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Archives – International School Award 2014-15

The International School Award (ISA) acknowledges school collaboration internationally and provides a framework for recognising schools that:

  • champion international work and collaboration with partners to build and develop lasting relationships
  • benchmark best practice and share professional development in teaching and learning
  • engage young people in both the global economy and global citizenship and develop their skills for life and work
  • support whole-school projects that contribute towards school improvement
  • enrich education through international work.

2014 – Hari Shree’s ISA accreditation, which we received in 2011 is valid till 2014. This year, we have applied for reaccreditation and the school will be engaged in various projects across all grade levels as a year long engagement.

Chettinad Hari Shree Vidyalayam

International School Awards Projects 2014

Project 1: Class 2 & 3                          

Let me Reflect … Why are Streets named so???

Students will learn the meanings and origins of a few street names in different countries. As they explore the significance of the names, they will be able to relate its various factors that are generic to these countries.

Learning Outcomes: At the end of the project the students will be able to:

  • Understand the significance behind naming streets locally and in the selected partner countries.
  • Relate it to history, politics, religion etc.
  • Compare & contrast reasons or factors that determine naming in other countries.

June – August 

The students of Class 2 had a brain storming session reflecting on why streets are named so?  They came out with different types of street names like School View Road, Kamarajar Salai etc., and pondered the reason behind why they were named so. They gained first hand information from visitors from Germany on how streets are named in their country and the significance behind the names. They also witnessed screening of a power point presentation explaining how streets are named in different countries.

September onwards 

Connect with friends/relatives in other countries and collect more information.

Create a classroom display on the knowledge gained.

Project 2:  Class 4                      

I can reach out with Love and Respect

Students are sensitised to recognize positive and negative attributes of aging and the need for critique care for the elderly. As they compare and contrast the various ways of caring for the senior citizens in various countries, they understand the cultural factors in the government policies. They also realize that they have the power of making a difference through a simple act of kindness and the importance of getting involved in community reach projects.

Learning Outcomes – at the end of the project the students will be able to: 

  • Sensitize care for senior citizens and analyse the causes of life expectancy.
  • Understand the cultural factors in government policies in quality of care for senior citizens.
  • Be the agents of change.

June – August 

Care Shown:

As a supplement to their social studies curriculum the students of class 4 were sensitized on the topic. An interactive session with the interns of AIESEC enabled them to realise how elderly people were taken care in countries like Italy, Slovakia, and Russia. The topic was explored in depth during their language hour and students displayed charts on how they can show their love and care for the elderly at home.

September onwards 

Visit a Senior citizens home and commemorate World Elderly Day.

Project 3:  Class 5          

Can I save the Vanishing Trades 

This project will provide an understanding to vanishing trades as a whole, and vanishing trades in our local context and in the partner countries. As they explore the various trades that are vanishing, they are made to reflect on whether or not these trades need to be preserved.

Learning Outcomes – at the end of the project the students will be able to: 

  • Understand the idea of vanishing trades and shortlist a few in the selected countries.
  • Compare & Contrast the reasons for their complete / near disappearance and appreciate the value of human labour.
  • Implications for the artisans/ tradesmen and also for the community.

June – August 

As a prelude to the topic the students organised their thoughts to find out the trades that were vanishing. They also read articles that appeared in the newspaper about various trades that were on the declining trend. The partnership with AIESEC, the global youth network developing a global learning environment paved way for the students to gain insight into various trades that were vanishing in countries like Italy, Slovakia, Russia, China & Vietnam.

September onwards 

Group project – create a scrap book to highlight Vanishing Trades in countries like UK, Japan, Korea and Germany. 

Project 4: Class 6  

Can I be the agent of Change in this World?

Children get a new insight into the issue of homelessness. As they explore the reasons for homelessness in India and a few other countries, they get an insight into the challenges on the issue, and are encouraged to recognize opportunities to extend their support at a micro level and also think creatively to be agents of change collectively as a society.

Learning Outcomes – at the end of the project the students will be able to: 

  • Understand the factors that contribute to an individual becoming homeless in the select countries.
  • Understand their support systems.
  • Explore possibilities of reaching out to the homeless.

Project 5:  Pre-Primary I to Class 1

Can I Drum and Hum?

Children are exposed to traditional musical instruments of a few countries. This will enhance their learning skills and will hopefully ignite an interest in music at a tender age. As they learn the existence of these instruments in the various locations on a world map, they learn to classify them and relate them to local festivals and celebrations.

Learning Outcomes – At the end of the project the students will be able to:

  • Identify native musical instruments of partner countries, and classify them as wind instruments, percussion, Stringed or keyboard instruments.
  • Relate them to the special occasions when they are played.
  • Infer that each partner country, in accordance to its cultural heritage will use the instruments differently.

June 2014 – Each environment took on one country and made an effort to explore the indigenous musical instrument/s belonging to that country. Over the course of the first two terms, children learnt to identify musical instruments and grouped them into stringed, wind or percussion categories.

Our classrooms were happy to host visitors from Japan, Korea, Thailand, Malaysia & Nepal.

Interaction with these visitors helped them make logical connections with countries, their festivals/ celebrations and the respective musical instrument.

On the 20th of November,  a vibrant and festive junior campus came together to present their learning and perform for their parents and a few esteemed guests  from the various countries. Each environment displayed their student work. The children won over many hearts with their presentations.  Our special guest for the day Smt. Lalgudi Vijayalakshmi, a name to reckon with in the field of music appreciated the efforts of the school in integrating international dimension into the curriculum.

Bhageerathi – Thailand – Ranatek

Bhavani – Australia – Didgeridoo

Bramhaputra – Indonesia – Gangsa

Cauvery – South Korea – Gayagum

Ganga – Newzealand – Tagoapauro

Godavari – Nepal – Madal

Krishna – Japan – Koto

Saraswathi – Srilanka – Gettabaraya

Sindhu – Malaysia – Compang

Yamuna – Bhutan – Damryen

Project 6: Class 7                          

How my society cares for the differently abled 

Children are sensitised to the needs of the differently abled. As they explore the support systems in other countries, they will be able to create practical solutions to the challenges of the disabled in our society, by NGOs and self-help groups. They are encouraged to create an inclusive system within their own school environment by empowering them to be the agents of change.

Learning Outcomes – at the end of the project the students will be able to: 

  • To understand the world from the perspective of a differently abled person and connect to the feelings of people around them.
  • Understand the Role of NGOs and self-help groups in offering support.
  • Design practical solutions based on foreign scenarios.

June – August 

The children were oriented on physical disability and the special needs of the differently abled. They were given a set of questions to research on. A booklet was made individually by each child about the same. A story was given to the children on a school that share in the misfortune of the disabled. The children were asked to depict the same in a comic strip. They were also encouraged to pick one disability and use it in role play and make a report. The interns from AIESEC shared information on how their society cares for the differently abled.

September onwards

Skim and scan media reports, Bulletin board display and connect with NGOs in other countries.

Student Parliament at Hari Shree Vidyalayam 

November 2014 

Chettinad Hari Shree Vidyalayam conducted its very first Student Parliament in the school premises. The students called it the STUPA – a short form for Student Parliament.

Two sessions were held to discuss various issues connected to the school environment that directly or indirectly affect the students. This year, the STUPA involved only Seventh Graders; however, the next STUPA plans to involve all grades from 7 to 9. The current 7th grade students will take up the organization of this event in the coming academic year.

Please click on the link below for the newsletter brought out by the Press panel of Class 7 detailing the proceedings of the sessions.

STUPA – Newletter

Commemoration of World Disability Day 
3rd December, 2014 

The students of Class VII had an opportunity to interact with the inmates of AIM for Seva Krupa Home on the occasion of World Disability Day.  As part of the International School Award project, the students of Class VII are exploring how society cares for the differently abled. Earlier, they had an opportunity to interact with a student group from Germany and a team from AIESEC. This helped them gain first hand information on how NGOs and self help groups in different countries extend support to the differently abled.

In continuation with this, they had a session with the NGO – Aim for Seva Krupa Home. Dr.Radhika Soundararajan, along with two staff–caregivers trained to handle the differently abled and three inmates of their home visited CHSV and shared their experiences, giving students an insight into the life and challenges faced by the differently abled and their caregivers.

Students got to know about different types of disabilities like autism, cerebral palsy and mental retardation, some of which are not that obvious. The care givers Mr. Saravanan and Mr. Udaykumar spoke about how society has to extend a helping hand to such people and stressed on the need for youngsters to involve themselves in efforts to improve the scenario.

The session paved the way for students to understand the challenges faced by the differently abled and the role of Non Governmental Organisations in supporting and rehabilitating them.

Project 7:  Class 8 & 9                               

Linguistic and Semantic 

Comparison of English (Indo-European) language with Sanskrit (Asian); Sino-Tibetan (Mandarin) or Japonica. 

Learning Outcomes – at the end of the project the students will be able to: 

  • Understand that similarities in languages indicate a common origin.
  • Understand the nature of Indo-European languages and its characteristic features.
  • Understand the etymological evolution of certain words.

June – August 

How we have understood the similarities? 

The students of class 8 & 9 gained first hand information from students of Germany who visited our school during the month of June. They compared the similarities between German, Hindi, Sanskrit, Tamil and French.

September onwards 

What is yet to be understood and assimilated? 

Will work on a booklet to shows the similarities of sounds and difference between Indo- European, Asian, Sino-Tibetan languages and vice versa.

Project 8:    Class 11, 10 & 12                   

Career Options 

Students are encouraged to explore career options of their peers in other countries. As they compare this learning in the local context, they are able to reflect on the intelligence behind the run of the mill choices and encouraged to open out to unusual options that might be interesting. 

Learning Outcomes – at the end of the project the students will be able to:

  • Understand the trend of careers around the world- similarities & differences.
  • Use the experience to understand oneself& hopefully guide one’s career choice.

The students of class 10, 11 & 12 attended various sessions regarding study and career opportunities both in and outside India. Delegates from Australia, UK and team of students from AIESEC briefed the students on the same. Major Suresh Babu spoke to the students on looking at careers in the Armed forces in India. The sessions provided the students with a wide ranging scope to pursue in their future.

For more details please check http://www.harishree.org/members-of-the-australian-consulate-at-hsv/

Career counselling session for XI & XII by the British Council at CHSV 

On the 19th of August, students from class XI and XII had a career counselling session with representatives from the British Council and other representatives from various British universities.

After a presentation by the representative from the British Council about what steps must be taken to apply for a degree, the students were given about an hour to interact with the various representatives from each university in informal sessions. Some of the universities present were the University of East Anglia, Northumbria University, Plymouth University, and the University of Exeter. Students called the session very informative, and many of them were given brochures or pamphlets from the universities containing further details on specific courses.

 

 

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