientation and education towards accepting alternate ways of their ward’s feedback rather than scoring of just marks and Need for a collective effort to understand the learner  by teachers, parents, counsellors and community at large.

Need for a Universal Design for Assessment in an Inclusive Learning set up was emphasized. Dr. Yukti ended her presentation by laying emphasis on the importance of Qualitative feedback of the learners at the Primary level by the teachers, peers and  the learner’s self assessment.
Participants asked their queries which were periodically addressed by Dr. Yukti Sharma at various stages of the presentation.

Ms. Vanita Sehgal wound up the session by re-iterating the importance of active role of teachers in the making of daily report of observation of children in the class.She asked all participants to share the knowledge and wisdom obtained in the session with their schools and colleagues.

Ms. Sudeshna Madala- Joint Secretary HRDC-DPSS ended the session by giving a vote of thanks.

A feedback form was filled in and submitted by the participants at the end of the session.

The webinar was an interesting, thought provoking and an enriching learning experience.

Looking forward to more such experiences in future.

WEBINAR ON ‘HARMONY  IN  MOVEMENT’

Day/Date: Monday, 29 April 2024

An enriching session on the topic ‘Harmony In Movement’  was organised by DPS Society – HRD Centre on Monday, 29 April 2024.The webinar was anchored by Mrs. Vanita Sehgal, Director DPSS - HRDC, who introduced the resource person, Ms. Imogen Buxton - Pickles, founder and director of Imoves - United Kingdom.
Ms. Imogen stressed on the basic principles of dance and also discussed the six building blocks that are essential to teach dance to the students of the Primary Wing - Music, Story, Cats and Dogs, Teaching Methods and Tools, Principles of Dance and Assessment. The webinar focused on skill enhancement along with the breaking down of complex sequences into manageable steps. Understanding the structure of music and exploring the beats and phrases within the music is the essence of any dance form. She focused on the first beat of the music, which is often referred by number one and which plays a pivotal role in any kind of choreography. She mentioned that students can do tiny movements in a quick beat, but in a slow beat, they can do dynamic and bold movements. Travelling, turning, jumping, balance and stillness, levels and gestures play a major role in putting up a great dance performance.  Storytelling can also be done using various dance forms. Ms. Imogen conducted the workshop with finesse and expertise. Her in-depth knowledge for dance was evident as she guided the participants through various steps and intricacies of varied dance forms.
It was an interactive and engaging session. Participants were encouraged to ask questions, seek guidance and share their own experiences. At the end of the session,  a vote of thanks was proposed for the resource person.

DRAMA AS A COMMUNICATION TOOL

Day/Dates: Wednesday, 24 April &Thursday, 25 April 2024

An enriching session on the topic ‘Drama as a Communication Tool’ was organised by the HRDC, DPSSon 24 and 25 April 2024, through the online mode.  The webinar was anchored by Mrs. Vanita Sehgal, Director DPSS - HRDC, who introduced the resource person, Dr Zulfia Shaikh, Founder and Director of Bangalore School of Speech and Drama. 

The webinar was held with the objective of enhancing educators' communication skills through theatrical techniques. Teachers actively participated in exercises focusing on voice modulation, body language, and improvisation. Role-play scenarios relevant to classroom dynamics were enacted, allowing teachers to explore effective communication strategies and empathetic interactions with students. The workshop emphasized the importance of non-verbal cues and provided practical tools for engaging students through expressive communication. Teachers gained confidence in using drama techniques to convey concepts effectively, fostering a dynamic and interactive learning environment.
Overall, the workshop successfully equipped educators with valuable skills to enhance their teaching and communication abilities in the classroom.

AUTISM AWARENESS MONTH (APRIL)

Objective:
The primary objective of the Autism Awareness Month initiative was to enhance understanding and inclusivity towards individuals on the autism spectrum, specifically focusing on children with special needs (CWSN).
Activities conducted:

• Collaborative activities for CWSN and Peer buddies: activities such as drawing, art and poster making involve children with special needs and their peer buddies. These activities aimed to foster collaboration, empathy and understanding among all students regardless of their abilities.

• Pledge for Inclusivity: In every classroom, students of classes(1 - 5) took a pledge to uphold inclusivity and support for individuals on the autism spectrum. This pledge served as a commitment to creating a welcoming and supportive environment for all students.

• Staff Participation: All Staff members showed their support for autism awareness by wearing blue-coloured clothes. This display of solidarity helped raise awareness and fostered a sense of community within the school.

Conclusion:
The Autism Awareness Month initiative, organized by the Department of Education, has had a significant impact on promoting inclusivity and understanding within our school community. Through collaborative activities, pledges for inclusivity and staff participation, we have made significant progress in creating an environment where all students, regardless of their abilities, feel valued, supported and included.

ONLINE WORKSHOP ON ‘CRAFT EXPRESSIONS’

Day/Date: Friday, 19 April 2024

I, Manisha Sethi (PRT Art, DPS Dwarka), got the opportunity to attend the webinar organized by the HRDC, DPS Society on the Topic- Crafted Expressions  (Craft with Clay and Paper) on Friday, April 19, 2024. The webinar was hosted by  Mrs. Vanita Sehgal, Director HRDC – DPS Society, who introduced the Resource Person, Ms. Sujata Goel, Art & Craft Expert and Founder of Sujata Arts, Noida.
Ms Sujata Goel began the session with making of polymer clay with very simple and readily available materials at home like Cornflour, Fevicol , Talcum Powder. Session was demonstrated step by step so that the teachers could have hands on experience in real time. Different acrylic colours were added to the clay.
Proceeding further the same clay was used for making various objects.
We started with the first product i.e a Fridge Magnet.  A face of an elephant was made whose trunk was used as a pencil holder. Once done, a magnet was pasted at the back of it. It was just a start to the creative products that were made in the webinar. After the fridge magnet, using the same clay, cardboard, some tissue papers  a decorative piece- a Pair of Swans followed by a small flower pot and a beautiful wall hanging was made by both the resource person and teachers simultaneously. Doubts were constantly cleared throughout the session. Having a hands on experience with clay , some paper craft was demonstrated. Different types of paper flowers were taught. Lastly beautiful peacock using coloured pastel sheet and sketchpens was demonstrated.
The Webinar aimed at training teachers to enhance their skills and creativity which can be used in both classroom teaching and decorating classes and stage.
The session concluded with teachers sharing their experiences through a chat window. A link for feedback form was shared which was to be filled and submitted then and there. A vote of thanks was extended to the resource person.

LEARNING WITH ORAL NARRATIVES

Day/Date: Thursday, 18 April 2024

An online session on the topic ‘Learning with Oral Narratives’ was organized by the Human Resource Development Centre, DPS Society on Thursday, 18 April 2024.

The webinar aimed to explore the educational benefits of incorporating oral narratives into the learning process. Hosted by Ms. Padmini Rangarajan, Director Sphoorthi Theatre for Educational Puppetry, Art and Craft, the webinar delved into the rich tradition of storytelling and its potential to enhance various aspects of education.

Ancient Indian storytelling is rich with diverse narrative techniques, many of which have been passed down through generations. The resource person introduced five different forms of storytelling.

Harikatha- One of the most notable storytelling techniques in ancient Indian literature.This technique involved narration with singing. Stories from ancient Indian texts like puranas and Ramayana weretaken. Through these stories local regional language, history and geography of a particular place was promoted.

Burra Katha- An oral storytelling technique from South India in this tradition, travelers narrate stories while beating the drum. It is a narrative that consists of prayers, solo drama, dance, songs and poems. 

Cheriyal Mask Scroll Painting- Cheriyal paintings were stylized versions of Nakashi art(scrolls of narratives from mythology and folklore). These paintings were used for educating the villagers and kept them entertained at that time. It was used by the Storytellers to narrate the episodes of Indian Epics and the folk culture of the region. In this form the storyteller wandered from village to village to narrate stories.

Kavad Art-A visual story telling art which used a box containing handpainted pictures of classical stories.Through it the resource person taught about the origin of Ganga and the state of polluting rivers.

Shadow Theatre-This form is from Odisha. Wherein a screen was made using a white cloth and shadows were created behind the screen to depict figures of the story.

These narrative techniques from ancient Indian literature demonstrate the depth, complexity, and diversity of storytelling traditions in Indian culture. Each technique serves a specific purpose and offers a wide range of tools to craft engaging and impactful stories, to entertain, educate, inspire, and provoke introspection.

 ‘READ ALOUD’ AND ‘ORAL SKILLS’

Day/Date: Monday, April 15, 2024

A workshop aimed at training teachers in the 4C’s – Communication, Critical Thinking, Creativity, and Collaboration – was organized on Monday, April 15, 2024, on the topic ‘Read Aloud and Oral Skills’ by HRDC – DPS Society. I, Gagandeep Kaur Bhasin (PRT, DPS Dwarka), attended the webinar. The webinar was hosted by Mrs. Vanita Sehgal, Director HRDC – DPS Society, who introduced the guest speaker, Dr. Nina Hood, Senior Lecturer at The University of Auckland, New Zealand, and Founder of The Education Hub.

Dr. Nina Hood's presentation focused on Oral language and Read Aloud and its classroom implementation. She elucidated that oral language encompasses expressive language, involving generating ideas, selecting words, maintaining correct sentence structure and grammar, and speaking fluently, as well as receptive language, requiring understanding meaning, sentence structure, vocabulary, listening, and interpretation. The importance of developing listening skills and reading comprehension was emphasized.

Various planning stages and aspects of ‘Read Aloud’ were highlighted, including activities before, during, and after reading, each elucidated with examples. Dr. Hood emphasized making stories interesting and enjoyable for children through voice modulation, rather than seeking moral lessons from them. An example from the picture book 'The Lighthouse Keeper’s Lunch' illustrated rich vocabulary, background knowledge, illustrations, and speech bubbles, engaging children with the story of Mr. Grinling's lunch adventure.

Additionally, a text from the same book demonstrated the use of figures of speech such as alliteration and enriching vocabulary with words like 'concocting,' 'delicious,' 'scrumptious,' 'devoured,' and 'varmints.' Pictures with accompanying text were used for picture description and composition, reinforcing the link between listening and reading. Dr. Hood stressed the importance of child-friendly books to foster a love for reading and advocated for early phonetics education to ensure correct pronunciation.

The session concluded with a question-and-answer segment, further enlightening participants about the nuances of oral skills. A vote of thanks was extended to the resource person.

EXPRESSIONS : A WORKSHOP IN COMMUNICATION SKILLS

"Communication is the solvent of all problems and is the foundation for personal development."

- Peter Shepherd.

Expressions : A Workshop in Communication Skills was held at DPSS, Human Resource Development Centre, Knowledge Park -5, Greater Noida from Friday, 5 April  2024 to Sunday, 7 April 2024.
The workshop for communication commenced with  lamp  lighting by Ms. Vanita Sehgal, Executive Director HRDC, DPSS, Ms. Jyoti and Ms. Sudeshna along with the participants in an open arena to usher a new beginning and seek blessing of the almighty. The session commenced with Ms. Vanita Sehgal extending a warm welcome to all the participants. In her address to the group, she emphasized on the importance of effective communication in today’s time.
Day 1
The resource person Dr. Sanjay Ranade, associate professor (retired), department of communication and journalism, University of Mumbai began session with the fundamentals of dealing with simple behaviours of the students. One learns from expression from imitating what is expressed by others. Imitating happens in two ways: Anukirtan or saying after, and Anukaran or doing after helping learners, build empathy, listen actively and resolve conflict, expression plays a crucial role in building positive relationships with students. Effective Classroom Presentations make the children more engaging and persuasive. In the classroom we need to create muscle memory of the students which can help the children achieve at the next level.
Speech Articulation and Pronunciation: For communication to be effective, it must be clear, correct, complete, concise and compassionate. It requires us to be clear and complete in what we are trying to express. The resource person explained that regular practice helps students improve their speech clarity and enhances their ability to enunciate words accurately.The teachers were engaged in an activity of making tongue twisters of the subjects they taught
Communicating with the Body: The multisensory experience of the world is diminishing because of the advent of online modes. Hence, the body or the physical movements must be used more extensively. For example, playing football or cricket in the ground is more fruitful than playing the same online. Dr Ranade distinguished between conceptualization and constructivism. Concepts refer to abstract or general ideas So efforts should be made to bring more conceptualization through constructivism. ‘Charade’ was highlighted as a pedagogical tool as it  offers a dynamic and interactive approach to teaching and learning.
Actions speak louder than words therefore as teachers we need to ‘show’ the concepts to students instead of just stating them. For the clear understanding of the topic the participants made a charade by selecting a concept.
Curriculum on the wall (Using Comics as a Pedagogical Tool): Dr. Sanjay Ranade stressed on using comics as a pedagogical tool for an engaging and effective way to enhance learning through various activities hence comics offer a unique blend of visual and text, making complex concepts more accessible and enjoyable for the students. The resource person involved teachers in creating their own comic strips. Teachers could adapt a lesson or a historical event into a comic format and make learning long lasting. Conceptualization, Problematization and humour forms essential components of a comic strip. Several other hands-on activities were conducted to facilitate the same.
Day 2
Visual Communication Skills: Ms Bidisha Roy Das, Media Professional and Mr Zahid Khan Head, Production and Post Production Peninsula Studios introduced the participants to the process of video editing and rearranging video shots to create a cohesive story or message which involves trimming, cutting, and arranging clips to achieve the desired pacing and flow. The felicitators guided the participants to plan the storyboard for planning of the film and also the VIDEO SCRIPT TEMPLATE, scene wise with the selected theme. The participants were divided into groups and video shots were made by each group. The resource person helped the participants in post-production, which is the final stage after the filming of various shots. Each of the groups worked independently on combining the raw video shots by adding music, voice covers and various sound effects to create more impactful visuals under the constant guidance of Ms. Bidisha Roy Das.
As a part of visual communication session, video making was an effective way to convey the concepts in the classroom. Especially, when a teacher wants to incorporate visual and auditory elements as a part of a classroom presentation. The video making sessions enhanced the teachers learning. It is also easy for the facilitators to access and allow students to review material at their own pace and convenience. This flexibility can be especially beneficial for students with diverse learning styles or those who require additional support.
Encouraging students to create their own videos as part of assignments or projects can promote creativity, critical thinking, and digital literacy skills. It allows students to express themselves in different ways and demonstrate their understanding of concepts. Video filming provides students with visual stimuli, making abstract concepts more tangible and easier to comprehend.
Day 3
The day commenced with the introduction of resource person Ms. Hetal Varia, Voice and Dialect Coach. She explained that Expressive communication is a fundamental aspect of human interaction, influencing how we convey ideas, emotions, and intentions. Effective communication involves not only the choice of words but also the modulation of voice, pitch, and resonance. Understanding voice science, vocal habits, and techniques for building authentic speech delivery is crucial for enhancing communication skills.
The resource person then gave introduction of  voice science, the physiological and aspects of vocal production which encompasses the study of vocal anatomy, physiology, and acoustics. Key components include the vocal folds, resonance chambers, and airflow mechanisms. The felicitator emphasized that effective communication requires the deliberate use of vocal techniques to convey meaning and emotion. Proper breath support, vocal projection, and articulation contribute to clear and engaging speech. However, misuse of these techniques, such as speaking too softly or forcefully, can lead to vocal strain or misinterpretation of the message. Awareness of vocal habits and techniques empowers individuals to communicate with confidence and authenticity.
Presence in communication refers to the ability to engage and captivate an audience through confident and authentic delivery. Resonance involves the richness and depth of sound produced by the voice, influenced by factors such as posture, breath support, and vocal placement. Pitch modulation adds nuance and emotion to speech, conveying subtleties of meaning and emphasis.
The participants were engaged in various voice training techniques which deepened their comprehension of how presence, resonance, and pitch impact effective communication.
They acquired practical techniques to improve vocal delivery, capture attention, and enhance confidence in public speaking and interpersonal interactions.
This holistic approach of the workshop on communication enabled participants to develop a nuanced understanding of how their communication  influences their interactions, paving the way for continued growth and success in both professional and personal realms.

ORIENTATION WORKSHOP FOR THE CAMBRIDGE EARLY YEARS CURRICULUM

The Orientation Workshop for The Cambridge Early Years Curriculum was held at DPSS, Human Resource Development Centre, Knowledge Park -5, Greater Noida on March 20, 2024 which was attended by the following teachers:
1.        Ms. Maneesha Mahajan (Cambridge Supervisor)
2.        Ms. Richa Agarwal
3.        Ms. Gurpreet Kochhar
4.        Ms. Pallavi
5.        Ms. Priyanka Sharma
6.        Ms. Meenakshi Kanwar
7.        Ms. Seema Kaushik
8.        Ms. Shipra Aggarwal
9.        Ms. Falguni Kapoor
10.      Ms. Riddhi Mahajan

In her keynote address Ms. Vanita Sehgal Director HRDC, reflected on the importance of pedagogy in effective teaching and learning during early years. She stressed upon   various aspects of the Cambridge Early Years Curriculum and practical strategies for effective teaching and learning in the early years. She further emphasized that together, as teachers we need to give learners the confidence they need to thrive and make a positive impact in a changing world.
Elaborating on Cambridge Early Years new programme for 3-6 years old the resource person Dr. Akash Raut gave an insight into how the Cambridge Early Years programme gives young learners the best start in life, helping them to meet key early milestones and thrive in and outside of school.  The resource person further focused on the fact that children should be involved in their own learning through well-planned experiences which will help them develop knowledge, understanding and skills through a spiral approach, thus following a holistic approach that focuses on the whole child and connects his/her development with the world and people around them.

The session on Making Connections emphasized on the areas in a learning environment the children can choose from and explore freely. It focused on what  to look out for during the activity and how to support or challenge children accordingly. It provided an outline for the activities by providing full and detailed  guidance for play  based  learning designed to meet new curriculum learning statements - by   advising ,  observing and  assessing learning. The session also suggested ways to support struggling learners.
Transferring Learning session emphasized on how learning should encourage a balance of physical, cognitive, language and communications, and social and emotional development. He impressed upon the teachers the divine significance of their roles, purpose and responsibilities, which when assumed effectively, help shape the little ones. The teachers were encouraged to share their everyday classroom challenges and how they coped with the same. Implementing the curriculum, helping learners transition into early years education and on to primary, short, medium and long-term planning for Cambridge Early Years, including example templates and planning was stressed upon. The resource person further elaborated on the role of school support hub which included engaging resources for teachers and learners that are carefully designed to align with our curriculum.
Sharing Good Practices session emphasized on the fact that speaking, listening, reading and writing are crucial to children’s early development. Showing children the importance of language through fun activities and encouraging them to engage with a wide range of texts helps to ignite a lifelong curiosity for learning was stressed upon. The workshop emphasized on how creative expression allows children to communicate their ideas and develop their imagination through art and design, music, dance and drama. This important area brings together skills and cognitive processes from across the whole curriculum
Assessing young learners’ progress against key milestones was stressed upon. Benchmarking on students’ levels of ability, highlighting any hidden talent or undiscovered strengths and suggesting where additional support is needed was stressed upon giving opportunity to tailor teaching, using personalized reports, offering an objective measurement that helps compare/track children’s progress were a few examples that were reiterated and discussed.
The workshop was central to children’s lives. It underpinned their wellbeing and attainment in all areas of their learning which help them to develop social learning and friendships, regulate their emotional responses and respond to the needs of others, and develop self-esteem and confidence.
The content of the workshop was highly relevant to the teachers' role in the classroom, offering practical tools and strategies that could be directly applied in an early childhood classroom. Ample opportunities for networking and collaboration were provided, allowing participants to connect with peers, share experiences and exchange ideas for enhancing the Cambridge Early Years Curriculum
Step-by-step activity ideas, continuous provision and guided play suggestions, observational assessment guidance etc. was discussed in detail. The workshop indeed included a comprehensive array of interactive sessions, engaging activities and stimulating discussions.
The workshop effectively engaged participants through interactive activities, discussions etc. fostering a dynamic learning environment. The resource person Dr. Akash Raut demonstrated deep expertise in the field, providing valuable insights, research-based practices, and real-life examples to support various teaching practices.
A stimulating synergy was fostered all along that created a fertile environment for optimum learning thus providing a solid foundation and platform which focused on developing best practices and practical strategies that can be used with learners.
It was a very enriching and fruitful session.

CLASSES: EARLY YEARS 1-2 & PRIMARY STAGES 1-3
CAMBRIDGE SCHOOLS CONFERENCE ONLINE

Day/Dates: Wednesday, 11 March to Thursday, 21 March 2024

The Cambridge Schools Conference was conducted through the online mode from Wednesday, 11 March to Thursday, 21 March 2024. The Vice Principal, Primary Wing, along with teachers teaching Early Years 1 and 2 as well as Primary Stages 1-3 attended the following Breakout Sessions:
Language of feedback: Empowering learners
Resource Person – Dr. Akash Raut
Wednesday 13 March, 2024

Feedback is one of the most powerful influences on learning. The impact of feedback is more important than the feedback given and thus, the language of feedback to develop learner autonomy is highly essential. In this workshop, the role of assessment for learning (AFL) was understood, in order to facilitate teaching and learning that creates meaningful feedback to improve learners’ performance.
The workshop allowed participants to think critically about the role of feedback in assessment for learning, the language of feedback to be used in the classroom and strategies to imbibe language of feedback in the teaching and learning process.

Building the foundations for confident communication in our early years classrooms
Resource Persons - Nayla Aramouni & Ruth Macdonald
Wednesday, 13 March 2024

Effective speaking and listening skills are critical for children's overall development in the early years. These skills also support academic and social success in primary school, secondary school and into adult life. Effective communication relies on children feeling encouraged to become active participants in conversations and discussions, and having the range of vocabulary and language they need to understand and make themselves understood. This session focussed on how to scaffold early language development, how play provides an ideal context for developing speaking and listening skills and strategies that promote effective communication.  Moreover, participants gained knowledge in supporting children whose home language is different to the school language.  The session facilitated in understanding the expected progression for children's speaking and listening skills in the Cambridge Early Years curriculum framework following the English as a first language or English as a second language route.

Confident use of technology for communication in the classroom
Resource Persons - Andrew Field & Rachel Logan
Thursday 14 March, 2024

Technology can act as the saviour or the saboteur of any given lesson.  This session explored how technology can be used to communicate with our learners, without the need for extensive tech-expertise or elaborate planning and preparation. Participants also reflected on how teachers can model a growth mindset in their approach to teaching and learning.

Learning to talk, through talk
Resource Person – James Mannion
Thursday 14 March, 2024

The word oracy was invented in 1965 in an attempt to give spoken language equal status as written literacy and numeracy. Despite this, almost 60 years later, spoken language remains largely underdeveloped among children and young people in schools, where reading and writing still rule the roost.  It was learnt that there are two sides of the oracy coin: oracy education (learning to talk) and dialogic teaching and learning (learning through talk). Both are equally important – and both are often underdeveloped in schools.  In this practical workshop, Dr James Mannion shared a number of tried and tested techniques and strategies for teaching children how to speak and listen effectively, and how to learn through dialogue. Talk rules, talk goals, pupil groupings, talking points, the third turn and intercepts were explored in detail. 

Read to write, write to read: A true story from the classroom
Resource Person - Ahmed Shalabi Abdelghaffar
Monday 18 March, 2024

This recorded session allowed participants to understand the following:

• how reading exposes us to diverse writing styles, vocabulary, and ideas.
• how reading enhances critical thinking and analytical skills, contributing to better writing.
• how reading various genres and authors can inspire and inform one's own writing.
• techniques to analyse and to learn from the writing techniques of others.
• how writing assignments and exercises can foster active engagement with reading material.
• the benefits of summarizing, paraphrasing, and discussing texts as part of the writing process.
• how cultivating a habit of reading and writing contributes to continuous learning and personal growth.
• strategies to incorporate reading and writing into daily routines.

Artificial Intelligence in education – friend or foe? Communicating Cambridge’s Approach to Generative AI
Resource Persons - Sanjay Mistry & Jesse Dvorchak
Monday 18 March, 2024

In this workshop, the dynamic role of Artificial Intelligence (AI) in education was explored, questioning whether it’s a friend or foe. Cambridge’s approach to Generative AI was focussed upon, navigating its potential benefits and challenges in shaping the future of learning. It was learnt how AI can be harnessed as a powerful ally in education.

 Every teacher is a language teacher: How all teachers can help all learners develop their writing skills
Resource Person - Lauren Woods
Tuesday 19 March, 2024

Even when learners are confident in a subject, they may struggle to communicate their knowledge, skills and understanding effectively when they write. In this session, it was learnt that all teachers, regardless of subject specialism, can help learners overcome these challenges so that their written work is a true reflection of their subject ability.  Actively engaging with resources written by others can help learners develop the quality of their own writing. This means that when teachers plan and create written teaching and assessment materials, they need to consider both the level of subject-specific language and wider vocabulary and linguistic structures.  This workshop explored the importance of knowing the language ability of individual learners and why some may find writing challenging.  It enlightened about ways in which teachers can ensure the language they use in written resources is accessible to all learners while still offering age and qualification appropriate stretch and challenge.  Practical tips were given which can help learners to develop their writing skills across the curriculum.

 Developing wellbeing through confident communication
Resource Persons - Sarah Nelson & Hannah King
Tuesday 19 March, 2024

When learners have a positive sense of wellbeing, they are more likely to feel confident, motivated and engaged in their learning. This is crucial as they progress towards and through adolescence - a period of rapid cognitive and emotional changes - and leads to better academic outcomes and overall success in life.  The teaching and learning of wellbeing can be enhanced through the use of targeted and well-managed discussions, but confidence around the discussion of potentially sensitive topics can impact our ability to do so. Looking across the curricula, we can utilise familiar active learning techniques to develop and enhance learners' communication in the new Cambridge Primary Curriculum.  The following points were explored in the session: 

• how oracy can play a key role in the teaching and learning of wellbeing.
• how to effectively facilitate learner discussion of potentially sensitive topics.
• the power our language choices and communication techniques can have on our own and other's wellbeing.
• practical techniques to support learners during speaking and listening-based activities.

Tackling the climate crisis: empowering learners through climate change education
Resource Persons – Christine Özden & Judith Roberts
Wednesday 20 March, 2024

Education is key in tackling the climate crisis. High quality education matters, and local context matters, too. In this session, participants looked at what works, and the practical steps school leaders can take.  The scope of climate change education across primary and secondary education was explored and some key considerations were noted, as it becomes a major strand in the curriculum.  It was stressed how working together will help us make sure students can be ready for the world at a time of climate change.
Cultivating Green Shoots: A Practical Guide to Climate Change & Sustainability in Your Schools and Classrooms
Resource Person - Dr Mona Chiriac
Wednesday 20 March, 2024

Educators hold the keys to communicating about climate change and engaging learners in how to create a more sustainable future. This workshop invited participants to explore practical ways to nurture sustainability education in our schools and classrooms.  Participants got an opportunity to navigate the core principles of climate change and sustainability education, ensuring a firm foundation for further exploration.  By the end of this session, participants gained a clearer understanding of climate change and sustainability education in the classroom.  The session reminded participants of the role and purpose of the Global Perspectives curriculum strand and invited participants to reflect on how they and their school can develop communication skills in their learners and the role that Global Perspectives plays now and/or could play in the future.